MODULE 2

THE STAGES OF DEVELOPMENT

AND DEVELOPMENTAL TASK
-Brenda B. Corpuz,
Ph.D.
 “Who are you asked the caterpillar, Alice replied rather

shyly, “I-I hardly know, Sir, just at present at least I know

who I was when I got up this morning, but I must have

changed several times since then.”

-Lewis Caroll
 STAGES OF DEVELOPMENT
It describes the development of an individual from
conception throughout the life-span. As being cited by
Santrock, there are eight(8) stages in the process of
human development while Robert Havighurst only cited
the six(6) stages excluding the pre-natal period.
PRE-NATAL PERIOD
 PRE- NATAL PERIOD
• From conception to birth
• Human life begins at the moment of conception.
• It involves tremendous growth- from a single cell to an
organism complete with brain and behavioral capabilities.
• The process of prenatal period of development occurs in three
main stages.
• The fetus at this stage faces the demands of performing the
first basic tasks of struggling through a difficult passage from
the mother’s womb to be born.
• It is also the time of remarkable change that helps set the stage
for future psychological development.
• On this stage, problems or deviations that may suffered by the
unborn-child in the future usually started to occur.
INFANCY
 INFANCY
• From birth to 18-24 months old
• During the infancy stage there are four major adjustments
involved; adjustment to temperature changes, to breathing, to
taking nourishments and to elimination.
• “Age of Helplessness”
• A time of extreme dependence to adults.
• Infants are born with certain capabilities already.
• Many psychological activities are just beginning.
• Babies usually display motor movements that are reflexive in
nature.
EARLY CHILDHOOD
 EARLY CHILDHOOD
• End of infancy to 5-6 years old (Grade I).
• These are the preschool years or the years before the former
schooling begins.
• On this stage physical growth of children increases but in slow
pace.
• At this stage the brain development continued to make
progress as the brains started growing in size and volume
while changing its structure.
• “Age of Curiosity”
• This period is also characterized by aggression and negatism.
• Young children learn to become more self-sufficient and to
care for themselves, develop school readiness skills and spend
many hours in play with peers.
MIDDLE AND LATE CHILDHOOD
 MIDDLE AND LATE CHILDHOOD
• From 6 to 11 years of age or the elementary school years.
• “Smart Stage” or “Gang Stage”
• Physical growth during the primay school years is slow but
steady.
• The fundamental skills of reading, writing and arithmetic are
mastered.
• The child is formally exposed to the larger world and its culture.
• Achievement becomes a more central theme of the child’s world
and self-control increases.
• The period of late childhood is the period of calm before the
growth spurt of adolescence.
ADOLESCENCE
 ADOLESCENCE
• 10-12 years of age ending up to 18-22 years of age.
• “ The start of the Puberty Stage and the Period of
storm and stress”
• This stage involves not only biological changes,but
also, socio-emotional and cognitive changes.
• Begins with rapid physical changes.
• Pursuit of independence and identity are prominent.
• Thought is more logical , abstract and realistic.
• More time is spent outside of the family.
EARLY CHILDHOOD
 EARLY ADULTHOOD
• From late teens or early 20s lasting through the 30s.
• The stage where young adults enter a period of adjustments to
new patterns of life and to new social expectations.
• It is the time of establishing personal and economic
independence, selecting a mate, learning to live with someone
in an intimate way, starting a family and rearing children.
• Adults of this stage now establish a new lifestyle, living
independently from their parents and pursuing immediate
goals of their own choice.
• They also started to develop new attitudes, interests, and
values in keeping with their new roles.
• They are also expected to make deeper commitments and
adjustments specifically to their work, spouse and children.
• Prime childbearing time; produces the healthiest babies.
MIDDLE ADULTHOOD
 MIDDLE ADULTHOOD
• Extends from 40 to 60 years of age.
• The stage when people begin to realize that the first part of adult
life is over.
• Usually the fullest and the most creative season in the life span.
• It is a time of expanding personal and social involvement and
responsibility.
• Also the time of assisting the next generation in becoming
competent and mature individuals.
• Time of reaching and maintaining satisfaction in a career.
• However, it is also during this time when menopause occurs
among women and climacteric occurs among men.
LATE ADULTHOOD
 LATE ADULTHOOD
• 60s and above (Old age)
• “Stage of senescence and age of senility”
• Changes on biological processes happens as these changes are
the natural result and accompaniment of the process of aging.
• Health problems are most prevalent during this stage.
• Response speeds (neural and motor) was starting to decline.
• It is a time for adjustment to decreasing strength and health,
life review, retirement, and adjustment to new social roles.
• Erik Erikson suggests that at this time it is more important to
find meaning and satisfaction in life rather than to become
bitter and disillusioned.
REFERENCES:
BOOKS:
• Corpuz et al. 2015. Child and Adolescent Development: Looking at
Learners at Different Life Stages.
• Aguirre et al. 2008. Introduction to Psychology.
WEBSITES:
• https://www.verywellmind.com/stages-of-prenatal-development-
2795073
• https://www.menneskeverd.no/tema/embryo/human-embryo-at-around-
7-weeks/
• https://www.ck12.org/book/CK-12-Biology-Advanced-
Concepts/section/17.88/
• https://www.healthbodha.com/family/dictionary-of-my-child/growth-
hormone.html
• https://www.early-childhood-education-degrees.com/what-is-early-
childhood-education/
• http://www.angelfire.com/hi5/1alaman/page6.html
• https://paradigmsanfrancisco.com/knowing-three-stages-
adolescence-might-help-understand-teen/amp/
• https://triggerdirect.com/life-stage-marketing/
• https://www.theactivetimes.com/healthy-living/lifestyle-
wellness/30-habits-positive-people
• https://www.timetoast.com/timelines/stages-of-the-human-life
• https://www.cliffsnotes.com/study-
guides/psychology/psychology/developmental-psychology-
age-13-to-56/development-in-late-adulthood
 MODULE 3

ISSUES ON HUMAN DEVELOPMENT

-Brenda B. Corpuz, Ph.D.
NATURE VS. NURTURE
-Nature refers to an individual’s biological inheritance while
Nurture refers to environmental experiences.
CONTINUITY VS. DISCONTINUITY
-Continuity refers to the gradual and cumulative change while
discontinuity refers to the distinct changes.
STABILITY VS. CHANGE
-Are we what our first experiences have made of us or do we
develop into someone different from who we were at an earlier
point in development?

Development is not all nature or all nurture, not all continuity or

discontinuity and not all stability or all change (Learner, 1998 as
quoted by Santrock, 2002) but both nature and nurture, continuity
and discontinuity, stability and change characterized our life span
development.
NATURE AND NURTURE
• There are extreme views that we are either the product of our nature or
our nurture.
• Heredity or the nature is a process whereby traits of parents are handed
down to their offspring via the genes.
• Environment refers to all the forces that affect man, like physical
forces, natural forces, and social forces.
• Genes produce proteins throughout the life-span, in many different
environments or they don’t produce these proteins, depending on how
harsh or nourishing those environments are (Santrock, 2002).
• The key to development is the interaction of nature and nurture rather
that either factor alone.
• Both genes and environment are necessary for a person even to exist.
• Generally, heredity provides all the raw materials and hidden potentials
of an individual, setting a limit at the same time for some behaviors
while the environment determines the manner by which the raw
materials are are to be shaped.
 HOW WAS THE FIRST
NINE MONTHS SHAPE THE
REST OF YOUR LIFE?
REFERENCES:
BOOKS:
• Corpuz et al. 2015. Child and Adolescent Development:
Looking at Learners at Different Life Stages.
• Aguirre et al. 2008. Introduction to Psychology.
 MODULE 4
RESEARCH IN CHILD AND
ADOLESCENT DEVELOPMENT
-Maria Rita D. Lucas, Ph.D.
-Brenda B. Corpuz, Ph.D.
Teachers as Consumers/End Users of Research
• Research gives teachers and also policy-makers important knowledge to
use in decision-making for the benefit of learners and their families.
• Well-informed teachers are able to use and integrate the most
authoritative research findings.
• Research enables teachers to come up with informed decision on what
to teach and how to teach.
• This involves decisions related to educational policies, curriculum,
effective teaching-learning processes, and even those involving
research,too.
• It can help us, teachers, to be more knowledgeable about how to fit our
teaching with the developmental levels of our learners.
Teachers as Researchers
• The conduct of research does not only belong to thesis and dissertation
writers, it is for students and teachers too.
• Teachers also conduct research by finding out the different research
principles and the research methods and designs with focus on child
and adolescent development.
THE SCIENTIFIC METHOD
• One important principle in research is adherence to the
scientific method, since research is a systematic and a logical
process.
• As such, researchers basically follow the scientific method,
particularly the 5 steps of the scientific method presented by
Dewey. They are as follows:
1. Identify and define the problem
2. Determine the hypothesis
3. Collect and analyze data
4. Formulate conclusions
5. Apply conclusions to the original hypothesis
DATA-GATHERING TECHNIQUES
Data-Gathering Definition/Description
Technique

1. Observation Observations can be made in either laboratories teriallistic

settings.

2. Physiological Certain indicators of children’s development.

Measures

3. Standardized These are prepared tests that assess individuals’performance in

Tests different domains.

4. Interviews and Involves asking the participants to provide information about

Questionnaires the opinions of themselves.

5. Life-History These are records of information about a lifetime chronology of

Records events and activities.
ETHICAL PRINCIPLES
• To serve the genuine purposes of research, teacher researchers are
subject to ethical principles.
• Followed principles are as follows; from Code of Ethics that
governs the behavior of teachers and the Ethical Standards which
composes the guides when conducting a research.
• The National Association for the Education of the Young Children
(NAEYC) also enumerated some of the common ethical standards
that were being cited by different publishers into different sites.
Some key points are:
1. Research procedures must never harm children, physically
or psychologically.
2. Children and their families have the right to full information
about the research in which they may participate, including
possible risks and benefits.
3. Researchers must be honest and clear in their
communication.
4. There should be respect for privacy.
IMPACT OF TEACHERS’ RESEARCH INVOLVEMENT ON TEACHERS
• Research itself has proven that teachers have everything to gain and nothing to lose
when they get involved in the research process, evidence suggests that:
1. Teachers who have been involved in research may become more reflective, more
critical and analytical in their teaching, and more open and committed to
professional development (Oja & Pine 1989; Henson 1996; Keyes 2000; Rust
2007).
2. Participating in teacher research also helps teachers become more deliberate in
their decision-making and actions in the classroom.
3. Teacher research develops the professional dispositions of lifelong learning,
reflective and mindful teaching, and self-transformation (Mills 2000; Stringer
2007).
4. Engaging in teacher research at any level may lead to rethinking and
reconstructing what it means to be a teacher or teacher educator and, consequently,
the way teachers relate to children and students.
5. Teacher research has the potential to demonstrate to teachers and prospective
teachers that learning to teach is inherently connected to learning to inquire
(Borko, Liston, & Whitcomb 2007).
• Teacher involvement in the conduct of teacher research shows a shift from thinking
about teacher research as something done to teachers to something done by teachers
(Zeichner 1999; Lampert 2000).
REFERENCES:
BOOKS:
• Corpuz et al. 2015. Child and Adolescent Development:
Looking at Learners at Different Life Stages.
 MODULE 13
COGNITIVE DEVELOPMENT OF
INFANTS AND TODDLERS
Brenda B. Corpuz, Ph.D.
 COGNITIVE DEVELOPMENT
• Piaget’s cognitive development shows that development
begins from reflexive behaviors to more refined and more
coordinated activities.
• Cognitive development in infancy refers to development in the
way a baby thinks.
• Examples of cognitive activities are as follows:
 Paying attention
 Remembering learning to talk
 Interacting with toys
 Identifying faces
 FOUR STAGES OF COGNITIVE DEVELOPMENNT
ACCORDING TO PIAGET
• Sensorimotor, in this stage, infants construct an understanding
of the world by coordinating sensory experiences.
 Infants gain knowledge of the world from the physical
actions they on it.
• Preoperational, The child is not yet able to conceptualize
abstractly and needs concrete physical situations.
• Concrete operational, The child begins to think abstractly and
conceptualize,
• Formal Operational stage, Cognition reaches its final form.

 The sensorimotor stage or Piaget’s stage mostly covers the

infant and toddler’s cognitive development.
 SIX SUB-STAGES OF THE SENSORIMOTOR

DEVELOPMENTAL STAGE:
1. SIMPLE REFLEXES
• Birth-6 weeks
• Coordination of sensation and action through reflexive behavior.
• Over the first six weeks oflife, these reflexes begin to become
voluntary actions.
2. FIRST HABITS AND PRIMARY CIRCULAR REACTIONS
PHASE
• 6 weeks- 4 months
• Coordination of sensation and two types of schemes: habits
(reflex) and primary circular reactions.
• Primary reaction because the action is focused on the infant’s
body.
• Circular reaction because it is a repetition of an action that
initially occurred by chance.
3. SECONDARY CIRCULAR REACTIONS PHASE
• 4-8 months
• Development of habits.
• Infants become more object-oriented, moving beyond self
preoccupation repeat actions that bring interesting or
pleasurable results.
• This stage is associated primarily with the development of
coordination between vision and prehension
• Three new abilities occur at this stage: intentional grasping
for a desired object, secondary circular reactions and the
differentiations between ends and means.
4. COORDINATION OF REACTIONS STAGE SECONDARY
CIRCULAR
• 8-12 months
• Coordination of vision and touch-hand-eye coordination; of
schemes and intentionality.
 • Associated primarily with the development of logic and the
coordination between means and ends.
• This stage also marks the beginning of goal orientation.
5. TERTIARY CIRCULAR REACTIONS, NOVELTY, AND
CURIOSITY
• This stage is associated primarily with the discovery of new
means to meet goals
• Piaget describes the child at this juncture as the “young
scientist”, conducting pseudo-experiments to discover new
methods of meeting challenges.
6. INTERNALIZATON OF SCHEMES
• 18-24 months
• Infants develop the ability to use primitive symbols and form
enduring mental representations.
• Associated primarily with the beginnings of insight, or true
creativity.
LEARNING AND REMEMBERING
• INFATILE AMNESIA, the inability to recall events that
happened when we were very young (Spear, 1979).
• Usually remember little or nothing that has happened to us
before the age of 5.
• Reports of childhood memories usually involve memories of
significant events.
LANGUAGE DEVELOPMENT
• Infants appear to be programmed to tune in to their linguistic
environment with the specific goal of acquiring language.
• We humans seem to progress thrrough the following stages in
producing language Sternberg, 2003)
 Cooing
 Babbling
 One-word utterances
  Two-word utterances and telegraphic speech
 Basic adult sentence structure

LANGUAGE ACQUISITION DEVICE (LAD)

• Noam Chomsky (1965, 1972), noted linguist, claims that
human have an innate language acquisition device (LAD).
• According to the research conducted by Prof. Laura-Ann
Petito of Dartmouth College, “5 months of age babies are
already specializing by using the left side of their brains for
language sounds and the right side to express their emotion.
• The right side of the body is controlled by the left side of the
brain.
• The left side of the body is controlled b the right side of the
brain.
REFERENCES:
BOOKS:
• Corpuz et al. 2015. Child and Adolescent Development:
Looking at Learners at Different Life Stages.
THANK YOU FOR LISTENING!