Character Formation

Nationalism & Patriotism

with Environmental Laws
Human Development
• This introduces the concepts of development and developmental psychology.
• It will help to know and understand the factors and rate of development and
its implications on how far you have developed as a human being.
• Factors influencing attitudes toward developmental change will further give
you flashes of insights why and how other people think, feel, and behave the
way they do.
• You will also be made aware of the different patterns or characteristics of
development as revealed in significant facts experienced by people regardless
of their race, culture, and religion.
• Finally, developmental tasks serve three useful purposes:
a)they are guidelines that enable individuals to know what society expects of
them;
b) they show individuals what lies ahead and
c) what will be expected of them later.
 Why Study Development?
• It can give you realistic expectations for children and
adolescents.
• Knowledge of development can help you respond
appropriately to children’s actual behavior.
• Knowledge of development can help you recognize
when departures from normal are truly significant.
• Studying development can help you understand yourself.
• Studying development can make you better advocate for
the need rights of children.
THE CONCEPT OF DEVELPMENTAL PSYCHOLOGY
• Developmental psychology is one area of psychology that explains the course of
physical, social, emotional, moral, and intellectual development over a person’s life
span.
• Development refers to the progressive series of changes of an orderly and coherent
type toward the goal of maturity.
• Progressive means the changes are directional, leading toward something positive.
• Orderly and coherent suggest that development is not of a haphazard, usual type but
rather that there is a definite relationship among the stages in the developmental
sequence.
• Developmental psychology is a chronology of different aspects of human development
or a lifelong process from conception to death.
• The goal of developmental changes is to enable people to adapt to the environment in
which they live. To achieve this goal, sometimes called, Self-actualization, is essential.
 Types of Changes in Development
• Change in size. -there is a change in physical and mental growth.
• Change in proportion - physical development is not only limited to size. It is
also apparent in mental development. At first, a child is interested in himself
alone, and later in others and in toys. Finally, his interests are directed
toward members of the opposite sex.
• Disappearance of old features - some features that disappear are the
thymus glands, baby hair, and baby forms of locomotion such as creeping
and crawling.
• Acquisition of new features - new features are acquired such as the primary
and secondary sex characteristics as well as new mental traits like curiosity,
sex urge, knowledge, morals and standards, religious beliefs, forms of
language, and types of neurotic tendencies.
There are two factors considered important in
the development of an individual:

•Maturation and
•Learning.
 Maturation
• Maturation is the development or unfolding of
traits potentially present in the individual
considering his hereditary endowment.
• Maturation does not only refer to changes in
physical characteristics but also in function, in the
capacity to perform or to behave, which are
possible through changes in any part of the
organism.
 Learning

• Learning, on the other hand, is the result of

activities or day-to-day experiences on the
child himself.
• Maturation and Learning complement one
another in the development of the individual.
 Rate of Development
• The rate of development of any human being may either be
rapid or slow.
• A rapid development is observed during the prenatal period
and continues throughout babyhood (except for the first
two weeks which is known as the “plateau” stage when no
physical development takes place) up to the first six years.
• Slow development starts from six years to adolescence. In
adolescence, the rate of development is once more
accelerated.
 Implications of the Rate of Development
• There are several implications of rate of development.
• Since development is dependent on maturation and learning, it therefore makes
variation possible.
• Maturation, which depends upon the hereditary endowment of an individual, sets a
limit beyond which development cannot go on even learning is encourage.
• Developmental readiness is the individual’s rate of preparedness with respect to
one or more areas of his functioning.
• The effectiveness of learning depends upon maturation.
• A child cannot learn until he is ready.
• The necessary physical and mental development must be present before new skills
or abilities can be built upon the foundations.
• Premature forcing of the child results in a negativistic, resistant behavior which
militates against successful learning and which often retards learning.
Factors Influencing Attitudes toward Developmental Changes
• 1. Appearance – Changes that improve one’s appearance are
welcome and lead to favorable attitudes while those that detract
from one’s appearance are resisted and every possible attempt is
made to camouflage them.
• 2. Changes of behavior – Those that are disconcerting, especially
during puberty and senescence, affect attitudes toward the changes
unfavorably. The reverse is true when changes are favorable, as when
the helplessness of babyhood gradually gives way to the
independence of childhood.
• 3. Cultural stereotypes – People learn cultural stereotypes
associated with different ages from mass media and they use them to
judge people of these ages.
Factors Influencing Attitudes toward Developmental Changes
• 4. Cultural values – Every culture has certain values associated with different
ages. Maximum productivity is associated with young adulthood through early
middle adulthood in the Filipino culture of today, thus attitudes toward this age
group are more favorable than attitudes toward any other.
• 5. Role changes – Attitudes toward people of different ages are greatly influenced
by the roles they play. When people change their roles to less favorable ones, as in
the case of retirement or widowhood, social attitudes toward them become less
sympathetic.
• 6. Personal experiences – These have a profound effect on an individual’s attitude
toward developmental changes. Since the authority and prestige of middle-aged
executives decrease as they approach retirement, their attitudes toward aging are,
likewise, unfavorably affected. These attitudes are intensified by unfavorable social
attitudes.
 Significant Facts about Development
• [Link] foundations are critical.
• Attitudes, habits, and patterns of behavior established during the early
years determine to a large extent how successfully individuals will adjust to
life as they grow older.
• The foundations laid during the first two years of life are the most critical.
The origins of human competence are to be found in a critical period of time
between eight and eighteen change is likely to occur:
a. Change may come about when the individual receives help and guidance
in making the change.
b. Change in likely to occur when significant people treat the individual in
new and different ways.
c. Change exists where is a strong motivation on the part of the individual
himself to make the change.
 Intrinsic motivation

• Intrinsic motivation -when your motivation

comes from within yourself. Motivation involves
participating in behavior because the individual
finds it personally rewarding as opposed to
acquiring an external reward. They are
performing the task because it is enjoyable to
them.
Examples of Intrinsic motivation include:
 Extrinsic motivation

• Extrinsic motivation - external factors drive this form of

motivation. Being paid to do a job is an example of
extrinsic motivation. You may enjoy spending your day
doing something other than work, but you're motivated
to go to work because you need a paycheck to pay your
bills.
Examples of extrinsic motivation include:
 cons in using extrinsic motivation

• A major drawback to using extrinsic motivation is knowing what to do when

the reward is gone or its value is exhausted. There’s also the possibility of
dependency on the reward.
• The usefulness of extrinsic motivators should be evaluated on a case-by-
case and person-by-person basis.
 Is One Kind of Motivation Better Than the Other?
• The main difference between extrinsic and intrinsic motivation is that extrinsic
motivation occurs when influenced by an outside force while intrinsic
motivation comes from within an individual.
• Researchers have studied whether one type of motivation is better than
another.
• Results have determined that one type could be more effective than the other
when influencing actions, depending on the situation.
• External rewards can create interest and involvement in an activity that the
individual had no initial interest in, or they can be used to motivate people to
acquire new skills or knowledge.
• Once these initial skills are attained and interest is peaked, the individual may
become more intrinsically motivated to engage in the activity further.
 Significant Facts about Development

• 2. The role of maturation and learning in development. Maturation and

learning play important roles in development.
• 3. Development follows a definite and predictable pattern. There are
orderly patterns of physical, motor, speech, and intellectual development.
For example, the pattern of physical and motor development. Illustrates the
laws of developmental direction – the cephalocaudal law, which maintains
that development spreads over the body from head to foot, and the
proximodistal law, which maintains the development spreads outward from
the central axis of the body to the extremities.
 Significant Facts about Development

4. All individuals are different.

 All people are biologically and genetically different from one another, even
identical twins.
 Since all individuals are different, no two people can be expected to react in
the same manner to the same environmental stimuli.
 Because no two individuals can have identical hereditary endowments or
the same environmental experiences, one can never predict with accuracy
how people will react to a situation, even when there is ample information
about their inherited abilities and even when it is known how the average
person behaves in similar situations.
 Significant Facts about Development

5. Each phase of development has a characteristic

‘pattern of behavior.”
• The patterns are marked by periods of equilibrium, when
individuals adapt easily to environmental demands and
as a result make good personal and social adjustments,
and by periods of disequilibrium, when they experience
difficulties in adaptation and as a result, make poor
personal and social adjustments.
 Significant Facts about Development

• 6. Each phase of development has hazards.

• Evidences show that each period in a life span has
associated with it certain developmental hazards,
whether physical, psychological, or environmental
in origin and these inevitably involve adjustment
problems.
 Significant Facts about Development
• 7. Development is aided by stimulation.
• While most development will occur as a result of
maturation and environmental will occur as a
result of maturation and environmental
experiences, much can be done to aid
development so that it will reach its full potential.
• Thiscan be done by stimulating development
through directly encouraging the individual to use
an ability which is in the process of developing.
 Significant Facts about Development

8. Development is affected by cultural changes.

• Development is molded to confirm to cultural standards
and ideals, thus changes in these standards affect the
developmental pattern.
• Forexample, in the past, standards for patterns of
behavior for boys were distinctly different in most
respects, from those considered appropriate for girls.
Take specifically, the occupational sex roles of male and
female workers.
 Significant Facts about Development
• 9. There is social expectation for every stage of
development.
• Every cultural group expects its members to master certain
essential skills and acquire approved patterns of behavior at
various ages during the life span.
• Defining developmental tasks as “tasks which arise at or
about a certain period in the life of the individual, the
successful achievement of which leads to happiness and to
success with later tasks, while failure leads to unhappiness
and difficulty with later tasks”.
 Significant Facts about Development
• 10. There are traditional beliefs about people of all ages.
• These beliefs about physical and psychosocial characteristics affect the
judgments of others as well us their self-evaluation.
• In the western culture, stereotyping and practices relating to old age can lead
to unfavorable treatment of people in the later years of their lives.
• In the Philippines, however, because of our “closely knit culture,” old people
are still being taken care of by their children no matter how busy the latter are.
• They are still respected and cared for.
• Acceptance of these stereotypes by these who are growing old is responsible
for unhappiness/ happiness during old age and is an important factor in
physical and mental decline.
 THE MEANING OF LIFE SPAN

• What do you mean by life span psychology (often

referred to as developmental psychology)?
• Perhaps the best way to capture its meaning is to
state that development, as a lifelong process
beginning at conception and ending in death, is in
itself a discipline worthy of study.
 Stages in the Life Span
• 1. Prenatal Period – from conception to birth
• 2. Infancy – from birth to the end of the second week
• 3. Babyhood – from end of the second week to end of the second year
• 4. Early Childhood – from two to six years
• 5. Late Childhood – from six to ten or twelve years
• 6. Preadolescence or Puberty – from ten or twelve or thirteen or fourteen
years.
• 7. Adolescence – from thirteen or fourteen to eighteen years
• 8. Early Adulthood – from eighteen to thirty-five years
• 9. Middle Adulthood – from thirty-five to sixty-five years
• 10. Late Adulthood or Senescence (Old Age) – from sixty-five years to
death
 Developmental Tasks during the life Span
1. Babyhood and Early Childhood
• Learning to take food
• Learning to walk
• Learning to talk
• Learning to control the elimination of body wastes
• Learning sex differences and sexual modesty
• Getting ready to read
• Learning to distinguish right and wrong and learning to develop a
conscience
 Late Childhood
• Learning physical skills necessary for ordinary games
• Building a wholesome attitude toward oneself as a growing organism
• Learning to get along with age-mates
• Beginning to develop appropriate masculine or feminine social roles
• Developing fundamental skills in reading, writing, and calculating
• Developing concepts necessary for everyday living
• Developing a conscience, a sense of morality, and scale of values
• Developing attitudes toward social groups and institutions
• Achieving personal independence
 Adolescence
• Achieving new and more mature relations with age-mates or both sexes
• Achieving a masculine of feminine social role
• Accepting one’s physique and using one’s body effectively
• Desiring, accepting, and achieving socially responsible behavior
• Achieving, emotional independence from parents and other adults
• Preparing for an economic career
• Preparing for marriage and family life
• Acquiring a set of values and ethical system as a guide to behavior – developing
an ideology
 Early Adulthood

• Getting started in an occupation

• Selecting a mate
• Learning to live with a marriage partner
• Starting a family
• Rearing children
• Managing a home
• Taking on civic responsibility
• Finding a congenial social group
 Middle Age

• Achieving adult, civic, and social responsibility

• Assisting teenage children to become responsible and happy adults
• Developing adult leisure time activities
• Relating oneself to one’s spouse as a person
• Accepting and adjusting to the physiological changes of middle age
• Reaching and maintaining satisfactory performance in one’s occupational
career
• Adjusting to aging parents
 Old Age
• Adjusting to decreasing physical strength and health
• Adjusting to retirement and reduced income
• Adjusting to death of spouse
• Establishing an explicit affiliation with members of
one’s age group
• Establishing satisfactory physical living arrangements
• Adopting to social roles in a flexible way