Child & Adolescent Development

CHILD and ADOLESCENT
DEVELOPMENT
Maricris Tabañera-Manoos
TOP 1 - LET September 2011
Overview of the Topics Development
Language
& Brain Principles
Dev’t
CAD
Theories Issues
Stages
DEVELOPMENT
GROWTH MATURATION LEARNING
• physical • the physical, • changing
process of intellectual, or thoughts,
emotional process
development of development
behaviors, or
• is quantifiable • is often not
emotions based
• is mostly quantifiable on
influenced by • is mostly environmental
genetics influenced by stimuli
genetics
Development is the process of change that all humans

experience as they go through life.
LET’S ReView!!!
Child & growth
Adolescent DEVELOPMENT maturation
Development learning
Principles
of
Development
1. Development is relatively
orderly.
▪
▪
Physical milestones
Large-motor skills are usually the first to develop and include

sitting up, standing, crawling and walking.
Fine-motor skills involve precise movements such as grasping a
spoon, holding a crayon, drawing shapes and picking up small
objects.
2. While the pattern of development is likely
similar, the outcomes of developmental
processes and the rate of development are
likely to vary among individual.
▪
3. Development takes place gradually.
▪
▪
4. Development as a process is complex
because it is the product of biological,
cognitive and socioemotional processes.
▪
▪
Dimensions of Development
Biological
Processes
Socioemo
Cognitive
tional
Processes
Processes
LET’S ReView!!! devt follows a pattern Cephalocaudal & proximodistal
devt rates & outcomes vary
PRINCIPLES
of Human Development devt is gradual
devt is complex physical, cognitive, socio-emotional dimensions
Child & growth
Issues
on Human
Development
Nature Nurture
Continuous Discontinuous
PRINCIPLES
Child & growth
ISSUES
on Human Development
Continuous vs. Early Experience vs.

Nature vs. Nurture
Discontinuous Later Experiences
Stages of
Human Development
John W. Santrock’s Stages of Development
Robert Havighurst’s Developmental Tasks

John W. Santrock’s
Stages of
Development
1. PRENATAL PERIOD
• From conception to birth
• Shortest period in the life
span yet the most important
of all
• Begins from conception,
when the ovum is fertilized
by the spermatozoon
• producing a zygote
2. INFANCY/BABYHOOD
• (birth to 2 years)
• Is a time of extreme
dependence on adults
• Many psychological activities
are just beginning –
language, symbolic thought,
sensorimotor coordination,
and social learning
3. EARLY CHILDHOOD
• (2 to 6 years)
• Preschool years
• Young children learn to become more self-
sufficient and to care for themselves
• They develop school readiness skills like
following instruction and identifying letters
• They spend many hours in play and with peers
4. MIDDLE AND LATE CHILDHOOD
• 6 to 11 years
• Elementary school years
• Children master the fundamental
skills of reading, writing and
arithmetic
• They are formally exposed to the
larger world and its culture
• Achievement becomes a more central
theme of the child’s world
• Self-control increases
5. ADOLESCENCE
• Entered at approximately 10 to 12
years of age and ending at 18 to 22
years of age
• Rapid physical changes
• Pursuit of independence and identity
are prominent
• Thought is more logical, abstract, and
idealistic
• More and more time is spent outside
the family
6. EARLY ADULTHOOD
• 19 to 40 years
• The age of adjustment to new
patterns of life and new roles as
spouse, parent and breadwinner.
• The time when new attitudes,
interests, and values in keeping
with this new roles develop.
• The setting-down age, reproductive
age, and a time of commitments
7. MIDDLE AGE
•40 to retirement
•The transition age when
adjustment to initial
physical and mental decline
are experienced
8. OLD AGE
•Retirement to death
•Increasing rapid
physical and mental
decline
•Psychological as well
as physical illnesses
are experienced
Robert Havighurst’s
Developmental Tasks
1. INFANCY AND EARLY CHILDHOOD
(0 – 5 years of age)
• Learning to walk
• Learning to take solid foods
• Learning to talk
• Learning to control the elimination of body wastes
• Learning sex differences and sexual modesty
• Acquiring concepts and language to describe social
and physical reality
• Learning to distinguish right from wrong
2. MIDDLE CHILDHOOD
• Learning physical skills necessary for
ordinary games
• Building a wholesome attitude toward
oneself
• Learning to get along with age-mates
• Learning an appropriate sex role
• Developing fundamental skills in reading,
writing and calculating
2. MIDDLE CHILDHOOD
• Developing concepts necessary for
everyday living
• Developing conscience, morality, and a
scale of values
• Achieving personal independence
• Developing acceptable attitudes toward
society
3. ADOLESCENCE (13 – 18 years of age)
• Achieving mature relations with both sexes
• Achieving a masculine or feminine social role
• Accepting one’s physique
• Achieving emotional independence of adults
• Preparing for marriage and family life
• Preparing for an economic career
• Acquiring values and an ethical system to guide behavior
• Desiring and achieving socially responsible behavior
• Developing skills necessary for civic competence
• Civic competence is a tool for
empowering the individual and
giving them the motivation,
autonomy and responsibility to
control their own lives beyond the
social circumstances in which
they find themselves
4. EARLY ADULTHOOD
• Selecting a mate
• Learning to live with a partner
• Starting a family
• Rearing children
• Managing a home
• Starting an occupation
• Assuming civic responsibility
5. MIDDLE ADULTHOOD
• Achieving adult civic and social responsibility
• Establishing and maintaining an economic standard of living
• 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 physiologic changes
• Adjusting to aging parents
6. LATER MATURITY (61 and over)
• Adjusting to decreasing strength and health
• Adjusting to retirement and reduced income
• Adjusting to death of spouse
• Establishing relations with one’s own age
group
• Meeting social and civic obligations
• Establishing satisfactory living quarters
COMPARISON
John W. Santrock’s Stages of Robert Havighurst’s
Development Developmental Tasks
1.PRENATAL PERIOD 1.INFANCY AND EARLY CHILDHOOD
2.INFANCY/BABYHOOD (0 – 5 years of age)
3.EARLY CHILDHOOD 2.MIDDLE CHILDHOOD (6 – 12
years of age)
4.MIDDLE AND LATE
CHILDHOOD 3.ADOLESCENCE (13 – 18 years of
age)
5.ADOLESCENCE
4.EARLY ADULTHOOD
6.EARLY ADULTHOOD
5.MIDDLE ADULTHOOD
7.MIDDLE AGE
6.LATER MATURITY (61 and over)
8.OLD AGE
PRINCIPLES
STAGES Theories of
Child & growth of Human Development Development
Adolescent DEVELOPMENT maturation John W. Santrock Robert Havighurst

Prenatal Infancy & Early
childhood
Infancy
Middle childhood
Early Childhood
ISSUES Middle & Late childhood
Adolescence
on Human Development Early Adulthood
Adolescence
Middle Adulthood
Early Adulthood
Continuous vs. Early Experience vs. Later Maturity
Nature vs. Nurture
Discontinuous Later Experiences Middle Age
Old Age
THEORIES OF
Human
DEVELOPMENT
An Introduction
In Europe, there was no concept of “childhood”
until the 17th century. Instead, children were
simply thought of as miniature adults.
They were assumed to be subjects to the same needs and
desires as adults, to have the same vices and virtues as
adults, and to warrant no more privileges than adults.
They were dressed the same as adults, and their work
hours were the same as adults’.
Children also received the same punishments for
misdeeds. If they stole, they were hanged; if they did
well, they could achieve prosperity, at least so far as their
station in life or social class would allow.
WHAT IS A THEORY?
• a theory is a set of facts
that helps scientists to
explain, interpret, and
predict behavior
• a theory is an organized
set of proposals about how
things operate
PSYCHODYNAMIC PERSPECTIVE
When Marisol was 4 years old, she was involved in a
bloody automobile accident. She had forgotten the
incidence over the years.
Now, however, at age 24, she is having difficulty
maintaining relationships, and her therapist is seeking to
determine whether her current problems are a result of
earlier accident.
• Advocates of the psychodynamic
perspective believe that much of the
behavior is motivated by inner forces,
memories, and conflicts of which a person
has a little awareness or control.
• The inner forces, which may stem from
one’s childhood, continually influence
behavior throughout the life span.
COGNITIVE PERSPECTIVE
When 3-year-old Jake is asked why it sometimes
rains, he answers “so the flowers can grow.” When his 11-
year-old sister Lila is asked the same question, she
responds “because of evaporation from the surface of the
Earth.”
And when their cousin Ajima, who is studying
meteorology in graduate school, considers the same
question, her extended answer includes a discussion of
cumulo-nimbus clouds, the Coriolis effect, and synoptic
charts.
•To a developmental theorist using the
cognitive perspective, the difference
in the sophistication of the answers
is evidence of a different degree of
knowledge and understanding, or
cognition.
•The cognitive perspective
focuses on the processes
that allow people to know,
understand, and think about
the world.
CONTEXTUAL PERSPECTIVE
• Although developmentalists often consider
the course of development separately in
terms of physical, cognitive, personality,
and social factors, such categorization has
one serious drawback:
in the real world, none of these broad influence
occurs in isolation from any other.
instead, there is a constant, ongoing interaction between
the different types of influence
REMEMBER!
• Advocates of the psychodynamic
perspective believe that much of the
behavior is motivated by inner forces,
memories, and conflicts of which a person
has a little awareness or control.
• The inner forces, which may stem from
one’s childhood, continually influence
behavior throughout the life span.
Psychoanalytic Theory
Sigmund Freud
Sigmund Freud
• Describes
development as
primarily unconscious
(beyond awareness)
and heavily colored
emotion.
Behavior is merely a
SURFACE CHARACTERISTICS
DEVELOPMENT must be understood
through:
analyzing the Analyzing the deep
symbolic meaning inner working of
of behavior the mind
(UNCONSCIOUS MIND)
The Conscious and
Unconscious Mind
• The conscious
mind includes
everything that
we are
AWARE of
• The aspect of our
mental processing
that we can think and
talk about rationally.
The Conscious and
Unconscious Mind
• Preconscious mind
includes:
MEMORY
• not always part of
consciousness but can
be retrieved easily at any
time and brought into our
awareness
The Conscious and
Unconscious Mind
• The unconscious mind is

a
RESERVOIR
• of feelings, thoughts,
urges, and memories that
outside of our conscious
awareness.
The Conscious and
Unconscious Mind
• Most of the contents
of the unconscious are
UNACCEPTABLE or
UNPLEASANT
• such as feelings of
Influences our pain, anxiety, or
behavior conflict.
Freud believed that
Personality has
three structures:
ID
EGO
SUPEREGO
3 Components of Personality
ID EGO SUPEREGO
ID
biological component of our
personality
present at birth and is based
on instinct
exists in your unconscious
driven by what is called the
pleasure principle
the idea that your needs
should be met immediately
ID EGO SUPEREGO
EGO
psychological component of
the personality
represented by our conscious
decision-making process
controlled by what is called the
reality principle
the idea that the desires of the id must be
satisfied in a method that is both socially
appropriate and realistic
ID EGO SUPEREGO
SUPEREGO
social component of our
personality
represented by our conscience and
is based on our ideal of perfection
two parts:
ego ideal ( idealistic view of what is right)
Conscience (sense of guilt, or the view of
what is considered wrong)
Psychosexual Stages
of Development
Oral Anal Phallic Latency Genital

Stage Stage Stage Stage Stage
Psychosexual Stages of Development





LET’S ReView!!!
LET’S ReView!!! Unconscious mind, ID, EGO, SUPEREGO
5 psychosexual stages
Psychosocial Theory
Erick Erikson
Erik Erikson
We develop in pschosocial
stages
The primary motivation for

human behavior was
social in nature and
reflected a desire to
affiliate with other people.
Psychosocial Theory
Ego Identity
vs. Despair
Generativity
vs.
Intimacy vs. Stagnation
Isolation
Identity vs.
Role
Industry vs. Confusion
Inferiority
Initiative vs.
Guilt
Autonomy
vs. Shame &
Trust vs. Doubt
Mistrust In Erikson’s
Each theory, of
stage consists eight stages
a unique of
developmental
development
tasks unfoldindividuals
that confronts through thewith
life span.
crisis that must be resolved.
Psychosocial Theory
Ego Identity
vs. Despair
Generativity
vs.
Isolation
Identity vs.
Role
Inferiority
Initiative vs.
Guilt
Autonomy
vs. Shame &
On the other hand, if we don’t do so

Trust vs. Doubt
Mistrust
well, we may develop maladaptations

and malignancies, as well as
endanger all our future development.
Psychosocial Theory WISDOM
CARE
LOVE
FIDELITY
COMPETENCE
Ego Identity
COURAGE vs. Despair
Generativity
DETERMINATION vs.
HOPE Identity vs.
Isolation
Role
Inferiority
Initiative vs.
Guilt
Autonomy
vs. Shame & If a stage is managed well, we carry away a certain virtue
Trust vs. Doubt
Mistrust or psychosocial strength which will help us through the
rest of the stages of our lives.
Successfully passing through each crisis involves
‘achieving’ a healthy ratio or balance between the
two opposing dispositions that represent each
crisis.
Contributions of Psychodynamic
Theories
• Early experiences play an important part in
development.
• Family relationships are central aspect of
development.
• Personality can be better understood if it is examined
developmentally.
• The mind is not all conscious; unconscious aspects of
the mind need to be considered.
• Changes takes place in adulthood as well as in
childhood.
8 psychosocial stages
REMEMBER!
•The cognitive perspective
focuses on the processes
that allow people to know,
understand, and think about
the world.
Cognitive
Development Theory
Jean Piaget
Jean Piaget
Children actively construct
their knowledge and
understanding through their
experiences with their
environment.
Children learn through
assimilation and
accommodation
development occurs in stages

The knowledge children acquire is
organized into a scheme (or groupings of
similar actions or thoughts)
Assimilation occurs when you add new

and information to an existing
schema to better understand
Accommodation your world
is the process of dealing with new information or

events by modifying an existing scheme
Concept of a BIRD
has wings has

feathers
can fly
sings/
has 2 hums
feet
lays egg
has a beak lives in trees
Stages of Cognitive Development
SENSORIMOTOR STAGE
* 0 to 2 years old
* Develops schemes primarily though sense and motor
activities
* Object permanence
•Object permanence – ability
of an infant to know that an
object still exist even when
out of sight.
PREOPERATIONAL STAGE
* 2 to 7 years old
* Characterized by the ff:
- lack of conservation - irreversibility
- centration - egocentrism
Conservation - is the idea that certain properties of an object or
substance stay the same despite change in appearance or position
(ex. Matter is neither created nor destroyed but simply changes
shape or form or position)
Centration – the tendency to focus attention on only one

characteristic of an object or aspect of a problem or event or time.
Irreversibility – inability to reverse thinking. For instance, they can

understand 4+5 = 9, but not 9-5=4.
Egocentrism – difficulty of a child to take another person’s point of

view.
FORMAL OPERATIONAL STAGE

* 7-8 to 12-14 years old
* Characterized by the attainment of the concepts of
- conservation - reversibility - decentration
FORMAL OPERATIONAL STAGE

* 12-14 years old and older
* Able to deal with abstractions, form hypothesis, &
solve problems systematically
• Hypothetical reasoning – ability to come up with different
hypothesis about a problem and to gather and weigh data in
order to make a final decision or judgement.
• Analogical reasoning – the ability to perceive the relationship
in one instance and then use that relationship to narrow down
possible answers in another similar situation or problem. (e.g.,
If United Kingdom is to Europe, then Philippines is to _______)
• Deductive reasoning – ability to think logically by applying a
general rule to a particular instance or situation (e.g., All
countries near the North Pole have cold temperatures.
Greenland is near the North Pole. Therefore, Greenland has
cold temperature.)
Assimilation and Accommodation

Sensorimotor, Preoperational, Concrete
operational, formal operational stages
Sociocultural Theory
Lev Vygotsky
Lev Vygotsky
•Emphasizes how
culture and
social
interaction guide
cognitive
development
Erik Erikson
• Knowledge is situated and
collaborative
• Knowledge is not generated
from within the individual
but rather is constructed
through interaction with
other people and objects in
the culture
• Knowing can best be
advanced through
interaction with others in
cooperative activities
Sociocultural Theory
• Zone of Actual Development
• a certain level of competency that a child can
do alone
• More Knowledgeable Other
• competent adult or a more advanced peer
• Zone of Proximal Development
• the difference between what a child can
accomplish alone and what he can accomplish
with the guidance of another
Zone of Proximal Development
Potential Level
Actual Level LEARNING

Instruction w/
scaffolding
ZONE OF PROXIMAL
DEVELOPMENT
Piaget Vygotsky
More individual in focus. More social in focus.
Believed that there are Did not propose stages

universal stages of but emphasized on
cognitive development. cultural factors in
cognitive development.
Did not give much Stressed the role of

emphasis on language. language in cognitive
development.

Culture, social interaction, language
ZPD, MKO
Moral Development
Theory
Lawrence Kohlberg
Lawrence Kohlberg
•Uses moral
dilemma to
measure the
moral
development
stage
Stage 1:
Punishment- children do not
Stages of LEVEL I:
Preconventional
obedience
orientation really
understand the
Moral Morality
Stage 2: Mutual
Benefit
conventions or
rules of a
society
Development Stage 3: Good
boy-nice girl conform to the
orientation conventions of
Kohlberg’s LEVEL II:
Stages of Moral CONVENTIONAL society
Reasoning MORALITY because they
Stage 4: Law-and- are the rules of
order orientation the society
Stage 5: Social
contract moral
orientation
LEVEL III: principles that
POSTCONVENTIONA underlie the
L MORALITY
Stage 6: Universal conventions of
ethical principle society are
orientation understood
Stage 1:
Punishment-
obedience The physical
LEVEL I: orientation
Preconventional consequences of an
Morality
Stage 2: Mutual action determine
Benefit
goodness or badness.
Stage 3: Good Those in authority
boy-nice girl
orientation have superior power
Stages of Moral CONVENTIONAL
Reasoning MORALITY and should be obeyed.
Stage 4: Law-and-
order orientation Punishment should be
avoided by staying out
Stage 5: Social
contract of trouble.
orientation
LEVEL III:
POSTCONVENTIONA
L MORALITY
Stage 6: Universal
ethical principle
orientation
Stage 1:
Punishment-
obedience
Preconventional
Morality
Stage 2: Mutual Obeying rules should
Benefit
bring some sort of
Stage 3: Good
benefit in return
boy-nice girl
orientation
Reasoning MORALITY
Stage 4: Law-and-
order orientation
Stage 5: Social
contract
orientation
LEVEL III:
POSTCONVENTIONA
L MORALITY
Stage 6: Universal
ethical principle
orientation
Stage 1:
Punishment-
obedience
Preconventional
Morality
Stage 2: Mutual
Benefit
The right action is one that
Stage 3: Good
would be carried out by
boy-nice girl someone whose behaviour is
orientation
Stages of Moral CONVENTIONAL likely to please or
Reasoning MORALITY
Stage 4: Law-and- impress others.
order orientation
Stage 5: Social
contract
orientation
LEVEL III:
POSTCONVENTIONA
L MORALITY
Stage 6: Universal
ethical principle
orientation
Stage 1:
Punishment-
obedience
Preconventional
Morality
Stage 2: Mutual
Benefit
Stage 3: Good
boy-nice girl
orientation
Stages of Moral CONVENTIONAL To maintain the social order,
Reasoning MORALITY
Stage 4: Law-and- fixed rules must be
order orientation
established and obeyed. It is
essential to respect authority.
Stage 5: Social
contract
orientation
LEVEL III:
POSTCONVENTIONA
L MORALITY
Stage 6: Universal
ethical principle
orientation
Stage 1:
Punishment-
obedience
Preconventional
Morality
Stage 2: Mutual
Benefit
Stage 3: Good
boy-nice girl
orientation
Stages of Moral CONVENTIONAL To maintain the social order,
Reasoning MORALITY
Stage 4: Law-and- fixed rules must be
order orientation
established and obeyed. It is
essential to respect authority.
Stage 5: Social
contract
orientation
LEVEL III:
POSTCONVENTIONA
L MORALITY
Stage 6: Universal
ethical principle
orientation
Stage 1:
Punishment-
obedience
Preconventional
Morality
Stage 2: Mutual
Benefit
Stage 3: Good
boy-nice girl
orientation
Stages of Moral CONVENTIONAL Rules needed to
Reasoning MORALITY
Stage 4: Law-and- maintain the social
order orientation order should be based
not on blind obedience
Stage 5: Social to authority but on
contract
orientation
mutual agreement. At
LEVEL III:
POSTCONVENTIONA the same time, the
L MORALITY
Stage 6: Universal rights of the individual
ethical principle should be protected.
orientation
Stage 1:
Punishment-
obedience
Preconventional
Morality
Stage 2: Mutual
Benefit
Stage 3: Good
boy-nice girl
orientation
Reasoning MORALITY
Stage 4: Law-and- Moral decisions should
order orientation
be made in terms of self-
Stage 5: Social chosen ethical principles.
contract
orientation Once principles are
LEVEL III:
POSTCONVENTIONA chosen, they should be
L MORALITY
Stage 6: Universal applied in consistent
ethical principle
orientation ways.

Moral dilemma Punishment-

Obedience, etc.
Preconventional, Conventional, Post-
conventional levels
ZPD, MKO
Bio-ecological Theory
Urie Bronfenbrenner
Urie Bronfenbrenner
•Uses moral
dilemma to
measure the
moral
development
stage
MESOSYTEM
EXOSYSTEM is
MICROSYSTEM
MACROSYSTEM
is theislayer
found the that
inlayer
w/c
the
serves
nearest
outermost as
refers to the
part
connection
ofbigger
the child
child’s
social
between the
system
environment.
microsystem

Moral dilemma Punishment-

Obedience, etc.
Preconventional, Conventional, Post-
conventional levels
ZPD, MKO
Microsystem, Exosystem
Chronosystem
Mesosystem Macro system
Freud’s
3 Components of Personality and 5
Psychoanalytic
Sexual stages of Development
Theory
Erikson’s Psycho-
8 Psycho-social Stages of
Social Theory of
Development
Development
Piaget’s Stages of
Cognitive 4 Stages of Cognitive Development
Development
Developmental
Theories
Vygotsky’s Socio- On Language and Zone of Proximal
Cultural Theory Development
Kohlberg’s Stages
3 Levels and 6 Stages of Moral
of Moral
Development
Development
Bronfenbrenner’s
Microsystem, Mesosytem, Exosystem,
Bio-Ecological
Macrosystem and Chronosystem
Theory
devt follows a pattern Cephalocaudal & proximodistal
PRINCIPLES
STAGES Theories of
Child & growth of Human Development Development
Adolescent DEVELOPMENT maturation John W. Santrock Robert Havighurst

Prenatal Infancy & Early
childhood
Infancy
Middle childhood
Early Childhood
ISSUES Middle & Late childhood
Adolescence
on Human Development Early Adulthood
Adolescence
Middle Adulthood
Early Adulthood
Continuous vs. Early Experience vs. Later Maturity
Nature vs. Nurture
Discontinuous Later Experiences Middle Age
Old Age

Child & Adolescent Development

Uploaded by

Copyright:

Available Formats

You might also like

Child & Adolescent Development

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Child & Adolescent Development

Uploaded by

Copyright:

Available Formats

CHILD and ADOLESCENT

Development is the process of change that all humans

Child & growth

Adolescent DEVELOPMENT maturation

Large-motor skills are usually the first to develop and include

Child & growth

Adolescent DEVELOPMENT maturation

Child & growth

Adolescent DEVELOPMENT maturation

Continuous vs. Early Experience vs.

Robert Havighurst’s Developmental Tasks

Adolescent DEVELOPMENT maturation John W. Santrock Robert Havighurst

• The unconscious mind is

Oral Anal Phallic Latency Genital

Oral Anal Phallic Latency Genital

Oral Anal Phallic Latency Genital

Oral Anal Phallic Latency Genital

Oral Anal Phallic Latency Genital

Oral Anal Phallic Latency Genital

The primary motivation for

On the other hand, if we don’t do so

well, we may develop maladaptations

development occurs in stages

Assimilation occurs when you add new

Accommodation your world

is the process of dealing with new information or

has wings has

Centration – the tendency to focus attention on only one

Irreversibility – inability to reverse thinking. For instance, they can

Egocentrism – difficulty of a child to take another person’s point of

FORMAL OPERATIONAL STAGE

FORMAL OPERATIONAL STAGE

Assimilation and Accommodation

Actual Level LEARNING

Believed that there are Did not propose stages

Did not give much Stressed the role of

Assimilation and Accommodation

Culture, social interaction, language

Assimilation and Accommodation

Moral dilemma Punishment-

Culture, social interaction, language

Assimilation and Accommodation

Moral dilemma Punishment-

Culture, social interaction, language

Adolescent DEVELOPMENT maturation John W. Santrock Robert Havighurst

You might also like