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PRINCIPLES OF GROWTH & DEVELOPMENT a developmental state that has the potential to
be shaped by experience
developmental continuities ways in which we remain
stable overtime or continue to reflect our past HISTORICAL/CULTURAL CONTEXT each culture, subculture,
and social class transmits a particular pattern of beliefs,
growth quantitative changes that take place within the values, customs, and skills
organism as he progresses in chronological age
the content of cultural socialization has a strong influence
learning on the attributes and competencies that individuals
display
a relatively permanent change in behavior that results
from one’s experiences Principle 1
process through which our experiences produce relatively The development of an organism is the result of the
permanent changes in our feelings, thoughts, and interaction between heredity (nature) and environment
behaviors (nurture)
maturation Focus
biological unfolding according to species-typical biological The process of heredity and environment are
inheritance interdependent and complimentary. Neither appears to be
dominant.
changes in behavior : can be traced directly to physical
growth Height while largely determined by heredity is also
affected to an extent by nutrition
result from the aging process rather than from learning,
injury, illness, or some other life experience. Application – Classroom Situation
normative development developmental changes that Teachers to take note or consider the family background
characterize most or all members of a species; typical of the child as well as the environment where he/she was
patterns of development born or grew up to better understand him/her especially
his/her behavior
idiographic development individual variations in the rate,
extent, or direction of development. Principle 2
NATURE AND NURTURE Growth is sequential
Nature: HEREDITARY Focus
Genetic inheritance/ biological influences Growth follows an orderly sequence which in general is the
same for all individuals
Transmitted across generations
All aspect of development be it in language, motor, social
Nurture: ENVIRONMENTAL FACTORS occur sequentially
Love and care received from parents/caregivers; Application – Classroom Situation
Socioeconomic Status; Education
Teachers need to know which particular stage of growth
HOLISTIC PROCESS the child is so he/she would know what to expect and also
what to do to prepare the child for the next stage of
physical growth and development: bodily changes and the development
sequencing of motor skills
Principle 3
cognitive aspects of development: perception, language,
learning, and thinking Each stage of development has characteristic traits
psychosocial aspects of development: emotions, Focus
personality, and the growth of interpersonal relationships
Characteristic traits vary at each stage of development
a unified view of the developmental process that
emphasizes the important interrelationships among the Traits become more complex as the child gets older
physical, mental, social, and emotional aspects of human
development Application – Classroom Situation
PLASTICITY a capacity for change in response to positive Knowledge of characteristic traits at different stages can
or negative life experiences be of considerable value for teachers in choosing the
appropriate activities as well as the methods of teaching.
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Principle 4 PRENATAL INFLUENCES

Maturation or readiness should precede certain types of Prenatal period: three stages
learning
prenatal period extends from conception to birth and lasts
Focus about 266 days (9 months)
Definite degrees of maturity are prerequisites to various GERMINAL STAGE
kinds of learning
conception or fertilization
Application – Classroom Situation
fertilized ovum is called “zygote”
Teacher should consider the maturity level of the child in
asking him/her to do something. Forcing a child who is not EMBRYONIC STAGE
mature or ready may lead to personality disturbance
second stage of the prenatal period and spans the 2-8
Principle 5 weeks that follow conception
The body tends to maintain a state of equilibrium called FETAL STAGE
homeostasis
begins two months after conception and lasts until birth
Focus
fetus develops vital organs, such as lungs, and physical
There is a wisdom of the body. Strives to preserve a characteristics that are distinctly human
constant internal environment despite changing conditions,
whether internal or external NEWBORNS’ABILITIES
Application – Classroom Situation SENSORY DEVELOPMENT
Teacher to be a keen observer so he/she can do something newborns recognize a person’s eyes
when signs of uneasiness or boredom on the part of the
students is shown or exhibited, while he/she is teaching or 3-6 months
observing the students do something
infant can visually distinguish his or her mother’s face from
Principle 6 strangers
Development rates vary 3-4 years
Focus visual abilities are equal to those of an adult
The speed of development is not even HEARING
Each part of the body has its own particular rate of growth one-month olds have very keen hearing
Children tend to inherit the physique of their parents can discriminate small sound vibrations
Application – Classroom Situation 6 months: ability to make all sounds necessary to learn
language
Teacher to understand that girls mature earlier than boys.
Growth rate maybe retarded by illness and certain types of TOUCH
deprivation such as prolonged poor nutrition.
have well developed sense of touch
Principle 7
turn head: lightly touched on the cheek
Growth is patterned
touch also elicits other reflexes such as grasping and
Focus sucking
There are no tow identical growth patterns SMELL AND TASTE
Each child has his/her own characteristic traits infants at 1-day-old: discriminate a few odors such as
citrus and floral
Application – Classroom Situation
six-week-old: smell the difference between their mother
Children should never be compared unless their rate and and a stranger
pattern of growth have been taken into account.
inborn preference for both sweet and salt and an inborn
INFANCY & CHILDHOOD dislike of bitter-tasting things
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MOTOR DEVELOPMENT Secure attachment

the stages of motor skills that all infants pass through as characteristic – use their parent as a safe home base from
they acquire the muscular control necessary for making which they can wander off and explore their environments
coordinated movements
Insecure attachment
PROXIMODISTAL PRINCIPLE
Characteristic: avoid or show ambivalence or resistance
states that parts closer to the center of the infant’s body toward their parent or caregiver
develop before parts farther away
refers to how a person perceives, thinks, and gains an
CEPHALOCAUDAL PRINCIPLE understanding of his or her world through the interaction
and influence of genetic and learned factors
states that parts of the body closer to the head develop
before parts closer to the feet COGNITIVE DEVELOPMENT
EMOTIONAL DEVELOPMENT JEAN PIAGET
the influence and interaction of genetic factors, brain greatest impact on developmental psychology with
changes, cognitive factors, coping abilities, and cultural cognitive development
factors in the development of emotional behaviors,
expressions, thoughts and feelings Scheme an organized pattern of thought or action that a
child constructs to make sense of some aspect of his or her
TEMPERAMENT experience; Piaget sometimes uses the term cognitive
structures as a synonym for schemes.
*relatively stable and long lasting individual differences in
mood and emotional behavior, which emerge early in Assimilation process by which a child uses old methods or
childhood experiences to deal with new situations
*largely influenced by genetic factors Disequilibriums imbalances or contradictions between
one’s thought processes and environmental events
*a person’s characteristic modes of responding
emotionally and behaviorally to environmental events, Equilibrium refers balanced, harmonious relationship
including such attributes as activity level, irritability, between one’s cognitive structures and the environment.
fearfulness, and sociability.
Accommodation process by which a child changes old
Fearful distress: wariness, distress, and withdrawal in new methods to deal with or adjust to new situations
situations or in response to novel stimuli
Piaget’s stages of cognitive development
Irritable distress: fussiness, crying, and showing distress
when desires are frustrated (sometimes called Refer to four different stages
frustration/anger)
Sensorimotor stage
Positive affect: frequency of smiling, laughing, willingness
to approach others and to cooperate with them (called Preoperational stage
sociability by some researchers)
Concrete operations
Activity level: amount of gross motor activity (e.g., kicking,
crawling) Formal operations
Attention span/persistence: length of time child orients to SENSORIMOTOR STAGE
and focuses on objects or events of interest
birth to age 2
Rhythmicity: regularity/predictability of bodily functions
such as eating, sleeping, and bowel functioning infants interact with and learn about their environments
by relating their sensory experiences to their motor
ATTACHMENT experiences
a close, fundamental emotional bond that develops OBJECT PERMANENCE
between the infant and his or her parents or caregiver
refers to the understanding that objects or events continue
SEPARATION ANXIETY to exist even if they can no longer be heard, touched or
seen
an infant’s distress whenever the infant’s parents leave
PREOPERATIONAL STAGE
KINDS OF ATTACHMENTS
about age 2 to 7 years
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children learn to use symbols, such as words or mental The child acquires new skills and information with the
images, to solve simple problems and to think or talk about ZONE OF PROXIMAL DEVELOPMENT, the level at which a
things that are not present child finds a task too difficult to complete alone, but which
he can accomplish with the assistance and support of an
Conservation adult or older peer.
refers to the fact that even though the shape of some Early childhood educators need to promote discovery,
object or substance is changed, the total amount remains explaining and providing suggestions to suit each child’s
the same zone of proximal development
Egocentric thinking LEARNING
refers to seeing and thinking of the world only from your A change in behavior resulting from the interaction of the
own viewpoint and having difficulty appreciating someone organism with its environment
else’s viewpoint
Changes brought about by development is not learning (ex.
CONCRETE STAGE Ability to stand)
about age 7 to 11 years Involves relatively permanent change in behavior or
knowledge which is the result of experience or practice
children can perform a number of logical mental
operations on concrete objects (physically present) A process of acquiring, remembering, applying skills,
knowledge, attitudes and other models of response
Classification
PRINCIPLE 1: Learning by doing is more effective than just
ability to classify items by color and size for example sitting and listening
children still have difficulty figuring out relationships APPLICATION IN CLASSROOM SITUATION
among objects that are not present or imaginary situations
Let the students have the feel of things through the hands-
FORMAL on activities
OPERATIONS STAGE
PRINCIPLE 2: Concepts should be presented in
about age 12 to adulthood varied/different ways
adolescents and adults develop the ability to think about APPLICATION IN CLASSROOM SITUATION
an solve abstract problems in a logical manner
Teachers should be very creative, resourceful and
adolescents develop thinking and reasoning typical of imaginative in teaching so as not to make the students as
adults well as themselves get bored
ability to think in a logical, systematic, and abstract way is PRINCIPLE 3: Learning is aided by formulating and asking
one of the major characteristics of the formal operations questions
stage
APPLICATION IN CLASSROOM SITUATION
VYGOTSKY: COGNITIVE DEVELOPMENT
Teaching is a two-way process. It’s not only the teachers
Rather than depicting children as independent explorers who will always do the talking and asking. Students should
who make critical discoveries on their own, cognitive be given a chance to do the same thing.
growth as a socially mediated activity—one in which
children gradually acquire new ways of thinking and PRINCIPLE 4: Effort is put forth when tasks are challenging
behaving through cooperative dialogues with more
knowledgeable members of society APPLICATION IN CLASSROOM SITUATION
also rejected the notion that all children progress through In giving tasks to students, the teacher should consider
the same stages of cognitive growth. He argued that the that the tasks are not too difficult nor too easy and simple
new skills children master through their interactions with to do.
more competent people are often specific to their culture
rather than universal cognitive structures. PRINCIPLE 5: The principle of readiness is related to the
learners’ stage of development and their previous learning
Social interaction is the way in which children develop
increasingly more complex thinking. Children gain APPLICATION IN CLASSROOM SITUATION
knowledge and skills through “shared experiences”
between themselves and adults or older peers The teacher must consider the student’s age in presenting
certain content an in expecting certain cognitive processes
Behavioral Learning Theories or Associative Learning
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Theories Proved that reinforcement is a powerful tool in shaping

and controlling behavior in and out of the classroom
Prefer to concentrate on actual behavior
Emphasized the greater influence of the environment or
Conclusions based on observation of external learning and behavior, that is either to reinforce or
manifestations of learning eliminate
Did not focus on any underlying changes that may take Different Theories of Learning and their Applications in
place in the learner classroom situations
Ivan Pavlov’s Classical Conditioning Reinforcer is a stimulus event that id it occurs in the proper
temporal relation with a response tends to maintain or
Individual learns when a previously neutral stimulus is increase the strength of a response, stimulus-response
paired with an unconditioned stimulus until the neutral connection
stimulus evokes a conditioned response
John Watson
Albert Bandura’s Social Cognitive Learning
20th-century psychologist and developmentalist who
claimed that he could take a dozen healthy infants and Observational Learning or Social Learning Theory
mold them to be whatever he chose regardless of their
backgrounds or ancestry Learning takes place when person observes and then
imitates the behavior of others
It implies that nurture is everything and that nature, or
hereditary endowment, counts for nothing Information we process from observing other people,
things and events influence the way we act
Watson was a strong proponent of the importance of
learning in human development and the father of a school COGNITIVE LEARNING THEORIES
of thought known as behaviorism
Prefer to concentrate on analyzing cognitive processes
Different Theories of Learning and their Applications in
classroom situations Believe in the non-observable behavior
Like John Locke, Watson viewed the infant as a tabula Definite psychology as the study of structure
rasa to be written on by experience. Children have no
inborn tendencies; Different Theories of Learning and their Applications in
classroom situations
how they turn out depends entirely on their rearing
environments and the ways in which their parents and Kurt Lewin’s Field Theory
other significant people in their lives treat them.
Focused on the psychological field or life space of an
Progress: not through a series of distinct stages dictated individual
by biological maturation. Instead, development is viewed
as a continuous process of behavioral change that is Life space of an individual consists of everything one
shaped by a person’s unique environment and may differ needs to know about a person in order to understand
dramatically from person to person. his/her behavior in a specific psychological environment at
a specific time
Edward Thorndike’s Connectionism
Different Theories of Learning and their Applications in
Learning by selecting and connecting classroom situations
Emphasizes on the response of the organism not limiting Of significance to education is his view of motivation by
himself to the association between the stimulus and the psychological tensions produced by the interaction of a
response psychological self with a psychological environment
Different Theories of Learning and their Applications in Different Theories of Learning and their Applications in
classroom situations classroom situations
Believed that all learning is explained by bonds or Wolfgang Kohler’s Problem Solving Theory
connections that are formed between the stimulus and
response. These connections occur mainly through trial Insight is the capacity to discern the true nature of a
and error situation; imaginative power to see into and understand
immediately
Burrhus Frederick Skinner’s Reinforcement and Operant
Conditioning Gaining insight is a gradual process of exploring, analyzing
and restructuring perceptions until a solution is arrived
Stressed the consequence of behavior in order to learn
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Different Theories of Learning and their Applications in The ways in which parents manage these sexual and
classroom situations aggressive urges in the first few years of their child’s life
play a major role in shaping their children’s personalities
The more intelligent a person and the more experience he
has, the more capable he will be for gaining insight Three Components of Personality
David Ausubel’s Meaningful Learning Theory the id, ego, and superego
Meaningful learning is the acquisition of new meaning. Only the id is present at birth. Its sole function is to satisfy
inborn biological instincts, and it will try to do so
Refers to the process by which students turn potentially immediately. Young infants often do seem to be “all id.”
meaningful material into actual meaningfulness
The ego is the conscious, rational component of the
Meaningful learning occurs when the material to be personality that reflects the child’s emerging abilities to
learned is related to what students already know perceive, learn, remember, and reason.
Jerome Burner’s Theory of Instruction Its function is to find socially approved means of gratifying
instincts.
Instrumental conceptualism
As egos mature, children become better at controlling their
The acquisition of knowledge, whatever its form is a irrational ids and finding appropriate ways togratify their
dynamic interactive process. A learner is a purposive needs.
participant in the knowledge getting process who selects,
structures, retains and transforms information FREUD’S PSYCHOSEXUAL STAGES
Jerome Burner’s Theory of Instruction Five different developmental periods:
Focused on the problem of what people do with Oral
information to achieve generalized insights or
understanding Anal
Learning is seen as a cognitive process that involves 3 Phallic
simultaneous process:
Latency
Acquisition; Transformation; Evaluation
Genital
Robert Gagne’s Cumulative Learning
Oral stage
Learning skills are hierarchically arranged, where there is a
progression from developing simple stimulus – response early infancy to 18 months
association to concepts and principles and problem solving
pleasure seeking is around the mouth
SOCIAL DEVELOPMENT
sucking,chewing, and biting
refers to how a person develops a sense of self or a self-
identity, develops relationships with others, and develops if fixated at this stage due to oral wishes being gratified
the kinds of social skills important in personal interactions too much or to little, could continue in adulthood seeking
oral gratification
The Psychoanalytic Viewpoint
Anal stage
SIGMUND FREUD (1856–1939)
1 and a half years to 3 years
challenged prevailing notions about human nature by
proposing that we are driven by motives and conflicts of infant’s pleasure seeking is centered on the anus and its
which we are largely unaware and that our personalities functions of elimination
are shaped by our early life experiences
Retention - may take form of being neat, stingy, or rigid
Freud’s Psychosexual Theory
Elimination - may take form of being generous or messy
relied heavily on methods as hypnosis, free association,
and dream analysis, because they gave some indication of Phallic stage
unconscious motives that patients had repressed.
3 to 6 years (early childhood)
As biological creatures, we have basic sexual and
aggressive instincts that must be served; yet society pleasure seeking is centered on the genitals
dictates that many of these drives must be restrained competes with parent of same sex for affections and
pleasures of the parent of the opposite sex
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may result in feelings of inferiority for women and of the child may feel guilty or uncomfortable or may feel
having something to prove for men unable to plan the future
Erikson’s Psychosocial Stages INDUSTRY VERSUS INFERIORITY
eight developmental periods during which an individual’s middle and late childhood-5 to 12 years
primary goal is to satisfy desires associated with social
needs child needs to direct energy into working and completing
tasks
develops a feeling of industry
Eight periods associated with issues of:
if child has difficulty applying and completing work:
Trust
then the child may develop a feeling of inferiority and
Autonomy incompetence
Initiative IDENTITY VERSUS ROLE CONFUSION
Industry if child is successful making the change to adolescence, he
or she will develop a sense of confidence and a positive
Identity identity
Intimacy if child is unsuccessful, he or she will experience role
confusion
Generativity
results in having low self-esteem and becoming socially
Ego integrity withdrawn
TRUST VERSUS MISTRUST BANDURA’S Social Cognitive Theory
early infancy through the first year emphasizes the importance of learning through
observation, imitation, and self-reward in the development
if parents are sensitive and responsive to needs of the of social skills, interactions, and behaviors
child, basic trust will develop
RESILIENCY
if parents neglect needs, the child may view the world as
uncaring and learn to become mistrustful refers to various personality, family, or environmental
factors that compensate for increased life stresses so that
AUTONOMY VERSUS SHAME AND DOUBT expected problems do not develop
late infancy-1 to 3 years VULNERABILITY
battle of wills between parents’ wishes and child’s desires refers to psychological or environmental difficulties that
to do as he or she pleases make children more at risk for developing later personality,
behavioral, or social problems
if parents encourage:
GENDER IDENTITY
the child to explore, a sense of independence develops
refers to the individual’s subjective experience and feelings
if parents disapprove or punish: of being a female or male
the child’s explorations, he or she may develop a feeling GENDER ROLES
that independence is bad and feel shame and doubt
traditional or stereotypic behaviors, attitudes, and
INITIATIVE VERSUS GUILT personality traits that parents, peers, and society expect
early childhood-3 to 5 years us to have because we are male or female
child develops a number of social skills that are expected SOCIAL ROLE THEORY
to be used to meet challenges in the child’s world emphasizes the influence of social and cognitive processes
if parents encourage initiative: on how we interpret, organize, and use information
the child will develop the ability to plan and initiate new COGNITIVE DEVELOPMENTAL THEORY
things children develop mental skills and interact with their
if parents discourage initiative: environments, learn one set of rules for male behaviors
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and another set of rules for female behaviors sexuality reappears

GENDER SCHEMAS Genital stage
sets of information and rules organized around how either puberty to adulthood
a male or a female should think and behave
individual has renewed sexual desires that he or she seeks
Adolescence & Adulthood to fulfill through relationships with members of the
opposite sex
Adolescence
successful resolution of the conflicts in the first three
A developmental period, lasting from about ages 12 to 18, stages will lead to having energy to develop loving
during which many biological, cognitive, social and relationships and a healthy and mature personality
personality traits change from childhood to adult-like.
Adulthood: erikson’s Psychosocial STAGES
Kohlberg’s Levels of Moral Reasoning
Stage 5: IDENTITY VS ROLE CONFUSION (12 – 20)
ADULTHOOD
CONFLICT: Adolescents need to leave behind the carefree,
Changes in Cognitive Speed irresponsible, and impulsive behaviors of childhood and
develop the more purposeful, planned and responsible
Processing Speed – rate at which we encode information behaviors of adulthood.
into long-term memory or recall or retrieve from long-term
memory. RESOLVE: Develop a healthy and confident sense of
identity.
Perceptual Speed – rate at which we can identify a
particular sensory stimulus. UNSUCCESSFUL: Experience Role Confusion – low self-
esteem and becoming unstable or socially witdrawn.
Reaction Time – rate at which we respond to stimulus.
Adulthood: erikson’s Psychosocial STAGES
PERSONALITY AND SOCIAL DEVELOPMENT
Stage 6: INTIMACY VS. ISOLATION (20 – 40)
Self-Identity – how we describe ourselves and includes our
values, goals, traits and, perceptions, interests and CONFLICT: Time for finding intimacy by developing loving
motivations. and meaningful relationships.
Self- Esteem – how much we like ourselves and how much Adulthood: erikson’s Psychosocial STAGES
we value our self-worth, importance, attractiveness and
social competence. Intimacy can be found on caring relationships.
SOCIAL DEVELOPMENT during ADOLESCENCE No Intimacy: Painful feeling of isolation and relationships
will be impersonal.
To recap…
Adulthood: erikson’s Psychosocial STAGES
Freud’s Psychosexual Stages
Stage 7: GENERATIVITY VS STAGNATION (40 – 65)
Five different developmental periods:
CONFLICT: Middle adulthood – time for helping younger
Oral generation develop worthwhile lives.
Anal Adulthood: erikson’s Psychosocial STAGES
Phallic Achieve generativity through raising own children; close
relationships with children of friends or relatives;
Latency mentoring at work and helping others.
Genital Adulthood: erikson’s Psychosocial STAGES
Latency stage Lack of involvement – leads to a feeling of stagnation –
feeling of having done nothing for the younger generation.
6 to puberty (middle to late childhood)
Adulthood: erikson’s Psychosocial STAGES
child represses sexual thoughts and engages in nonsexual
activities, such as: Stage 8: INTEGRITY VS. DESPAIR (65 – older)
developing social and intellectual skills CONFLICT: Reviewing on how previous challenges have
been met and how one lived his/her life.
puberty:
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Feelings of contentment, satisfaction and integrity.

Adulthood: erikson’s Psychosocial STAGES
Negative: See a series of crises, problems and bad
experiences – regret and despair.
Which Kind of Love are you in?
PASSIONATE LOVE – involves continuously thinking about
the loved one and is accompanied by warm sexual feelings
and powerful emotional reactions.
COMPANIONATE LOVE – involves having trusting and
tender feelings for someone whose life is closely bound up
with one’s own.
Triarchic Theory of Love
PASSION – feeling physically aroused and attracted to
someone.
INTIMACY – feeling close and connected to someone;
develops through sharing and communicating.
COMMITMENT – making a pledge to nourish the feelings of
love and to actively maintain the relationship.
Triarchic Theory of Love
INFATUATED LOVE – no intimacy and commitment
HOLLYWOOD LOVE – Passion and Commitment
COMPANIONATE LOVE – Intimacy and Commitment
ROMANTIC LOVE – Intimacy and Passion
AGING
NORMAL AGING – gradual and natural slowing of our
physical and psychological process from middle through
late adulthood.
PATHOLOGICAL AGING – caused by genetic defects,
psychological problems or diseases which accelerate the
aging process.
GERONTOLOGY – study of aging
AGING PROCESS – caused by the combination of certain
genes and proteins that interfere with organ functioning
and by the natural production of toxic molecules (free
radicals) which in turn cause random damage to body
organs and DNA.

Thank You very much!!!

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