HUMAN DEVELOPMENT

Human development is the pattern of movement or change that begins at

conception and continues through the life span.
 GROWTH
• The term is used in purely
physical sense. It generally
refers to increase in size and
length.
• Growth is cellular. It takes
place due to the multiplication
of cells
• Growth may not bring
development
DEVELOPMENT
• Development implies overall
change in shape, form or
structure resulting in
improved working and
functioning.
• Development is organizational
• Development is possible
without growth
Before they hatch!
Imagine an egg on a table in front of you. The
egg may be of any shape, color, size, or species.
You crack it open. What kind of egg is it?
Snake’s Egg Turtle’s Egg
Dinosaur’s Egg Chicken’s Egg
 In addition to being an excellent source of
protein, the egg is also a symbol of future
generations and you own children. The type of
egg you picked holds a special meaning about
the hopes and wishes you have for your
children.
A Snake’s Egg
The serpent is symbolic of both wisdom
and hidden wealth, which are the very
things you want your children to have
most. Keep a balanced perspective and
remember that what your kids will want
most from you is simply love
A Turtle’s Egg
The turtle is universally seen as a
symbol of health and longevity. Your
main wish for your children is good
health and physical wellness.
A Dinosaur’s Egg
The thing you most want is for your children to
grow into unique individuals. You don’t want
them to be forced into the cookie-cutter molds
of school, work, and society in general. They’re
bound to make mistakes; you just hope they
make original ones. It’s an admirable goal to
have for you children, but keep in mind that one
of the first steps children make toward
independence is rebelling against their parents.
A Chicken’s Egg
You don’t have any wild dreams or
ambitions for your kids. If they’re happy,
what else really matters? The security and
simple pleasure of a normal life will do.
Just one word of practical advice: There’s
nothing wrong with having big dreams.
Sigmund Freud
Early childhood experiences that
create high levels of anxiety are
repressed into the unconscious,
where they may influence behavior,
emotions and attitudes for years
Id
•Contains our basic instinct
•Raw and savage part of the personality
•Operates on the pleasure principle
Superego
•Serves as the moral and idealistic principles
•It has two subsystems:
Conscience Tells us what not to do
Ego Ideal Tells us what we should do
Ego
•Governed by the reality principle
•Is responsible for reconciling the unrealistic
demands of the id and the superego.
STAGES OF DEVELOPMENT
ACCORDING TO FREUD
ORAL PHASE
EROGENOUS ZONE:
MOUTH

FIXATION:
Sucking candy, biting gum, smoking
cigarettes,
Sarcasm, talkative
ANAL PHASE
EROGENOUS ZONE:
ANUS
FIXATION:
ANAL RETENTIVE: Obsession With
Cleanliness
ANAL EXPULSIVE: Messy And
Disorganized
 PHALLIC PHASE
EROGENOUS ZONE:
GENITAL AREA

FIXATION:
Sexual Deviancies And Weak Or
Confused Sexual Identity, Interpersonal
Problems, Problems with Authority
Figure of the Same Sex Parent
LATENCY PHASE
EROGENOUS ZONE:
NONE
FIXATION:
Sexual urges remain repressed
and children interact and play
mostly with same sex peers
GENITAL PHASE
EROGENOUS ZONE:
GENITAL AREA

FIXATION:
NORMAL
STAGE CONFLICT IMPORTANT EVENT PSYCHOSOCIAL VIRTUE

1 Trust vs. Mistrust Feeding Hope

2 Autonomy vs. Shame/Doubt Toilet Training Will

3 Initiative vs. Guilt Independence Purpose

4 Industry vs. Inferiority School Competency

5 Identity vs. Role Confusion Peer Relationships Fidelity

6 Intimacy vs. Isolation Love Relationships Love

7 Generativity vs. Stagnation Parenting Care

8 Ego-Integrity vs. Despair Reflection and Wisdom

Acceptance of One’s Life

T-A-I-M-I-N-G-E
STAGE CONFLICT IMPORTANT EVENT PSYCHOSOCIAL VIRTUE

1 Trust vs. Mistrust Feeding Hope

2 Autonomy vs. Shame/Doubt Toilet Training Will

3 Initiative vs. Guilt Independence Purpose

4 Mastery vs. Inferiority School Competency

5 Identity vs. Role Confusion Peer Relationships Fidelity

6 iNntimacy vs. Isolation Love Relationships Love

7 Generativity vs. Stagnation Parenting Care

8 Ego-Integrity vs. Despair Reflection and Wisdom

Acceptance of One’s Life

T-A-I-M-I-N-G-E
TRUST vs MISTRUST (INFANCY)
The need for care and food must be met
with comforting regularity. The infant must
first form a trusting relationship with the
parent or caregiver; otherwise a sense of
mistrust will develop.

Psychosocial Virtue: HOPE

AUTONOMY vs SHAME/DOUBT (TODDLER)
It is the age of exploration of almost everything.
Children begin to feed and dress themselves.
It is essential for parents not to be overprotective
at this stage. If a parent is not reinforcing, the
child will feel shameful and will learn to
doubt his abilities.

Psychosocial Virtue: WILL

INITIATIVE vs GUILT (EARLY CHILDHOOD)
The child starts to copy adult behavior as his
model and he follows what he sees. Children in
this stage is eager for responsibility.

Erikson labelled this as the “play age”

Psychosocial Virtue: PURPOSE

INDUSTRY vs INFERIORITY (LATE CHILDHOOD)
As a student, the children have a need to be
productive and do their work on their own.
They are both physically and mentally ready
for it. The child for the first time has a wide
variety of events to deal with (academics,
group activities, friends)

Psychosocial Virtue: COMPETENCY

IDENTITY VS ROLE CONFUSION (ADOLESCENCE)
Adolescents makes a strong effort to
answer the question: “Who am I?” If a
child overcome earlier conflicts they are
prepared to search for identity.

Psychosocial Virtue: FIDELITY

INTIMACY VS ISOLATION (EARLY ADULTHOOD)
Intimacy refer to one’s ability to relate to another
human being on a deep, personal level. An
individual who has not developed a sense of
identity usually fear a committed relationship and
may retreat into isolation.

Psychosocial Virtue:
LOVE
GENERATIVITY VS STAGNATIOn (MIDDLE ADULTHOOD)
Does the adult have the ability to care and
guide for the next generation?

Psychosocial Virtue: CARE

INTEGRITY VS DESPAIR (LATE ADULTHOOD)
According to Erikson, achieving a sense
of integrity means fully accepting oneself
and coming to terms with the death.
Accepting responsibility for your life and
being able to undo the past and achieve
satisfaction with the self is essential

Psychosocial Virtue: WISDOM

 Children are neither deficient
nor inferior in intelligence, but
rather, that their mental
structures and ways of knowing
are qualitatively different from
adults.

’
COGNITIVE DEVELOPMENT
It’s Christmas and Uncle bob is giving
“Aguinaldo” to the children. Three year-old
Karen did not want to receive the one hundred
peso bill and instead preferred to receive four
20 peso bills. Her ten year-old cousins were
telling her it’s better to get the one hundred
bill, but they failed to convince her.
BASIC UNITS OF THE INTELLECT
They are cognitive structures by which we make sense of
our experiences, organize our interactions with the
environment, and interpret the external word
Incorporate new information into their
existing schemas

Equilibrium occurs when a child's schemas can deal

with most new information through assimilation
However, an unpleasant state of disequilibrium occurs
when new information cannot be fitted into existing schemas

Adjusting schemas to fit new information and

experiences.
 ASSIMILATION

EQUILIBRATION

NEW SITUATION

DISEQUILIBRATION

ACCOMMODATION
 ASSIMILATION

EQUILIBRATION

NEW SITUATION

DISEQUILIBRATION

ACCOMMODATION
The infant constructs an understanding of the
world by coordinating sensory experiences with
physical actions.
What is immediately sensed becomes
knowledge and is symbolically remembered.

OBJECT PERMANENCE
Realization that objects continue to exist
even when removed
WHAT CAN WE DO?
 -
The child begins to represent the world with
words and images.
The young child gains the ability to represent
mentally an object that is not present.
Expanded use of language and the emergence
of pretend play.
Possibly because young children are not
very concerned about reality,
their drawings are fanciful and inventive
EGOCENTRISM
The inability to distinguish between one’s own
perspective and someone else’s perspective
 -
Children begin to use primitive reasoning and want to know
the answers to all sorts of questions.
They say they know something but know it without the use of
rational thinking.

CENTRATION
Focusing, or centering, attention on one
characteristic to the exclusion of all others;

ANIMISM
Tendency to attribute human like traits or characteristics
to inanimate objects
 The child is asked if these beakers (A and C) have the same
amount of liquid. The preoperational child says “no.” When asked
to point to the beaker that has more liquid, the preoperational child
points to the tall, thin beaker.
WHAT CAN WE DO?
 -
OPERATIONS - the ability to accurately imagine the consequences of something
happening without it actually needing to happen.

• Concrete operational thought involves using operations.

• Logical reasoning replaces intuitive reasoning, but only in
concrete situations.
• Classification skills are present, but abstract problems go
unsolved.

CONSERVATION
This is the knowledge or understanding that the essence
of a thing remains the same although other features
may be varied.
 -
CLASSIFICATION
It is the ability to simultaneously sort things into
general and more specific groups, using different
types of comparisons.

SERIATION
This is the capacity to sequence objects
according to their quantitative order
WHAT CAN WE DO?
Individuals move beyond reasoning only about
concrete experiences and think in more
abstract, idealistic, and logical ways.

HYPOTHESIS TESTING
Before making any conclusions, things must be tested
with logical evidences. Possibilities are considered to
proceed systematically in search of truth
ABSTRACT THINKING
There is comprehension of figurative and symbolic written
materials.
At this stage, adolescents engage in extended speculation
about the ideal qualities they desire in themselves and
others
PERSPECTIVE THOUGHT
There is an awareness of different
points of view rather than one
single thought
 For instance, what if the country was not
colonized by the Spaniards… Americans…
Japanese, what would the country be today?

Should divorce be legalized

in the country or not?
 When you teach a child
something you take away
forever his chance of
discovering it for himself.

COGNITIVE
CONSTRUCTIVISM
VYGOTKY’S SOCIOCULTURAL
THEORY OF DEVELOPMENT
SCAFFOLDING
• Scaffolding refers to the temporary
support given to the child by More
Knowledgeable Others, usually parents
or teachers, that enable the child to
perform the task until such time that the
child can already perform the task
independently.
MORAL DEVELOP
HEINZ DILEMMA
PRE-CONVENTIONAL STAGE 1 Punishment-Obedience

One is motivated by fear of punishment. He will

act in order to avoid punishment.
"Will I get into trouble for doing (or not doing) it?"

PRE-CONVENTIONAL STAGE 2 Mutual Benefits

One is motivated to act by the benefit that one may

obtain later.
You scratch my back I’ll scratch yours.
CONVENTIONAL STAGE 3 Good boy/Nice girl

The person acts because he values how he will appear

to others. He gives importance on what people will
think or say.
What will people think of me?

CONVENTIONAL STAGE 4 Law and Order

One is motivated to act in order to uphold law and order.

The person will follow the law because it is the law.
Buckle up, it’s the law.
POSTCONVENTIONAL STAGE 5 Social Contract

Laws that are wrong can be changed. One will act based
on social justice and the common good.

POSTCONVENTIONAL STAGE 6 Universal Principles

Having set of standards that drives one to possess

moral responsibility to make societal changes
regardless of consequences to oneself.
 Stage 1: Punishment-
Level One: Obedience Orientation
Pre-conventional
Morality Stage 2: Instrumental
Relativist Orientation
Stage 3: Good Boy-Nice Girl
Level Two: Orientation
Conventional
Stage 4: Law and Order
Morality
Orientation
Stage 5: Social Contract
Level Three:
Orientation
Post-Conventional
Stage 6: Universal Ethical
Morality
Principle Orientation
FOCUS: Self
AGES: Up to 10-13 years of
age, most prisoners
FOCUS: Significant Others,
AGES: Beginning in middle
school, up to middle age -
most people end up here
FOCUS: Justice, Dignity for all life,
Common Good
AGES: Few reach this stage, most
not prior to middle age