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Child Adolescent Development

education (Marian Catholic College)

Studocu is not sponsored or endorsed by any college or university

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GROWTH is a physical change and increase in size or structure. It can be measured

quantitatively
DEVELOPMENT is an increase in the complexity of function and skill progression. It is
the capacity and skill of a person to adapt to the environment.
Stages of Psychosocial
Views of Human Development Types of Developmental Changes
1. Mechanistic 1. Quantitative
2. Organismic 2. Qualitative
3. Contextual 3. Social Clock
4. Critical Period
5. Atypical
Domains of Development
 Physical Domain- The physiological processes and changes that occur in the
human body such as puberty.
 Social Domain - Changes that occur between an individual and other people,
including development of social skills high self-esteem
 Moral Domain - changes that occur in the person's ability to sense right and
wrong
 Cognitive Domain - Changes to the way we think, our intelligence, memory
capabilities, etc.
Robert J. Havighurst defined the Developmental Stages and Tasks of human beings
and that there are Six major stages in human life
1. Infancy & early childhood (Birth till 6)
2. Middle childhood (6-12)
3. Adolescence (13-18)
A. Early Adulthood (19-30)
5. Middle Age (30-60)
6. Later maturity (60 and over)

THEORIES OF PERSONALITY DEVELOPMENT

Developmental changes occur because of the influence of internal drives and external forces.
Psychosexual Theory: SIGMUND FREUD
The mind has 2 parts: conscious and unconscious.
Personality has three components:
Id- Part of the unconscious., It is the instinct all humans are born with that gives us
carnal, animal like desire.

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Ego - The ego is the conscious, thinking part of our minds. This is the part of our
personalities we are most aware of
Superego - The superego is the root of our morality. The superego helps us decide
between right and wrong
Freud' Stages of Psychosexual Development
STAGE AGES FOCUS OF LIBIDO MAJOR DEVELOPMENT
Oral 0 to 1 Mouth, Tongue, Lips Weaning off of breast feeding or
formula

Anal 1 to 3 Anus Toilet Training

Phallic 3 to 6 Genitals Resolving Oedipus/ Electra
Complex
Latency 6 to 12 None Developing Defense Mechanisms

Genital 12+ Genitals Reaching Full Sexual Maturity

Psychosocial Theory: ERIK ERIKSON

Stages of Psychosocial Development

Approximate Virtues Psychosocial Crisis Significant
Age Relationship
0-2 years Hope Basic trust vs. mistrust Mother

2-4 years Will Autonomy vs. shame Parents

and doubt
4-5 years Purpose Initiative vs. guilt Family

5-12 years Competence Industry vs. inferiority Neighbors, school

13-19 years Fidelity Identity vs; role. Peers, role model

confusion
20-39 years Love Intimacy vs. Isolation Friends, partners

40-64 years Care Generativity vs. stagnation Household,

workmates

65 death Wisdom Ego, Integrity vs. despair Mankind, my kind

Key Points:

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1. Early experience plays an important part in development.

2. Family relationships are a central aspect of development.
3. Personality can be better understood if it is examined developmentally.
4. The mind is not all conscious; unconscious aspects of the mind need to be considered.
5. Changes take place in adulthood as well as in the childhood years.

Moral Development Theory: LAWRENCE KOHLBERG

The person's sense of morality has 3 levels:
LEVEL I. PRECONVENTIONAL MORALITY
 Stage 1. Punishment-Obedience Orientation
How can I avoid punishment?
 Stage 2. Instrumental Orientation (Self-Interest)
What's in it for me? (Exchange)
LEVEL II. CONVENTIONAL MORALITY
 Stage 3. Conformist Orientation
How can I fit in? - good boy/girl attitude
 a Stage 4. Authority and Order Orientation LAW
What laws or rules should I fallow?
LEVEL III. POSTCONVENTIONAL MORALITY
 Stage 5. Social Contract Orientation
Which of the differing values are agreeable?
 Stage 6: Universal Ethical Principle
What does my enlightened conscience tell me?

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Kohlberg's stages of moral development

THEORIES OF COGNITIVE DEVELOPMENT

The construction of thought processes, including remembering, problem solving, and
decision-making, from childhood through adulthood.
Proponent: JEAN PIAGET
Levels of Cognitive Development
Cognitive construction has 2 main processes:
Organization and Adaptation
 Organization is the ordering and the integration of schemata of ideas in the mind.
 Adaptation is the ability to change the physical and mental schemata to fit the
environmental demands; Assimilation + Accommodation
o Assimilation
Using an existing schema to deal with a new object/situation; When a child
responds to a new event in a way that is consistent with his prior knowledge
o Accommodation
This happens when the existing schema (knowledge) does not work, and needs
to be changed to deal with a new object or situation.

If the new information does not match the person's existing schemata, he experiences
cognitive dissonance (disequilibrium)

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Operations
internalized mental actions that allow children to do mentally what they previously did
physically.
Schema
organized pattern of thought or action used to cope with or explain experience.

1. Sensorimotor stage- infants construct an understanding of the world by

coordinating sensory experiences (such as seeing and hearing) with physical,
motoric actions.
2. Preoperational stage- children begin to represent the world with words, images,
and drawings.
3. Concrete operational stage -children can perform operations applied to specific
or concrete examples. The child can now reason logically about concrete events
and classifies objects.
4. Formal operational stage- individuals move beyond concrete experiences and
think in abstract and more logical terms.

Object permanence is the understanding that objects continue to exist even when they
cannot be observed (seen, heard, touched, smelled or sensed.

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Conservation refers to the ability to determine that a certain quantity will remain the
same despite adjustment of the container, shape, or apparent size.
Egocentrism is the inability to differentiate between self and other.
Centration- is the tendency to focus on one salient aspect of a situation and neglect
other, possibly relevant aspects
Cognitive flexibility is the mental ability to switch between thinking about two different
concepts, and to think about multiple concepts simultaneously

Proponent: LEV VYGOTSKY

Socio-Cultural, Cognitive Theory
Culture, language, and social relations influence cognitive development;
1. A child's development can be understood in the light of the culture upon s/he is
raised.
2. A person's thinking pattern is a product of his/her sociocultural interactions or
activities.
3. Children are born with "elementary mental abilities" (Like perception, attention,
and memory), but as they interact with more knowledgeable peers or adults
these mental abilities transform into higher mental functions.
4. Formal and Informal teaching by more knowledgeable others (MKO) is at the
heart of cognitive development.

Zone of Proximal Development (ZPD)

The difference between what a learner can do without help and what he or she can do
with help

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Scaffolding is support for learning and problem solving which can be clues, reminders,
encouragement that allows students to grow independently.

Self-regulation involves the internalization of signs acquired by an individual from

others so that he can think or solves problems by himself.

Information-Processing Theory
Robert Siegler (1998), a leading expert on children's information processing, believes
that thinking is information processing. He says that when individuals perceive, encode,
represent, store, and retrieve information, they are thinking,
Siegler believes that an important aspect of development is learning good strategies for
processing information. This emphasizes that individuals manipulate information,
monitor it, and strategize about it.
Theory of Emotional Intelligence
DANIEL GOLEMAN
Emotional Intelligence (El) is the ability to recognize one's own and other people's
emotions, to discriminate between different feelings and label them appropriately and to
use emotional information to guide thinking and behavior.
Emotional Intelligence or EQ has 5 components
1. Self-Awareness
Recognition and understanding of one's own moods and motivations and their effect on
others.
2. Self-Regulation/Management
Control of one's impulses--instead of reacting rashly and the ability to express one's
emotions appropriately
3. Self-Motivation
A form of internal motivation marked by an interest in learning and self-improvement
4. Empathy
The ability to understand another person's emotional reaction;
This is only possible when one has achieved self-awareness as one cannot understand
others until they understand themselves.
5. Social Skills
Identifying social cues to establish common ground and manage relationships and build
networks

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OTHER THEORIES OF DEVELOPMENT

Ethological Theory
Proponent: KONRAD LORENZ
Behavior is strongly influenced by biology, is tied to evolution, and is characterized by
critical or sensitive periods.
Ethology is the scientific study of evolutionary basis of behavior
"Biologically programmed behaviors"
Products of evolution
Adaptive to survival

Ecological Theory
Proponent: URIE BRONFENBRENNER
Natural environments are the major source of influence for development.

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There are four ecological systems

Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem.

Microsystem; the institutions and groups that most immediately

and directly impact the child's development including: family, school, religious
institutions, neighborhood, and peers.
Mesosystem Interconnections between the microsystems, Interactions
between the family and teachers, Relationship between the child's peers and
the family
Exosystem: Involves links between a social setting in which the individual doe
s not have an active role and the individual's immediate context.
Macrosystem: Describes the culture in which individuals live.
Cultural contexts include developing and industrialized countries,
socioeconomic, status, poverty, and ethnicity,
Chronosystem: The patterning of environmental events and transitions
over the life course, as well as sociohistorical circumstances,

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