Developmental Psychology UNIT 5 BSP1 2

DEVELOPMENTAL PSYCHOLOGY
Prepared by:
Grifalda, Brent Jemuel
Iñosa, Aaron Claude A.
Toyongan, Ivy Marie A.
Early childhood is the foundations for all
aspects of development of initiative. The child acts on
his needs. The child’s physical and motor development
affects not only his succeeding physical growth and
motor development but also his sense of identity and
sense of control. His acquisition of language and
understanding of concepts influence his intellectual
development. His social interactions with his family
and significant others determine how he progress
socially and emotionally.
At both its beginning and end, late childhood is marked by conditions the profoundly
affect a child’s personal and social adjustment. Although it is possible to mark off the
beginning of late childhood accurately, one cannot be so precise about the time this period
comes to an end because sexual maturity comes at varying age.
Late childhood is a critical period for the development

of the child’s achievement motivation or the need to achieve.
The child’s sense of competence gives him the enthusiasm to
learn skills, information and values. His success in these
efforts gives him a sense of control and sense of self-esteem.
When properly guided and directed, he develops a sense of
maturity.
At the end of the unit, the students should be able to:
1. Differentiate early childhood and late childhood.

2. Discuss the characteristics of childhood.
3. Name the different patterns of
early socialization.
Lesson 18: Characteristics of Early Childhood
Early Childhood
➢ Extends from two to six years
➢ The age when dependency is practically a thing of the past and is
being replaced by growing independence
➢ Begins at the conclusion of babyhood and end at about the time the
child enters first grade in school
➢ The period of the development of initiative
➢ Foundation for all aspects of development are laid during this stage
➢ Teachable stage
Lesson 18: Characteristics of Early Childhood
Names used by parents Names used by educators Names used by

psychologist
➢ Problem age ➢ Preschool age ➢ Pregang age
➢ Troublesome age ➢ Exploratory age
➢ Toy age ➢ Questioning age
➢ Imitative age
Lesson 19: Developmental Milestone
1. Control elimination almost completed

2. Normal babies learned to walk, learned to take solid foods, self-
feeding and doing things without much help
3. Development to motor skills
4. Acquisition of adequate vocabulary to communicate his thoughts
and feelings, correct pronunciation, comprehend
5. Concepts of right and wrong, foundation for conscience
6. Learn to be outer-bound instead of self-bound
Physical Development
Body proportion
• All parts of the body grow, but at different rates. The forehead area develops
faster than the lower parts of the face.
• The trunk grows longer and broader. The arms grow much longer between
babyhood and age six. The legs grow at a slower rate than the arms. They are
also thin and the muscles are not well developed. The feet grow broader and
longer and the toes are proportionately too short for the rest of the foot.
• The bones are still soft and can easily be deformed. When they are broken due
to accidents they can be rehabilitated easily.
• Adipose or fatty tissue develops faster than muscle tissue.
Physiogical Habits
➢ Develop marked food likes and dislikes
➢ Learned to eat their meals at regular times
➢ Sleep less hour
➢ Bowel control is established
Motor Development
➢ Ideal age to learn skills because they enjoy repetition, they are adventuresome
and they learn easily and quickly
➢ Children from poor environment, generally master skills earlier and in larger
numbers than children from more favored environments
Handedness – established between three to six years. It is the tendency to used

one hand in preference to the other. Where one hand is the dominant and the other
as auxiliary hand.
1. Walking 7. Climbing 1. Eating 8. Use scissors
2. Skipping 8. Swimming 2. Dressing 9. Mold clays
3. Hopping 9. Balancing 3. Making something 10. Draw
4. Jumping 10. Skating 4. Writing 11. Sew
5. Riding a tricycle 11. Dancing 5. Brushing/combing 12. Make cookies
6. Galloping hair 13. Paint
6. Bathing
7. Throwing and
catching balls
Improvement of
Speech during Early
Childhood
➢ Most of the pre-speech
forms of communication
have been abandoned
Improvement in Speech Skills

➢ Pronunciation of words, vocabulary building, forming
sentences.
Improvement in Comprehension
➢ Greatly influenced by how attentively children listen
to what is said to them
➢ Attentive listening thru radio and television
Reasons to Learn to Speak

1. It is an essential tool in socialization
2. It is a tool in achieving independence
Content of Speech
1. Egocentric – they talk about themselves, their
interest, their families and their possessions
2. Socialized speech – they talk about other people as
well as themselves
3. Unsocialized speech – criticisms of others, unkind
derogatory comments, name-calling, boasting
4. Question – asking behavior
5. Personal likes and dislikes
Intellectual Development
Preoperational phase – two to seven years old
Behavior Pattern
Subperiods
1. Preconceptual period (2-4 years) 1. Deferred imitation
2. Intuitive (4-7 years) 2. Symbolic play
3. Drawing
4. Mental image
5. Verbal evocation
Development of Understanding
➢ Young children’s understanding of people, objects and situations increases rapidly
Common Categories of Concept

1. Life 7. Time
2. Death 8. Self
3. Space 9. Sex roles
4. Bodily function 10. Social awareness
5. Weight 11. Beauty
6. Numbers 12. Comic
Emotional Development
❑ Emotions are intense, a time of disequilibrium,
children are out of focus, easily aroused to emotional
outburst, difficult to live with and guide
❑ Heightened emotionality, felt more strongly and

expressed more openly
❑ Temper tantrums, intense fear, unreasonable

outburst of jealousy
Common Emotions
1. Anger
2. Fear
3. Jealousy
4. Curiosity
5. Envy
6. Joy
7. Grief
8. Affection
Variations of Emotional
Pattern
1. Age
2. Situation
3. Intelligence
4. Sex differences
5. Family size
6. Social environment
Social Development
➢ The process by which children
become participative and
functioning member of society
➢ Children find social contacts

with member of their own sex
more pleasurable than
opposite sex
Early forms of Social Behavior in

Social Situation
1. Social behavior patterns
• Imitation
• Rivalry
• Cooperation
• Sympathy
• Empathy
• Social approval
• Sharing
• Attachment behavior
Early forms of Social Behavior in

Social Situation
2. Anti or unsocial behavior pattern
• Negativism
• Aggressiveness
• Ascendant
behavior/bossiness
• Selfishness
• Egocentrism
• Destructiveness
• Sex antagonism
• Prejudice
Companions in Early Childhood
1. Associates – any sex, any age

2. Playmates – prefer their own sex,
pleasurable activities
3. Friends – can communicate
Substitute Companion
1. Imaginary friend
2. Pets
Play Patterns
1. Toy play
2. Dramatizations
3. Constructions
4. Games
5. Reading
6. Movies
7. Radio
8. Television
The Role of the Family

Plays a very crucial role in the
growth and development of the child. In this
age of crisis and confusion, it is more
important that parents learn how to
effectively perform their roles and
responsibilities.
1. Support
2. Model
3. Identity
4. Love
5. Encouragement
Family Relationships
The family remains the most important socializing influence. Contacts are closer and
warmer.
1. Parent-child relationship – changes begins during the second year.
Conditions contributing to change
1. Changes in the child 4. Childish concept of a good parent
2. Changes in parental attitude 5. Parental preferences
3. Parental concept of a good child 6. Preference of outsiders
2. Sibling relationship
3. Relationship with relatives
Moral Development
Discipline in early childhood
Discipline – is society’s way of teaching children the moral behavior approved by the
social group.
Goals of Discipline
1. To know what behavior is approved and disapproved
2. To motivate to behave in accordance with the standards

Elements of Discipline
1. Rules and laws which serve as
guidelines for approved behavior
2. Punishment for willful violations of

rules and laws
3. Rewards for behavior or attempts

to behave in a socially approved ways
Types of Discipline
1. Authoritarian
2. Permissive
3. Democratic
Children Misdemeanors
(mild forms of breaking rules or misbehavior)
1. Capriciousness
2. Thumb-sucking
3. Bed-wetting
4. Temper tantrums
5. Lying
6. Destructiveness
7. Cheating in games
8. Dawdling
Personality Development
Personality patterns begin

to take form. Self-concept
which is the core of the
personality pattern
formed within the womb of
the family relationship.
Conditions Shaping the Self-concept

1. Parental attitude
2. Child-training method
3. Aspirations of parents
4. Ordinal position of child
5. Minority group identification
6. Sex-role identification
7. Environmental insecurity
Lesson 20: Hazards of Early Childhood
Hazards of Early Childhood

➢ Consist of both physical and psychological hazards.
➢ Psychological hazards are more numerous than the physical ones.

Physical Hazards
Mortality Illness Accidents Unattractiveness
Awkwardness Obesity Left-handedness

Physical Hazards
Speech and Emotional Social

Comprehension
Moral Personality
Physical Hazards
Play Concept Development
Sex-role Typing Family Relationship

Lesson 21: Characteristics of Late Childhood
Late Childhood
➢ Extends from the age of six years to the time the individual becomes sexually mature
➢ Period for learning the basic skills of life
➢ The stage of the child’s initiation to roles in society
➢ The period for the development of personal friendship

NAMES USED BY PARENTS
• Troublesome Age - children are no longer willing to do what they are told to.
• Sloppy Age - children tend to be careless and slovenly in appearance and
surroundings.
• Quarrelsome Age - time when family fights are common and influence young
family members
Names used by educators
• Elementary Age - Child is expected to acquire the rudiments of knowledge that

are essential for adjustment to adult life.
Names used by psychologist
• Gang Age - children’s major concern is acceptance by their age mates and membership of gang.
• Age of Conformity - children are willing to conform to group-approved standards in terms of
appearance, speech, and behavior.
• Creative Age - Time in life span when it will be determined whether a child is going to be conformist
or producers of new and original work.
• Play Age - An overlapping of play activities characteristics of the younger and those characteristic of
adolescence.
Late Childhood
➢ The period for learning basic skills in life

Lesson 22: Developmental Tasks in Late Childhood
Late Childhood
➢ The period for learning basic skills in life

1. Learning physical skills necessary

for ordinary, group and organized
games.
2. Building a wholesome attitude

toward oneself as a growing
organism.
3. Learning to get along with age-

mates and family
4. Beginning to develop appropriate

social roles
5. Developing fundamental skills in

reading, writing and calculating
6. Developing concepts and skills

necessary for everyday living
7. Developing a conscience, a sense

of right and wrong of morality and a
scale of values according to culture
8. Developing attitudes toward

social groups and institutions
9. Achieving personal independence

to perform life skills
10. Developing a healthy self-

concept
Physical Development in Childhood

Growth trends in height of Filipino children and youth follow the general type of
growth curve showing a steady increase from early childhood to pre-puberty, followed by
a period of accelerated growth lasting through the early part of adolescence. The girls are
taller until the boys catch up with them.
Physical Development in Childhood

Depends on their environment, on the opportunities given them for learning, on
their body build, on what is vogue among their age-mates, on socioeconomic status
Categories of Skills of Late Childhood

1. Self-help – eat, dress, bath, groom
2. Social-help – relate to helping other, such as making beds, dusting,
sweeping at home and washing chalkboards at school
3. School-skills – writing, drawing, painting, dancing, sewing, cooking, etc
4. Play-skills – throwing and catching ball, swimming, etc
Speech Improvement in Late Childhood
1. Vocabulary building
2. Pronunciation
3. Forming sentences
Emotions and Emotional Expressions

in Late Childhood
• Unpleasant emotions is socially unacceptable to age-mates
• Temper outburst is babyish
• Withdrawal reaction to fear is cowardly
• Hurting others in jealousy is poor sportsmanship
• Punish for “not acting their age”
• Emotional expressions are pleasant one
• Express their anger in moodiness, sulkiness
• Temper tantrums is less frequent
Healthy Ways of Expressing Emotions
1. Label emotions
2. Help the child interpret emotions
3. Separate mixed emotions
4. Differentiate between emotions and actions
5. Describe some simple tactics
6. Help children express the emotions
Companions in Late Childhood
Associates Playmates Friends

Motor Development
Play interest and activities in late childhood
During play children develop numerous social skills that enable them to enjoy group
membership in the community of peers.
1. Constructive play
2. Exploring
3. Collecting
4. Games and sports
5. Amusements
Motor Development
Play interest and activities in late childhood
During play children develop numerous social skills that enable them to enjoy group
membership in the community of peers.
1. Constructive play
2. Exploring
3. Collecting
4. Games and sports
5. Amusements
Intellectual Development
Crystalized Intelligence Mental Development Intelligence
➢ consist of continuously ➢ characterized as behavior ➢ a complex accumulation of
acquired patterns of or qualitative patterning. knowledge, abilities, and
adaptation to one’s culture skills acquired as the
depending on one’s age and individual meets, cope, and
experience. interacts with his
environment.
Common Categories of Concepts

in Late Childhood
1. Life 8. Money
2. Death 9. Time
3. Life after death 10. Self
4. Bodily function 11. Sex roles
5. Space 12. Social roles
6. Numbers 13. Beauty
7. Causality
Moral Development
Children moral concept are no longer as narrow and specific as they were
earlier.
Role of discipline in moral development

1. Aid in building a moral code
2. Rewards
3. Punishment
4. Consistency
Lesson 24: Common Interest in Late Childhood
Common Categories of Concepts

in Late Childhood
1. Appearance 6. Health
2. Clothes 7. School
3. Names and nicknames 8. Future vocation
4. Religion 9. Autonomy
5. Human body 10. Status symbols
Lesson 25: Hazards in Late Childhood
Carry over from earlier years, though often take new forms.
Physical Hazards
1. Illnesses
2. Obesity
3. Sex-inappropriate body build
4. Accident
5. Physical disabilities
6. Awkwardness
7. Homeliness
Psychological Hazards
➢ The one that affects children’s social adjustments such as speech
hazards, emotional hazards, social hazards, play hazards,
conceptual hazards, moral hazards, family relationship hazards,
hazards associated with interest, hazards in personality
development etc.
Effects of Psychological Hazards

1. Dissatisfied with themselves
2. Habitual withdrawal
3. Excessive excitability
4. Resentment against authority
5. Chronic depression
6. Diffuse hyperactivity
7. Excessive egocentrism
8. Chronic anxiety
9. Emotional deadening
DEVELOPMENTAL PSYCHOLOGY
ACTIVITY/ASSESSEMENT

Developmental Psychology UNIT 5 BSP1 2

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DEVELOPMENTAL PSYCHOLOGY

Late childhood is a critical period for the development

1. Differentiate early childhood and late childhood.

Names used by parents Names used by educators Names used by

1. Control elimination almost completed

Handedness – established between three to six years. It is the tendency to used

Improvement in Speech Skills

Reasons to Learn to Speak

Common Categories of Concept

❑ Heightened emotionality, felt more strongly and

❑ Temper tantrums, intense fear, unreasonable

➢ Children find social contacts

Early forms of Social Behavior in

Early forms of Social Behavior in

1. Associates – any sex, any age

The Role of the Family

2. To motivate to behave in accordance with the standards

2. Punishment for willful violations of

3. Rewards for behavior or attempts

Personality patterns begin

Conditions Shaping the Self-concept

Hazards of Early Childhood

➢ Psychological hazards are more numerous than the physical ones.

Mortality Illness Accidents Unattractiveness

Awkwardness Obesity Left-handedness

Speech and Emotional Social

Play Concept Development

Sex-role Typing Family Relationship

➢ Period for learning the basic skills of life

➢ The stage of the child’s initiation to roles in society

➢ The period for the development of personal friendship

NAMES USED BY PARENTS

Names used by educators

• Elementary Age - Child is expected to acquire the rudiments of knowledge that

Names used by psychologist

➢ The stage of the child’s initiation to roles in society

➢ The period for the development of personal friendship

➢ The stage of the child’s initiation to roles in society

➢ The period for the development of personal friendship

1. Learning physical skills necessary

2. Building a wholesome attitude

3. Learning to get along with age-

4. Beginning to develop appropriate

5. Developing fundamental skills in

6. Developing concepts and skills

7. Developing a conscience, a sense

8. Developing attitudes toward

9. Achieving personal independence

10. Developing a healthy self-

Physical Development in Childhood

Physical Development in Childhood

Categories of Skills of Late Childhood

Speech Improvement in Late Childhood

Emotions and Emotional Expressions

Healthy Ways of Expressing Emotions

Companions in Late Childhood

Associates Playmates Friends

Common Categories of Concepts

Role of discipline in moral development

Common Categories of Concepts

Effects of Psychological Hazards

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