factors influencing mastery of development task.pptx

Factors Influencing The
Mastery of
Development Tasks
JOHN PAUL O SANTOS, PH.D., J.D., CSP

DEVELOPMENTAL TASKS
o Developmental task is one that arises predictably and consistently at or
about a certain period in the life of the individual, successful achievement
of which leads to his happiness and to success with later tasks, while
failure leads to unhappiness and difficulty with later tasks.(Gavighust,1953)
o This concept assumes that human development in modern societies is
characterized by a long series of task that individuals have to learn
throughout their lives.

DEVELOPMENTAL TASKS
o Some of these tasks are located in childhood and adolescence, whereas
others arise during adulthood and old age (Hekchausen,1999)
o It is a lifelong process, an early and significant contributor to the emerging
field of lifelong human development (Setterstery,1999)
o Developmental tasks are based on the aspirations and needs of the society

DEVELOPMENTAL TASKS
o “Every society is age-graded and every society has a system of social
expectations regarding age-appropriate behaviour. The individual passes
through a socially regulated cycle from birth to death as inexorably as he
passes through the biological cycle, and there exists a socially prescribed
time-table for the rendering of major life events. Although the norms vary
somewhat from one socio-economic, ethnic or religious group to another,
for any social group it can easily be demonstrated that norms and actual
occurrences are closely related.” (B.L. Neugarten, 1969)

DEVELOPMENTAL TASKS
 Successful achievement of a certain task is expected to
lead to happiness and to success with later tasks.
 Failure may result unhappiness in the individual,
disapproval by the society, and difficulty with later
tasks.

CHARACTERISTICS OF DEVELOPMENTAL TASKS
o Every society or culture has certain norms.
o Members should follow these norms.
o These norms are in terms of certain essential skills.
o Mastery over these skills leads to happiness, and failure leads to
unhappiness.
o Skills are related to age groups.
o Norms vary from one socio-economic group to another group.

PURPOSES OF DEVELOPMENTAL TASKS
They are guidelines to enable this individual to know what society
expects from him at a given age.
Developmental tasks motivate the individual to do what the social
group expects him to do certain things during his life.
Developmental tasks serve to show the individual what lies ahead
and what he will expected to do when he reaches the next stage
of development in the life span.

HAZARDS RELATED TO DEVELOPMENTAL TASKS
 In appropriate expectation – physical or psychological limitations
of the individual.
 By-passing a developmental stage. Each stage must be lived
through.
 Lack of opportunity to learn the developmental task.
 Lack of guidance.
 Lack of motivation.
 Poor Health.
 A low intellectual level.

FACTOR PROMOTING DEVELOPMENTAL TASKS
 Provision of opportunities to learn the developmental tasks.
 Adequate guidance in learning the developmental tasks.
 Developing motivation.
 Good Health
 Appropriate level of intelligence.
 Creativity.

FACTOR INFLUENCING MASTERY OF DEVELOPMENTAL TASKS
 HANDICAPS TO MASTERY
- a retarded developmental level
- Lack of opportunity to learn the developmental tasks or lack
of guidance in their mastery.
- Lack of motivation
- Poor health
- Physical defects
- A low intellectual level

 AIDS TO MASTERY
- A normal or accelerated developmental level
- Opportunities to learn the developmental tasks and
guidance in mastering them.
- Motivation
- Good health and the absence of physical defects
- A high level of intelligence
- Creativity

 Havighurst (1953)
 Social Influences (Pressures of Society)
- Rules of society and other cultural ideas that influence an
individual’s developmental tasks.
-Like in “achieving a masculine or feminine social role”
multiple times as a developmental task.
- e.g. gender sensitivity in a society

 Havighurst (1953)
 Psychological Influences (Personal Values)
- An individual’s personality and interest will also influence
the tasks required to develop successfully.
- Someone who is more motivated by money and riches may
face different developmental tasks than someone who puts more
value into personal relationships or dedicating themselves to a
noble cause.

 Biological Influences (Physical Maturation)
Biology is also at play here. Certain tasks are reserved for
childhood or adulthood simply because the body can or cannot take
on those tasks. On one end of a person’s life is infancy and early
adulthood, where developmental tasks include “learning to walk.”
On the other end is later maturity, where developmental tasks
include “adjusting to decreasing physical strength and health”.

DIFFERENT SOURCES OF DEVELOPMENTAL TASKS
 Physical Maturation - learning to walk
 Socio-cultural and cultural forces
- base on laws such as minimum
age of marriage (socio-cultural)
- age norms (cultural)
Personal Values and Aspirations
 - result from ontogenic and environmental factors
- e.g. choosing a certain occupational pathway

THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASK
o For every developmental age, there is an expected
developmental task.
o What happens when the expected developmental task are not
achieved at the corresponding developmental stage?

o What are the Stages in Havinghurst’s Developmental Tasks?
THEORY ON DEVELOPMENTAL TASKS
BY ROBERT J. HAVIGHURST (1948,1953)

o The Stages in Havinghurst’s Theory includes;
1. Infancy and early childhood (0 – 6 years old)
2. Later childhood (6 – 13 years old)
3. Adolescence (13 – 18 years old)
4. Early Adulthood (19 - 30 years old)
5. Middle Age (30 – 60 years old)
6. Later maturity (60 years old and over)

o Take note:
- If child completes the “correct” tasks in the
“correct time frame, they will fell happy and
accepted by society.
- If the child fails to complete these tasks will
make the individual unhappy and out of place in
society.

EXAMPLES OF DEVELOPMENTAL TASKS
Infancy and Early Childhood Stage
( 0 – 6 years old)
o Learning to walk
o Learning to talk
o Toilet training
o Learning the foundations of reading

Middle Childhood Stage
( 6 – 12 years old)
o Learning physical skills necessary for ordinary games
o Learning to get along and play with children of the same age
o Achieving personal independence
o Recognizing what society deems as masculine or feminine social
roles

BY ROBERT J. HARIGHURST (1948,1953)
Adolescence Stage
(13 – 18 years old)
o Accepting one’s physical body as it goes through changes
o Preparing for partnership and family life
o Preparing for an economic career
o Acquiring a set of values and an ethical system as a guide to
behavior; developing an ideology

Early Adulthood
o Finding a partner (and learning to cohabit)
o Achieving a preferred masculine or feminine social role
o Managing a home and starting a family
o Beginning a career
o Taking on civic responsibility

Middle Age Stage
o Achieving adult civic and social
o Assisting teenage children to become responsible and happy
adults
o Developing adult leisure-time activities
o Accepting and adjusting to the physiologic changes or middle age

Later Maturity Stage
(61 – Death)
 Adjusting to decreasing to decreasing physical strength and
health
 Adjusting to retirement
 Meeting social and civil obligations

COMPARISON OF THEORIES
Havighurst Developmental Task
Theory
Piaget’s Stages of Cognitive
Development
Length of learning
Covers entire life of the person Covers infancy to the age of 12
DT vary so widely based on societal
and internal pressures
CD is more universal
Conservations, object permanence,
and problem-solving are all important
cognitive developments no matter
what society or the individual dictates

Theory
Erickson’s Stages of Psychosocial
Development
Length of learning
Six stages of Developmental Task Eight stages of Psychosocial
Development
His theory speaks on the persons
ability to complete tasks dictated by
societal norms
His theory speaks to the feelings a
person has about themselves and their
place in the world
Last for the entire length of a person’s
life
Last for the entire length of a person’s
life

Theory
Freud’s Stages of Psychosexual
Development
Focuses on childhood although
“genital stage” lasts from puberty until
death
Focuses on relationship of parents and
child

DEVELOPMENTAL TASKS
Infancy & early
Childhood
(0-5)
Middle Childhood
(6-12)
Adolescence
(13-18)
Early Adulthood
(19-29)
Middle
Adulthood
(30-60)
Later Maturity
(61- and over)
1. Learning to walk 1. Learning physical
skills necessary for
ordinary games
1. Achieving mature
relations with both
sexes
1. Selecting a
male/female
1. Helping teenage
children to become
happy and responsible
adults
1. Adjusting to
decreasing strength
and health
2. Learning to take
solid foods
2. Building a
wholesome attitude
toward oneself
2. Achieving a
masculine or feminine
social role
2. Learning to live with
a partner
2. Achieving adult
social and civic
2. Adjusting to
retirement and
reduced income
3. Learning to talk 3. Learning to get along
with agemates
3. Accepting one’s
physique
3. Starting a family 3. Satisfactory career
achievement
3. Adjusting to death of
spouse
4. Learning to control
the elimination of body
wastes
4. Learning an
appropriate sex role
4. Achieving emotional
independence of adults
4. Rearing children 4. Developing adult
leisure time activities
4. Establishing relations
with one’s own age
group
5. Learning sex
differences and sexual
modesty
5. Developing
fundamental skills in
reading, writing an
calculating
5. Preparing for
marriage and family life
5. Managing a home 5. Relating to one’s
spouses as a person
5. Meeting social and
civic obligations

DEVELOPMENTAL TASKS
Infancy & early
Childhood
(0-5)
Middle Childhood
(6-12)
Adolescence
(13-18)
Early Adulthood
(19-29)
Middle
Adulthood
(30-60)
Later Maturity
(61- and over)
6. Acquiring concepts
and language to
describe social and
physical reality
6. Developing concepts
necessary for everyday
living
6. Preparing for an
economic career
6. Starting a occupation 6. Accepting the
physiological changes
of middle age
6. Establishing
satisfactory living
quarters
7. Readiness for
reading
7. Developing
conscience, morality,
and a scale of values
7. Acquiring values and
an ethical system to
guide behavior
7. Assuming civic
responsibility
7. Adjusting to aging
parent
8. Learning to
distinguish right from
wrong and developing
a conscience
8. Achieving personal
independence
8. Desiring and
achieving socially
responsible behavior
9. Developing
acceptable attitudes
toward society

Progress Before Birth: Prenatal Development
3 Phases
germinal stage = first 2 weeks
embryonic stage = 2 weeks – 2 months formation of vital
organs and systems
fetal stage = 2 months – birth bodily growth continues,
movement capability begins, brain cells
multiply age of viability
SANTROCK, 2002
PRENATAL PERIOD

Infancy (Birth – 2 years)
- extreme dependence on adults
-beginning psychological activities:
language, symbolic thought,sensorimotorcoordination and social learning
-language of new born is the cry
-usually eats every 2 to 3 hours
-uncoordinated movements
-toothless-poor vision (focusing range 8 to 12 inches)
-usually doubles weight by 9 months
-responds to human voice and touch
INFANCY PERIOD

1 year old
- change from plump baby to learner more muscular toddler
- begins to walk and talk
- ability for passive language (better understanding of what is being said)
- tentative sense of independence
-determined explorer
INFANCY PERIOD

2 years old
- begins to communicate verbally (name , etc)
- can usually speak in 3 to 1 word sentences
- famous for negative behaviour “NO” to everything!
- will play side by side other children, but does not actively play with them
- great imitators
INFANCY PERIOD

Early Childhood (3 – 5 years)
3 years old
- wants to be just like parents
- vocabulary and pronunciation continue to expand
- climbs stairs with alternating feet
- can brieftly stand on one foot
EARLY CHILDHOOD

4 years old
- sentences are more complex ; speaks well enough for strangers to understand
- imagination is vivid; line between what is real and imaginary is often indistinct
- develops fears(common fears; fear of dark fear of animals, fear of animals, and fear of
death)
EARLY CHILDHOOD

5years old
- can hop on one foot and skip
- can accurately copy figures
- may begin to read
- socialize with other children their age
EARLY CHILDHOOD

Middle and Late Childhood (6 – 12 years)
-both large and small muscles well-developed
- developed complex motor skills
- fromindependent activities to same sex group activities
- acceptance by peers very important
- parental approval still important
MIDDLE AND LATE CHILDHOOD

Adolescence (13 – 18 years)
- traumatic life stage for child and parent
- puberty occurs
- extremely concerned with appearance
- trying to establish self-identity
- confrontations with authority
ADOLESCENCE

Early Adulthood (19– 29 years)
- physical development complete
- emotional maturation continues to develop
- usually learned to accept responsibility for actions and accept criticism
- usually knows how to profit from errors
- socially progress from age-related peer group people with similar interest
ADOLESCENCE

Middle Adulthood (30– 60 years)
- physical changes begin to occur:
- hair begins to thin and grey
- wrinkles appear
- hearing and vision decrease
- muscles lose tone
- main concerns: children, health, job security, aging parents, and fear of aging
- love and acceptance still take a major role

Late Adulthood (61 years and above)
- latest growing age bracket of society
- physical deterioration (brittle bones, poor coordination
- some memory problems
- coping with retirement and forms of entertainment
- very concerned with health and finances
- significant number become depressed; suicide rate is high

Activity:
Show developmental stages by means of a diagraminclusive of ages
based on what you learned on Developmental Task Theory.
Submit your activity output to michaeljamesonsantos@gmail.com on or
before 1300H or 1PM today , May 25, 2023.

factors influencing mastery of development task.pptx

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