C.

Havighurst’s developmental task during

life span
1. Babyhood and Early Childhood
2. Late Childhood
3. Adolescence
4. Early Adulthood
5. Middle Age
6. Old Age
1. Babyhood and Early
Childhood
 Learning to take solid foods
 Learning to walk
 Learning to talk
 Learning to control the elimination of body
wastes
 Learning sex differences and sexual modesty
 Learn to distinguish right and wrong and
beginning to develop a conscience.
2. Late Childhood
 Building physical skills necessary for
ordinary games
 Building a wholesome attitude toward
oneself as a growing organism
 Learning to get along with age mates
 Beginning to develop appropriate
masculine or feminine social roles
 Developing fundamental skills in
reading, writing and calculating
 Developing concepts necessary for
everyday living
 Developing a conscience, a sense of
morality, and a scale of values
3. Adolescence
 Achieving new and more mature
relations with age mates of both
sexes
 Achieving a masculine or feminine
social role
 Accepting one’s physique and using
one’s body effectively
 Desiring, accepting, & achieving
socially responsible behavior
 Preparing for economic career
 Preparing for marriage & family life
 Developing an ideolgy
4. Early Adulthood
 Getting started in an occupation
 Selecting mate
 Learning to live with marriage
partner
 Starting a family
 Rearing children
 Managing a home
 Taking on civic responsibility
 Finding a congenial social group
5. Middle Age
 Achieving adult civic and social responsibility
 Assisting teenage children to become responsible
and happy adults
 Developing adult leisure-time activities
 Relating oneself to one’s spouse as a person
 Accepting & adjusting to physiological changes of
middle age
 Reaching & maintaining satisfactory performance
in one’s occupational career
 Adjusting to aging parents
6. Old Age
 Adjusting to decreasing physical strength and
health
 Adjusting to retirement and reduced income
 Adjusting to death of spouse
 Establishing an explicit affiliation with members
of one’s age group
 Establishing satisfactory physical living
arrangements
 Adapting to social roles in a flexible way.
1. Prenatal period- conception to birth
2. Infancy
a) Partunal period
b) Neonatal period
3. Babyhood- end of second week to the end
of second year
a) Lap baby
b) Toddler
4. Early Cildhood-2 to 6 years
5. Late Childhood- 6 to 10 years
6. Puberty or preadolescence-10 to 12 years
7. Adolescence- 13/14 to 18 years
8. Early adulthood-18 to 40 years
9. Middle age- 40 to 60 years
10.Old age or senescence- 60 years to death
Not all individuals however, reach
each stages at the same time and not
all pass through all of them.

Somepeople die or killed before they

complete the normal life span.
SCIENCE UPDATE
 The prenatal period is ten lunar months of
twenty-eight days in length or nine calendar
months.
 38 weeks or 266 days – average length of
prenatal period.
 Though, 70 % of babies vary from 36 -40 weeks
& 98 % range from 34-42 weeks.
 - DEVELOPMENT BEFORE BIRTH.

Three stages:
1. Germinal Stage
2. Embryonic Stage
3. Fetal Stage
 1. GERMINAL STAGE
 The first two weeks after conception
 The germinal stage spans the time from
fertilization to implantation in the wall of the
uterus.
 For the first three or four days the mass of
dividing cells moves about the uterus before
implantation.
3 LAYERS OF BLASTOCYST:

1.Ectoderm
2.Endoderm
3.Mesoderm
 4 weeks

8 weeks 12 weeks
FETAL STAGE

8 to 12 weeks to birth
During this period , the finishing touches are
put on the various parts, and the body
changes in form and grows about 20 times in
length.
FETAL STAGE

16 weeks 20 weeks
 20 weeks 24 weeks
ultrasound ultrasound
28 weeks 36 weeks
BIRTH
Normally begins 266 days after
conception and occurs in three stages:
1. Dilation of the cervix
2. Descent and emergence of the baby
3. Expulsion of the placenta and the umbilical
cord
FACT OR
FAKE?
 HISTORY OF PREPARED CHILDBIRTH

Before
the 1920s, births took place, for most part, at
home and were attended to by doctors or midwives.
 In the late ‘40s, the Maternity Center of New York
sponsored a grant to study the effect of his methods
and to allow babies to “room in”.
Intheb1960s, Dr. Robert Bradley introduced the radical
concept of fathers in the delivery room
Today, we have prepared or natural birth.
PREPARED CHILDBIRTH

Teaching and understanding

methods to cope with normal
childbirth and understanding the
natural sequence of events in
labor and delivery.
 METHODS OF CHILDBIRTH
1.The Lamaze Method
2.The Leboyer Method
3.The Bradley Method
4.The Kitzinger Method 5. The Gamper Method
6. The Simkins Method
7. The Noble Method
8. The Odent Method
 THE LAMAZE METHOD
Most popular alternative birthing method
that was developed by Dr. Fernand
Lamaze.
Includes instruction in anatomy and
physiology to remove fear of the unknown;
training in respiration techniques.
Can help reduce the pain of labor and
birth.
 SEVERAL KEY POINTS USED IN THE TECHNIQUE
INCLUDE:

o Controlled deep breathing

o Light massage of the abdomen
o Concentrating on a focal point
o The coach is very much involved
o Lamaze allows the woman to have control
over her body and helps with her labor
management.
THE LEBOYER METHOD

Developed by Frederick Leboyer, author of Birth

Without Violence, which encourages the mothers
to take up Indian Chanting and thus to transform
pregnancy and childbirth into a spiritual
experience.
Itsuggests that the mother breath in deeply and
slowly from the belly, chanting a loud and pure
sound on the outbreath for the contraction to be
over, before breathing in again.
THE BRADLEY METHOD

Teaches conditioning exercises and

muscle relaxation in labor. A slow; deep
breathing, take-your-time approach is
advocated in a quiet, unlit, pillow-laden
environment. Baby is immediately
breast-fed.
THE KITZINGER METHOD

Based on Dick-Read and Lamaze, Kitzinger uses

mental imagery to enhance relaxation.
The use of touch, massage and visualization helps
the woman flow with the contraction rather than
ignore or breath it away.
Uses “puppet-strings relaxation” in which the
partner tells the patient which limbs the strings are
pulling, the others remaining relaxed.
THE GAMPER METHOD
Self-determination and confidence
instilled by instructors in the ability to
work and cooperate with the natural
forces of childbirth.
Emphasizes on the contraction,
rather than away from the
contraction.
THE NOBLE METHOD

Established by Elizabeth Noble.

Involvesrelaxation of the pelvic floor
muscles and learning ways to relax
them.
Emphasizes women listening to their
body.
THE SIMKINS METHOD

Works with the strengths of the

couple giving birth.
An eclectic mix of techniques is
taught.
THE ODENT METHOD

Developed by Michael Odent, a French

physician.
He put mother and baby both in the water.
Appears to help some women ease labor
pain.
ANDI
EIGENMANN
HAS GIVEN
BIRTH TO
ANOTHER BABY
GIRL!
Philmar Alipayo, Andi's
partner, posted an
Instagram Story last
night (July 24) where he
is seen carrying a baby
in his arms.
 In a natural birth , the
position of the fetus and
its size’ in relation to the
mother’s reproductive
organs allow to emerge
in the normal, head first
position

A. SPONTANEOUS OR NORMAL BIRTH

The buttocks of
the fetus
appear first ,
followed by
the legs, the
arms and
finally the
head.

B. BREECH BIRTH
 The fetus lies
crosswise in the
mother’s uterus ,
so that if this
portion cannot be
changed before
the birth process,
intruments must
be used to aid the
delivery.

C. TRANSVERSE PRESENTATION
 When the fetus is too
large to emerge
spontaneously or when its
position makes normal
birth impossible ,
instruments must be used
to aid the delivery.

D. INSTRUMENT BIRTH
 Ifthe fetus is too big to pass
through the birth canal
without a prolonged and
difficult labor , even when
instruments are used , it is
delivered surgically by
making a slit in the maternal
abdominal wall.

E. CESAREAN
YVONNE LYN PUNO
REPORTER

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