1. Activity
Divide the class into five groups sharing your
picture with your classmates. Use the following
questions in your sharing:
1. How are you similar/different from your
parents?
2. What factors do you think made you similar or
different with them?
3. What did you feel upon knowing that you have
characteristics that are the same with your
parents?

2. Development vs. Maturation
DEVELOPMENT
 Is the qualitative changes
within the individual as
s/he goes in the different
stages of development
 Acquisition of social and
intellectual skills,
language and reasoning
are considered
development
MATURATION
 Innately determined
sequence of growth and
bodily changes that are
relatively independent of
environmental events

3. Components of Human Development
Orientation
Physical Development
Defining Characteristics
Examines how the brain, nervous
system, muscles, sensory
capabilities, need for food, drink
and sleep affect behavior
Cognitive
Development
Examines intellectual
abilities, including learning,
memory, problem solving
and intelligence
Psychological
(Personality and Social
Development)
Characteristics that differentiate
one person from another and
interactions with others and social
relationships grow and changes
over time

4.  Principles of Development
 1. Development is orderly and follows a sequential pattern which is
predictable.
 2 patterns of development:
 1. Cephalo-caudal development – development start from the head region
and proceeds downward, ending in the feet.
 2. Proximo-distal development – parts of the body nearest to the center are
the earliest to develop and the farthest part are the last.
 2. Development is the product of interaction thru maturation and learning.
 maturation – process through which heredity traits “unfold” at an
appropriate time.
 Learning – (training can produce learning but the result will reflect until the
individual has reached the right level of maturation necessary for an
activity).

5.  3. There are individual differences in development. Children will go through
the same stages of development but they are differ from one another.
 4. Development proceeds by stages – different stages of development and
each stage has its own characteristics and features.
 Stages in Life Span:
 1. Pre – natal – conception to birth
 2. Infancy – birth to end of the second week
 3. Babyhood/Childhood – end of the second week till end of the second
year.
 4. Early Childhood – 2 to 6 years old.
 5. Late childhood – 6 to 12 years old
 6. Puberty / preadolescence – 10 to 13years old
 7.Adolescence – 13 to 18 years old
 8. Early Adulthood – 18 to 40 years old
 9. Middle age – 40 to 60
 10. Old age – 60 to death

6.  Observation of the world
 Used observation to craft hypothesis and make prediction.
 Collect data , interpret the data to test hypothesis.
 Explain data and relate findings to other theories which lead to new
observation.
Theory – a set of interrelated statements that provides explanation
for a class / event.
- Serves as guide to our action.
- Organize our observation and to deal meaningfully with
information that would otherwise chaotic or useless.

7. PSYCHOLOGICAL THEORIES OF
DEVELOPMENT
PSYCHOSEXUAL THEORY OF
DEVELOPMENT
 Developed by Sigmund Freud who
associated development with the sexual
activities of the child
 He said that each stages of development,
one’s needs must be satisfied moderately
otherwise it will cause FIXATION

8. Psychosexual Stages of Development
1. Oral Stage – (0-1 1/2
years)
 Mouth is the center of
development since
infant’s pleasure seeking
is centered on the mouth
 Under gratification and
over gratification happen
when there is excessive
anticipation in satisfying
needs

9. 2. ANAL STAGE (1-3 years)
 Is concerned with
toilet training of the
child
 Center of
development and its
function for
elimination
Toilet Training

10. Outcome that may exhibit if the child is not satisfied or
excessive anticipation during infancy stage
Nail biting
Being talkative
Smoking
obesity

11. 3. PHALLIC STAGE ( 3 to seventh year)
 Center of development is the sex organ of the child
 Freud characterized this stage as the development of unconscious
wishes to possess the parent of the opposite sex and get rid of the
parent of the same sex which called as OEDIPUS COMPLEX /
ELECTRA COMPLEX
 Most pleasurable moments – Masturbation
 Sources of Conflict: Boys – boys feel sexual love for the
mother, Hostile rivalry toward the father: Fear of castration by
the father.
 For Girls: Electra complex : feeling and concluding that they
have been castrated ( because they lack penis) : Girls feeling of
inferiority that finds expression in “penis envy”.
 Common Problems: impotence, frigidity, inability to handle
competitive relationships , sexual problems in adulthood.

12. 4.LATENCY STAGE
The child becomes more aware of his/her
sexuality and represents oedipal complex
The child likewise starts to go to school
and begin to make friends
At this stage, appropriate behaviors of
being female and male such as dress to
wear are being internalized

13. 5.GENITAL STAGE
 Marks the beginning
of the maturity of
adult sexuality
 Sexual energy are
now located in the
genitals and
eventually directed
toward sexual
intercourse

14. Psychosocial Development
 By Erik Erikson illustrated that the individual has
to resolve in order to become fully developed
person
 A continuous development process of
personality dev. That takes place throughout life
span.
 He holds open the prospect of healthy positive
resolution of identity crisis.
 He is very optimistic.

15. Erikson’s Eight Stages of Development
Trust vs. Mistrust
Autonomy vs. Shame and Doubt
Initiative vs. Guilt
Industry vs. Inferiority
Identity vs. Role Confusion
Intimacy vs. Isolation
Generativity vs. Stagnation
Ego Integrity vs. Despair

16. Trust vs. Mistrust (0-1 year)
 The socialization of
infants is solely based on
how their needs are
addressed by the people
around them specially for
those who provide them
care
 Trust is developed when
the babies are given of
adequate warmth, love
and physical care
Infancy

17. Autonomy vs. Shame and Doubt
(1-3 years)
 The child gains
control more of his or
her behavior the child
may seek
independence by
trying new skills like
eating by himself or
herself and having tie
his or her own shoe
laces
Toddler

18. Initiative vs. Guilt (3-5 years)
 This stage characterizes the
shift from the focus on self
control to the discovery of the
child’s environment
 There is a need to feel free of
doing tasks without adult
supervision – initiative
develops
 Encouraging the child to asks
questions, use his or her
imagination and allowing
choosing own activities will
help initiative takes place
Early Childhood

19. Industry vs. Inferiority (6-12 years)
 The child becomes more
capable of doing something
and learning new skills from
school such as reading and
writing
 he/she may develop the
attitude of mastering these
skills so that the child can
maximize their potentials
into their own advantage
thus developing industry or
when the child’s effort is
regarded as messy, childish
or inadequate
Elementary School-
age

20. Identity vs. Role Confusion
(adolescence)
Adolescence
 is the period of
discovering more about
oneself and for search for
identity
 Decision making about
career options, self
concept and attitudes
 The question WHO AM I?
helps adolescents to
reflect about themselves
Adolescence

21. Intimacy vs. Isolation (early adulthood)
 Adult develop
interests in having
heterosexual
relationships
 Begin to seek out
relationship within
which develop
intimacy Young
adulthood

22. Generativity vs. Stagnation
(middle adulthood)
Middle years of life
 Develop a concern for
guiding the next
generation
 Childless adults find
enrichment
throughout interaction
with other people
Aduthood

23. Ego Integrity vs. Despair (old age)
 Reflections on past
years and
experiences
 Inevitably
approaching to death
 Men and women look
back their lives with
satisfaction Old age

24.  Psychosocial growth occur in sequential phases and each stage is dependent on completion of
his previous stage life style.
 Focus on social and psychological development in the life stages.
 In each stage, the person must complete a life task essential to his well being and mental health.
 These tasks allow the person to achieve life’s virtue: HOPE, PURPOSE, FIDELITY, LOVE,
CARING and WISDOM. (infant)
 Trust vs Mistrust - HOPE – Viewing the world as safe and reliable, relationships as nurturing,
stable and dependable. (Infant)
 Autonomy vs. shame and doubt – Will – Achieving a sense of control and free will. (toddlers)
 Initiative vs. inferiority – Purpose - Beginning development of a conscience , learning to manage
conflict and anxiety. (preschool)
 Industry vs. Inferiority – Competence – Emerging confidence in own abilities , taking pleasure in
accomplishments. ( School age)
 Industry vs. role confusion – Fidelity – formulating a sense of self and belonging. (adolescence)
 Intimacy vs. Isolation – Love – Forming adult, loving relationships and meaningful attachments to
others. (young adult)
 Generativity vs. Stagnation - Care – Being creative, productive, establishing the next generation.
(middle adult.)
 Ego integrity vs. Despair – Wisdom – Accepting responsibility for one’s self and life. (maturity)

25. Moral Development
 Proposed by Lawrence Kohlberg
 Levels of morality follow a developmental
sequence that is distinctively different
from each other. Each level contains two
stages.
1. Preconventional Morality
2. Conventional Morality
3. Postconventional Morality

26. 1. PRECONVENTIONAL MORALITY
Stage 1 Punishment-obedience orientation
Behaviors are perceived to be right when
children are able to avoid punishment
brought about by their own behavior
Stage 2 Instrumental relativism orientation
The child’s basis of moral reasoning is
based on benefit

27. 2.CONVENTIONAL MORALITY
Stage 3 Good boy/nice girl Orientation
It is other people’s perception that is
important in making moral behaviors in
this stage
The person thinks that moral behaviors
are right when he or she knows that other
will think positively of him or her in doing
th behavior.

28. 2.CONVENTIONAL MORALITY
Stage 4 Law and order orientation
There is a tendency to base moral
reasoning in the existing rules and policies
concerning the behavior.

29. 3.POSTCONVENTIONAL MORALITY
Stage 5 Social contract orientation
 The person in this stage believes that rules are
made in order to protect people, therefore when
one is no longer protected the rules should be
broken.
Stage 6 Universal ethical principle
 This stage depicts the internalized morality of
the person
 It is no longer the society’s standards and
expectations that are used in making moral
judgment but it is the CONSCIENCE that
becomes the reference of the action.

30. Stages of Cognitive
Development
By: Jean Piaget

31. 1. Intelligence and cognitive functioning develop in children.
2. Human Intelligence progresses through a series of
stages based on age.
3. In his schema, he believed that biologic changes and
maturation were responsible for cognitive development.
4. Individual reach cognitive maturity by middle to late
adolescence..

33. Stages of Cognitive Development
SENSORIMOTOR (0-2 years)
Birth to two years
Function based on two aspects: sense
and motor
Infants are preoccupied with discovering
the relationships between their actions
and the consequences of these actions

34. SENSORIMOTOR
 Acquisition of
OBJECT
PERMANENCE
OBJECT
PERMANENCE
 It is the awareness
that object continues
to exist even if it is not
present to the senses OBJECT PERMANENCE

35. Preoperational Stage
(2-7 years)
The children interact with their environment
through symbols and mental representation
Egocentrism is also evident the difficulty to
take the view of others
EXAMPLE – they may asked the parent to
play in the middle of the night without
necessary understanding the need of the
parent to take a rest.

36. CONCRETE OPERATIONAL
 Their thinking is considered to be logical but
limited to something that is concrete in nature.
 They have the difficulty of understanding
abstract concepts like love and faith
 The child is able to acquire the concept of
conservation that is, the amount of substance
remains the same even when its shaped is
changed or when parts are divided into parts.

38. Formal Operational
The child at this stage is able to
understand concepts that are abstract in
nature going beyond from what the child is
capable of during the concrete operational
stage
They are able to make use of their
previous experiences to integrate the
solving simple and complicated problems

39.  Direction: Use the clue below to complete the crossword puzzle.
 Across:
 2. Is the desire for the middle age, to use one’s accumulated
wisdom to guide future generations.
 3. Deprivation of oneself to have a meaningful relationship to
another individual with the opposite sex.
 4. The child’s negative feeling and showing low self esteem.
 6. Discrimination against the elderly is known____.
 7. Child was deprived by the mother to give tender attachment and
care will have a tendency to develop_____.
 8. Some middle age people experience________ in which
development is discontinued or not successful.
 DOWN:
 1. ___describes decreases in mental abilities experienced by some people
in old age.
 5.The attachment of the child towards the farther and the feeling of rivalry
towards the mother.

40.  Nervous system-control our body function, emotions, memory, thinking and
behavior.
 2 kinds of N.S.
 1. Central Nervous System – nerves from the back transmit message
between the body and the brain.
 2.Peripheral Nervous System - smaller nerves branch out from spinal
nerves take information from the body organs to the CNS.
 II. NEURON – nerve of strings long and thin cells. It fires when stimulated.
 3 types of neuron:
 1. affarent neuron – sensory neurons (relay messages from the sense
organ).
 2. efferent neuron – motor neuron – send signal from the brain to the glands
and muscles.
 3. interneurons – transmit message between neuron to another neuron.

41. PARTS of the BRAIN
1. HINDBRAIN rear base of the skull.
Involved the main process of life.
 cerebellum – controls posture and
balance.
 medulla - controls breath and reflexes.
Pons – a bridge bet . Spinal and brain
produced chemicals needed for sleep.

42. 2. MIDBRAIN – small part of the brain
above the pons. Collects information from
the senses and sends it upward.
Medulla,Pons, Midbrain – Brain stem
Reticular activating system – it alert the
rest of the brain to messages coming in.