Child and Adolescent Development

PRINCIPLES OF DEVELOPMENT
Phylogenetic Principle Ontogenetic Principle
State that development follows an orderly The rate of development is unique to every individual. It is
sequence which is predictable and is true brought about by one’s hereditary as well as environment
to all member of certain race. influences.

Predictable trends of development:

1. Cephalocaudal trends-
development proceeds from head to
foot direction
2. Proximodistal trend- the parts of
the body nearest the center are the
parts which development earlier.
STAGE OF DEVELOPMENT
1. Pre-natal Stage From conception (when the ovum is fertilized by the spermatozoon
producing a zygote or fertilized egg) to the time of birth.
2. Infancy or Babyhood Foundation age when basic behaviour patterns are organized and many
(0-2 years old) ontogenetic skills emerge.
3. Early childhood(2-6 Characterized as pre-gang, exploratory and questioning age. Language and
years old) elementary reasoning are acquired and initial socialization experienced.

4. Late childhood (6-12 Gang age, age of creativity, development of social, self-help, play and
years old) school skill.
5. Adolescence(13-19 Transition age from childhood to adulthood when sex maturation and rapid
years old) physical development occurs resulting to change in way of feeling, thinking
and acting.
6. Early adulthood (19-40 Age of adjustment to new patterns of life and new roles such as spouse,
years old) parent and bread winner.
7. Middle age(40- Transition age when adjust to initial physical and mental decline are
retirement) experience.
8. Old age (Retirement- Increase rapid physical and mental decline. Psychological as well as
death) physical illnesses are experienced.
THEORIES OF DEVELOPMENT
PSYCHOANALYTIC THEORY (PSYCHOSEXUAL DEVELOPMENT)
Sigmund Freud- believed that a person’s behaviour can be motivated by strong unconscious drive
or urges toward self-satisfaction
1. ORAL STAGE (0-2 years • In this stage, the mouth is the center of pleasure
old) • Failure to satisfy this stage will result later to smoking and other
vices
2. ANAL STAGE (2-4 years • The anal region is the center of pleasure
old) • Gains pleasure in the elimination of the bowel: “toilet training “
 • Failure to satisfy this will result to:
1. Frugality (stinginess)
2. Greediness
3. Obstinate or stubborn character
4. Disorderliness
3. PHALLIC STAGE (4-6 years • “Phallus”- male sex organ (symbol of strength and power)
old) • Derives pleasure from the manipulation of sex organ
Oedipus Complex: rivalry Elektra complex: rivalry between
between the son and the the daughter and the mother to get
father to get mother’s the father’s attention.
attention.
4. LATENCY STAGE (6-12 • Calm stage
years old) • Conflicting feelings are confined in the subconscious mind
• Energies are diverted to school and peer activities
5. GENITAL STAGE (12 years • Start with the onset of puberty
old) • The individual is now attracted to the opposite sex.
SOCIAL DEVELOPMENTAL THEORY
Lev Vygotsky- believed that this life long process of development was dependent on social
interaction and that social learning actually leads to cognitive development.
• Cognitive development and language are shaped by a person’s interacting with other’s
• Children’s knowledge, value, and attitude develop through interaction with other.
• Social interactions that assists in learning increase a child’s level of thinking.
• Student will learn best through activity.
• Student should be encouraged to communicate frequency with self and with teacher.
PSYCHOSOCIAL THORY
Erik Erikson- Each of these stages has a specific psychosocial crisis that affects the development
of the child.
1. TRUST vs. MISTRUST (0-18 • To develop a basic trust in the mothering figure and generation
months) it to others.
• The child trusts those who care for her and mistrusts a stranger
• HOPE
2. AUTONOMY vs. SHAME and • To gain some self-control and independence within the
DOUBT (18 months 3 years environment.
old) • Learns to walk and use his hand
• If encouraged, develop autonomy
• If discourage and punished harshly and excessively the child
develop dependence and shame, doubt and self-pity.
• WILL
3. INITIATIVE vs. GUILT (3-6 • To develop a sense of purpose and the ability to initiate and
years old) direct one’s own activities.
• Begins to explore his social and physical world, discovering
what he can accomplish aware of various social roles initiates
adult’s behaviour
• When punished develops sense of guilt.
 • The family is responsible for the child’s behaviour and action
• PURPOSE
4. INDUSTRY vs. INFERIORITY • To achieve a sense of self-confidence.
(6-12 years old) • Child’s world broaders
• Technical skills are learned
• Peer group influence
• Identification and/or separation with sexes
• Play age
• When the child cannot accomplish the expectation from him, he
develops a sense of inferiority
• COMPETENCE
5. IDENTITY vs. ROLE • To integrate the tasks mastered in the previous stages into a
CONFUSION (12-18 years old) secure sense of self.
• Always asking Who am I?
• Struggles with society’s demands and physical changes in his
body
• Peer group becomes an essential source of rules of behaviour
• FIDELITY
6. INTIMACY vs. ISOLATION • To form an intense, lasting relationship or a commitment to
(18-24 years old) another person, a cause, an institution, or a creative effort.
• Develops warm initiate relation with another person and failure
to develop such relationship result to isolation.
• LOVE
7. GENERATIVITY vs. • To achieve the life goals established for oneself while
STAGNATION (24-54 years considering the welfare of future generations.
old) • The most productive years of adulthood
• The individual’s worth is dependent on his contribution to family
and society.
• SELFLESSNESS
8. EGO INTEGRITY vs. • To review one’s life and derive meaning from both positive and
DESPAIR (54 to death) negative events, while achieving a positive sense of self.
• The individual comes to the temporal limits of his life.
• The period to achieve one’s goals results regret and despair.
• Fear of the end of life.
• WISDOM
COGNITIVE DEVELOPMENT THEORY ( INTELLECTUAL DEVELOPMENT)
Jean Plaget- believed that a child enters the world lacking virtually all the basic cognitive
competencies of the dult, and gradually develops these competencies by passing through a series
of stage of development.
Cognitive Development process Assimilation: absorb as part of itself. The individual acquires
information or knowledge by which experiences interaction are
into existing schemes.
Accommodation: A process of creating a new scheme by
modifying an existing scheme after an individual’s interacting
 with the environment.
• Learning is based on sense perception.
Primary Intentional Object Representation
circular behavior permanence Allows the child
reaction Child Knowledge of to seek
Repeated repeats the existence necessary
actions actions so as of objects in manipulate of
centered on to prolong his internal symbols
the infant’s interesting or environment, instead of
1. SENSORIMOTOR ( Birth-2 years) body pleasant independent physical objects
Ex: thumb events of the child’s Ex: trial and
sucking Ex: crying to actions error to solve
attract emerges the problem,
attention such that the manipulate of
child starts to toys.
search for
missing
objects like
toys.
• Emergence of language skills
• Interprets experience
2. PRE-OPERATIONAL (2-7 years old) • Words become symbols for objects
• Thinking is egocentric (centered to himself)
• Thinking is irreversible ( inability to rethink)
• Incapable of logical thinking
• Elementary schools years
• The child begins to learn symbols and concepts, time,
space, shape, size, etc.
• The child’s thinking becomes more logical and
systematics
3. CONCRETE OPERATIONAL (7-11 Conservation Reversibility
years old ) Ability of the child to Ability of the child to
conceptualize the retention understand the completion of
and prevention of the same certain operations in reverse
quality under various order but ending up the
transformation same.
Ex: 1 kg wood= 1 kg feather Ex. Ability to understand that
Eight 50 centavo coins = ice and water vapour
Php4.00
4. FORMAL OPERATIONAL (11-16 • High school years
years old) • Develops logical reasoning skills
• Decreased egocentricity
THEORY OF MORAL DEVELOPMENT
Laurence Kohlberg-believed that as children grow they pass through several levels of moral
development consisting of different stage which serve as the bases of their behaviour as adults.
 STAGE ONE
LEVEL ONE( Pre-conventional • Behavior is based on reward and punishment
morality) • Wrong behavior result to punishment
• Children’s judgement are based • Right behaviour results to reward and praises
on external criteria
• Right and wrong are according to
standards set
LEVEL TWO (conventional Morality) STAGE TWO
• Children’s judgement is based on • Action are based on self-satisfaction
groups expectations • Helps those who help him
LEVELTHREE( Post- Conventional STAGE FOUR
Morality) • What is right what is accepted
• The individual recognizes • Conforms to the rules to avoid disapproval
arbitrariness (absoluteness) of STAGE FIVE
social and legal conventions • Laws are obligatory ( Dura lex sed lex)
• The individual develops concept of • The conforms of right and wrong is governed by reason
moral values STAGE SIX
• Morality is based on mutual respect
• The individual conforms to the rules to avoid self-
condemnation.