MODULE 1: COURSE OVERVIEW AND
DIFFERENT PERSONALITY DEVELOPMENT
THE PSYCHOLOGICAL ASPECTS OF HUMAN
DEVELOPMENT
1. PHYSICAL DEVELOPMENT
● INFANCY
- Physical growth and development
describe the physical as well as
psychomotor changes in an
individual. The physical
development is very rapid at this
stage. At birth a baby is generally
18 to 20 inches long and seven
pounds (3 kg) in weight.
● EARLY CHILDHOOD STAGE
- Early childhood stage covers from
2/3 YEARS to 6/7 YEARS. Rate of
growth during this stage becomes
slow in comparison to infancy stage.
- Boys are found to be SLIGHTLY
TALLER than girls. Body
proportions change and the head
grows at a slower rate.
● LATER CHILDHOOD
- During later childhood period (6
YEARS to 12 YEARS OF AGE)
physical growth is initially slow.
Arms and legs grow faster than the
trunk and the child appears tall and
thin. He loses his milk teeth and
permanent teeth begin to appear.
● ADOLESCENCE
- At the early adolescent years, most
children experience the adolescent
growth spurt, a rapid increase in
height and weight. Usually, this
spurt occurs in girls two years
earlier than boys. By the age of
seventeen in girls and eighteen in
boys, the majority of them have
reached 98 percent of their final
height.
- The voice of boys becomes rough
and that of girls becomes sweet.
Certain bodily appearances make
both boys and girls bodily
conscious. Sexual development is
the most remarkable features of
adolescence. The boys and girls are
attracted towards the opposite sex.
2. MENTAL DEVELOPMENT
- It includes suchabilities as
attending, perceiving,observing,
remembering, imagining,thinking,
solving problems and growthof
intelligence as well as of
language.These abilities grow and
mature withage or in different stage.
● INFANCY
- In this age the child can IMITATE,
DISCRIMINATE and RECOGNIZE
to some extent. The child is mostly
engagedin manipulation of objects.
A Swisspsychologist Jean Piaget
called thisstage as sensory-motor
periodwhich covers first 18 months
of life.
● EARLY CHILDHOOD
- At this stage child’s contact with
environment increases and he
begins to explore things. He often
asks WHY of everything. The child
develops general intelligence,
perception, memory, learning,
problem solving and language.
- In this stage the child begins to
develop language and is able to talk
and form simple concepts. But he
has very little understanding of
operations; particularly it is difficult
for him to understand reversibility of
operations.
 - This stage is also marked by
EGOCENTRICISM. There is natural
shift from the sensorimotor stage to
tological and social egocentricity.
He fails to understand another’s
point of view. His attitude is, “I am I
and you are you, and how can you
be I and I be you?”
- ANIMISM is another characteristics
of this stage which the child regards
everything to be alive unless it is
broken or damaged. Children up to
SIX YEARS OF AGE regard
everything that moves to be alive
● LATER CHILDHOOD
- Mental development is rapid at this
stage.Child becomes more and
more inquisitive which indicates his
thinking capacity.Thinking and
imagination takes active form in this
stage.
- The child at this stage develops
better concepts of length, distance,
time, area and volume.
● ADOLESCENCE
- At this stage of adolescent attains
intellectual maturity. The intellectual
maturation is the result of interaction
between maturation, experience,
education and training. They also
develops ability to take decisions.
3. EMOTIONAL DEVELOPMENT
- The term EMOTION is derived from
Latin term ‘EMOVERE’ which
means to stir, to agitate to move.
Hence, an emotion is referred to as
a stirred up state of agitation. We
feel agitated or excited when we
experience anger, fear, joy,grief,
disgust, etc.
● INFANCY
- Infants immediately after birth do to
display any distinct emotions. His
emotional reactions are diffuse and
gross. He cannot show specific
reactions like anger, fear and love.
By the age two differentiations
ofemotions are marked.
● EARLY CHILDHOOD STAGE
- As the child grows, his emotional
expressions are refined, become
more definite and grow inintensity.
Now his loves, fears and dislikes
becomes more intense. Curiosity
and inquisitiveness develops at this
stage. The childfeels satisfied when
his questions are answered. With
growth and maturity in age comes
decline in overt expression of
emotional reactions.
● LATER CHILDHOOD STAGE
- At the age of 10, he becomes
obedient andfriendly. Fear is less
common in older children. Older
children when become angry, do not
kick things. Instead, they express
their anger in theform of sarcasm,
sneers, abuses, and belittling
remarks.
- Anger is expressed in refusal to. At
this stage, the children like to be
with the persons whom theylove.
Joy, pleasure, love, curiosity, grief
and affection appear in this stage.
● ADOLESCENCE
- Adolescence period is marked by
heightenedemotionality due to
change of roles in home,school and
society. It is due to theunfavorable
relations in home. Parents
andteachers in most cases are
responsible forheightened
emotionality in adolescentsbecause
 they do not prepare their children
tomeet the problems of adolescence
4. SOCIAL DEVELOPMENT
- At birth, the child is neither social or
unsocial. When the child grows up,
he develops some social behavior
which makes him an acceptable
social being. Social development
can be defined by Hurlock as social
development is the“attaining of
maturity in social relationships”.
● INFANCY
- The child soon learns to differentiate
between his mother and other
persons. Social responses that
starts early in life are those of
smiling and laughing. During the
second half of the first year the child
shows negative response to
strangers.
- After the eighteen months the infant
reacts to other infants in the
environment and after that he
becomes more and more interested
in his playmates. By the age of two
years, he can obey certain
commands given to him and call
attention of otherpersons to objects
be feels interested in
● EARLY CHILDHOOD STAGE
- In this period the child usually has
one or two friends with whom he
identifies and plays for short
intervals. The young child selects
his playmates of his own age from
his immediate neighborhood. He
selects friends who provide him
friendly companionship ship. The
child at this stage often quarrels and
fights
● LATER CHILDHOOD STAGE
- At this stage the child enters, the
school andwants to have many
friends. He is interested the play
activities that involve the group. He
desires to be in the group of friends
of his own age and sex. The peer
approval at this stage is linked with
the strong desire for friendship and
leads to cooperative behavior
● ADOLESCENCE
- The adolescents have a strong
loyalty and devotion to their groups.
They are deeply influenced by peer
groups and their decisions.At this
stage, the adolescent acquires
many habits, attitudes,ideals and
social skills.
- During early adolescent period the
close friend is usually a member of
the same sex. At the later
adolescent period, one usually tries
to seek friendship with a member
ofthe opposite sex. However, this is
not generally permitted in some
cultures, and so same sex
friendships are more common
THE MOTOR AND COGNITIVE DEVELOPMENT
PIAGET’S THEORY OF COGNITIVE
DEVELOPMETN
● JEAN PIAGET
- was a Swiss psychologist and
genetic epistemologist. He is most
famously known for his theory of
cognitive development that looked
at how children develop
intellectually throughout the course
of childhood.
- Maintains that children go through
specific stages as their intellect
 andability to see relationships
matures
● SENSORIMOTOR STAGE
- This stage occurs between the ages
of birth and two years of age, as
infants begin to understand the
information entering their sense and
their ability to interact with the world.
- During this stage, the child learns to
manipulate objects although they
fail to understand the permanency
of these objects if they are not
within their current sensory
perception.
- The major achievement during this
stage is that of OBJECT
PERMANENCY, or the ability to
understand that these objects do in
fact continue to exist.
- This includes his ability to
understand that when mom leaves
the room, she will eventually return,
resulting in an increased sense of
safety and security.
-
● PREOPERATIONAL STAGE
- The second stage begins after
Object Permanency is achieved and
occurs between the ages of two to
seven yearsof age.
- This stage is marked by
EGOCENTRISM, orthe child’s belief
that everyone sees the world the
same way that she does.
- A second important factor in this
stage is that of CONSERVATION,
which is the ability to understand
that quantity does not change if the
shape changes. In other words, if a
short and wide glass of water is
poured into a tall and thin glass.
Children in this stage will perceive
the taller glass as having more
water due only because of it’s
height.
● CONCRETE OPERATIONS STAGE
- Occurring between ages 7 and
about 12, the third stage of cognitive
development is marked by a gradual
decrease in centricity thought and
the increased ability to focus on
more than one aspect of a stimulus.
- They can understand the concept of
grouping, knowing that a small dog
and a large dog are still both dogs,
or that pennies, quarters, and dollar
bills are part of the bigger concept
of money.
● FORMAL OPERATIONS STAGE
- The final stage of cognitive
development (from age 12 and
beyond), children begin to develop a
more abstract view of the world.
- They also develop an increased
understanding of the world and the
idea of cause and effect. By the
teenage years, they are able to
develop their own theories about the
world.
FREUD’S STAGES OF PSYCHOSEXUAL
DEVELOPMENT
● SIGMUND FREUD
- Sigmund Freud was a Viennese
physician who developed his
PSYCHOSEXUAL THEORY of
development through his work with
emotionally troubled adults.
- According to Freud, children's
pleasure-seeking urges (governed
by the ID) are focused on a different
area of the body, called an
erogenous zone, a teach of the five
stages of development: ORAL,
ANAL, PHALLIC,LATENCY, and
GENITAL
● ORAL (BIRTH TO 1 YEAR OF AGE)
- During this stage, the MOUTH is the
pleasure center for development.
Freud believed this is why infants
are born with a SUCKING REFLEX.
If a child’s oral needs are not met
during infancy, he or she may
develop negative habits such as
NAIL BITING OR THUMB
SUCKING to meet this basic need.
● ANAL (1 TO 3 YEARS OF AGE)
- During this stage, toddlers and
preschool-aged children begin to
experiment with URINE AND
FECES. The control they learn to
exert over their bodily functions is
manifested in toilet-training.
● PHALLIC (3 TO 6 YEARS OF AGE)
- For boys, this is called the
OEDIPUS COMPLEX, involving a
boy’s desire for his mother’s
attention and his father who is seen
as a rival for the mother’s attention.
- The ELECTRE COMPLEX, later
proposed by Freud’s protégé Carl
Jung, involves a girl’s desire for her
father’s attention.
● LATENCY (6 TO 13 YEARS OF AGE)
- During this stage, children begin to
further develop the superego, or
conscience. Children begin to
behave in morally acceptable ways
and adopt the values of their
parents and other important adults.
● GENITAL ( PUBERTY TO DEATH)
- If other stages have been
successfully met, adolescents
engage in appropriate sexual
behavior, which may lead to
marriage and childbirth.
STRUCTURAL MODEL OF PERSONALITY AND
THE EGO
● FREUD’S STRUCTURAL MODEL
- Freud believed that the human
personality consisted of three
interworking parts: THE ID, THE
EGO, and THE SUPEREGO.
According to his theory, these parts
become unified as a child works
through the five stages of
psychosexual development.
● THE ID
- the largest part of the mind, is
related to desires and impulses and
is the main source of basic
biological needs.
- It operates on the pleasure principle
which is the idea that every wishful
impulse should be satisfied
immediately, regardless of the
consequences.
- When the ID achieves its demands,
we experience pleasure when it is
denied we experience ‘unpleasure’
or tension.
● THE EGO
- is related to reasoning and is the
conscious, rational part of the
personality; it monitors behavior in
order to satisfy basic desires without
suffering negative consequences.
- It considers social realities and
norms, etiquette and rules in
deciding how to behave
● THE SUPER EGO
- The superego, or conscience,
develops through interactions with
others (mainly parents) who want
the child to conform to the norms of
society.
 - It restricts the desires of the ID by
applying morals and values from
society. Freud believed that a
struggle existed between these
levels of consciousness, influencing
personality development and
psychopathology.
THE SUPEREGO CONSISTS OF TWO
SYSTEMS
● CONSCIENCE
- can punish the ego through causing
feelings of guilt. For example, if the
ego gives in to the id's demands,
the superego may make the person
feel bad through guilt
● IDEAL SELF OR ECO-IDEAL
- is an imaginary picture of how you
ought to be, and represents career
aspirations, how to treat other
people, and how to behave as a
member of society
ERIKSON’S STAGES OF PSYCHOSICIAL
DEVELOPMENT
● ERIK ERIKSON
- Was a stage theorist who took
Freud’s controversial theory of
psychosexual development and
modified it as a psychosocial theory.
Erikson emphasized that the ego
makes positive contributions to
development by mastering attitudes,
ideas, and skills at each stage of
development.
● TRUST VS. MISTRUST
- From birth to 12 months of age,
infants must learn that adults can be
trusted. This Occurs when adults
meet a child’s basic needs for
survival. Infants are dependent
upon their caregivers, so caregivers
who are responsive and sensitive to
their infant’s needs help their baby
to develop a sense of trust; their
baby will see the world as a safe,
predictable place.
● AUTONOMY VS SHAME/DOUBT
- As toddlers (ages 1–3 years) begin
to explore their world, they learn
that they can control their actions
and acton their environment to get
results. This is the “me do it” stage
● INDUSTRY VS INFERIORITY
- If children do not learn to get along
with others or have negative
experiences at home or with peers,
an inferiority complex might develop
into adolescence and adulthood.
● IDENTITY VS ROLE CONFUSION
- Adolescents struggle with questions
such as “Who am I?” and “What
do I want to do with my life?”
Along the way, most adolescents try
on many different selves to see
which ones fit; they explore various
roles and ideas, set goals, and
attempt to discover their “adult”
selves.
● INTIMACY VS ISOLATION
- People in early adulthood (20s
through early 40s). After we have
developed a sense of self in
adolescence, we are ready to share
our life with others. However, if
other stages have not been
successfully resolved, young adults
may have trouble developing and
maintaining successful relationships
with others.
- Erikson said that we must have a
strong sense of self before we can
develop successful intimate
relationships. Adults who don't
 develop a positive self concept in have,” and “could have” been. They
adolescence may experience face the end of their lives with
feelings of loneliness and emotional feelings of bitterness, depression,
isolation. and despair.

● GENERATIVITY VS STAGNATION
- When people reach their 40s,they
enter the time known as middle
adulthood, which extends to the
mid-60s. Generativity involves
finding your life’s work and
contributing to the development of
others through activities such as
volunteering,mentoring, and raising
children.
- During this stage, middle-aged
adults begin contributing to the next
generation, often through childbirth
and caring for others;they also
engage in meaningful and
productive work which contributes
positively to society.
- Those who do not master this task
may experience stagnation and feel
as though they are not leaving a
mark on the world in a meaningful
way; they may have little connection
with others and little interest in
productivity and self-improvement.

● INTEGRITY VS DESPAIR
- From the mid-60s to the end of life,
we are in the period of development
known as late adulthood.
- He said that people in late
adulthood reflect on their lives and
feel either a sense of satisfaction or
a sense of failure. People who feel
proud of their accomplishments feel
a sense of integrity, and they can
look back on their lives with few
regrets
- However, people who are not
successful at this stage may feel as
if their life has been wasted.They
focus on what “would have,” “should