DEVELOPMENTAL-STAGES. 12223344556656pptx

DEVELOPMENTAL
STAGES
THIRD LESSON

AGE N DA
• PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
• ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT
• LAWRENCE KOHLBERG’S MORAL DEVELOPMENT
• LEV VYGOTSKY’S ZONE OF PROXIMAL
DEVELOPMENT
• URIE BRONFENBRENER’S BIOECOLOGICAL MODEL
• Summary
2

P IAGE T’S STAG ES OF CO GN IT IV E D E V ELOP M E N T
Stage 1 Sensorimotor Stage
This is from birth to infancy
Some major developments here
are
---grasping, sucking, and
reaching
---prominence on muscle
movement
Object permanence---- This is the
child’s ability to know that an object
still exists even when out of sight.
3
Stage 2 Preoperational Stage
This is for children from 2 to 7 years
old
Some major developments here
are
---intelligence is intuitive
---closer to the use of symbols
Symbolic function--- This is the child’s
ability to represent objects and events.
A symbol is a thing that represents
something else.
The child can pretend that there is
a robot even if there is not.

Egocentrism--- This is the tendency of the
child to only see his point of view. The child
cannot take the perspective of others.
Example: The child cannot accept that her
cousin would call her daddy as daddy as
well.
Centration---- This refers to the tendency
of the child to focus on one aspect of a
thing or event and exclude other aspects
Example: The child would presume that
two glasses with water have the same
amount of water even if it is not.
4
Irreversibility– This is the child’s inability to
reverse their thinking.
They can understand 5+5=10 but cannot
proceed with the idea that
5-5=0.
Animism--- This is the child’s tendency to
attribute human-like traits to inanimate objects.
If the child is asked, where is Mr. sheep, she will
say that she is sleeping beside her
Transductive reasoning--- This refers to
Reasoning that is neither inductive or deductive
Example: When the child is asked what time it is
at night, she will say that because my mom is
already at home.

Stage 3 Concrete operational stage
This stage is characterized by the child’s ability to
think logically, but only with concrete objects.
This is in between ages 8-11 years old.
Decentering--- This is the child’s ability to
perceive different objects
Example: The child already accepts that her
daddy will be called as such by his students.
Reversibility---- This refers to child’s ability to
follow that certain operations can be done in
reverse
Example: The child would already know that
subtraction is the reverse of addition. The
child can also know that that the opposite of
dark is light, etc.
5
Stage 3 Concrete operational
stage
Conservation– This is the child’s ability to
know that certain properties of objects like
number, mass, volume, or area doe not
change even if there is a change of
appearance.
Example: Although different in form, the
child can say that those containers with 50
ml are the same.
Seriation--- This is the child’s ability to
order or arrange things in series.
Example: If the child is asked, what is next
to 5, she will say it is 6, 7, 8, 9, and 10.

Stage 4 Formal operational stage
This stage can make children solve abstract
problems and hypothesize. This is in between
ages 8-11 years old.
Hypothetical Reasoning--- This is the
child’s ability to come up with different
hypothesis with a specific problem
Example: The child can already say what if
I will not go to school aside from being
scolded to my teacher, I will be scolded
with my parents.
Analogical Reasoning---- This refers to
child’s ability to perceive the relationship
in one instance and then use that
relationship to narrow down possible
answers in another similar situation or
problems
Example: The child can already answer the
idea that if UK is next to Europe, then
Philippine is to Asia.
Deductive Reasoning---- This is the child’s
ability to think logically by applying
general rule to particular instance.
6
In other words, Piaget’s findings will be
summarize as:
1. Children will provide different
explanations of reality at different
stages of cognitive development
2. Cognitive development is facilitated by
providing activities or situations that
engage learners and require adaptation
3. Learning materials and activities should
involve the appropriate level of motor
or mental operations for a child of
given age; avoid asking students to
perform tasks that are beyond their
cognitive capabilities
4. Use teaching methods that actively
involve students and present
challenges.

E RIK ERIK SO N ’S PS YCH O SO CIAL STAG ES
STAGE ONE (0-17 months old)
PSYCHOSOCIAL CRISIS
• The crisis here is called trust vs.
mistrust.
• So, the goal here is to completely
eliminate the capacity for mistrust…
• If the primary caregivers, like the
parents can give the sense of familiarity,
consistency, and continuity, then the
baby will develop a feeling that the
world is a safe place to be, that people
are reliable and loving.
7
STAGE ONE
MALADAPTATION/MALIGNANCY
• Please understand that this doesn’t mean that the
parents have to be perfect.
• Parents who are overly protective of the child, who are
there the minute the first cry comes out, will lead that
child into the maladaptive tendency when Erikson calls
sensory maladjustment.
• Worse, of course, is the child whose balance is tipped
way over on the mistrust side. They will develop the
malignant tendency of withdrawal, characterized by
depression, paranoia, and possibly psychosis.
VIRTUE
If the proper balance is achieved, the child will develop the virtue of hope, the strong belief that, even
when things are not going well, they will work out well in the end. One of the signs that a child is
doing well in the first stage is when the child isn’t overly upset by the need to wait a moment for the
satisfaction of his or her needs. In other words, children understand that parents are not beside them

STAGE TWO (18 months-3 or 4 years old)
PSYCHOSOCIAL CRISIS
• The crisis here is called autonomy vs.
shame/doubt.
eliminate doubt/shame (by giving
unrestricted freedom)…
• If the mom/dad/primary caregivers to
explore and manipulate his or her
environment, then the child will
develop a sense of autonomy or
independence. If this is not done, the
child will develop shame.
8
STAGE TWO
• Here, the maladaptive tendency would be
impulsiveness (jumping into things without proper
consideration of your abilities).
• Worse, of course, is too much shame and doubt, which
leads to malignancy called as compulsiveness. Here,
the compulsive person feels as if their entire being
rides on everything they do, and so everything
must be done perfectly. So, following rules is a must
since it keeps you away from making mistakes, and
making mistakes should be avoided at all costs.
VIRTUE
If there is a positive balance of autonomy and shame, the child will develop the virtue of
determination. That is, there is a sense of “can do” attitude. If this can be preserved, then the
children can be better off as adults.

STAGE THREE (3- 5 or 6 years old)
PSYCHOSOCIAL CRISIS
• The crisis here is called initiative vs. guilt.
• So, the goal here is to completely eliminate
guilt.
• If the children can imagine the future, then
they can be responsible and guilty. That is,
if a two-year old flushes down the toilet,
one can finally assume that there were no
“evil intentions.”
• This is associated with outgrowing Oedipal
experience. Here, the Oedipal crisis
involves the reluctance of a child to the
closeness of the opposite sex parent…
9
STAGE THREE
ruthlessness (unfeeling or without mercy to another).
That is, they do not care who they step on to achieve
their goals. The goals are the only thing that matters.
• Too much malignancy is inhibition. Here, the inhibited
person will not try things because “nothing ventured,
nothing lost.” Meaning, this child are afraid to start
and take a lead on a project.
VIRTUE
If there is a positive balance of this stage, the child will develop the virtue of purpose. That is,
there is everyone make their purpose in live through imagination and initiative. I think even
better word for this would be courage, the capacity for action despite a clear understanding
of your limitation and past failings.

STAGE FOUR (6-12 years old)
PSYCHOSOCIAL CRISIS
• The crisis here is called industry vs. inferiority.
• So, the goal here is to completely eliminate
inferiority.
• Here, the children should tame imagination
and dedicate themselves to education,
particularly social skills. That is, there are no
only parents, there are teachers and peers,
and the like.
• If the child is allowed too little success,
because of harsh teachers or peers, then one
develops a sense of inferiority or
incompetence.
10
STAGE FOUR
• Here, the maladaptive tendency would be narrow
virtuosity (not allowed to be children). That is, parents
push children to excessive area of competence (e.g.,
child musicians, child athletes, etc.).
• Too much malignancy is inertia. Here, there is a
strong sense of inferiority complex. There is this
mindset that when I was humiliated with the gym
class, then I will not already try to go to gym again.
VIRTUE
A happier thing is to develop the right balance of industry and inferiority---- that is, mostly,
industry with just a touch of inferiority to keep us sensibly humble. Then, we have the virtue
called competency.

STAGE FIVE (18 or 20 years old)
PSYCHOSOCIAL CRISIS
• The crisis here is called identity vs. role
confusion.
eliminate role confusion.
• Here, the ego identity is knowing who
you are and how you fit in to the rest of
society.
• If the child have a good adult role model
and open lines of communication, then
there is a true sense of identity.
11
STAGE FIVE
• Here, the maladaptive tendency would be fanaticism
(belief that one’s way is the only way). That is, a fanatic
believes that other’s perspective is not good and
others have no right to disagree.
• Too much malignancy is repudiation. Here, to
repudiate is to reject. Some adolescents prefer to go
to groups that go against the norms to form their
identity.
VIRTUE
When successfully negotiating this stage, you will have the virtue called fidelity. Fidelity means
loyalty, the ability to live by society’s standards despite their imperfections and
incompleteness, and inconsistencies. That is, you see the community its best it can be…

STAGE SIX (18 to about 30 years old)
PSYCHOSOCIAL CRISIS
• The crisis here is called intimacy
(tendency to become close with
others) vs. isolation.
eliminate isolation.
• Here, the idea is to have a sense of
commitment (example: I should have
my own family).
12
STAGE SIX
promiscuity (belief that one should be intimate too
freely without any depth to your intimacy). That is, a
fanatic believes that other’s perspective is not good
and others have no right to disagree.
• Too much malignancy is exclusion. Here, this refers to
the tendency to isolate oneself from love, friendship,
and community, and to develop certain hatefulness in
compensation for one’s loneliness.
VIRTUE
When successfully negotiating this stage, you will have the virtue called love. Love, in the
context of this theory, is being able to set aside differences and antagonism through
“mutuality of devotion.” This love is holistic since it includes love for one’s friends, love of
one’s neighbor, co-worker, and compatriot.

STAGE SEVEN (middle twenties to late
fifties)
PSYCHOSOCIAL CRISIS
• The crisis here is called generativity
(extension of love in the future or the
concern for next generations) vs.
stagnation (caring for no one).
• So, the goal here is to eliminate
stagnation.
• Here, the idea is to teach, write, invent,
be a social activist, or generally
contribute to the welfare of future
generations.
13
STAGE SEVEN
overextension (belief that there is no longer means to
grow, to rest, or to relax).
• Too much malignancy is rejectivity. Here, this means
that there is no longer a means for participating or
contributing to society. What we call the meaning of
life is a matter of how we participate and what we
contribute.
VIRTUE
When successfully negotiating this stage, you will have a capacity for caring that will serve you
through the rest of your life.

STAGE EIGHT (around 60 years old)
PSYCHOSOCIAL CRISIS
• The crisis here is called integrity (coming
to terms with life and coming to terms
with the end of one’s life) vs. despair
(being preoccupied with the past, and
being engrossed with the idea of what if).
• So, the goal here is to eliminate despair.
• Here, the idea is to look back, accept the
course of events, the choices made, your
life as you lived it, as being necessary ,
then you need not fear death.
14
STAGE EIGHT
presumption (the idea that person presumes ego
integrity without facing the difficulties of old age.
• Too much malignancy is disdain. Here, this means a
contempt of life. In other words, there is this tendency
to become very negative or appears to hate life.
VIRTUE
When successfully negotiating this stage, you will have the virtue of wisdom. This is called a
gift to children, because healthy children will not fear life if their elders have integrity, not to
fear death.

KO H LB E RG’S T HE O RY O F M ORAL D E VE LO P M E N T 15
Level Stage Description
Preconventional Level
Moral reasoning is based on the
consequence/result of the act, not on the
whether the act itself is good or bad
1 Punishment/Obedience
One is motivated by fear of punishment. He will act to
avoid punishment
2 Mutual Benefit
One is motivated to act by the benefit that one may
obtain later.
Conventional
Moral reasoning is based in the conventions or
norms of society. This may include approval of
others, law, and order.
Postconventional
Moral reasoning is based on enduring or
consistent principles. It is not just recognizing
the law, but the principles behind the law.
3 Social Approval
One is motivated by what others expect in behavior---
good boy/good girl.
The person acts because he/she values how he or she
will appears on others.
4 Law and Order
One is motivated to act to uphold law and order. The
person will follow the law because it is the law.
5 Social Contract
Laws that are wrong can be changed. One will act based
on social justice and common good.

LEV V YGOTS KY’S ZO N E OF P ROXIMAL D EV E LOP M E N T
In the process:
At first, a child attempts to perform a skills alone, but not proficient about it.
Zone of Actual Development
She must perform at a certain level of competency to master a certain kind of skill.
More Knowledgeable Other
• Through this person, described as competent or more advance peer, the child perform at a higher level
of competency. There is a certain kind of difference of working alone than working with the guidance of
another. In other words, there is a certain kinds of learning opportunity.
Scaffolding
• This the idea that allows support of another for the child to accomplish the task he cannot
perform independently. But this another does not do the task to pamper the child. This involves
child. This involves judicious assistance so that the child can move from zone of actual to proximal
Development.
Example: Making a demo for drawing the first image in the given task, then the rest is the child.
16

17
ILLUS TRAT ION O F LE V V YG OT SKY’S MO D EL

BRO N FE N BRE N N E R’ S BIO E CO LO GICAL MO D E L
The microsystem
• This is the layer nearest the child. This is the
people that the child directly interacts with.
• This the most basic relationships and
interactions that a child has in his/her
immediate environment.
• The child is affected by people with whom
he interacts, and in turn, these people are
also affected by the child.
Example: A mother’s deep affection for her child
moves her to answer the baby’s needs and keep
the baby safe.
• This is otherwise called as bi-directional
influences, which is showing how
relationships occur among all levels of
environment.
18
The mesosystem
• This layer serves as the connection between the structures
of the child’s microsystem.
Example:
The mesosystem will include the link or interaction between the
parents and teachers, or the parent and health services or the
community and the church.
The macrosystem
• This layer is found in the outermost part in the child’s
environment. This includes the culture, values, customs, and
laws.
• This part overlaps with another since the I’s orientation
affects another.
• In Asian countries such as Philippines, the culture is that
parents are expected to support their children for a
longer period of time, which is dissimilar with the
Westerners.
• Because of differences in beliefs/customs, children from
different parts of the world experience different child-
rearing practices and therefore differences in
development.

BRO N FE N BRE N N E R’ S BIO E CO LO GICAL MO D E L
The chronosystem
• This covers the element of time as it relates to a child’s environments.
• This involves the pattern of stability and change in the child’s life.
• This involves whether the child’s day is characterized by an orderly predictable pattern.
• Effect can also be internal stating that bodily changes occur within the developing child, like the timing of
menstrual onset for girls.
P.S.: It is no longer nature versus nature, but nurturing nature…..
• The former statement means that both a child’s biology and environment play a role in the child’s growth
and development. Development theories now stress on the role played by each and the extent to which they
interact in ongoing development.
IN SUMMARY: The ecological systems theory of Bronfenbrenner is focusing on the quality and context of the
child’s environment. Bronfenbrenner pointed out that as a child develops, the interplay within the layers of
environment systems become more complex. That is, while the child’s physical and cognitive development
mature/develop, the dynamic interaction of the system happens meantime.
19

AN OT H E R P O IN T O F S UMM ARY TO B RON F E N B RE N N E R O N S CHO O L
• Bronfenbrenner’s theory reminds the shool and teacher’s very important role.
• This looks into the lack of support, care and affection from the home…
• This theory helps teachers look into every child’s environmental systems to understand more about
the characteristics and needs of each child and each learner.
• The schools and the teachers can contribute stability and long-term relationships, but only to support
and not replace the relationships in the home.
• The theorist here believes that “the primary relationship needs to be with someone who can provide
a sense of caring that is meant to last a lifetime. This relationship must be fostered by a person or
people within the immediate sphere of the child’s influence.”
• Moreover, the school becomes an environment that welcomes and nurtures families.
• Society should value work done on behalf of children at all levels, and consequently value parents,
teachers, extended family, mentors, work supervisors, and legislators.
20

THANK YOU FOR
LISTENING!
Contact details: 26barayugat@gmail.com

DEVELOPMENTAL-STAGES. 12223344556656pptx

More Related Content

Similar to DEVELOPMENTAL-STAGES. 12223344556656pptx

More from bullosfloricel1

Recently uploaded

DEVELOPMENTAL-STAGES. 12223344556656pptx