PRINCIPLES ON

CHILD &
ADOLESCENT
DEVELOPMENT
PRESENTED BY: JAYCRIS AGNES
 1
The child undergoes
Growth and
Development.
 GROWTH
increase in size
differentiation of structure
alteration of form

QUALITATIVE QUANTITATIVE
CHANGES CHANGES
DEVELOPMENT
ENVIRONMENT HEREDITY
NATURE
 2
Phylogenetic
principle
 3
ontogenetic
principle
 4
cephalocaudal
principle
 5
Proximodistal
principle
 6
epigenetic
principle
 7
functional
asymmetry
 8
Early foundations
Are critical.
 9
All individuals
Are unique.
JOHN SANTROCK’S
STAGES OF DEVELOPMENT
presented by: jaycris agnes
1 Pre-natal Adolescence 5

2 Infancy Early 6
Adulthood
Early
3 Childhood Middle 7
Adulthood
4
Middle &Late Late
Childhood Adulthood
8
DEVELOPMENTAL STAGES

1. Pre-natal Period
STAGE DURATION
Germinal Conception – 2 Zygote
weeks
Embryonic Germinal – 2 Embryo
months
Fetal Embryonic – birth Fetal
INFANCY IS THE
PERIOD FROM 0 TO 2 YEARS OLD.
PHYSICAL AND
MOTOR DEVELOPMENT
GROWTH OF BODY ORGANS
POSITIVE ACCELERATION
NEGATIVE ACCELERATION
REVERSAL GROWTH
S-SHAPED CURVE
 Infants need to learn
how to move and to
use their bodies to
perform various tasks,
a process better
known as
MOTOR DEVELOPMENT.
 Initially, babies’
movements are simply
the uncontrolled,
reflexive movements
they are born with.
NEWBORN REFLEX
rooting reflex eflex
sucking reflex
sucking reflex
moro reflex eflex
grasp reflex
grasp reflex
babinski reflex reflex
stepping reflex
stepping reflex
tonic neck reflex reflex
ATTACHMENT
is a deep and enduring
emotional bond that
connects one person to
another across time and
space (Ainsworth,
1973; Bowlby, 1969).
 ATTACHMENT
does not have to be
reciprocal. One person
may have an attachment to
an individual which is not
shared.
ATTACHMENT
is characterized by
specific behaviors in
children, such as seeking
proximity to the
attachment figure when
upset or threatened
(Bowlby, 1969).
ATTACHMENT
Bowlby defined
attachment as a 'lasting
psychological
connectedness between
human beings.'
(1969, p. 194)
 ATTACHMENT
Stranger Anxiety - response to the
arrival of a stranger.

Separation Anxiety - distress level

when separated from a carer, the
degree of comfort needed on return.

Social Referencing - the degree a

child looks at their carer to check
how they should respond to
something new (secure base).
STAGES OF
ATTACHMENT
ASOCIAL (0 – 6 WEEKS)
Very young infants are asocial
in that many kinds of stimuli,
both social and non-social,
produce a favorable reaction,
such as a smile.
STAGES OF
ATTACHMENT
INDISCRIMINATE ATTACHMENTS
(6 WEEKS TO 7 MONTHS)
Infants indiscriminately enjoy
human company, and most babies
respond equally to any caregiver.
They get upset when an individual
ceases to interact with them.

From 3 months infants smile more

at familiar faces and can be easily
comfortable by a regular caregiver..
STAGES OF
ATTACHMENT
SPECIFIC ATTACHMENT
(7 - 9 MONTHS)
Special preference for a single
attachment figure. The baby
looks to particular people for
security, comfort, and protection.
It shows fear of strangers
(stranger fear) and unhappiness
when separated from a special
person (separation anxiety).
STAGES OF
ATTACHMENT
MULTIPLE ATTACHMENT
(10 MONTHS AND ONWARDS)
The baby becomes
increasingly independent and
forms several attachments. By
18 months the majority of
infants have formed multiple
attachments.
EARLY CHILDHOOD IS
PROBLEM AGE PRE-SCHOOL AGE
TROUBLESOME AGE TOY AGE
PREGANG AGE CREATIVITY STAGE
QUESTIONING STAGE
EXPLORATORY STAGE
 STAGES OF PLAY is a theory
and classification of
children's participation
in play developed by Mildred
Parten Newhall in her 1929
dissertation.
STAGE 1: UNOCCUPIED
when the child is not playing, just
observing. A child may be standing
in one spot or performing random
movements
STAGE 2: SOLITARY PLAY
when the child is alone and
maintains focus on its activity. Such
a child is uninterested in or is
unaware of what others are doing.
STAGE 3: ONLOOKER PLAY
when the child watches others at
play but does not engage in it.
STAGE 4: PARALLEL PLAY
when the child plays separately
from others but close to them and
mimicking their actions.
STAGE 5: ASSOCIATIVE PLAY
when the child is interested in the
people playing but not in
coordinating their activities with
those people.
STAGE 6: COOPERATIVE PLAY
when a child is interested both in
the people playing and in the activity
they are doing.
STAGE 6: COOPERATIVE PLAY
when a child is interested both in
the people playing and in the activity
they are doing.
LATE
CHILDHOOD &
ADOLESCENCE
LATE CHILDHOOD
comes at age of 6 to
12 years which
coincide elementary
schooling from grade
1 to 6.
 CHARACTERISTICS
troublesome age
sloppy age
quarrelsome age
elementary school age
critical period
gang age
age of conformity
ADOLESCENCE
(from latin adolescere, meaning 'to grow up’)

is a transitional stage
of physical and psychological d
evelopment that generally
occurs during the period
from puberty to legal
adulthood (age of majority).
ADOLESCENCE IS
A PERIOD OF
CHANGE.
CHANGES IN MALE
✓ size and virility
✓ male musculature and body shape
✓ erections
✓ foreskin retraction
✓ pubic hair
✓ body and facial hair
✓ voice change and adam's apple
CHANGES IN FEMALE
✓ breast development
✓ pubic hair
✓ vagina, uterus, ovaries
✓ menstruation and fertility
✓ body shape, fat distribution, &
body composition
✓ body odor and acne
ADOLESCENCE IS
A PROBLEM AGE.
early maturing early maturing boys
girls are at are at higher risk
higher risk of: of:
• early sexual • rebellion
activity • breaking the law
• eating disorders • stress and
• early substance depression from
use relationships
ADOLESCENCE IS
A TIME TO
SEARCH FOR
IDENTITY.
ADOLESCENCE IS
A TIME OF
UNREALISM.
age of onset of puberty depends on:

✓gender (girls ahead by months or

years)
✓genes and ethnicity
✓weight (malnutrition delays
puberty)
✓stress (causes puberty earlier)
FIN
DEVELOPMENTAL STAGES

5. Early Adulthood – 19 to 29 years

✓Settling-down Age
✓Reproductive Age
✓Problem Age
✓Emotional Tension
✓Social Isolation
✓Time of Commitment
QUARTER LIFE CRISIS

The quarter-life crisis is a period of life

ranging from twenties to thirties, in which a
person begins to feel doubtful about their own
lives, brought on by the stress of becoming an
adult.
1. YOU'RE TURNING 22/23/24/25 THIS YEAR.
2. EVERY DAY YOU WRESTLE WITH THAT WEIRD
CONCEPT OF BEING A YOUNG TWENTY-SOMETHING VS.
BEING AN ADULT.
3. YOU SPEND A FAIR BIT OF TIME IN DENIAL
ABOUT YOUR NEW MILESTONE AGE.
5. AND YOU START TO CARE ABOUT MUNDANE THINGS
YOU NEVER REALLY THOUGHT ABOUT BEFORE.
6. RELATIONSHIPS SUDDENLY SEEM MORE SCARY.
7. AND YOUR GRANDPARENTS OR PARENTS START
ASKING THAT INEVITABLE QUESTION: "WHEN ARE YOU
GOING TO HAVE CHILDREN?"
8. YOU CONSTANTLY GO BACK AND FORTH BETWEEN
THE BATTLE OF GOING OVERSEAS TO EXPLORE VS.
BUILDING YOUR CAREER.
9. BECAUSE IF YOU GO OVERSEAS, YOU GET TO
EXPERIENCE A WHOLE NEW WORLD...
10...BUT YOU COULD WORK AND CLIMB THAT
CORPORATE LADDER.
12. AS WELL AS THE FACT YOU'LL NEVER BE SO
YOUNG, HELPLESS, AND INNOCENT AGAIN.
13. DOING YOUR TAXES MAKES YOU FEEL LIKE
YOU'RE HAVING A NERVOUS BREAKDOWN.
14. AND AS MUCH AS YOU TRY TO STICK TO A BUDGET,
SOMETIMES MANAGING YOUR OWN MONEY JUST
SUCKS.
15. LOSING TOUCH WITH SOME FRIENDS IS JUST AN
INEVITABLE THING THAT WILL HAPPEN AND YOU'RE
STILL LEARNING TO DEAL WITH THAT.
16. AS WELL AS DEALING WITH THE SECOND-HAND
JEALOUSLY OF THE FRIENDS WHO CAN AFFORD TO
TRAVEL REGULARLY.
17. LIFE SUDDENLY BECOMES LESS ABOUT BEING YOUNG AND
CRAZY WITH YOUR HOUSEMATES AND MORE ABOUT KEEPING THE
NOISE DOWN AT 10PM BECAUSE "SOME OF US HAVE JOBS".
18. AND YOU START SAYING PHRASES LIKE
"REMEMBER FIVE YEARS AGO, WHEN WE WERE IN
COLLEGE..." AND THAT WILL ALWAYS TRIP YOU OUT.
DEVELOPMENTAL STAGES

7. Middle Adulthood – 30 to 60 years

✓Dreaded Age
✓Time of Transition
✓Time of Stress
✓Time of Achievement
✓Time of Evaluation
✓Emptying the nest
DEVELOPMENTAL STAGES

8. Late Adulthood – 61 years and above

✓Period of decline
BRAIN DEVELOPMENT
The brain’s ability to change from experience is known as
Plasticity. The human brain is especially plastic early in life,
which is why the “nurture” part of the equation is so
important
Throughout life the brain continues to be plastic-this is the
mechanism of learning-but plasticity declines in adulthood.
BRAIN DEVELOPMENT
4 months: the infant’s brain responds to every sound produced in all the
languages of the world.
8 to 9 months: Babies can form specific memories from their experiences, such as
how to push a ball to make it roll.
10 months: Babies can now distinguish and even produce the sounds of their own
language (such as “da-da”) no longer pay attention to the sounds of language
that are foreign.
12 months: Babies whose parents say, for example” Lookee at the doggie” will go
to the appropriate picture of a dog in a picture book more often than those
babies who are talked to normal, flatter voices.
BRAIN DEVELOPMENT
12 to 18 months: Babies can keep in memory something that has been hidden
and find it again, even if it has completely covered up. They can also hold
memory sequences of simple activities, such as winding up a jack-in-the-box until
the figure pos up.
24 months: Preschool children now clear picture in mind of people who are dear
to them, and the get upset when separated from these people (even their peers)
30 months: Preschool children can hold in mind a whole sequence of spatial
maps and know where things are in their environment.
36 months: A preschool child can now two different emotions in his mind at the
same time, such as being sad that he spilled ice cream on his cloths but glad that
he’s at birthday party.
FACTORS AFFECTING DEVELOPMENT
1. Maternal Nutrition– the nutritional status of the women
during adolescent pregnancy and lactation has a direct
impact on the child’s health and development.
2. Child Nutrition- the Child’s state of nutritional balance is
crucial in his early developmental age.
3. Early Sensory Stimulation– Toys, soothing sounds and other
sensorial stimulation contribute to the child’s development.
EXCEPTIONAL DEVELOPMENT

DISABILITY
vs.
HANDICAP
EXCEPTIONAL DEVELOPMENT

People-first language' is a type of

linguistic prescription in English to avoid
perceived and subconscious
dehumanization when discussing people
with a health issue or disabilities.
1. CEREBRAL PALSY
1. Cerebral palsy (CP) is a group of permanent movement disorders that appear in
early childhood. Signs and symptoms vary among people.
2. Often, symptoms include poor coordination, stiff muscles, weak muscles, and
tremors.
3. There may be problems with sensation, vision, hearing, swallowing, and speaking.
4. Often babies with cerebral palsy do not roll over, sit, crawl, or walk as early as
other children of their age.
5. Other symptoms may include seizures and problems with thinking or reasoning,
either of which occurs in about one third of people with CP..
6. Cerebral palsy is caused by abnormal development or damage to the parts of
the brain that control movement, balance and posture.
7. Most often the problems occur during pregnancy; however, they may also occur
during childbirth, or shortly after birth. Often the cause is unknown.
2. MENTAL RETARDATION
1. Intellectual disability (ID), also known as general
learning disability, and mental retardation (MR), is a
generalized neurodevelopmental disorder characterized
by significantly impaired intellectual and adaptive
functioning.
2. It is defined by an IQ score under 70 in addition to
deficits in two or more adaptive behaviors that affect
everyday, general living.
3. ADD/ ADHD
4. AUTISM
LINGUISTIC AND LITERACY DEVELOPMENT
Stages of Grammatical Development
1. Sounds
2. Holophrases
3. Telegraphic Utterances
4. Short Sentences
5. Complex Sentences
6. Adultlike structures
FACTORS AFFECTING LANGUAGE DEVELOPMENT
1. Inadequate stimulation (talking and playing
with the child)
2. Delayed general development (global
developmental delay), physical
development motor skills), cognitive
development etc.
3. Specific difficulty with language learning.
Not very interested in language, prefers
other modalities e.g. physical activities
4. Poor control and/or coordination of the
speech muscles; lips, tongue etc.
5. Medical problems
6. Inadequate awareness of communication,
lacks” communication intent”
7. Reduced hearing e.g. ear infection, fluid in
ear, impacted earwax etc.
8. Changes in child’s environment e.g. moving
9. Exposure to too many languages for the
child
10. Inadequate opportunity for speech e.g. the
child everyone talks for, the “babied” child
has a more dominant sibling etc.
11. Emotional factors e.g. behavioral problems,
anxiety, pressure to perform etc.
12. Short attention span.
13. Family history of speech and language
delays or difficulties
THEORIES ON LANGUAGE ACQUISITION

1.Innatist
2.Cognitivist
3.Social Contextual
EXCEPTIONAL DEVELOPMENT
1. Aphasia- Aphasia (or aphmia) is a loss of the ability to
produce and/or comprehend language due to injury to
brain areas specialized for these functions.
2. Dyslexia- Dyslexia is a specific learning disability that
manifests primarily as a difficulty with written language,
particularly with reading and spelling.
COGNITIVE DEVELOPMENT
COGNTIVE DEVELOPMENT THEORY BY JOHN
PIAGET
1. Sensorimotor period (years 0-2)
Infants are born with a set of congenital reflexes, according to Piaget, in
addition to explore their world. Their initial schemas are formed through
differentiation of the congenital reflexes:
A. The first sub-stage, known as the reflex schema stage, occurs form birth to
six weeks and is associated primarily with the developmental reflexes.
Three primary reflexes are described by Piaget: sucking of objects in the
mouth following moving or interesting objects with the eyes, and closing of
the hand when an object makes contact with the palm (palmar grasp).
SENSORIMOTOR
B. The second sub-stage, primary circular reaction phase, occurs form six weeks to
four months and is associates primarily with the development of habits.
C. The third sub-stage, the secondary circular reactions phase, occurs from four to
nine months and is associated primarily with the development of coordination
between vision and apprehension.
D. The fourth sub-stage, called the coordination of secondary circular reactions stage,
which occurs from nine to twelve months, is when Piaget thought that object
permanence developed.
E. The fifth sub-stage, tertiary circular reactions phase, occurs from twelve to
eighteen months and is associated primarily with the discovery of new means to
meet goals.
SENSORIMOTOR
F. The six sub-stage, considered “beginning of symbolic representation”, is
associated primarily with the beginnings of insight, or true creativity.
2. PREOPERATIONAL PERIOD (YEARS 2-7)
According to Piaget, the Pre Operational stage of development follows the
Sensorimotor stage and occur between 2-7 years of age. It includes the following
processes:
A. Symbolic functioning- characterized by the use of mental symbols, words, or
pictures, which the child uses to represent something which is not physically
present.
B. Centration-characterized by a child focusing or attending to only one aspect of a
stimulus or situation.
C. Intuitive thought– occurs when the child is able to believe in something without
knowing why she or he believes it.
2. PREOPERATIONAL PERIOD (YEARS 2-7)
D. Egocentrism- a version of centration, this denotes a tendency of a child to only
think for her or his own point of view.
E. Inability to Conserve - For example, a child in this phase will believe that a string
which has up in”o-o-o-o” pattern will have a larger number of beads than a string
which has a oooo: pattern, because the latter pattern has less space between Os;
or that a tall, thin 8-ounce cup has more liquid in it than a wide, short 8-ounce cup.
F. Animism- The child believes that inanimate objects have :lifelike” qualities and are
capable of action. Example, a child plays with a doll and treats it likes a real
person. In a way this like using their imagination.
3. CONCRETE OPERATIONAL PERIOD (YEARS 7-11)
A. Seriation– the ability to arrange objects in an order according to size, shape, or
any other characteristic.
B. Classification-the ability to name and identify sets of objects according to
appearance, size or other characteristic, including the idea that one set of objects
can include another.
C. Decentering- where the child takes into account multiple aspects of a problem to
solve it. For example, the child will no longer perceive an exceptionally wide but
short cup to contain less than a normally-wide, taller cup.
D. Reversibility- where the child understands that numbers or objects can be
changed, then returned to their original state. For this reason, a child will be able
to rapidly determine that if 4 +4 equals 8, 8/4 will equal 4, the original quantity
3. CONCRETE OPERATIONAL PERIOD (YEARS 7-11)
E. Conservation– understanding that quantity, length or number of items is unrelated
to the arrangement or appearance of the object or items. For instance, when a
child is presented with two equally-sized, full cup they will be able to discern that
if water is transferred to a pitcher it will conserve the quantity and be equal to
the other filled up.
F. Elimination of Egocentrism – the ability to view things from another’s perspective
4. FORMAL OPERATION PERIOD (YEARS 11-
ADULTHOOD)
The formal operational period is the fourth and final of
the periods of cognitive development in the Piaget’s
theory. This stage, which follows the Concrete Operational
stage, commences at around 11 years of age ( puberty)
and continuous into adulthood. It is characterized by
acquisition of the ability to think abstractly, reason
logically and draw conclusions from the information
available.
SOCIAL CONSTRUCTIVISM BY LEV VYGOTSKY
PSYCHOSEXUAL THEORY BY SIGMUND FREUD
1. In Freudian psychology, psychosexual development is a central element of
the psychoanalytic sexual drive theory, that human beings, from birth,
possess an instinctual libido (sexual energy) that develops in five stages.
2. Each stage – the oral, the anal, the phallic, the latent, and the genital – is
characterized by the erogenous zone that is the source of the libidinal
drive.
3. Sigmund Freud proposed that if the child experienced sexual frustration in
relation to any psychosexual developmental stage, he or she would
experience anxiety that would persist into adulthood as a neurosis, a
functional mental disorder
 PSYCHOSEXUAL THEORY BY SIGMUND FREUD
Stage Age Range Erogenous zone Consequences of psychologic fixation
Orally aggressive: chewing gum and the ends of pencils, etc.
Orally Passive: smoking, eating, kissing, oral sexual practices[4]
Oral Birth–1 year Mouth
Oral stage fixation might result in a passive, gullible,
immature, manipulative personality.

Bowel and bladder Anal retentive: Obsessively organized, or excessively neat

Anal 1–3 years
elimination Anal expulsive: reckless, careless, defiant, disorganized, coprophiliac

Oedipus complex (in boys and girls); according to Sigmund Freud.

Phallic 3–6 years Genitalia
Electra complex (in girls); according to Carl Jung.
Dormant sexual
Latency 6–puberty Sexual unfulfillment if fixation occurs in this stage.
feelings
Sexual interests
Genital Puberty–death Frigidity, impotence, unsatisfactory relationships
mature
COMPONENTS OF PERSONALITY BY SIGMUND
FREUD
PSYCHOSOCIAL THEORY BY ERIK ERIKSON
Crisis Maladaptation Malignancy Virtue
Trust vs Mistrust Sensory maladjustment withdrawal Hope
Autonomy vs Shame and
Impulsiveness Compulsivity Will power
Doubt
Initiative vs Guilt Ruthlessness inhibition Purpose
Industry vs Inferiority Narrow virtuosity Inertia Competence
Identity vs Role Confusion Fanaticism repudiation fidelity
Intimacy vs Isolation Promiscuity exclusion Love
Generativity vs Stagnation Overextension rejectivity care
Integrity vs Despair Disdain Presumption Wisdom
MORAL DEVELOPMENT THEORY BY LAWRENCE
KOHLBERG
Kohlberg’s stages of moral development are places of
moral adequacy conceived by Lawrence Kohlberg to
explain the development of moral reasoning. Created
while studying psychology at the University of Chicago, the
theory was inspired by the work if Jean Piaget and a
fascination with children’s reactions to moral dilemmas. He
wrote his doctoral dissertation at the university in 1958,
outlining what are now know as his stages of moral
development.
MORAL DEVELOPMENT THEORY BY LAWRENCE
KOHLBERG
1. Level 1 (Pre-Conventional)
Obedience and punishment orientation
Self-interest orientation (What’s in it for me)
2. Level 2 (Conventional)
Interpersonal accord and conformity (The good boy/good girl attitude)
Authority and social-order maintaining orientation (Law and order morality)
3. Level 3 ( Post- Conventional)
Social contract orientation
Universal ethical principles (Principled conscience)
BIO-ECOLOGICAL THEORY BY URIE
BRONFRENBRENNER
THEORIES ON INDIVIDUAL DIFFERENCES
1. VAK Learning & Thinking Style Theory
2. ROGER SPERRY’s Left Brain-Right Brain Continuum
3. DAVID KOLB’s Learning Style Theory
a) active experimenter – doing
b) abstract conceptualizer – thinking
c) reflective observer – watching
d) concrete experiencer –feeling
THEORIES ON INDIVIDUAL DIFFERENCES
1. HOWARD GARDNER’s Multiple Intelligence Theory
9 Ways of Perceiving / Understanding:
a. Verbal-Linguistic f. Naturalistic
b. Body-Kinaesthetic g. Visual-Spatial
c. Intrapersonal h. Interpersonal
d. Logical-Mathematical i. Existential
e. Musical-Rhythmic
THEORIES ON INDIVIDUAL DIFFERENCES
DANIEL GOLEMAN’s Emotional Intelligence Theory
Emotional Intelligence– (EI), often measured as an
Emotional Intelligence Quotient (EQ), describes an ability,
capacity, or skill to perceive, assess, and manage the
emotions of one’s self, of others, and of groups. As
relatively new area of psychological research, the
definition of EI is constantly changing.
THEORIES ON INDIVIDUAL DIFFERENCES
Goleman’s model outlines four main EI constructs:
1. Self-awareness- the ability to read one’s emotions and recognize
their impact while using gut feelings to guide decisions.
2. Self- management-involves controlling one’s emotions and impulses
and adapting to changing circumstances.
3. Social awareness- the ability to sense, understand, and react to
other’s emotions while comprehending social networks.
4. Relationships management- the ability to inspire, influence, and
develop others while managing conflict.