This document discusses human development from infancy through adolescence. It covers the major stages of development and key aspects at each stage, including physical, cognitive, emotional, social, and moral development. The stages discussed are infancy (birth to 1 year), toddlerhood (1-3 years), preschool (3-6 years), school-age (6-12 years), and puberty/adolescence (11-18 years). For each stage, typical abilities, skills, behaviors, and challenges are outlined. The document also briefly touches on learners with exceptionalities and people-first language.

1. 5.3 Task/Problem-Centered Development
skills such as
nature of intelligence of person.
maturation and
experience.
processes in development: growth or
evolution, and
atrophy or involution (wasting away or failure to grow due to
disease, injury,
or lack of use)
puberty.
However, the onset of puberty can be affected by environmental
factors such as diet and nutrition.
Growth
weight, or size.
Maturation Growth
counts for age related changes in
growth and
development.
Developmental Tasks
Expectations that arise during a defined period of life.

2. Successful performance of these tasks indicate forward thrust in
growth and
development.
Learning
results from
practice and experience.
Developmental Task of Adolescents
Learning to get along with friends of both sexes.
Accepting one's physical body and keeping it healthy.
Becoming more self-sufficient.
Making decisions about marriage and family life.
Preparing for a job or career.
responsible.
Aspects of Development
Physical development – changes in the body, brain, sensory and
motor, which
exert influence on intellect and personality.
Intellectual development – changes in mental abilities such as
memory,
reasoning, thinking, and language facility.
Personality and social development – personality is a unique way in
which each
person deals with the world, expresses emotions and gets along with
others while
social development is that which affects both physical and cognitive
aspects of
functioning.
Moral development – awareness of the distinction between right or
wrong;

3. unfolding of standards that have to do with right or wrong in conduct.
Spiritual development – an evolved refinement of thought and
feeling; of the spirit or soul as distinguished from body or material
matters.
Havighurst’s Developmental Stages and
Developmental Tasks
(The Psychology Notes Headquarters- www.PsychologyNotesHQ.com)

4. Task-Centered
Watch the seven-minute video clip of Fetal
Development month by month. https://youtu.be/WtDknjng8TA

5. 2 months 8 months 9-12
months 13 months
Infancy stage is the period which starts at the end of the first
month up to the end of the first year of age. Infant's growth
and development during this period are rapid.
Physical Development
At 12 months, the infant can:
o Stand-alone for variable length of time.
o Site down from standing position alone.
o Walk in few steps with help or alone (hands held at shoulder
height for balance).

6. o Pick up small bits of food and transfers them to his mouth
Emotional Development
crying to laughter.
affection for or love family members appears.
emotions, such as anger, sadness, pleasure, jealousy, anxiety
and affection.
distinguishable.
Social Development
y the
mother), especially during feeding, he learns to trust others
through the relief of basic needs.
with watching surrounding objects and people

7. Toddler stage is between 1 to 3 years of age. During this
period, growth slows
considerably.
Emotional Development (Issues in parenting toddler)
o Stranger anxiety – should dissipate by age 2 ½ to 3 years
– peak
incidence 18
months – most disappear by age 3
infant: peak between 1 to 2 years but may be
prolonged indefinitely
Cognitive Development
the toddler uses his senses and motor
development to different
self from objects.
pre-conceptual
phase of cognitive
development (2-4 years), where he is still egocentric and can
not take the point of
view of other people.

8. Social Development
he toddler is very social being but still egocentric.
Preschool Stage is the stage where child is 3 to 6 years of age.
The growth during this period is relatively slow.
Fine motor and cognitive abilities
Cognitive Development
pre-conceptual
phase. He begins to be
able to give reasons for his belief and actions, but not true
cause-effect relationship.
Emotional Development
Tends to be impatient and selfish
Expresses aggression through physical and verbal behaviors.
jealousy of siblings.
Social Development
-mares

9. School-age period is between the age of 6 to 12 years. The
child's growth and development is characterized by gradual
growth. At 7-11 years, the child now is in the concrete
operational stage of cognitive development. He is able to
function on a higher level in his mental ability. Greater
ability to concentrate and participate in selfinitiating quiet
activities that challenge cognitive skills, such as reading,
playing computer and board games.
Fine motor skills
o Writing skills improve
o Fine motor is refined
o Fine motor with more focus
o Building: models – logos
o Sewing
o Musical instrument
o Painting

10. Motor Skills
At 6–8 years, the school–age child:
-hand coordination.
word and learn cursive writing.
At 8–10 years, the school–age child:
.
At 10–12 years, the school–age child:
Emotional Development
The school–age child:
dark.
–8 years old child).
control anger by 12 years.
Social Development
The school–age child:
first in every thing

11. –control, confident, sincere.
informal).

12. Puberty is the period of sexual maturation, during which a
person becomes capable of reproducing.
-around 11
-around 13
Cognitive Development
brain cells increase their connections
-
focused. Teens assume that their experiences are unique.
Physical Development
& frontal lobe development explains
impulsiveness, risky behavior, and emotional storms.
higher risk behavior with sex and alcohol.
fer
teasing and sexual harassment.

14. Identity Foreclosure – means that the adolescent blindly accepts
the identity and
values that were given in childhood by families and significant
others. The adolescent's identity is foreclosed until they
determine for themselves their true identity. The adolescent in
this state is committed to an identity but not as a result of
their own searching or crisis.
Identity Moratorium – adolescent has acquired vague or ill-
formed ideological and
occupational commitments; he/she is still undergoing the
identity search (crisis). They are beginning to commit to an
identity but are still developing it.

15. Identity Diffusion – the state of having no clear idea of one's
identity and making no
attempt to find that identity. These adolescents may have
struggled to find their identity, but they never resolved it,
and they seem to have stopped trying. There is no commitment and
no searching.
Identity Achievement – the state of having developed well-
defined personal values and self-concepts. Their identities may
be expanded and further defined in adulthood, but the basics are
there. They are committed to an ideology and have a strong sense
of ego identity.
LEARNERS WITH EXCEPTIONALITIES
Exceptional Learners are those with special needs related to
cognitive abilities, behavior, social functioning, physical and
sensory impairments, emotional disturbances, and giftedness.
Sensory Impairments
Giftedness-significantly high level of cognitive development

16. Disability is a measurable impairment or limitation that
interferes with a person’s ability. It may refer to physical,
sensory, or mental condition
Handicap is a disadvantage that occurs as a result of impairment
Severe and Multiple Disabilities refers to the presence of two
or more different types of disability
Categories of Exceptionalities
1. Cognitive or Academic Difficulties
Learning Disabilities
ke
perception, language, memory or metacognition
slexia, dyscalculia, dysgraphia Attention Deficit
Hyperactivity Disorder
eractive and impulsive behavior Speech and
Communication Disorders
5. Social/Emotional and Behavioral Difficulties
Autism
epetitive
behaviors and limited interests
Mental Retardation
sub-average intelligence and deficits n adaptive
behavior
Emotional/Conduct disorders
le amount of time
that disturbs performance in school
6. Physical Disabilities and Health Impairments
strength

17. People-First Language
the disability
disabled person
1 . Avoid generic labels
retarded
2 . Emphasized ability not limitations
3 . Avoid Euphemisms - such as physically challenged which are
regarded as condescending and avoid real issues that result from
a disability
4 . Avoid implying illness or suffering
ctim, has multiple
sclerosis is preferable to multiple sclerosis