Child and Adolescent Development Concepts

Prof. Zhanina U. Custodio
Professional Education Department
LET REVIEW
Philippine Normal University
National Center for Teacher Education
Manila

CHILD AND
ADOLESCENT
DEVELOPMENT

ADULTHOOD
ADOLESCENCE
PUBERTY
CHILDHOOD
BABYHOOD
INFANCY
PRE-NATAL

• Growth
• Development
• Maturation
• ZPD
• Heredity
• Environment
• Theory
• Ethological Theory
• Attachment
• Psychosexual Theory
• Psychosocial Theory
• Ecological Theory
• Sociohistoric- Cognitive/
Linguistic Theory
• Other Theories

GROWTH
 Pertains to the physical change and increase in size
 Can be measured quantitatively
 Indicators of growth are height, weight, bone size and
dentition
DEVELOPMENT
Involves increase in the complexity of function and skill
progression
The capacity and skill of a person to adapt to the
environment
Pertains to the behavioral aspect of growth
MATURATION
Consists of changes that occur relatively independent of
the environment
Usually considered to be genetically programmed- the
result of heredity

HEREDITY
The process of transmitting biological traits from
parents to offspring through genes, the basic units of
heredity
ENVIRONMENT
Refers to the surrounding condition that influences
growth and development
THEORY
Ideas based on observations and other kinds of
evidences which are organized in a systematic manner
Used to explain and predict the behaviors and
development of children and adults
ZPD (Zone of Proximal Development)
Zone of proximal development wherein the child
acquires new skills and information with the help or
assistance of an adult or an adult peer

PRINCIPLES OF
GROWTH and
DEVELOPMENTp.5

PRINCIPLES OF HEREDITY
 PRINCIPLE OF REPRODUCTION
“LIKE BEGETS LIKE”

 PRINCIPLE OF VARIATION
“No two individuals are exactly alike.”

 PRINCIPLE OF CHANCE

 Dominance and Recessiveness

 Principle of Sex-linked Characteristics

PRINCIPLES OF DEVELOPMENT
Development is an orderly process
which follows a predictable patterns:
CEPHALO-
CAUDAL TREND

Development is an orderly process
which follows a predictable patterns:
PROXIMO – DISTAL TREND

Development is the
result of the interaction of
maturation and learning.
Development proceeds
by stages.

IMPLICATIONS
It helps us to know what to expect and
when to expect it.
 It gives the adult information as to when
to stimulate and not to stimulate the child.
It makes possible for parents, teachers
and others who work with children to
prepare the child ahead of time for the
changes that will take place in his body, his
interests, or his behavior.

• The prenatal period in many aspects is
considered as one of the most- if not the
most, important period of all in the life span of
a person.
• This person begins at conception and ends at
birth and approximately 270 to 280 days in
length or nine calendar months.

PRE-NATAL STAGE
(fertilization – birth)
GERMINAL PERIOD
Fertilization – end of 2nd wk.
EMBRYONIC PERIOD
End of 2nd wk. – end of 2nd mo.
FETAL PERIOD
End of 2nd mo. – birth

GERMINAL PERIOD
Fertilization – end of 2nd wk.

EMBRYONIC PERIOD
End of 2nd wk. – end of 2nd mo.

FETAL PERIOD
End of 2nd mo. – birth

3 WEEKS 6 WEEKS 8 WEEKS

BIRTH

• Infancy is the transition period
intervening between birth and two
weeks of life and identified as the
shortest of all developmental period.
• The roots of language are crying,
cooing and babbling.

STAGE 2: INFANCY STAGE
(Birth – end of 2nd week)
 PARTUNATE
PERIOD :
Birth up to 15 –
30 minutes
 NEONATAL
PERIOD :
From cutting &
tying of the umbilical
cord up to the end
of second week.

EMOTIONAL DEVELOPMENT
OF INFANTS
 ATTACHMENT BEHAVIOR
developed psychologically between an
infant and the caregiver.
 John Bowlby (1969)
developed psychologically between an infant and the
caregiver.
o Attachment System – Interaction between the infant and
the caregiver which evolves from the infant’s restlessness;
and such helplessness maintains intimacy.

• Developmental tasks include: learning to walk,
learning to take solid foods, having organs of
elimination under partial control, achieving
reasonable psychological stability especially in
hunger rhythm and sleep, relating emotionally to
parents and siblings, and learning the foundations
of speech
• Common emotional patterns involve anger, fear,
curiosity, joy and affection.

STAGE 3: BABYHOOD
 Covers
from the
end of
second
week up to
the end of
second
year.

Babyhood – Characteristics:
 True Foundation age
 Age of rapid growth and
changes
 Age of increasing individuality
and decreasing dependency
 Age of sex role typing

• Names given to describe the stage are: problem or
troublesome age, toy age, preschool age, pre-gang
age, exploratory and the questioning age
• Developmental tasks include: control of elimination,
self-feeding, self-dressing and doing some things
without much help, development of motor skills that
allow him to explore and do things to satisfy his
curiosity and acquisition of adequate vocabulary to
communicate his thoughts and feelings with those
around him

STAGE 4: EARLY CHILDHOOD
End of 2nd year – 6 years old
 The preschool child should be given as much
as physical experience as possible and play
activities to learn by doing and to develop
his intellectual capacity.
 This stage is also regarded as the teachable
moment for acquiring skills because children
enjoy the repetition essential to learning
skills; they are adventuresome and like to
try new things and have already learned
skills to interfere with the acquisition of the
new ones.

• Late childhood is the period for learning the
basic skills in life.
• Names used to describe the stage are:
troublesome age, sloppy age, quarrelsome age,
elementary school age, critical period in the
achievement drive, gang age and age of
conformity.
• Children in this stage win recognition by being
able to do things.

STAGE 5: LATE CHILDHOOD
6 years of age – sexual maturity
 Developmental tasks include: learning physical skills
necessary for group and organized games; learning to
get along with age-mates and members of his family
and community; learning fundamental skills in reading,
writing and numeracy; develop appropriate masculine
or feminine social roles; develop healthy self-concept
and conscience; achieve personal independence by
being able to perform life skills; learn to perform the
different roles expected of him and think rationally to
adjust to situations; make decisions and solve
problems.

• The word growth spurt refers to the rapid
acceleration in height and weight that marks the
beginning of adolescence.
• Considered as unique and distinctive period and
characterized by certain developmental changes
that occur at no other time in the life span
• Manifested in both internal and external changes in
the body with both the primary and secondary sex
characteristics

STAGE 6: PUBERTY 10/12 to 13/14
 PRE-PUBESCENT :
overlaps with the closing
year or two of childhood
stage.
 PUBESCENT :
The exact dividing line
between childhood and
adolescence.
 POST-PUBESCENT:
overlaps the opening year
or two of the adolescence
stage.

 BOYS’ CONCERNS
 NOCTURNAL EMISSIONS
 SECONDARY SEX
CHARACTERISTICS
 LACK OF INTERESTS IN GIRLS

 GIRLS’ CONCERNS
 MENARCHE
 MENSTRUATION
 SECONDARY SEX
CHARACTERISTICS
 LACK OF SEX APPEAL

 BOYS AND GIRLS’ CONCERNS
 SEX ORGANS
 BODY DISPROPORTIONS
 AWKWARDNESS
 AGE OF MATURING
 MASTURBATION

 PSYCHOLOGICAL HAZARDS
 Tendency to develop unfavorable
concepts
 To become underachievers
 Unwillingness to accept changed
bodies or socially approved sex
roles
 Deviant sexual maturing

• Adolescence is the age when the individual
becomes integrated into society of adults; the
age when the child no longer feels that he is
below the level of his elders but equal, at least
in rights.
• The developmental tasks of adolescence are
focused on the developing independence in
preparation for adulthood and in establishing a
sense of identity.

STAGE 7: ADOLESCENCE
 EARLY
ADOLESCENCE:
“TEEN-AGE
YEARS” (13-17)
 LATE
ADOLESCENCE:
Covers from 17
years of age up to
age of “Legal
Maturity”.

STAGE 7: ADOLESCENCE
 RECREATIONAL
INTERESTS
 PERSONAL
INTERESTS
 SOCIAL INTERESTS
 EDUCATIONAL
INTERESTS
 VOCATIONAL
INTERESTS
 RELIGIOUS
INTERESTS
 INTERESTS IN
STATUS SYMBOLS

• The need for love and intimacy are met in adult
life, becomes more fulfilling in marriage, with
the involvement of commitment
• The need for generativity is through
achievement. Burn out and alienation become a
problem with work.
• Moral development possesses responsibility for
the welfare of others..

STAGE 8: ADULTHOOD
 EARLY ADULTHOOD:
18 – 40 Years old
 MIDDLE ADULTHOOD:
40 – 60 Years old
 LATE ADULTHOOD:
60 years old - Death

EARLY ADULTHOOD
18 – 40 Years old
 REPRODUCTIVE AGE
 SETTLING DOWN-AGE

STAGE 9: MIDDLE ADULTHOOD
40 – 60 Years old
 PERIOD OF SOCIAL
ISOLATION
 PERIOD OF EMPTY-NEST

• Composed of individuals at and over
the age of 65, most of whom have
retired from work
• Most individuals in this late years
begin to show slow, physical,
intellectual and social activities.

STAGE 10: LATE ADULTHOOD
60 years old - Death
 PERIOD OF
DECLINE
 THE CLOSING
CURTAIN OF THE
LIFE-SPAN

The Psychoanalytic
Perspective
 Freud’s theory
proposed that
childhood
sexuality and
unconscious
motivations
influence
personality

PSYCHOANALYTIC THEORY - Freud
ID
EGO
SUPER EGO

PSYCHOANALYTIC THEORY
ID EGO SUPEREGO
Impulsive Rational Oughts/Shoulds
Pleasure-oriented Planning Right/Wrong
Mostly Mostly Mostly
unconscious conscious unconscious

PSYCHOANALYTIC THEORY
SUPER EGO
E
G
O
CONSCIENCE
EGO IDEAL

Personality Structure
 Freud’s idea
of the mind’s
structure
Id
Superego
Ego Conscious mind
Unconscious
mind

Personality Development
Freud’s Psychosexual Stages
Stage Focus
Oral Pleasure centers on the mouth--
(0-18 months) sucking, biting, chewing
Anal Pleasure focuses on bowel and bladder
(18-36 months) elimination; coping with demands for
control
Phallic Pleasure zone is the genitals; coping with
(3-6 years) incestuous sexual feelings
Latency Dormant sexual feelings
(6 to puberty)
Genital Maturation of sexual interests
(puberty on)

© 2008 The McGraw-Hill Companies, Inc.
Socioemotional Development
• Erik Erikson (1902-1994)
• Theory emphasizes lifelong
development
• Eight psychosocial stages of
development
• Each stage represents a
developmental task
– Crisis that must be resolved
– Personal competence or weakness

HAVIGHURSTS’S
Developmental Tasks During
Life Span
• (Robert Havighurst: teachable
moments)
• Infancy - Early Childhood (birth
to 5 years)
• Middle Childhood (6 to 12 years )
• Adolescence (13 to 18 years)
• Early adulthood (19 to 29 years)
• Middle Adulthood (30-60 years)
• Later Maturity (60>)

THE DEVELOPMENT TASK
Infancy and Early Childhood
• Learning to walk.
• Learning to take solid foods
• Learning to talk
• Learning to control the elimination of
body wastes
• Learning sex differences and sexual
modesty
• Forming concepts and learning language
to describe social and physical reality.
• Getting ready to read

Age Birth to 6 - 12
• Learning physical skills necessary for ordinary games.
• Building wholesome attitudes toward oneself as a
growing organism
• Learning to get along with age-mates
• Learning an appropriate masculine or feminine social
role
• Developing fundamental skills in reading, writing, and
calculating
• Developing concepts necessary for everyday living.
• Developing conscience, morality, and a scale of values
• Achieving personal independence
• Developing attitudes toward social groups and
institutions

Adolescence
• Achieving new and more mature relations with age-mates
of both sexes
• Achieving a masculine or feminine social role
• Accepting one's physique and using the body effectively
• Achieving emotional independence of parents and other
adults
• Preparing for marriage and family life Preparing for an
economic career
• Acquiring a set of values and an ethical system as a
guide to behavior; developing an ideology
• Desiring and achieving socially responsible behavior

Early Adulthood
• Selecting a mate
• Achieving a masculine or
feminine social role
• Learning to live with a marriage
partner
• Starting a family
• Rearing children
• Managing a home
• Getting started in an occupation
• Taking on civic responsibility
• Finding a congenial social group

Middle Age
• Achieving adult civic and social
responsibility
• Assisting teenage children to become
responsible and happy adults
• Developing adult-leisure time
activities
• Relating oneself to spouse as a
person
• Accepting and adjusting to changes
• Reaching and maintaining
satisfactory performance in one’s
occupational career
• Adjusting to aging parents

Old Age
• Adjusting to decreasing physical strength and
health
• Adjusting to retirement and reduced income
• Adjusting to death of spouse
• Establishing an explicit affiliation with members
of one group
• Establishing satisfactory physical living
arrangements
• Adapting to social roles in a flexible way

Jean Piaget
Cognitive Theory of
Development
Sensorimotor stage
Pre-operational stage
Concrete operational stage
Formal operational stage

• Jean Piaget (1896-1980)
• Children actively construct their
cognitive world using…
– Schemas – concepts or
frameworks that organize
information
– Assimilation – incorporate new
info into existing schemas
– Accommodation – adjust existing
schemas to incorporate new
information

Stage 1: Sensorimotor (0-2)
 Key
development:
Object
Permanence
 objects
continue to
exist even
when not
visible

Object Permanence: Introduction
• According to Jean Piaget's theory of development, an
awareness of object permanence--that objects exist
even when out of view--emerges at about 8 months,
in the sensorimotor stage of development (birth to 2
years).
• For very young babies (under 6 months), when an
object is no longer visible it no longer exists. By 8
months of age, the child will look for an object that
has just been hidden.

Stage 2: Preoperational (2-6)
 Child is not logical
 Key development: Egocentrism
 incapable of seeing another point of view

Stage 2: Preoperational
 Key
development:
ANIMISTIC
THINKING
 Inanimate
objects have life
and mental
processes

Stage 2: Preoperational
 Key
development:
CENTRATION
 Inability to
understand an
event

Stage 3: Concrete Operational (7-11)
•Thinks logically about
concrete events
•Key development:
Conservation
–objects stay the
same even when their
form changes

Piaget's Conservation Task: Introduction
• According to Jean Piaget, the third stage of
development (about 7 to 12 years) is the concrete
operational stage.
• At about 7 years old, children acquire logical
thinking about concrete events.

Stage 4: Formal Operations (11 - adult)
 Able to think logically
 Key development: Abstract thinking

MORALITY
An engagement of a
group as to the
rightness or
wrongness of a type
of act.
– Dr.Chandler..

MORAL DILEMMA
The captain of a group of men calls
for a retreat in the face of heavy
enemy action in battle. A bridge
behind them should be blown up, but
the man sent to do that would have
little chance of coming back alive.
The captain also knows that he is the
best person to lead the retreat.
 What should he do?

MORAL DILEMMA
Should a doctor
commit to mercy killing
of a fatally ill woman
who is begging for
death because of her
pain?

MORAL DILEMMA
Heinz’s wife is dying. There is one
drug that will save her, but is very
expensive and the druggist who
invented it would not sell it at a low
price so that Heinz can afford it.
Heinz, desperate, breaks into the
druggist’s store and steals the drug.
Should Heinz steal the drug to save
her wife’s life?
Why, or why not?

Moral Development
Lawrence Kohlberg (1927-1987)
presented moral dilemmas and analyzed
responses
Preconventional
• Behavior guided by punishments and
rewards
Conventional
• Standards learned from parents and
society
Postconventional
• Standards of society and abstract
principles (personal moral code)

Moral Development

Moral Development
LEVELS STAGES OF
REASONING
STAGES OF
REASONING
LEVEL 1
PRECONVENTIONAL
(4-10 yrs.old)
STAGE 1
PUNISHMENT
ORIENTATION
What will
happen to me?
STAGE 2
NAÏVE REWARD
ORIENTATION
You scratch my
back, I’ll scratch
yours.

Moral Development
LEVELS STAGES OF
REASONING
STAGES OF
REASONING
LEVEL 2
CONVENTIONAL
(10-13 yrs.old)
STAGE 3
GOOD BOY /
NICE GIRL
ORIENTATION
Am I a good girl
or boy?
STAGE 4
AUTHORITY
ORIENTATION
What if
everybody
did it?

Moral Development
LEVELS STAGES OF
REASONING
STAGES OF
REASONING
LEVEL 3
POST
CONVENTIONAL
(13-above)
STAGE 5
SOCIAL
CONTRACT
ORIENTATION
A law must be
for the greatest
good for the
greatest number
of people.
STAGE 6
INDIVIDUAL
PRINCIPLE AND
CONSCIENCE
ORIENTATION
Don’t do unto
others what you
don’t want others
do unto you.

1. Dr. Escoto, the school physician
conducted a physical examination in Ms.
Manuel’s class. What concept best
describes the quantitative increase
observed by Dr. Escoto among the
learners in terms of height and weight?
A. Development C. Learning
B. Growth D. Maturation

2. Which situation best illustrates the
concept of growth?
A. A kinder pupil gains 2 pounds within two
months.
B. A high school student gets a score of 85 in a
mental ability test.
C. An education student has gained knowledge
on approaches and strategies in teaching
different subjects.
D. An elementary grader has learned to play
piano.

3. Which statements below best
describes development?
A. A high school student’s height increased
from 5’2” to 5’4”
B. A high school student’s change in weight
from 110 lbs. to 125 lbs
C. A student had learned to operate the
computer.
D. A student’s enlargement of hips

4. What concept can best describes
Francisco’s ability to walk without a
support at age of 12 months because of
the “internal ripening” that occurred in his
muscles, bones and nervous system
development?

5. Teacher Jesus in now 69 years old
has been observing changes in himself
such as the aging process. Which term
refers to the development change in
the individual?

6. In Piaget’s theory of cognitive development, a
child between birth to two years that is during
the sensorimotor period does not see things in
abstract forms. Therefore, in teaching
Mathematics to young children, the
A. use of pictures may not be necessary
B. use of concrete objects may not be necessary
C. concrete stage should precede the abstract
stage
D. abstract stage should preceded the concrete
stage

7. When the individuals is said to be in the
integrity rather than despair stage in Erikson’s
theory, what does this mean?
A. He/She is sure of his/her own identity.
B. Individual is able to work positively and
creatively.
C. Satisfied with his status among his/her peers
in work skills.
D. Developed a self-concept that he can accept
and is pleased with his/her role in life and
what he produces.

8. Mrs. Tiglao observed that her seven year old pupil
plays with his penis while she was explaining the lesson
of the day. What should Mrs. Tiglao do?
A. Scold the pupil so he will stop.
B. Tell pupil to stop what he is doing.
C. Ignore the pupil and let him continue.
D. Do an activity to divert his attention to stop
what he is doing.

9. According to Erikson’s theory, a person
undergoes eight psychosocial stages of
development. In which stage is the
individual in, if he learns to win recognition
by being productive and work becomes
pleasurable and learns to persevere?
A. Initiative vs. Guilt C. Identity vs. Role Confusion
B. Industry vs. Inferiority D. Generativity vs. Stagnation

10. While Grace was cleaning the
room, she found a wallet near the
teacher’s table. Ana decided to give
the wallet to the teacher. In Kohlberg’s
theory, what stage did she exemplify?
A. Law and Order C. Good boy – Nice girl
B. Social Contract D. Universal Ethical
Principle

11. When a student displays aggressive
behavior in the class, what should the
teacher do?
A. Ignore the student.
B. Send the student out of the classroom.
C. Threaten the student to win confidence.
D. Model non-violent conflict-resolution
strategies.

12. The superego according to Freud’s
iceberg is in the
A. Conscious level C. Unconscious level
B. Preconscious level D. none of these

13. The age level which tends to be
most teachable is the
A. infancy C. childhood
B. adolescence D. adulthood

14. At this stage of moral
development, individuals regard
laws and rules as flexible
instruments for furthering human
purposes.
A. Instrumental Relativist C. Social Contract
B. B. Law and order D. Universal-ethical

15. Mrs. Alfeche called the parents to a meeting
regarding the common behavioral problems among
children. Which of the following should she emphasize?
problems that the child experiences
A. Behavioral problems are caused by environmental
factors
B. It is perfectly normal to encounter disciplinary
problems in school
C. Remedial measures are more effective than
preventive measures.
D. Patterns of problem behavior arise because of the
adjustment

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