REGIE R. CUMAWAS, LPT Kabankalan Catholic College, Guanzon St., Kabankalan City, Negros Occidental

1. AN OVERVIEW OF
HUMAN DEVELOPMENT

2. WHAT ARE THE CHANGES THAT
HAPPEN AS YOU GROW?

3. • Human development is one of the most stunning
processes in life. And change is a hallmark of such
process.
• We all change as we age, and many accounts of
these changes were studied by great thinkers and
various professionals like those in field of
education, social science, and medicine.

4. What is development?
Niel J. Salkind (2004) defines it as
“progressive series of changes that occur in
a predictable pattern as the result of
interactions between biological and
environmental factors.”
• It means developing through the many
changes that occur.
• A scientific study of humans development
attempts to understand how human grow
in different aspects: physical, mental,
emotional, social, behavioral, spiritual,
etc.

5. STAGES OF HUMAN DEVELOPMENT
a) Sigmund Freud’s Psychosexual Theory
b) Erik Erikson’s Psychosocial Theory
c) Jean Piaget’s Cognitive Development
d) Lawrence Kohlberg’s Moral Development

6. Sigmund Freud’s Psychosexual Theory
• Sigmund Freud (1856-1939) is a popular
psychologist whose theory of human
development and personality sparked great
interest, as well as controversy due to its
biological orientation.
• He believed that early experience are very
important in human development.
• Significantly, he considered instincts as the
main source of life energy that finds its
way in different parts of the body called
erogenous zones or pleasure area.

7. • Freud’s theory of psychosexual development has
five distinct stages.
• Each stages is characterized by certain ways in
connecting with the world through particular
areas of our body.
• Satisfaction of each area or zone is important to
develop a healthy personality.
• If needs are not met or satisfied excessively,
fixation occurs which is characterized by
attachment to a particular object or activity and
may affect development.

8. FIVE STAGES OF PSYCHOSEXUAL DEVELOPMENT
Stage Approximate
Period
Focus Trait Outcomes
Oral First year of life Oral pleasure through mouth,
eating, sucking, mouthing,
chewing and biting
Fixation can lead to over eating,
smoking, drinking, nail biting,
gossiping, cursing.
Anal Second to fourth
year
Anal pleasure to release
tension through anus,
eliminating and retaining
feces.
Fixation can lead being obsessive
with cleanliness or being messy and
disorganized. The child may become
perfectionist, obsessive compulsive
or careless.
Phallic Fourth to sixth
year
Pleasure through genitals The child starts to recognize what it
means to be a boy or girl with their
differences. Conflicts arise due to
greater emotional attachment to one
parent to another. Attachment of boy
to his mom (Oedipus complex), and
girl to her dad (Elektra complex).

9. Stage Approximate
Period
Focus Trait Outcomes
Latent Seventh year-
onwards
Resolving fixations or conflicts
in previous stages; developing
academic and social skills,
physical abilities, and talents
The child develops closeness with
parents if conflicts are resolved, and
builds social ties. Sexual urges are
inhibited.
Genital Twelfth year Sex role identity formation Puberty stage. This is the period of
adolescence. Sexual interest is
awakened.

10. ERIK ERIKSON’S PSYCHOSOCIAL THEORY
• Erik Erikson (1902-1994) expanded Freud’s
theory that recognizes the importance of
early experiences in childhood.
• However, he shifted his focus from biological
perspective to psychosocial which takes into
account the role of social factors in influence
development.
• For Erikson, socialization process is
important. Moreover, this has extended the
stages throughout the life span.
• Each stage is characterized by conflict and
crisis that an individual needs to overcome to
successfully move to the next stage

11. PSYCHOSOCIAL STAGES OFDEVELOPMENT
Stage Issues Social conditions
Stage 1: Birth to 1 year
Trust vs. Mistrust
Will I get support for what I
need?
Can I trust the world?
Provision of basic needs, support
Deprivation, lack of support,
inconsistency
Stage 2: 2 to 3 years
Autonomy vs. Shame and Doubt
Can I ready do things on my
own?
Should I depend on others?
Support, patience
Lack of confidence/support,
overprotection
Stage 3: 4 to 5 years
Initiative vs, Guilt
Can I be dependent?
Am I good?
Am I bad?
Opportunity, encouragement
Lack of opportunity, negative
feelings
Stage 4: 6 to 11 years
Industry vs. Inferiority
Do I have the skills to adjust?
Am I already competent?
Am I worthy or not?
Good education/ training, good
models
Lack of training/ direction/ support

12. PSYCHOSOCIAL STAGES OFDEVELOPMENT
Stage Issues Social conditions
Stage 5: 12 to 18 years
(Adolescence)
Identity vs. Identity diffusion
Who am I?
What are my belief? Values?
Feeling?
Clear sex models, good sense of
stability, positive feedback
Confusing purpose, vague
expectations, unclear feedback
Stage 6: Early Adulthood
Intimacy vs. Isolation
Should I get into a
relationship?
Or should I stay single?
Understanding, trust, acceptance
Loneliness, exclusion
Stage 7: Middle Adulthood
Generativity vs. Stagnation
What is my contribution in
this world?
Will I produce something
valuable or relevant?
Productivity, purposefulness
Lack of opportunity, enrichment
Stage 8: late adulthood
Integrity vs. despair
Have I lived a full of life?
Am I contented with what I
have achieved life?
Sense of closure, clear attainment of
direction
Lack of completeness, dissatifaction

13. JEAN PIAGET’S COGNITIVE DEVELOPMENT

14. Jean Piaget’s Cognitive Development
• Jean Piaget (1896-1980) considers the
active role of an individual as an important
factor in human development.
• He believes that an individual grows
through dynamic process in which the
internal system interacts with the
environment.
• One need to strike a balance, a state he
called equilibrium.
• Equilibrium (the process of achieving
balance) marks significant development of
an individual.

15. Jean Piaget’s Cognitive Development
• Other factors involved in the development
process are maturation (biological change),
experience, and the transfers of attitudes,
information or customs.
• His theory of cognitive development tries
to explain how a child understands the
world: how he thinks, reasons out,
remembers, and solves problems.
• He considers education as a key element in
developing one’s cognitive skills.

16. STAGES OF COGNITIVE
DEVELOPMENT

17. 1. SENSORI- MOTOR STAGE
(Period: From Birth to 2 years)
• The child learns through sensory
experiences, knowledge is based on the
senses and the child responds to people and
things through reflex movements through
sucking and grasping.
• An important understanding that should be
attained is that object continues to exist
even if it is no longer seen (object
permanence).
• The child should begin to form a mental
images towards the later part of this stage.

18. 2. PRE-OPERATIONAL STAGE
(Period: From 2 to 7 years)
• The child continues to improve using
mental images and begins to use symbols to
represent what he/she knows (symbolic
thought), significantly language.
• However, perceptions are limited and
understanding is based on concrete
objects.
• The child may find difficult understanding
that actions or thinking can be reversed
(ex. Reversing mental operations “1+2” can
be “2+1).

19. 2. PRE-OPERATIONAL STAGE
(Period: From 2 to 7 years)
• Other characteristics of a child include
inability to focus on several aspects of a
problem or understand cause-and-effect
relationships.
• The child is limited in understanding or
appreciating other’s point of views (ex. A
boy will insist to buy her sister car for her
birthday because he thinks she also have
fun playing with it as much he does).

20. 2. PRE-OPERATIONAL STAGE
(Period: From 2 to 7 years)
• The child tends to attribute human
characteristics to inanimate objects (ex. It
rains because the sky is crying; A child will
put her doll to sleep.

21. 3. CONCRETE-OPERATIONAL STAGE
(Period: From 8 to 11 years)
• The child to be more logical and able to
perform simple operations, begin to
understand classifications.
Ex. Living things and non-living things and
can understand reversibility.

22. 4. FORMAL OPERATIONAL STAGE
(Period: From 11 to 15` years)
• At this point, he/ she is no longer just
dependent on concrete perceptual experiences
in the present.
• In dealing situations, the past or the future
can be a reference to know what to do. He/
she is able to analyse problems, consider
different ways of solving in a systematic way.
• Significantly, he/she can deal with abstract or
hypothetical situations and generative ideas
about it through logical thinking. (Imagine the
Philippines were not conquered by the
Spaniards. What could happened?)

23. Lawrence Kohlberg’s Moral Development
• Lawrence Kohlberg (1927-1987) studied
how children understand what is right and
wrong and how we develop a sense of
morality.
• What is morality?
• Weiten defines it as the “ability to distinguish
right from wrong and to behave accordingly”.
• Kohlberg recognized the role of cognitive
ability in developing moral reasoning of
children.
• He believed that there are three (3) main
levels with two (2) stages in each level.

24. PRECONVENTIONAL LEVEL
There is recognition of authority who gives
punishment or reward.
STAGES ORIENTATION
STAGE 1:
PUNISHMENT/ OBEDIENCE
Deciding what is right and
wrong based on what action
is punished. The child obeys
to avoid punishment.
STAGE 2:
MUTUAL BENEFIT
Deciding what is right or
wrong is based on what is
rewarded.

25. CONVENTIONAL LEVEL
There is understanding that there are rules to
follow to be accepted and maintain order.
STAGES ORIENTATION
STAGE 3:
SOCIAL APPROVAL
Deciding what is right or
wrong is based on what
others approve or
disapprove.
STAGE 4:
LAW OR ORDER
Deciding what is right or
wrong is based on the rules
that should be followed.

26. POSTCONVENTIONAL LEVEL
There are flexibility in accepting rules. An individual
may not necessarily accept or follow given rules as
he/she develops his/her own personal code of
ethics.
STAGES ORIENTATION
STAGE 5:
SOCIAL CONTRACT
Deciding what is right or wrong is
based on laws, however one
recognizes that they can change.
An individual acts based on what
will be good for majority.
STAGE 6:
UNIVERSAL PRINCIPLES
Deciding what is right or wrong is
based on universal principles. One
looks into one’s conscience,
pursues justice and seeks equality
at all cost.