KEEMPE C.

DUQUILA MAED SUMMER CLASS

MAED 201 SY 2019-2020
Answers in Instruction No. 1: Growth and Development

Development means the progressive series of changes of an orderly, coherent type

toward the goal of maturity. And, Growth is the physical process of development,
particularly the process of becoming physically larger. It is quantifiable, meaning that it can
be measured, and it is mostly influenced by genetics.

For a quick differentiation about growth and development, psychology defines

“growth” as “the physical change that a particular individual undergoes,” on the other hand,
“development” as “the overall growth of humans throughout their lifespan.” The
development includes the understanding of how and why people change in terms of physical
growth, intellectual, emotional, social, and other aspects of human growth. In psychology,
there are several principles concerning growth and development. Just by looking at its
principles, we can tell the differences between growth and development.

Concerning development, it always follows a pattern. Development is not a chaotic

and immediate process. It takes time, just like growth. For example, the cephalocaudal
sequence is a pattern of development. When a baby grows, his activities develop from head to
toe. A baby learns how to move his head first before he can walk. Since it follows a pattern,
we can say that development is also predictable.

We can say that development is gradual and is the same as growth. Like development,
growth is not an immediate process. It is a continuous process. The parts of the body
continuously grow given the proper nutrition it needs. Until the parts of the body reach their
peak of growth, they will continue growing.

The growth rate of humans is not usually uniform. During a human’s early years, his
growth rate is at its peak. However, during the later years, the growth rate becomes slower.
When we will look at the parts of the body, we can also say that each part has a different
growth rate. When a baby is born, we can notice that the head seems bigger than the length of
the body. The head is one-fourth of the body’s length in babies.

It is very interesting to watch humans grow and develop. During the development
years of humans, development proceeds from general to specific. Let us take a child for
example. When a child wants something, he uses his whole hand to point at the thing he
wants. But as he grows older, his brain and muscles are developed. With that, he can now use
a finger instead of his whole hand when pointing at something. As a child develops, he is
being affected by his environment, nutrition, peers, and even his genes. With that, we can say
that the development of a child largely depends on his genetic traits and the factors around
him.
Growth is more on the physical aspect while development is more on the mental
aspect. These two processes are highly correlated with each other. If a child has good
physical health, most likely the child also has above average mental capacity. With good
physical growth, a child can be more sociable with other people, too.

Teachers play an important role in the growth and development of students. Teachers
help students by imparting knowledge and guiding them through the acquisition of the
knowledge. They also ensure that an adequate environment is provided for the learning
function.

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In order to perform or facilitate the teaching function, teachers need to understand
human growth and development. Thus, human growth and development determines how
teachers perform their functions. Their understanding of these elements is critical in ensuring
that all students get an equal opportunity to increase their knowledge and capacity.

Answers in Instruction No. 2: Scenarios

1. A male nurse who is just off from a 12-hour duty in a COVID ward offered his
seat in MRT to woman who is in her second trimester of pregnancy.

We are facing a global health crisis unlike any in the 75-year history of the United
Nations — one that is killing people, spreading human suffering, and upending
people’s lives. But this is much more than a health crisis. It is a human, economic and
social crisis. The coronavirus disease (COVID-19), which has been characterized as a
pandemic by the World Health Organization (WHO), is attacking societies at their
core.

People will have two different judgments. First, people will think that a male nurse is
not thinking because the pregnant woman may be infected because they both have
direct contact because of the seat he offered. Second, people would also think that the
male nurse did well because she was courteous.

On the part of the pregnant woman, she may think the male nurse is kind because he
offered his seat to the pregnant woman.

Apparently in this case denial (defense mechanism) is what I see in a male nurse and
also in a pregnant woman. According to Freud, the ego blocks upsetting or
overwhelming experience from awareness, causing the individual to refuse to
acknowledge or believe what is happening. They are both unconscious about the
danger of COVID-19. They just a response to what is satisfying to them in that
situation.

Society will give judge on what is in real-time happening according to what mores are
existing, Precautionary, and Preventive Measures. Society as Ego, acts as a conduit
for and a check on the id (satisfaction), working to meet the id’s needs in a socially
appropriate way.

2. A Student and his friend cheated in class so as not to be ostracized by their

classmates if they get zero in the exam.

There is no commonly accepted, standard definition of academic dishonesty

(Schmelkin et al. 2008), but it usually refers to behaviors such as cheating on exams
or homework tests, copying other student’s homework and assignments, unauthorized
cooperation with peers, and plagiarism (Arnett et al. 2002), with that in common that
they are related to the individual’s moral identity (Wowra, 2007). Among these
different immoral behaviors, it has been shown that both students and teachers
consider cheating on exams as the most serious breach of the rules (Bernardi et al.
2008).

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A student might desperately desire to well on a test. While the superego might be
strongly against cheating, the id will push cheating because of his motive to satisfy his
friends’ satisfaction (Projection), and as a result the ego may comply with the id
because it feels it has no other choice. This is why a teacher must have a clear and fair
discipline plan in place in the classroom, especially not only correcting only cheating
but also correcting those who are bully. It is important that the students are aware of
the consequence to a bad behavior in the classroom. The student knew it was wrong to
cheat and to bully but did it anyway; therefore, they must suffer the consequences.

Society as Ego, like the id, the ego seeks pleasure (i.e., tension reduction) and avoids
pain, but unlike the id, the ego is concerned with devising a realistic strategy to obtain
pleasure. The ego has no concept of right or wrong; something is good simply if it
achieves its end of satisfying without causing harm to itself or the id.

3. A son pulling the Carabao in its string while his father rides in it.

People will think that father is lazy and abusing his son. But actually, I can’t imagine
what the context is. Maybe father tries to teach his son to take of the Carabao or use
on farm, or maybe the father punish him or what. Thinking society would see this, we
will see it clearly that it is bad to see son pulling the Carabao in its string while his
father rides in it. I see regression on the part of the father as defense mechanism,
according Freud, the individual moves backward in development in order to cope with
stress. As I see it, father’s id satisfies to overrule his son. The ego operates according
to the reality principle, working out realistic ways of satisfying the id’s demands,
often compromising or postponing satisfaction to avoid negative consequences of
society. The ego considers social realities and norms, etiquette and rules in deciding
how to behave.

Answers in Instruction No. 3: Eight Stages of Development by Erickson

1. Trust vs. Mistrust (0 to 18 months/Infancy) – Feeding/Comfort is the Important

Events
Children develop a sense of trust when caregivers provide reliability care and
affection. A lack of this will lead to mistrust.

It was so evident to my nephew. His mother was died when he was three (3)
months old. My mother and father cared for him even until now – he is now in
grade two. Because of the love and care of my mother and my father he is
confidently making his friendship and he believes in himself, his ideas and
thoughts unlike to his brother and sister – who were both lived with their
parents – who were both busy working. They were not confident and shy type
of people.

2. Autonomy vs. Shame and Doubt (2 to 3 years old/Early Childhood) – Toilet

Training/Dressing is the Important Events
Children need to develop a sense of personal control over physical skills and a
sense of independence. Success leads to feeling of autonomy, failure results in
feelings of shame and doubt.

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My son is now in this stage, he is going 3 years old on Nov. 17. He makes his
own choice of shirts and shorts to wear every day. He tries to copy the colors
of my shirts; he always wants to wear “maong” shorts like me, and asking
approval of his mother for what he wants. But sometimes, he failed to do so,
because not all the time whatever he wants, we give – we control him and we
try explain, not all the time he wants is good, and to avoid not to go over us.
We are happy now because at least he knows what is good dress to wear so far
and asking permission is good beginning to be a good man soon.

3. Initiative vs. Guilt (3 to 5 years old/Preschool) – Exploration/Pay is the Important

Events
Children need to begin asserting control and power over the environment.
Success in this state leads to a sense of purpose. Children who try to exert too
much power experience disapproval, resulting in a sense of guilt.

The basic question on this stage is “Am I good or bad?” Seeking approval of
others is commonly experience in Nursery and kindergarten. A teacher must
be careful on giving praises on the activities of a child. Giving stars and
recommendations to one child is very critical to him/her.

4. Industry vs. Inferiority (6 to 11 years old/School Age) – School/Activities is the

Important Events
Children need to cope with new social and academic demands. Success leads
to a sense of competence, while failure results in feeling of inferiority.

A child must not stay on the stage of seeking approval of others or stayed on
rewards system (praises), they must learn recognition on themselves. Children
must be matured enough; a teacher must train the child to make him / her good
to others not in a way of recognizing or giving praises, but rather considering
themselves as good in special way and unique individual.

5. Identity vs. Role Confusion (12 to 18 years old/Adolescence) – Social

Relationship/Identity is the Important Events
Teens need to develop a sense of self and personal identity. Success leads to
an ability to stay true to you, while failure leads to role confusion and a weak
sense of self.

Resolving the crisis at this stage of development involves committing to a

particular identity. This might involve committing to a career path, deciding
what social groups to associate with and even developing a sense of personal
style. Like my cousin, she is not yet graduated and he losing his life making
relationship with different girls – she only finds herself on LGBT community.
So, what happens to those who do not end up successfully forming an identity
at this point in development? Kids who are not allowed to explore and test out
different identities might be left with what Erikson referred to as role
confusion. These individuals are not sure who they are or what they like. They
tend to drift from one job or relationship to another, never really sure what
they want to do with their lives. Instead of feeling a sense of personal

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cohesiveness, they are left feeling disappointed and confused about their place
in life.

6. Intimacy vs. Isolation (19 to 40 years old/Young Adult) – Intimate Relationships is

the Important Events
Young adults need to form intimate, loving relationships with other people.
Success leads to strong relationships, while failure results in loneliness and
isolation.

People who are successful in resolving the conflict of the intimacy versus
isolation stage are able to develop deep, meaningful relationships with others.
They have close, lasting romantic relationships, but they also forge strong
relationships with family and friends. I am confidently saying that, I on that
process. I can say that, I can relate in all walks of life of people and share the
things I know in different kinds of people. I have also a very good relationship
with my family, friends and my own family – to my better half and son.
Success leads to strong relationships, while failure results in loneliness and
isolation. Adults who struggle with this stage experience poor romantic
relationships. They might never share deep intimacy with their partners or
might even struggle to develop any relationships at all. This can be
particularly difficult as these individuals watch friends and acquaintances fall
in love, get married, and start families. Those who struggle to form intimacy
with others are often left feeling lonely and isolated. Some individuals may
feel particularly lonely if they struggle to form close friendships with others.

7. Generativity vs. Stagnation (40 to 65 years old/Middle Adulthood) – Work and

Parenthood is the Important Events
Adults need to create or nurture things that will outlast them, often by having
children or creating a positive change that benefits other people. Success leads
to feelings of usefulness and accomplishment, while failure results in shallow
involvement in the world.

It is at this point in life that some people might experience what is often
referred to as a "midlife crisis." People might reflect back on their
accomplishments and consider their future trajectory and feel regret. In some
cases this might involve regretting missed opportunities such as going to
school, pursuing a career or having children. In some cases, people might use
this crisis as an opportunity to make adjustments in their lives that will lead to
greater fulfillment. It is important to note that it is the way that people
interpret these regrets that influence their well-being. Those who feel that they
have made mistakes wasted their time, and have no time to make changes may
be left feeling bitter. This is what I see every time I talk with my landowner
when we are drinking. He often advise me to continue studying (Masteral &
Dortorate) while my son is not yet in college and only child, because when he
was in masteral, he did not able to finish his last 2nd masteral thesis because of
his three offspring were already in college and they really needed money. So
he sacrifice his masteral, his dream to become a principal, he did not realize
but he at least became Teacher-in-Charge. Even though, he regret about that,

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he proudly share to me that his three offspring bachelor degree holder and they
are currently in Canada. Last year with his wife went to their place to visit
their grandsons and granddaughters. He gave me a lot of inspirations.

8. Ego Identity vs. Despair (65 to death/Maturity) – Reflection on life is the Important
Events
Older adults need to look back on life and feel a sense of fulfillment. Success
at this state leads to a feeling of wisdom, while failure results in regret,
bitterness, and despair.

June just turned 65 and recently retired from her job as a school teacher. As
she begins to reflect back on her life, she finds that she experiences both
feelings of satisfaction as well as a few regrets. In addition to a career as a
teacher that spanned over three decades, she also raised four children and has
good relationships with all of her kids. She feels proud of her years educating
young children and being around her young grandchildren leaves her with a
sense of pride.

On the other hand, her youngest daughter bounces from job to job and
regularly has to ask June for financial assistance. June wonders at times if
there is something she could have done to set her daughter on a better path.
June also feels pangs of regret that she never pursued a graduate degree and
moved into an administrative role.

Like most people, June looks back on her life and sees both the things she is
proud of as well as the things she might regret. How she resolves this crisis
determines whether she will achieve ego integrity or if she will be left only
with feelings of despair.

While she realizes that there are some things she might have done differently
if she had the chance, June feels an overall sense of pride and accomplishment
in her life. She made valuable contributions to society, successfully raised a
family and every time she thinks of her grandchildren she realizes that she has
given something to the world that will ultimately outlast her.

As she faces the end of her life, June feels a sense of being complete and is
able to look back and face what is ahead with a sense of wisdom and peace.

Answers in Instruction No. 4: Evaluation of Erickson Theory

By extending the notion of personality development across the lifespan, Erikson

outlines a more realistic perspective of personality development (McAdams, 2001).

Based on Erikson’s ideas, psychology has reconceptualized the way the later periods
of life are viewed. Middle and late adulthood are no longer viewed as irrelevant, because of
Erikson, they are now considered active and significant times of personal growth.

Erikson’s theory has good face validity. Many people find that they can relate to his
theories about various stages of the life cycle through their own experiences.

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However, Erikson is rather vague about the causes of development. What kinds of
experiences must people have to successfully resolve various psychosocial conflicts and
move from one stage to another? The theory does not have a universal mechanism for crisis
resolution.

Indeed, Erikson (1964) acknowledges his theory is more a descriptive overview of

human social and emotional development that does not adequately explain how or why this
development occurs. For example, Erikson does not explicitly explain how the outcome of
one psychosocial stage influences personality at a later stage.

However, Erikson stressed his work was a ‘tool to think with rather than a factual
analysis.’ Its purpose then is to provide a framework within which development can be
considered rather than testable theory.

One of the strengths of Erikson's theory is its ability to tie together important
psychosocial development across the entire lifespan.

Although support for Erikson's stages of personality development exists (McAdams,

1999), critics of his theory provide evidence suggesting a lack of discrete stages of
personality development (McCrae & Costa, 1997).

Answers in Instruction No. 5: Piaget’s Theory

Krista experience was schema’s factor. Since she is on the Concrete Operational
Stage, The concrete operational stage is the third stage in Piaget's theory of cognitive
development. This period spans the time of middle childhood—it begins around age 7 and
continues until approximately age 11—and is characterized by the development of logical
thought. Thinking still tends to be very concrete, children become much more logical and
sophisticated in their thinking during this stage of development.

While this is an important stage in and of itself, it also serves as an important

transition between earlier stages of development and the coming stage where kids will learn
how to think more abstractly and hypothetically.

Piaget determined that children in the concrete operational stage were fairly good at
the use of inductive logic (inductive reasoning). Inductive logic involves going from a
specific experience to a general principle.

An example of inductive logic would be noticing that every time you are around a cat,
you have itchy eyes, a runny nose, and a swollen throat. You might then reason from that
experience that you are allergic to cats.

On the other hand, children at this age have difficulty using deductive logic, which
involves using a general principle to determine the outcome of a specific event. For example,
a child might learn that A=B, and B=C, but might still struggle to understand that A=C.

One of the most important developments in this stage is an understanding of

reversibility or awareness that actions can be reversed. An example of this is being able to
reverse the order of relationships between mental categories. On the case of Krista in the two

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different things about she knew and what she heard, she judged it according to what was her
idea before (schema).

A schema describes both the mental and physical actions involved in understanding
and knowing. Schemas are categories of knowledge that help us to interpret and understand
the world.

In Piaget's view, a schema includes both a category of knowledge and the process of
obtaining that knowledge.3 As experiences happen, this new information is used to modify,
add to, or change previously existing schemas.

For example, a child may have a schema about a type of animal, such as a dog. If the
child's sole experience has been with small dogs, a child might believe that all dogs are small,
furry, and have four legs. Suppose then that the child encounters an enormous dog. The child
will take in this new information, modifying the previously existing schema to include these
new observations.

Assimilation. The process of taking in new information into our already existing
schemas is known as assimilation. The process is somewhat subjective because we tend to
modify experiences and information slightly to fit in with our preexisting beliefs. In the
example above, seeing a dog and labeling it "dog" is a case of assimilating the animal into the
child's dog schema.

Accommodation. Another part of adaptation involves changing or altering our

existing schemas in light of new information, a process known as accommodation.
Accommodation involves modifying existing schemas, or ideas, as a result of new
information or new experiences. New schemas may also be developed during this process.

Piaget believed that all children try to strike a balance between assimilation and
accommodation, which is achieved through a mechanism Piaget called equilibration. As
children progress through the stages of cognitive development, it is important to maintain a
balance between applying previous knowledge (assimilation) and changing behavior to
account for new knowledge (accommodation). Equilibration helps explain how children can
move from one stage of thought to the next.

One of the most important elements to remember of Piaget's theory is that it takes the
view that creating knowledge and intelligence is an inherently active process.

"I find myself opposed to the view of knowledge as a passive copy of reality," Piaget
explained. "I believe that knowing an object means acting upon it, constructing systems of
transformations that can be carried out on or with this object. Knowing reality means
constructing systems of transformations that correspond, more or less adequately, to reality."

Piaget's theory of cognitive development helped add to our understanding of

children's intellectual growth. It also stressed that children were not merely passive recipients
of knowledge. Instead, kids are constantly investigating and experimenting as they build their
understanding of how the world works.

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