HUMAN DEVELOPMENT DEVELOPMENT

DEVELOPMENT
• process that continues from conception MONTHS MOTOR COGNITIVE EMOTIONAL
to death 0-2 - Head -prefer -can imitate adult
• process of a life span from a single cell turning loooking at expressions and
through late adulthood to faces,like cries when
• influenced by interaction of heredity and direction familiar distressed
environment of touch sounds and
interested in
PERIODS OF LIFE SPAN DEVELOPMENT -lifts chin novelty that
while they tracj=k
LIFESPAN lying on where things
• reffered to as number of periods in the stomach are
life cycle.
• approximate age range is placed on the 3-4 - lifts - recognizing - smiles and
periods to give general idea of time in chest, different shows interest in
development when a period appears and holds faces and slightly
when it ends head details of an unfamiliar objects
erect, object may be distressed
STAGES reaches at by objects that
1. PRENATAL for an are too unfamiliar
2. INFANCY object
3. BABYHOOD and sits
4. EARLY CHILDHOOD with
5. LATECHILDHOOD supports
6. PUBERTY 5-6 -can hold - develop - show apparent
7. ADOLESCENCE steadily, depth fear and facial
8. EARLY ADULTHOOD transfer perception expressions of
9. MIDDLE ADULTHOOD objects and anger may appear
10. LATE ADULTHOOD from one understand in response
hand to object through
PRENATAL PERIODD another identity frustration
• from conception to birth divided into 3 7-8 - can sit -recall - show first signs
stages alone familiar faces of anxiety and
3 STAGES stress
• GERMINAL STAGE 9-10 - stand understand
• 2 weeks with help how some
• begins at conception and words mean
crawl
• EBRYONIC STAGE 11-12 - pull self - utter first -show
• 2-8 weeks to a words sadnessupomnloss
standing of an attachment
position figure
• FETAL STAGE
and walk
• 8 weeks until birth
with
support
INFANCY
• from birth to 18-24 months
• often reffered to as Babyhood
• Neonate -first 2 weeks of a baby
EARLY CHILDHOOD
• end of infancy to 5-6 years
• reffered to as Preschool years
LATE CHILDHOOD
• 6-12 years
• Physical,motor,social,emotional, moral
and intellectual changes are souurces of
anxiety for the growing child
• Critical period for the development of
childs achievement motivation
PUBERTY
• 10-14 for girls
• 13-16 for boys
• GROWTH SPURT -rapid acceleration
in heaight and weight that signals the
beginnning of adolescence
• Primary and Secondary Characteristics
emerge and sexual maturation follows
ADOLESCENCE
• 13-19
• sexual maturation
• transitional stage from childhood to
adulthood
EARLY ADULTHOOD
• 19-35 years
• Achieving autonomy: trying to establish
oneself as an independent person with a
life of one’s own
• Establishing identity: more firmly
establishing likes, dislikes, preferences,
and philosophies
• Developing emotional stability:
becoming more stable emotionally
which is considered a sign of maturing
• Establishing a career: deciding on and
pursuing a career or at least an initial
career direction and pursuing an
education
• Finding intimacy: forming first close,
long-term relationships
• Becoming part of a group or
community: young adults may, for the
first time, become involved with various
groups in the community. They may
begin voting or volunteering to be part
of civic organizations (scouts, church
groups, etc.). This is especially true for
those who participate in organizations as
parents.
• Establishing a residence and learning
how to manage a household: learning
how to budget and keep a home
maintained.
• Becoming a parent and rearing children:
learning how to manage a household
with children. Making marital
adjustments and learning to parent.
MIDDLE ADULTHOOD
• 35-65 years
LATE ADULTHOOD
• 65- death
• senscence or old age
THEORIES OF HUMAN DEVELOPMENT
THEORY PF PSYCHOSEXUAL STAGES
OF HUMAN DEVELOPMENT
• by Sigmund Freud
• believed that all human beings pass
through a series of psychosexual stages
• each stage dominated by the
development of sensitivity in a
particular erogenous zone
• FIXATION- tendency to stay at a
particular stage
STAGES
1. ORAL
2. ANAL
3. PHALLIC
4. LATENCY
5. GENITAL
ORAL
• 1st year of life
• infant's need for gratification
frommother
• eating'sucking'spitting and chewing are
examples
ANAL PSYCHOSOCIAL STAGES OF HUMAN
• 2-3 year of life DEVELOPMENT
• gratification along rectal area
• children must endure demans of toilet
training

PHALLIC
• 4-5 year of life
• gratification involvong genitals
• chirldren at this stage gratify their sex
instinct by fondling their gneitals and
developing an incestuous desire for the
opposite sex parent
Oedipus Complex
• a child's feelings of desire for his or her
opposite-sex parent and jealousy and
anger toward his or her same-sex parent.
• Essentially, a boy feels that he is
competing with his father for possession
of his mother
Electra Complex
• The analogous stage for girls in which
girls feel desire for their fathers and
jealousy of their mothers.

LATENCY
• 6- puberty
• sexual desires are repressed and all the
child's available libido is channeled into
socially accceptable outlects such as
schoolwork and vigorous play

GENITAL
• Puberty Onwards
• characterized by maturation of the
reproduction system
• adolescent may openly express libido
towards members of opposite sex
• thoughout adolescence and young
adulthood libido is invested in activities

THEORY OF PSYCHOSOCIAL COGNITIVE DEVELOPMENT

DEVELOPMENT
• by Erick Erikson
• has 8 major stages of development
• each stage poses a unique development
stak and simultaneously presenting the
individual with crisis that he must
struggle shrough
• by John Piaget
• disagreed with the idea that intelligence
was a fixed trait, and regarded cognitive
development as a process which occurs
due to biological maturation and
interaction with the environment
MORAL DEVELOPMENT DIFFERENT PERSONLITY
• by Lawrence Colbert THEORIES
• is the process through which
children develop proper attitudes and PSYCHOANALYSIS
behaviors toward other people in • by Sigmund Freud
society, based on social and cultural
norms, rules, and laws.

Kohlberg's Stages of Moral Development

Level 1 - Pre-conventional morality

• At the pre-conventional level (most
nine-year-olds and younger, some over
nine), we don’t have a personal code of
morality. Instead, our moral code is
shaped by the standards of adults and
the consequences of following or
breaking their rules.
• Authority is outside the individual and
reasoning is based on the physical
consequences of actions.

Level 2 - Conventional morality

• At the conventional level (most
adolescents and adults), we begin to
internalize the moral standards of valued
adult role models.
• Authority is internalized but not
questioned, and reasoning is based on
the norms of the group to which the
person belongs.
Level 3 - Post-conventional morality
• Individual judgment is based on self-
chosen principles, and moral reasoning
is based on individual rights and justice.
According to Kohlberg this level of
moral reasoning is as far as most people
get.
PERSONALITY AND FILIPINO
CHARACTERISTICS
PERSONALITY
• from greek word persona or
personalitas that means mask
• sum total of a persons habits bhavior
and etc.
• Id - bad
• Ego- self
• Superego- bad
• Conscious- wishes and desires
can recall at any given moment
• Unconscious- Large part of
behavior focus influence
• Subconsious - consist of
anything that can be potentially
be brought into conscious mind
PSYCHOSEXUAL THEORY OF
DEVELOPMENT
• Freud proposed that
psychological development in
childhood takes place during
five psychosexual stages: oral, anal,
phallic, latency, and genital. These are
called psychosexual stages because
each stage represents the fixation of
libido (roughly translated as sexual
 drives or instincts) on a different area of HIERARCHY OF NEEDS
the body.
PERSON SELF CONCEPT
TRAIT THEORY • by Carl Rogers
• by Raymond behavior is determined by • Striving for growth and development
hereditary
• by Gordon Alport there are 11 traits TYPE THEORY
• by Carl Jung
11 TRAITS • Extroversion - an attitude-type
1. CARDINAL TRAIT - dominant trait characterized by concentration of
2. VENTRAL TRAIT - our interest on the external object
characterizatiom • Introversion - attitude-type
3. SECONDARY TRAIT - response to characterized by orientation in life
specific setting through subjective psychic contents
4. COMMON TRAIT - pattern of traits
5. UNIQUE TRAIT - very specific to an ORDINAL THEORY
individual • Alfred Adler
6. SOURCE TRAIT - constitutional • ones order of birth influences their
genetics personality
7. ENVIRONMENT/WORLD TRAIT -
culture, society, community BODY BUILT THEORY
8. COGNITION /ABILITY TRAIT - • by William Sheldon
intelligence
9. EMOTIONAL TEMPEREMENTAL
TRAIT TRAIT - emotions, love, anger, S h e l d o n' s Character Shape
fear S o m a t o t y pe
10. MOTIVATIONAL/ DYNAMIC TRAIT
- can change
Endomorph relaxed, sociable, plump, buxom,
11. SURFACE TRAIT - evident dominant
[viscerotonic] tolerant, comfort- developed visceral
trait
loving, peaceful structure
Mesomorph
[somatotonic] active, assertive, muscular
SOCIAL LEARNING THEORY
vigorous,
• by Albert Bandura combative
• emphasizes on environmental
determinants
• we learn through observation
Ectomorph quiet, fragile,
[cerebrotonic] restrained, non- lean, delicate,
assertive, poor muscles
HUMANISTIC THEORY
sensitive
• Carl Rogers and Abraham Maslow
• SELF is center of personality
TEMPERAMRNT THEORY
• by Galen
• used temperaments to refer to bodily
dispositions. Bodily dispositions
determined a person's susceptibility to
certain diseases.
• The overall concept of Galen's
theory is that each type is believed due
 to the surplus of one of the bodily fluids
in which is in agreement to their
character.
• Sanguine- optimistic or positive,
especially in an apparently bad or
difficult situation
• Melancholic- feeling or expressing
pensive sadness.
• Phlegmatic- (of a person) having an
unemotional and stolidly calm
disposition.
• Choleric- bad-tempered or irritable.

ROOTS OF FILIPINO PERSONALITY

• HOME ENVIRONMENT
• SOCIAL ENVIRONMENT
• CULTURE&LANGUAGE
• HISTORY
• EDUCATIONAL BACKGROUND/
SYSTEM
• RELIGION
• ECONOMIC ENVIRONMENT
• POLITICAL ENVIRONMENT
• MASS MEDIA
• LEADERSHIP ROLE MODEL