PROF-ED  Egocentrism

 Inability to conserve
CHILD AND ADOLOSCENT DEVELOPMENT
 Animism
CONCRETE OPERATIONAL PERIOD (7-11
y.o.)
GROWTH  Reversibility
 Bodily increase in size, structure or  Conversation
quantitative changes  Elimination of egocentrism
FORMAL OPERATIONAL PERIOD (11-
DEVELOPMENT adulthood)
 Think abstractly
 Refers to the qualitative changes.
 Reason logically
The changes are brought about with
 Draw conclusions
an increase in function and maturity
MATURATION
SOCIAL DEVELOPMENTAL THEORY
 Development changes due to aging
(LEV VYGOTSKY)
DEVELOPMENTAL DIRECTIONS
SCAFFOLDING
 Cephalocaudal
 Learning through adult guidance and
 Proximodistal
with the help of more capable peers
SENSORIMOTOR PERIOD (0-2 y.o.)
 Zone of Proximal Developmental
 Reflex schema stage (0-6 weeks)
SOCIAL AND EMOTIONAL DEVELOPMENT
 Sucking
ATTACHMENT THEORY (JOHN BOWLBY)
 Palmar grasp
 Focuses on the importance of open,
 Primary circular reaction stage (6
intimate, emotionally meaningful
weeks- 4 mos.)
relationships
 Developmental of habits
PSYCHO-SOCIAL DEVELOPMENTAL (ERIK
 Secondary reaction phase (4-9 mos.)
HOMBURHER ERIKSON)
 Development of coordination
 Basic trust vs. Mistrust (0-1)
between vision and apprehension
 Autonomy vs. Shame and Doubt (1-
 Coorediation of secondary circular
3)
reaction phase (9-12 mos.)
 Initiative vs. Guilt (3-6)
 Object permanence
 Industry vs. Inferiority (6-12)
 Tertiary circular phase (12-18 mos.)
 Identity vs. Role Confusion (12-20)
 Age of discovery
 Intimacy vs. Isolation (20-40)
PRE-OPERATIONAL PERIOD (2-7 y.o.)
 Generativity vs. Stagnation (40-60)
 Symbolic functioning
 Integrity vs. Despair (60 onwards)
 Centration
PSYCHO-SEXUAL DEVELOPMENT (SIGMUND
 Intuitive thought
FREUD
 Oral stage (0-1 y.o.)
 Anal stage (1-3 y.o.)
 Phallic stage (3-6 y.o.)
 Latent stage (6-puberty)
 Genital stage (Puberty-onwards)
ECOLOGICAL SYSTEM THEORY (URIE
BRONFENBRENNER)
 CHRONOSYSTEM
(Changes over time)
 MACROSYSTEM
(Social and Cultural Values)
 EXOSYSTEM
(Indirect Environment)
 MESOSYSTEM
(Connections)
 MICROSYSTEM
(Immediate Environment)
 CHILD
MORAL DEVELOPMENT THEORY
(LAWRENCE KOHLBERG)
PRE-COVENTIONAL
 Obedience and punishment
orientation
 Self-interest orientation
 (What’s in it for me?)
CONVENTIONAL
 Interpersonal accord and conformity
 (the good boy/girl attitude)
 Authority and social-order
maintaining orientation
 (law and order morality)
POST-CONVENTIONAL
 SOCIAL CONTRACT ORIENTATION
 UNIVERSAL ETHICAL PRINCIPLES
 (PRINCIPLE/CONSCIENCE)