How much do you

understand your thoughts,

feelings, and behaviors?
Developing the
Whole Person
LESSON 2: PERSONAL DEVELOPMENT
MAP IT OUT!
What comprises a
holistic person?
 Physical

Spiritual Social

Emotional Mental
In this Lesson, YOU can:
• Discuss the relationship of the physiological, cognitive,
psychological, spiritual, and social development in
developing the whole person
• Understand and evaluate one’s thoughts, feelings, and
behaviors given in different real life situation
• Formulate a strategy showing people’s connection of
thoughts, feelings, and behaviors through an Infographic
Poster
HOLISTIC DEVELOPMENT

This refers to the “process of self-

actualization and learning that combines
an individual’s mental, physical, social,
emotional, and spiritual growth.
PHYSIOLOGICAL DEVELOPMENT

the physical attributes including the

five senses. This pertains to the
maturing of the body and its systems
along with its functions.
Physical changes during adolescence
GIRLS
Breast Development
Changes in body shape and height
Growth of pubic and body hair
The start of periods
BOYS
Growth of the penis and testes
(testicles)
Changes in body shape and height
Erections with ejaculation
Growth of body and facial hair
Changes to voice

Girls might start to see early physical changes from about 10 or 11 years, but they might
start as young as 8 years or as old as 13 years old. On the other hand, boys’ physical
changes start around 11 or 12 years but might start as young as 9 years or as old as 14
years.
Bones, organs, and body systems

Your organs change in size and capacity as

well.
The chest and shoulders get broader in boys
while the hips and pelvis get wider in girls.
Physical strength and sport skills

Muscle strength and size increase

during this period
COGNITIVE DEVELOPMENT

the emergence of the ability to think and

understand. Changes in one’s mental
abilities, learning capacity, memory,
reasoning, thinking process and language
are evident.
 The brain plays a vital role.
Jean Piaget’s Cognitive
Development Theory
Sensorimotor Stage
 Ages: Birth to 2 Years
 Major Characteristics and Developmental Changes:
 The infant knows the world through their movements and
sensations
 Children learn about the world through basic actions such as
sucking, grasping, looking, and listening
 Infantslearn that things continue to exist even though they
cannot be seen (object permanence)
Preoperational Stage

Between the ages of 2 and 7

Mental representations for objects are
essential
Stages: symbolic functions and intuitive
thought
Stage 1: Symbolic Function

Refers to the use of mental

representations for imagination which
takes place between ages 2 and 4.
“make believe” game
Stage 1: Symbolic Function

Egocentrism
-explains that children tend to
focus on themselves and think
only from their point of view
Stage 2: Intuitive though
Intuitive thought
- refers to a growth in curiosity and basic reasoning
which takes place between the ages of four and seven

*Children are acquiring a great amount of knowledge but

have no idea yet about how to use it.
While they are getting better with language and thinking, they
still tend to think about things in very concrete terms
Concrete Operational Stage
Takes place between the ages of seven and 11
 Their thinking becomes more logical and organized

*conservation is an understanding that quantities do not

change when the appearance is altered
Formal Operational Stage
 Ages: 12 and Up
 Major Characteristics and Developmental Changes:
 At this stage, the adolescent or young adult begins to think
abstractly and reason about hypothetical problems
 Abstract thought emerges
 Teens begin to think more about moral, philosophical, ethical,
social, and political issues that require theoretical and abstract
reasoning
Formal Operational Stage
This is the stage when walking round the school
feels as if everyone is looking at you even if they
really not.
This is the stage when you do not believe that your
parents really do understand you. Instead, you feel
that your situation is the only one that exists and
not understood.
Go back to being a child. How did you
decide if something was right or
wrong? How did you know if
something was good or bad?
Moral Development

Refers to ‘the ways we

distinguish right from wrong as
we grow and mature.’
Lawrence Kohlberg’s Theory on Moral
Development
Lawrence Kohlberg (1927-1987)
Developed three levels with six stages to
reflect our progression through moral
development
The six stages describe how our ideas of right
and wrong change as we grow
Scenario 1
 Your daughter is very sick and you do not have the money
to get her to the hospital for medical treatment. You went
to everyone you knew to borrow money and tries every
legal means, but you could only get as little as P10,000.
You tried asking the people in the hospital if they could
help you get a discount or maybe allow you to pay later on
but the hospital refused.

 Should you rob a jewelry store to save your daughter?

Scenario 2
 You broke into a jewelry store and stole all the diamonds
and expensive accessories that you can get. The next day,
the news headline everywhere was about the robbery. Your
friend, who is also a police officer remembered seeing you
last night around the jewelry store, behaving suspiciously.
Later that night, he saw you running away from the
jewelry store.

 Should your friend report what he saw?

Scenario 3
 Your friend, the police, reported what he saw. You
got arrested and brought to court. If you get
convicted, you will face up to five years jail time.
Unfortunately, you were found guilty.

 Should the judge sentence you to prison?

STAGES OF MORAL DEVELOPMENT
LEVEL 1: Pre-Conventional Morality
 Peopleat this stage do not really understand the
conventions/rules of a society.

 Stages: 1. Obedience and Punishment Orientation /

2. Instrumental Relativist Orientation
Stage 1: Punishment and Obedience

At this stage, children see rules as fixed

and absolute.
“Will I get into trouble for doing (or not
doing) it?
Possible Stage 1 Responses to the robbery
situation:
 Youshould not steal from the jewelry store because you
might get caught and sent to jail.
 You should break-in and steal from the jewelry store
because if you don’t, then, you won’t have the means to
get the medical treatment that your daughter needs.
Stage 2: Instrumental Relativist
Orientation
At this stage, children account for individual points of
view and judge actions based on how they serve
individual need.
Reciprocity is possible at this point in moral
development
“What’s in it for me?”
Possible Stage 2 responses to the robbery
situation
 Itis right for you to steal from the jewelry store because you will
be able to get the money for your daughter’s medical treatment.
Your daughter will no longer suffer and will soon be cured.
 The owner of the jewelry store spent all his life to build his
business so it’s not fair to him if you break-in to his store and
steal everything that you can get.
Level 2: Conventional Morality

People at this stage conform to the

conventions/rules of a society
Stage 3: Good Boy-Nice Girl Orientation

Focused on living to social expectations and

roles
“What will people think of me?”
Possible Stage 3 responses to the robbery
situation
 Yes, you should steal from the jewelry store. You will probably go
to jail for a short time for stealing but your family members will
think that you are a good parent.
 Your friend, the police officer should report that he saw you
behaving suspiciously and running away from the jewelry store…
 The police officer should not report you…
 The judge should not sentence you…
Inadequacy of Stage 3 reasoning
Same person different roles or different group,
different expectations
Different people, different roles
People not living up to their duties or roles
Stage 4 Maintaining Social Order
People begin to consider society as a whole when
making judgments.
Focus is on maintaining law and order by following
the rules, one’s duty and respecting authority
Possible Stage 4 responses to the robbery
situation
 As the parent, you have a duty to save your
daughter’s life so you should steal from the jewelry
store. But it is wrong to steal, so you should be
prepared to accept the penalty for breaking the law.
 Thejudge should sentence you to jail. Stealing is
against the law.
Level 3: Postconventional Morality

moral principles that underline the

conventions of society are
understood
Stage 5: Social Contract and Individual
Right
 Atthis stage, people begin to account for the differing values,
opinions and beliefs of other people. Rules of law are important
for maintaining a society, but members of the society should
agree upon these standards.
 Theconcern is social utility or public interest. Rules should not
be blindly obeyed but should be set up (even changed) by social
contract for the greater good.
Possible Stage 5 responses to the robbery
situation
 You should steal from the jewelry store because everyone has the
right to regardless of the law against stealing. Should you be
caught and prosecuted for stealing then the law (against stealing)
needs to be reinterpreted because a person’s life is at stake.
 The decision of the people in the hospital to not extend help to you
is shameful but the hospital’s right to fair compensation (for
medical treatment) must be maintained. Therefore, you should not
steal from the jewelry store.
Stage 6: Universal Ethical Principle
Orientation
At this stage, people follow these
internalized principles of justice, even if
they conflict with laws and rules.
Possible Stage 6 responses to the robbery
situation
You should steal from jewelry store to save
your daughter because preserving human life
is a higher moral obligation than preserving
property.