BASIC CONCEPTS ISSUES ON HUMAN DEVELOPMENT

MODULE 3.2
THE STAGE
DEVELOPMENT AND
THE DEVELOPMENT
TASKS
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

INTRODUCTION
GE 3 - ART APPRECIATION
For every developmental stage, there is an
expected developmental task. What
happens when the expected developmental
tasks are not achieved at the
corresponding developmental stage? How can
you help children achieve these
developmental tasks?
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

The Influence of Nature and Nurture

GE 3 - ART APPRECIATION

Nature
refers to genes or hereditary factors which are commonly
seen in appearance and characteristics while nurture implies
environmental variables such as how a child is raised, the
socio-emotional relations and the surrounding
culture
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

The Influence of Nature and Nurture

GE 3 - ART APPRECIATION
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

The Influence of Nature and Nurture

GE 3 - ART APPRECIATION

Nature
refers to genes or hereditary factors which are commonly
seen in appearance and characteristics while nurture implies
environmental variables such as how a child is raised, the
socio-emotional relations and the surrounding
Culture
Example : the product of exposure, experience and learning on an
individual.
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

The Influence of Nature and Nurture

GE 3 - ART APPRECIATION

Nature
refers largely to our genetics. It includes the genes we are born with and
other hereditary factors that can impact how our personality is formed
and influence the way that we develop from childhood through
adulthood.
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

The Influence of Nature and Nurture

GE 3 - ART APPRECIATION

Nurture
encompasses the environmental factors that impact who
we are. This includes our early childhood experiences, the
way we were raised, our social relationships, and the
surrounding culture.
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

In order to understand the influence of genetics and

environment, try to look into the several perspectives in the
GE 3 - ART APPRECIATION
fields of psychology and examine how they agree and/or
disagree in their contentions.
1. Plato and Descartes advocated that there are certain things that are innate,
or that they occur naturally apart from environmental contexts and influences.
They take the standpoint of nativists with the concept that all or most
characteristics and behaviours are the consequences of
inheritance and are the outcomes of evolution. Genetic traits handed down
from ancestors/parents influence the individual differences that create
uniqueness in every person
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

In order to understand the influence of genetics and

environment, try to look into the several perspectives in the
GE 3 - ART APPRECIATION
fields of psychology and examine how they agree and/or
disagree in their contentions.
2. John Locke, on the other hand, come with the concept of tabula rasa,
which gives the impression that the mind begins as a blank slate – at
birth, the human mind has no innate ideas. Thus, everything that a
person knows (knowledge) is determined by the encounter (experience)
with the varied stimuli around him or her
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

In order to understand the influence of genetics and

environment, try to look into the several perspectives in the
GE 3 - ART APPRECIATION
fields of psychology and examine how they agree and/or
disagree in their contentions.
2. John Locke, on the other hand, come with the concept of tabula rasa,
which gives the impression that the mind begins as a blank slate – at
birth, the human mind has no innate ideas. Thus, everything that a
person knows (knowledge) is determined by the encounter (experience)
with the varied stimuli around him or her
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

PERIODS
GE 3 - ART APPRECIATION

OF
DEVELOPMENT
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

Prenatal Development
GE signals
• Conception 3 - ARTtheAPPRECIATION
beginning of prenatal development which starts with
FERTILIZATION in the germinal stage through the implantation in the embryonic
development, and continues through cell differentiation in fetal development.
• The average duration for prenatal development to complete is 38 weeks from the
date of conception.
• The three stages of prenatal development are called germinal, embryonic and
fetal periods
• . GERMINAL STAGE happens in the first two weeks after conception,
• EMBRYONINC STAGE is the third through the eighth week, and
• from the ninth week up until birth is the FETAL PERIOD
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THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

INFANCY AND TODDLERHOOD

GE
• After birth, 3 - ART
dramatic growthAPPRECIATION
and changes occur during the first 18 to 24 months wherein a newborn,
equipped with several involuntary reflexes and an initially strong sense of audition (hearing) but poor
vision (sight), is transformed into an actively walking and talking toddler.
• There is a change in the roles of caregivers from managing feeding and sleep to constantly
repositioning guides and acting as safety inspectors for the enormously energetic toddlers.
• There is remarkable rate of brain development as well so do physical growth and language
development.
• This time, infants display their own temperaments, attitudes and styles in play.
• Sense of attachment to primary caregivers develops so that interactions with them
• changes very much with possible separation anxiety.
• Social and cultural issues mainly address concerns that include
• breastfeeding vs formula-feeding,
• sleeping in cribs vs in the bed with parents, toilet training and the like.
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

EARLY CHILDHOOD
GE 3 - ART APPRECIATION
• Early childhood consists of the years after toddlerhood and goes before formal schooling, hence
often referred to as preschool age.
• It is roughly between the ages of 2 to 5 or 6.
• While the child is actively developing his or her fine (use of small muscles) and gross (use of large
muscles) motor skills,
• he or she gains remarkable growth in vocabulary and cognitive development and dramatically
acquires language (first and second) and gains a sense of self and
• greater independence
• A child in this stage has an aggressive and sometimes violent willpower of doing something that
may give him or her the chance to experience guilt upon the disapproval of significant others
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

Middle Childhood
GE 3 - ART APPRECIATION
• This is the grade school age, ranging form six through eleven.
• Much of what children experience at this age is linked to their management in the early
• grades of elementary school.
• Physical growth slows down and while the child’s world becomes one of acquiring academic skills,
the children are able to refine their motor skills, acquire foundational skills for building healthy
social relationships beyond the family and learn roles that will prepare them for adolescence and
adulthood.
• It is the time for children to show off their accomplishments in school in varied areas.
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

Adolescence
GE 3 - ART APPRECIATION
• Adolescence is a period of development with specific health and developmental needs and rights.
It is also a time to develop knowledge and skills, learn to manage emotions and relationships, and
acquire attributes and abilities that will be valuable for experiencing the adolescent years and and
later assuming adult responsibilities.
• Important development in the nerve cells also take place during the adolescence. These
developments are linked to hormonal changes but are not always dependent on them.
• Developments are taking place in regions of the brain, such as the limbic system which is
responsible for pleasure seeking and reward processing, emotional responses and sleep regulation.
• Changes in the pre-frontal cortex happen later in adolescence and theses are for organization,
decision-making, impulse control
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

Adolescence
• Adolescence is a period of development with specific health and developmental needs and rights.
GE 3 - ART APPRECIATION
It is also a time to develop knowledge and skills, learn to manage emotions and relationships, and
acquire attributes and abilities that will be valuable for experiencing the adolescent years and and
later assuming adult responsibilities.
• Important development in the nerve cells also take place during the adolescence. These
developments are linked to hormonal changes but are not always dependent on them.
• Developments are taking place in regions of the brain, such as the limbic system which is
responsible for pleasure seeking and reward processing, emotional responses and sleep regulation.
• Changes in the pre-frontal cortex happen later in adolescence and theses are for organization,
decision-making, impulse control and planning. Linked to the hormonal and neurodevelopmental
changes that are taking place are psychosocial and emotional changes and increasing
• cognitive and intellectual capacities.
• Over the course of the second decade, adolescents develop stronger reasoning skills, logical and
moral thinking, and become more capable of abstract thinking and making rational judgements.
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

Early adulthood
• In the ages
GEof320- through 40. While physical maturation is done, physiological
ART APPRECIATION
capabilities such as sensory abilities, reaction time, muscle strength, and even cardiac
functioning are at their peak.
• Foremost tasks of the stage include establishing identity, developing more stable
emotional stability, establishing a career, forming intimate and long-term relationship,
becoming involved with various groups in the community, establishing a residence, and
adjusting to marital relationship and learning how to be a parent.
• Though not apparent, the aging process starts toward the age range of 30 to 35 where a
lot of changes begin to happen in various parts and functions of the body like the
following: hair starts to thin and turn gray, wrinkles appear because the skin becomes
drier, there are changes in vision, sensitivity to sound decreases (twice as quickly for
men), the immune system weakens, and reproductive ability declines
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

Middle adulthood
• Though characterized by physiological aging, two forms of intelligence are highlighted: the crystallized and
the fluid.
GE 3 - ART APPRECIATION
• CRYSTALLIZED INTELLIGENCE is contingent upon the pile up knowledge and experiences that the person has
accumulated.
▪ These include the information and competencies/skills one has acquired all the way through lifetime.
▪ It tends to hold and may even be enriched as we age. For example, adults show relatively stable to
increasing scores on intelligence tests until their mid-30s to mid-50s (Bayley & Oden, 1955).
• FLUID INTELLIGENCE, in contrast, begins to drop even prior to middle adulthood as it is more contigent on
the skills of basic information-processing shown in the slowing down of the skills of cognitive processing and
problem solving and in physiological activities. However, practical problem-solving skills to handle the real-
life problems tend to increase and apparently, the wise and experienced middle aged ones may contribute a
lot to figure out the best approach to achieve a desired goal.
• Being in the sandwich generation, middle- aged adults may be in the middle of taking care of their children
(and grandchildren) and of their aging parents.
• And at the same time they may also be contemplating their own mortality, commitments, goals and
achievements.
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

Late adulthood
• It coversGE
a wide
3 - range
ART of ages with varied descriptions, categorized as follows:
APPRECIATION
• 1) the young old (65-74 years old),
• 2) the old old (75-84 years old), and
• 3) the oldest old (85 years old and above).
• The YOUNG OLD are similar to middle-aged adults; possibly still working, is in very
good health for
• his or her age and keeps moving to have a lively and interesting life.
• The OLD OLD are normally aging in which the changes are similar to most of those
of the
• same age and may have certain health problems to deal with.
• The OLDEST OLD are repeatedly weak and need long term health care and
services.
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

SIX STAGES
GE 3 - ART APPRECIATION

OF
GROWTH
AND DEVELOPMENT
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

SIX STAGES OF GROWTH AND DEVELOPMENT

GE 3OF
STAGES - ART
G & APPRECIATION
D Developmental Tasks
1. Learning to walk
Infancy and Early 2. Learning to take solid foods
3. Learning to talk
Childhood 4. Learning to control the elimination of body wastes
5. Learning sex differences and sexual modesty
6. Forming concepts and learning language to describe social and
physical reality.
7. Getting ready to read
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

SIX STAGES OF GROWTH AND DEVELOPMENT

GE 3OF
STAGES - ART
G & APPRECIATION
D Developmental Tasks
1. Learning physical skills necessary for ordinary games.
Middle 2. Building wholesome attitudes toward oneself as a growing
organism
Childhood 3. Learning to get along with age-mates
4. Learning an appropriate masculine or feminine social role
5. Developing fundamental skills in reading, writing, and calculating
6. Developing concepts necessary for everyday living
7. Developing conscience, morality, and a scale of values
8. Achieving personal independence
9. Developing attitudes toward social groups and institutions
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

SIX STAGES OF GROWTH AND DEVELOPMENT

GE 3OF
STAGES - ART
G & APPRECIATION
D Developmental Tasks
1 Achieving new and more mature relations with age-mates of
Adolescence both
sexes
2. Achieving a masculine or feminine social role
3. Accepting one's physique and using the body effectively
4. Achieving emotional independence of parents and other adults
5. Preparing for marriage, family life, and an economic career
6. Acquiring a set of values and an ethical system as a guide to
behavior; developing an ideology
7. Desiring and achieving socially responsible behaviour
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

SIX STAGES OF GROWTH AND DEVELOPMENT

GE 3OF
STAGES - ART
G & APPRECIATION
D Developmental Tasks
1 . Selecting a mate
Early 2. Achieving a masculine or feminine social role
3. Learning to live with a marriage partner
Adulthood 4. Starting a family
5. Rearing children
6. Managing a home
7. Getting started in an occupation
8. Taking on civic responsibility
9. Finding a congenial social group
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

SIX STAGES OF GROWTH AND DEVELOPMENT

GE 3OF
STAGES - ART
G & APPRECIATION
D Developmental Tasks
1. Achieving adult civic and social responsibility
Middle Age 2. Establishing and maintaining an economic standard of living
3. Assisting teenage children to become responsible and happy
adults
4. Developing adult leisure-time activities
5. Relating oneself to one‟s spouse as a person
6. Accepting and adjusting to the physiologic changes or middle
age
7. Adjusting to aging parents
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

SIX STAGES OF GROWTH AND DEVELOPMENT

GE 3OF
STAGES - ART
G & APPRECIATION
D Developmental Tasks
1. Adjusting to decreasing physical strength and health
Later 2. Adjusting to retirement and reduced income
3. Adjusting to death of a spouse
Maturity 4. Establishing an explicit affiliation with one‟s age group
5. Meeting social and civil obligations
6. Establishing satisfactory physical living arrangemen
 PROFED 102 -– THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

• PEDAGOGICAL CONTEXTS imply that while children are challenged to

acquire new learning tasks and abilities, their existing skills must be
GE 3 - ART APPRECIATION
recognized and accepted.
• The IDEAL PEDAGOGICAL ENVIRONMENT provides a variety of
opportunities to developing young persons to utilize their already
acquired knowledge and skills and to win social recognition when they are
confronted with novel tasks.
• The PEDAGOGICAL ENVIRONMENT must consist of the school or learning
center and the family.
• The DEVELOPMENTAL-TASKs concept thus assumes the likelihood that
social and educational arrangements support or hamper the
corresponding tasks.
EGE 101 – TEACHING SOCIAL STUDIES IN THE ELEMENTARY GRADE ( PHILIPPINE HISTORY AND GOVERNMENT

THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS

3.1 LEARNING
GE 3 - ART ACTIVITY
APPRECIATION
THE STAGE DEVELOPMENT AND THE DEVELOPMENT TASKS
1. Create infographic presentation of the distinctive characteristics of the periods of
development, highlighting those of the child and adolescent learners
1. What does developmental task mean?
2. How can a teacher use practically the concept of developmental task? Illustrate by giving
a specific situational classroom example.

CRITERIA
Ideas were written creatively (5) Ideas were written fairly creative Ideas were dull and incoherent
CREATIVITY (3) (1)

Ideas were expressed clearly Ideas were expressed in a clear manner Ideas were not clearly understand
CLARITY OF (5) (3) (1)
CONTENT
Ideas were organized and easy to Ideas were expressed but could have been organized Ideas includes unrelated sentences
ORGANIZATIO understand better (1)
N (5) (3)