CHILDHOOD

 Childhood refers to the time or state of being a child, the early stage in the existence
or development of something.
 Childhood connotes a time of innocence, where one is free from responsibility but
vulnerable to forces in his environment.

ADOLESCENCE
 It came from the Latin term adolescentia which means " to grow up "
 Adolescence is the period of psychological and social transition between childhood
and adulthood and it is the stage where the person experiences dramatic changes in
the body along the developments in his psychology and career.
 During this period, most children go through the stages of puberty which in recent
times would refer to ages nine and thirteen. Most cultures regard people as
becoming adults at various ages of the teenage years.

HUMAN DEVELOPMENT
1. Pattern of movement or change that begins at conception and continues through the
life span. Development includes growth and decline. Development can be positive or
negative.

PRINCIPLES OF HUMAN DEVELOPMENT

2. During infancy, the greatest growth always occur at the top (head) with the physical
growth in size, weight and future differentiation gradually working its way down
from top to bottom (neck, shoulders, middle trunk and so on.)
3. While the pattern of development is likely to be similar, the outcomes of
developmental processes and the rate of development are likely vary among
individuals.
4. Development takes place gradually. It takes years before they develop.
5. Development as a process is complex because it is the product of biological,
cognitive, and socioemotional process.
 Biological processes involve changes in the individual's physical nature.
Will experience hormonal changes when they reach the period of puberty,
and cardiovascular decline as they approach late adulthood.
 Cognitive processes involve changes n the individual's thought,
intelligence, and language.
  Socioemotional processes include changes in the individual's
relationships, with other people, changes in emotions, and changes in
personality.

Two approaches to human development

1. Traditional Approach
2. Life-span approach

Traditional Approach- believes that individuals will show extensive change from birth to
adolescence, little or no change in adulthood and decline in late old age.

Life-span Approach- believes that even in adulthood, developmental change takes place as
it does during childhood.

THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASK

Developmental Stages

The eight (8) developmental stages cited by Santrock are the same with Havighurst's
six (6) developmental stages only that Havighurst dis not include prenatal perio.
Havighurst combined infancy and early childhood while Santrock mentioned them as two
(2) separate stages. These developmental stages are described more in detail in the next
paragraphs.

The developmental tasks

1. Prenatal period (from conception to birth)- It involves tremendous growth from a

single cell to an organism complete with brain and behavioral capabilities.

2. Infancy from birth to 18-24 months)- (A time of extreme dependence on adults.

Many psychological activities are just beginning- Language, symbolic thought,
sensor motor coordination and social learning.

3. Early childhood (end of infancy to 5-6 years (Grade I) - These are the preschool
years. Young children learn to become more self-sufficient and to care for
themselves, develop school readiness skills and spend many hours in play with
peers.
4. Middle and late childhood 6-11 years of age, the elementary school years)- The
fundamental skills of reading, writing and arithmetic are mastered. The child is
formally exposed to the larger world and its culture. Achievement becomes a more
central theme of the child's world and self-control increases.

5. Adolescence- (10-12 years of age ending up to 18-22 years of age) - Begins with
rapid physical changes- dramatic gains in height and weight, changes in body
contour, and the development of sexual characteristics such as enlargement of the
breasts, development of pubic and facial hair, and deepening of the voice. Pursuit of
independence and identity are prominent. Thought is more logical, abstract and
idealistic. More time is spent outside of the family.

6. Early adulthood (from late teens or early 20s lasting through 30s) - It is a time of
establishing personal and economic independence, career development, selecting a
mate, learning to live with someone in an intimate way, starting a family and rearing
children.

7. Middle adulthood (40 to 60 years of age) - It is a time of expanding personal and

social involvement and responsibility; of assisting the next generation in becoming
competent and mature individuals; and of reaching and maintaining satisfaction in a
career.

8. Late adulthood (60s and above) - It is a time for adjustment to decreasing strength
and health, life review, retirement, and adjustment to new social roles.

Developmental Tasks
Infancy and Early Childhood (0-5)

1. Learning to walk

2. Learning to take solid food

3. Learning to talk

4. Learning to control the elimination of body waste

5. Learning sex differences and sexual modesty

6. Acquiring concepts and language to describe social and physical reality

7. Readiness for reading

8. Learning to distinguish right from wrong and developing a conscience

Middle Childhood (6-12)

1. Learning physical skills necessary for ordinary games

2. Building a wholesome attitude toward oneself

3. Learning to get along with age mates

4. Learning an appropriate sex role

5. Developing fundamental skills in reading, writing, and calculating

6. Developing concepts necessary for everyday living

7. Developing conscience morality and a scale of values

8. Achieving personal independence

9. Developing acceptable attitudes toward.

Adolescence (13-18)

1. Achieving mature relations with both sexes

2. Achieving a masculine or feminine social role

3. Accepting one's physique

4. Achieving emotional indepence of adults

5. Preparing for marriage and family life

6. Preparing for an economic career

7. Acquiring values and ethical system to guide behaviour

8. Desiring and achieving socially responsible behaviour

Early Adulthood (19-29)

1. Selecting a mate

2. Learning to live with a partner

3. Starting a family

4. Rearing children

5. Managing a home

6. Starting an occupation

7. Assuming care responsibility

8. Finding a congenial social group

Middle Age (30-60)

1. Achieving adult civic and social responsibility

2. Establishing and maintaining an economic standard of living

3. Assisting teenage children to become responsible and happy adults

4. Developing adult leisure-time activities

5. Relating oneself to one’s spouse as a person

6. Accepting and adjusting to the physiologic changes or middle age

7. Adjusting to aging parents.

Late Maturity (60 AND OVER)

1. Adjusting to decreasing physical strength and health

2. Adjusting to retirement and reduced income

3. Adjusting to death of a spouse

4. Establishing an explicit affiliation with one’s age group

5. Meeting social and civil obligations

6. Establishing satisfactory physical living arrangement

12 RIGHTS OF A FILIPINO CHILD

"Presidential Degree No. 63" Article 3: Rights of a Child

All Children shall be entitled to the rights here in set fourth without distinction a to
legitimacy, sex, social status, political and other factors.

1) Every child is endowed with the dignity and worth of a human being from the moment of
his conception, as generally accepted in medical parlance and has therefore, the right to be
born well.

2) Every child has the right to a wholesome family life that will provide him/her with love,
care, understanding, guidance & counselling and moral & material security.
3) Every child has the right to a well rounded development of his personality to the end
that he may become a happy, useful and active member of society.

4) Every child has the right to a balanced diet, adequate clothing, sufficient shelter, proper
medical attention and all the basic physical requirements of a healthy vigorous life.

5) Every child has the right to be brought up in an atmosphere of morality and rectitude for
the enrichment and the strengthening on his character.

6) Every child has the right to an education commensurate with his abilities and the
development of his skills for the improvement of his capacity for service to himself and his
fellowmen.

7) Every child has the right to full opportunities for state and wholesome recreation and
activities, individual as well as social, for the wholesome use of his leisure hours.

8)Every child has the right to protection against exploitation, improper influences, hazards
and other conditions or circumstances prejudicial to his physical, mental, emotional, social
and moral development.

9) Every child has the right to live in a community and a society that can offer him an
environment free from pernicious influences and conducive to the promotion of his health
and the cultivation of his desirable traits and attributes.

10) Every child has the right to the care, assistance and protection of the state, particularly
when his parents or guardians fail or unable to provide him with his fundamental needs for
growth development and improvement.

11) Every child has the right to an efficient and honest government that will deepen his
faith in democracy and inspire him with the morality of the constituted authorities both in
their public and private place.

12) Every child has the right to grow up as a free individual in an atmosphere of peace,
understanding, tolerance and universal brotherhood, and with the determination to
contribute his share in the building of a better world.

 The child is one of the most important assets of the nation. Every effort should be
exerted to promote his welfare and enhance opportunities for a useful and happy
life.
 The molding of the character of the child starts at home.

“Child and Youth Welfare Code “- it shall apply to persons below twenty-one years of age
except those emancipated in accordance with law.” Child “or” Minor “or” Youth “as used in
this code, shall refer to such persons.
  The dependent or abandoned child shall be provided with the nearest substitute for
a home. ( 2)
 The gifted child shall be given opportunity and encouragement to develop his
special talents. (3)
 The emotionally distributed or socially maladjusted child shall be treated with
sympathy and understanding and shall be entitled treatment and competent care. (
3)
 The physically or mentally handicapped child shall be given the treatment,
education, and care required by his particular condition. ( 3)

ISSUES ON HUMAN DEVELOPMENT

1. Nature vs. Nurture. Which has more significant influence on human development?
Nature or Nurture? Nature refers to an individual’s biological inheritance. Nurture refers to
an environmental experiences.

2. Continuity vs. Discontinuity. Does development involve gradual? Cumulative change

(continuity) or district changes (discontinuity)

3. Stability vs. Change. Is development best describe as involving stability or as involving

change? As we what our first experiences, have made of us or do we develop into someone
different from who were at an easier point in development.

Stages of Psychosexual Development by Sigmund Freud

1) Oral Stage (birth to 18 months)

- The erogenous is the mouth. The child is focused on oral pleasures (sucking). This type of
personality may be oral perceptive, that is have a stronger tendency to smoke, drink
alcohol, overeat or oral aggressive, (to bite his or her nails, use curse words or even gossip).

As results, these persons may become too dependent on others, easily fooled, and lack of
leadership traits.

2) Anal Stage (18 months to 3 years)

- The focus of pleasure is the anus. The child finds satisfaction in eliminating and retaining
feces. The child needs to work on toilet training.

In terms of personality, fixation during this stage can result in being and retentive, an
obsession with cleanliness, perfection and control or anal expulsive where the person may
become messy and disorganized.
3) Phallic Stage (ages 3 to 6)

- The pleasure or erogenous zone is the genitals. During the preschool age, children become
interested in what makes boys and girls different. Preschoolers will sometimes be seen
funding their genitals Freuds studies led him to believe that during this stage boys develop
unconscious sexual desire for their mother. Boys then see their father as a rival for her
mother's affection. Boys may fear that their father will punish them for these feelings, thus,
the castration anxiety. These feelings comprise what Freud called Dedipus Complex. (Killed
his father and married his mother Jocasta).

- Psycho analysis (Girls may also have similar) Electra.

4) Latency Stage (age 6 to puberty)

-It during this stage that sexual urge remain repressed. The children's focus is the
acquisition of physical and academic skills. (Boys with boys and girls with girls).

5. Genital Stage (Puberty onwards)

- Begins at the start of puberty when sexual urges are force again awakened. Adolescent
focus their sexual urges towards the opposite sex peers with the pleasure centred on the
genitals.

LIFE OF JEAN PIAGET

•Jean Piaget was born on August 9, 1896 in Neuchâtel, in the Francophone region of
Switzerland.

•He began showing an interest in natural science at the age of 11.

•He was the oldest son of Arthur Piaget (Swiss), a professor of medieval literature at the
University of Neuchâtel, and Rebecca Jackson (French).

•Piaget was a precocious child who developed an interest in biology and the natural world.

•Piaget may be best known for his stages of cognitive development. Piaget discovered that
children think and reason differently at different periods in their lives. He believed that
everyone passed through an invariant sequence of four qualitatively distinct stages.

•Piaget (1936) was the first psychologist to make a systematic study of cognitive
development.

THREE COMPONENTS OF THE THEORY

Schemas

•A schema is a cognitive structure that represents knowledge about everything that we

know about the world, including oneself, others, events, etc.

•A schema is important because it allows us to quickly make sense of a person, situation,

event, or a place on the basis of limited information.

Equilibrium, assimilation and accommodation

Assimilation

• is a cognitive process that manages how we take in new information and incorporate that
new information into our existing knowledge. This concept was developed by Jean Piaget, a
Swiss developmental psychologist who is best known for his theory of cognitive
development in children.

Accommodation

•Assimilation is the first attempt of understanding new information and experiences, with
accommodation adding another solution if the above is insufficient. In accommodation, you
try to modify your existing schemas and ideas, with the process giving you a new
experience or knowledge and often resulting in the birth of new schemas.

Equilibrium

•Equilibration is a concept developed by Piaget that describes the cognitive balancing of

new information with old knowledge. This is a major component of Piaget's theory of
childhood cognitive development. Equilibration involves the assimilation of information to
fit with an individual's own existing mental schemas and the accommodation of
information by adapting it their way of thinking.

Piaget's Stages of Cognitive Development

 a blueprint that describes the stages of normal intellectual development, from
infancy through adulthood
 this includes thought, judgment, and knowledge
Sensorimotor Stage

 During the early stages, infants are only aware of what is immediately in front of
them.
 They focus on what they see, what they are doing, and physical interactions with
their immediate environment.
 Between ages 7 and 9 months, infants begin to realize that an object exists even if it
can no longer be seen.

Preoperational Stage

 During this stage (toddler through age 7), young children are able to think about
things symbolically.
 language use becomes more mature
 also develop memory and imagination
 thinking is based on intuition and still not completely logical cannot yet grasp
more complex concepts such as cause and effect, time, and comparison

Concrete Operational Stage

 At this time, elementary-age and preadolescent children -- ages 7 to 11 --

demonstrate logical, concrete reasoning.
 Children's thinking becomes less egocentric and they are increasingly aware of
external events.
 During this stage, however, most children still can't think abstractly or
hypothetically.

Formal Operational Stage

 Adolescents who reach this fourth stage of intellectual development -- usually at

age 11-plus -- are able to logically use symbols related to abstract concepts, such
as algebra and science.
 They can think about multiple variables in systematic ways, formulate
hypotheses, and consider possibilities.
 They also can ponder abstract relationships and concepts such as justice.
 Erik Erikson was a 20th century psychologist who developed the theory of
psychosocial development and the concept of an identity crisis.
 He was born in Frankfurt, Germany, in 1902. Erikson never knew his own father;
he was raised by his mother and stepfather, who married in 1905.
 He studied child development at the Vienna Psychoanalytic Institute through the
Montessori Method, which focused on psychosexual and developmental stages.
 Erikson married Joan Serson, a dancer and artist, in 1930.
Erikson's Professional Life

 Became the first male to practice Child Psychoanalysis in Boston. -Served at

Harvard Medical School, Judge Baker, Guudance Center , and Harvard's
Psychological Clinic.

1936-1939

 He worked at Yale's Institute of Human Relations -Professor at the Yale School of

Medicine.
 He conducted a year long study of Sioux children of a South Dakota Indian
reservation.
 1939
 Worked with the Institute of Child Welfare in California.
 He continued studying Native American children and worked closely with Yurok
tribe.
 1951
 He remained on faculty of the University of California. "When he was required
to sign a loyalty oath claiming he was not a communist .Erikson refused to sign
the oath based on first Amendment grounds, even though he was not a
communist and he was subsequently forced to resign from the University."
 He finished his professional career as a professor of Human Development at
Harvard.
 Continued conducting behavioural research and publish essays.
 1994
 He passed away in Massachusetts

ERIK ERIKSON’S STAGES OF PSYCHOSOCIAL DEVELOPMENT

Epigenetic Principle

 Erik Erikson maintained that personality develops in a predetermined order, and

builds upon each previous stage.
 According to the theory, successful completion of each stage results in a healthy
personality and the acquisition of basic virtues. Basic virtues are characteristic
strengths which the ego can use to resolve subsequent crises
 8 Psychosocial Stages

Trust vs. Mistrust

 This stage begins at birth and lasts through one year of age.
 The infant develops a sense of trust when interactions provide reliability, care, and
affection.
 A lack of this will lead to mistrust.

Autonomy vs. Shame and Doubt

 This stage occurs between the ages of 18 months to approximately age two to three
years.
 The infant develops a sense of personal control over physical skills and a sense of
independence.
 Erikson states it is critical that parents allow their children to explore the limits of
their abilities within an encouraging environment which is tolerant of failure.
 Success leads to feelings of autonomy, failure results in feelings of shame and doubt.

Initiative vs. Guilt

 This stage occurs during the preschool years, between the ages of three and five.
 The child begins to assert control and power over their environment by planning
activities, accomplishing tasks and facing challenges. Success at this stage leads to a
sense of purpose.
 If initiative is dismissed or discourages, either through criticism or control, children
develop a sense of guilt.
Industry vs. Inferiority

 This stage occurs during childhood between the ages of five and twelve.
 It is at this stage that the child’s peer group will gain greater significance and will
become a major source of the child’s self-esteem. The child is coping with new
learning and social demands.
 Success leads to a sense of competence, while failure results in feelings of inferiority.

Identity vs. Role Confusion

 The fifth stage occurs during adolescence, from about 12-18 years.
 Teenagers explore who they are as individuals, and seek to establish a sense of self,
and may experiment with different roles, activities, and behaviours.
 According to Erikson, this is important to the process of forming a strong identity
and developing a sense of direction in life.

Intimacy vs. Isolation

 This stage takes place during young adulthood between the ages of approximately
19 and 40.
 During this period, the major conflict centers on forming intimate, loving
relationships with other people. Success leads to strong relationships, while failure
results in loneliness and isolation.

Generativity vs. Stagnation

 This stage takes place during middle adulthood between the ages of approximately
40 and 65.
 People experience a need to create or nurture things that will outlast them, often
having mentees or creating positive changes that will benefit other people.
 Success leads to feelings of usefulness and accomplishment, while failure results in
shallow involvement in the world.

Ego Integrity vs. Despair

 This stage takes place after age 65 and involves reflecting on one's life and either
moving into feeling satisfied and happy with one's life or feeling a deep sense of
regret.
 Success at this stages leads to feelings of wisdom, while failure results in regret,
bitterness, and despair.