CATANDUANES COLLEGES

COLLEGE OF EDUCATION
Virac, Catanduanes

PROF. ED. 2
Child and Adolescence Development

SUBMITTED BY:
JAY MARC A. TOLEDANA
1:00- 4:00 PM (Saturday)

Module 1
 Human Development: Meaning, Concepts and Approaches

Activity 1
Answer: The early years of a child’s life are very important for his or her health and
development. Healthy development means that children of all abilities, including those with
special health care needs, are able to grow up where their social, emotional and educational
needs are met. Having a safe and loving home and spending time with family playing,
singing, reading, and talking are very important. Proper nutrition, exercise, and sleep also
can make a big difference. Naschielle and Kenn will learn skills such as taking a first step,
smiling for the first time, and waving “bye-bye” are called developmental milestones.
Children reach milestones in how they play, learn, speak, behave, and move. Children
develop at their own pace, so it’s impossible to tell exactly when a child will learn a given
skill. 

Analysis
Answers:
1. Development is defined as the process of enlarging people's freedoms and opportunities
and improving their well-being. Central to the human development approach is the
concept of capabilities. Capabilities what people can do and what they can become-are
the equipment one has to pursue a life of value.

2. Yes. At birth the typical boy is growing slightly faster than the typical girl, but the
velocities become equal at about seven months, and then the girl grows faster until four
years. From then until adolescence no differences in velocity can be detected. While
boys lag behind girls in height in early adolescence, they typically end up being taller
than girls. This happens because after growth starts, boys grow at a faster rate and for a
longer period of time. Girls reach their approximate adult height around 16 years of age,
and boys at about 18 years of age.

3. Yes. Sex differences in the brain are reflected in the somewhat different developmental
timetables of girls and boys. By most measures of sensory and cognitive development,
girls are slightly more advanced: vision, hearing, memory, smell, and touch are all more
 acute in female than male infants. The relationship between gender and emotional
expression describes differences in how men and women express their
emotions. Women are more emotionally expressive than men, and are more prone to
express discrete emotions such as happiness, fear, disgust, and sadness.

4. Continuous development sees our development as a cumulative process: Changes are

gradual. On the other hand, discontinuous development sees our development as
taking place in specific steps or stages: Changes are sudden. Whether child
development is a gradual change or stages of development, researchers are still
discussing about it. But obviously, we can observe that it is both of it, that is, child
development occurs through a set of stages but it is also a gradual change throughout
the lives of the children.

5. Yes. Naschielle and Kenn will continue to develop even in adulthood but some older
children continue to grow slowly until they start the adolescent growth spurt during
puberty. They also continue to develop mentally, emotionally, and socially. Think about
all the ways you have changed since you were as young as the child in Figure above.

Application
Answers
1. As Quoteted by John Henry Newman: “Growth is the only evidence of life.” It means this
only means that growth for a personal interpretation to a person means that we must
value ourselves in this world on how to cope with environmental changes in order to
survive. Such as, healthy lifestyle, proper and healthy diet as well as regular exercise.
These simple things we must consider for ourselves in order to grow and live. We must
know how to deal with ever circumstances in our daily lives through positive behaviour.
We are in the 21st century, we continue to live and continue to grow by adapting to
changes. But growing is pretty hard, not only to the physical aspect but also mentally.
Physical grow is the law of nature and mental growth is a personal concern. Growth
involves change and change involves pain. We must grow mentally and emotionally,
such as according to the Dalai Lama, to let people close to us means we both hurt them
and are hurt by them. Such is life, but we have to be open to recognizing our faults,
 apologizing for them and moving on. Forgiveness is as important in the life of the forgiver
as it is for the life of the forgiven. However, it takes strength of character to look at
ourselves.

2. Development is a process that creates growth, progress, positive change or the

addition of physical, economic, environmental, social and demographic components.
In Filipino, development means “Kaunlaran”, and in my local dialect, development is
“Pag-usad o pag asenso”.

3. Baltes' lifespan perspective emphasizes that development is lifelong, multidimensional,

multidirectional, plastic, contextual, and multidisciplinary.

4. This is an example diagram and exolanation of Cephalocaudal and Proximodital

patters of development of a child.

a.

b. I can apply this in teaching as Cephalocaudal pattern is from head to toe

development. In teaching, it is important to start first with the head meaning to
say you have to supply knowledge first to you students before you let them
engage in a certain activities. In proximodistal, you have to help the child develop
his/her inner talent, attitude, values since it will be his/her foundation in exploring
the world.

5. Answer:

A. “Every man is in certain respect like all men, like some other men and like no other
man”? Quote from Henry A. Murray and Clyde Kluckhohn in Personality in Nature, Society,
and Culture (1953). This speaks more broadly to both a greater truth about personality and
the values of types. We share far more in likeness to every other human in ‘common
 humanity’ equal needs, vulnerabilities, genes, desires. Yet, observation suggest we
generally fit into ‘tribes or types’ in strengths and weaknesses shaped by nature, nurture
and preferences made navigating life, and all of us share a story so individual as to be like
no one else in mankind. I assume you don’t really want to dismiss honest effort to
understand each other. But are complaining about people you who see others/self-thru a
simplistic lens rather than one that’s an simple and elegant snapshot of one facet of our
person.
B. Interpret this "man is unfinished project. He is always in the process of becoming".
From the time we were born, we did not stay the same, in fact we have changed and is
continuously changing. This fact supports that we are truly an unfinished project, and we
are always in the process of becoming.
In other words, since we are an unfinished project, every day is a day to complete
ourselves and achieve the wholeness of us. We have proven already this one every time
that we wake up in the morning and go to work or school or whatever endeavours we do.
The things that we do every day are part of the process that we, and like an unfinished
project should go through in order to become someone we wanted to be.
6. Answer:
Life-span. Because the life-span approach emphasizes developmental change
during adulthood as well as childhood as the two approaches centred in physical
development refers to the advancements and refinements of motor skills, or, in other
words, children's abilities to use and control their bodies. It relates to the growth and
skill development of the body, including the brain, muscles, and senses and involves
growth and changes in the body and brain, the senses, motor skills, and health and
wellness.
7. Answer:
Yes. As the ideas of traditional approach ideas about development as a lifelong
process is beneficial to society because it may help in the identification of qualities or
problems that are distinctive in a particular age period.

BIG IDEAS

Answers:

1. Human development is defined as the process of enlarging people's freedoms and

opportunities and improving their well-being. Central to the human development
 approach is the concept of capabilities. Human Development is about the real freedom
ordinary people have to decide who to be, what to do, and how to live

2. 4 principles of human development and their educational implications

Principle Educational implication

In terms of education, social principle is
significant because it allows the
child/student to learn further by engaging
with others who have diverse abilities and
Social principle qualities, aptitudes, capacities and skills,
desires and ideas, and so on. It also
encourages the child/student to learn and
know more about himself/herself in all
ways.

The cognitive principle This is also critical

because it assists the child/student in
learning through knowledge-based
Cognitive principle   concepts and ideas. It sharpens their ability
to think both inside and outside the box, as
well as to read between the lines.  

The emotional principle it is also relevant

because it lets the child/student learn by
communicating with other people through
Emotional principle   their emotions and feelings and how they
behave and react as a result of it. This
theory is apparent in the interaction of
psychological, emotional, and physical
factors

3. Answer:
a. Cephalocaudal development refers to growth and development that occurs from the head
down. An infant will gain control over their neck muscles first, which allows them to hold
their head steady.
b. Proximodistal development occurs from the centre or core of the body in an outward
direction.
4. Answer:

Concept Approach

Traditional Life-span

The traditional approach The life-span approach

Development during emphasizes extensive
childhood change from birth to
adolescence, little or no
change in adulthood, and
decline in late old age.
Traditional -Approach to
Development during development emphasizes
adulthood extensive change from
birth to adolescence, little
or no change in adulthood
and decline in old age -
infancy is though to be a
time of considerable
change
Development stage/s as All domains are important
focus of study and clearly related.
emphasizes developmental
change during adulthood as
well as childhood.
Development in Early &
Middle Adulthood Adulthood
has no signpost to announce
its onset (as adolescence is
announced by puberty).
Development occurs across
one’s entire life, or is lifelong.

5. Characteristics of Human development from a life-span perspective.

Answer:
6. Answer:
The diagram expressed the early years of a child’s life are very important
for his or her health and development. Healthy development means that children
of all abilities, including those with special health care needs, are able to grow up
where their social, emotional and educational needs are met. Having a safe and
loving home and spending time with family playing, singing, reading, and talking
are very important. Proper nutrition, exercise, and sleep also can make a big
difference.

7. Answer:
In my own Understanding of the quotations “By virtue of being born to
humanity, every human being has a right to the development and fulfilment of his
potentialities as a human being” means to me that We all have the right to do
whatever we want as a human, on how we improve ourselves, how to fulfil our
dreams and how to develop our abilities and characters. We have different roles
in life. God has destined us for greatness. Who and what we are now, it is because
God has allotted us to this position to fulfil our purpose, it is not our differences
that divide us. It is our inability to recognize, accept, and celebrate those
differences.
No one asked to be born. Therefore everyone has the right to choose his or
her own path. Naturally, if allowed to choose on your own, you would choose the
path that you most want. This is what I would call reaching your potentials. The
longer you are on that path, the more you discover your potential.In my life, it
simply looks like me choosing everyday what my day is going to look like. I take
others into consideration. But ultimately it’s my decision. I reach my full potential
when I get to enjoy life exactly as I want to.
Module 2
The Stages of Development and Developmental Tasks

Activity
Answers:

1. No. It only shows the process of prenatal development occurs in three main stages. The
first two weeks after conception are known as the germinal stage, the third through the
eighth week is known as the embryonic period, and the time from the ninth week until
birth is known as the fatal period. There are three broad stages of development early
childhood, middle childhood, and adolescence. They are defined by the primary tasks of
development in each stage.

2. Here is a symbol for every developmental stages:

3. I’ll choose middle childhood. Unlike in pre-natal which you have nothing to do
much and in adolescence which you have only worried about work and
responsibilities, middle childhood is more fun I think. Middle childhood brings many
changes in a child’s life. By this time, children can dress themselves, catch a ball
more easily using only their hands, and tie their shoes. Having independence from
family becomes more important now. Events such as starting school bring children
this age into regular contact with the larger world. Friendships become more and
more important. Physical, social, and mental skills develop quickly at this time. This
 is a critical time for children to develop confidence in all areas of life, such as
through friends, schoolwork, and sports.

Analysis
Answers:
1. There are 8 stages of developmental stages described. The pre-natal period, infancy,
early childhood, middle and late childhood, adolescence, early adulthood, middle
adulthood, and late adulthood. Compared to Havighurst’s developmental stages
Havighurst has identified six major age periods: infancy and early childhood (0-5 years),
• middle childhood (6-12 years) • adolescence (13-18 years), • early adulthood (19-29
years), • middle adulthood (30-60 years), and • later maturity (61+). Table presents
typical developmental tasks for each of these periods.

 These are the outstanding trait or behavior in each stage

 Pre-natal (gains weight, brain develops, immunity system develops,
eyes open, hiccups begin)
 Infancy (cries, eats every 2-3 hours, responds to human voice
and touch, begins to walk and talk)
 Early childhood (climbs stairs, learns more complex sentences, can
hop, learns to socialize)
 Middle and late childhood (develops complex motor skills, peer
acceptance is extremely important)
 Adolescence (puberty occurs, establishes a sense of self,
confrontations with authority)
 Early adulthood / young adult (learns to accept responsibility, learns to
accept criticism)
 Middle adulthood (concerned about job and health and family, hearing
and vision decrease)
 Late adulthood (concerned about health and finances, bones become
brittle, some memory loss)

2. These are the tasks expected of each developmental stages:

 Answers:
A. Pre-natal the fetal period of prenatal develop marks more important changes in the
brain. This period of development begins during the ninth week and lasts until birth. ...
The fetus continues to grow in both weight and length, although the majority of the
physical growth occurs in the later stages of pregnancy.
B. infancy
o Infancy learning to trust their environment.
o Believing that their needs are important.
o Feeling loved and worthy of being cared for.
o Establishing a bond with their caretakers
o Exploring their world.
C. Early childhood the developmental tasks necessary during their first five years centre
around the mastery of essential building blocks for learning to succeed in school. This
includes the ability to get along with other children, make friends, become engaged in
social groups, and develop the capacity to manage powerful emotions
D. Middle and late childhood According to Erikson, children in middle and late childhood
are very busy or industrious. They are constantly doing, planning, playing, getting
together with friends, and achieving. This is a very active time, and a time when they are
gaining a sense of how they measure up when compared with peers.
E. Adolescence
 Achieving new and more mature relations with others, both boys and
girls, in one's age group.
 Achieving a masculine or feminine social role.
 Accepting one's physique.
 Achieving emotional independence from parents and other adults.
D. Early adulthood / young adult establishing identity more firmly establishing likes, dislikes,
preferences, and philosophies. Developing emotional stability: becoming more stable
emotionally which is considered a sign of maturing.
E. Middle adulthood The central tasks during middle adulthood can include expressing love
through more than sexual contacts, maintaining healthy life patterns, helping growing and
grown children to be responsible adults, relinquishing a central role in the lives of grown
children, creating a comfortable home, being proud of one's .
F. Late adulthood Havinghurst lists typical developmental tasks faced by people aged over
60 years of age: adapting to a decline in physical strength, adapting to retirement and
 reduced income, coming to terms with the death of a spouse, maintaining social relations
with people in your age, accepting and adapting to changing social.
3. Answer:
In my opinion, I don't think that developmental task in a higher level requires
accomplishing the lower level developmental task. In fact there are children or people
who developed tasks yet in a higher level without experiencing the tasks that are in
the lower level. Like for example a 3 years old toddler can read alphabet without the
help of her parents, and can already read words. What I am trying to say is that there
are children or people who are different from the others. We have differences or
qualities we develop, skipping some tasks in the developmental stages.
4. Answer:
No. But they have similar tasks. According to R. Harvighurst a developmental-task is
a task which an individual has to and wants to solve in a particular life-period.
Havighurst writes, A developmental-task is the midway between an individual need
and a social demand. There are eight (8) developmental stages given by Santrock.
The eight (8) development stages cited by Santrock are the same with Havighurst's six
(6) developmental stages only that Havighurst did not include prenatal period.
Havighurst combined infancy and early childhood while Santrock mention them as two
(2) separate stages.
Application:
Answers:

4. Middle and Late childhood

Elementary school teachers ought to help young children in basic
academics such as math and reading. They also help students develop good social
skills. They also develop teaching methods to aid in instructing the students such
as demonstrations, lectures, and/or discussions to meet the students’ needs and
interests.

5. Adolescence
High School teachers ought to help students to influence and support
student motivation by setting clear goals and expectations setting a purpose for
reading and writing assignments, focusing students on their own improvement,
providing a variety.
 6. Discuss the meaning of the quotation beneath the title of the lesson. Relate it to the
stages of development.

Answer:
Developmental Tasks: the broad “jobs” of childhood that need to be
accomplished in each stage in order for children to learn life skills at the appropriate
times. The tasks of one stage do not need to be completely mastered before a child
begins the tasks of the next stage. The tasks of one stage do not need to be completely
mastered before a child begins the tasks of the next stage. However, the sooner he
masters a task, the easier it will be to tackle the tasks of the next stage. Children
continue to work on most tasks throughout childhood, even though there is usually one
stage at which any one task is most prominent.

Big Ideas

1. Developmental tasks:
Are task that arises at or about a certain period in life, unsuccessful achievement of
which leads to inability to perform tasks associated with the next period or stage in
life.

2. Diagram of developmental stages

 Test your Understanding
True or False
1. True
2. True
3. True
4. True
5. True
6. True
7. True
8. True

Reflection

1. When I was a 1 year old my mom taught me how to walk, even though sometimes I
fell down, taught me how to say the word “mama” and “papa” and taught me everything
as I can. Then, when I was three years old my mom tried to send me to school as a
toddler. It was a first day of the school and I’m so shy. But my mom is still there to guide
me. Then I start to introduce myself to my classmates and to my teacher. After a few
months I learned a lot of things like, I can already write my name, know how to colour
and everything. One day my teacher tells us she has a test on the next day. Then my
mom said that, if I’m going to study and got the high score, she will buy me my favourite
food, and then I study hard and as a result, I got the highest score. So, as she said, she
brought me my favourite food. When I was seven I entered a regular second grade
class. Good decision-making must be developed over a person's lifetime First became
simple choices when I was quite young. What shirt do you want to wear? What drink do
you want, and my choices were respected. When I picked out a shirt that clashed
outrageously with my pants my mother did not override my choice. This gave my
beginning decision-making real validity even if my taste in clothes left much to be
desired.

2. We learn about the world by going through it in time. Time and personal growth and
development change our perspective of things. Take the subject of childhood, we are
the only one that went through it in a personal way. Everybody else in our life was
beside and interacting with us. Maybe we can call this our environment that we grew up
in. When we reflect on something, we always do better when we have more time on our
side. We have a tract record of where we were and what we think now about a memory
of our past self in different stages of growth. We don't apologize do our growth because
everybody grows. We can learn by looking back at our growth and discover a way to
shape our self in the context of where we are today. The days, as you have mentioned
have been separated as childhood day of growth. The three days as described are best
looked at by the later days of childhood to really get a feel of our personal development.
It's at this older position that a person has the best evaluation and mental capacity to
change and grow into the person that they will become in the next change that they will
experience in those teen years and beyond. Looking back and reflecting on your life is
only half of growing forward. The other half is having personal vision for the future
growth of one's self. If a person through time can then now look back and reflect, then
maybe they can be proud of how they will handle their adulthood.
MODULE 3 Issues on Human Development

Analysis:
1. Answer:
Nature is often defined in this debate as genetic or hormone-based behaviors, traits,
and dispositions, while nurture is most commonly defined as environment, culture, and
experience. Which is better nature or nurture? For me, Nature is more important than
nurture because genes determine who we are. Although our environment influences us,
genes determine how it affects us. For this reason, nature is more important than
nurture. What are the advantages of nature and nurture? Having access to appealing
natural environments encourages physical activity, which has obvious benefits. It also
has a calming effect, reducing stress and blood pressure, even cholesterol, says
Townsend. Simply looking at nature can be healing.

2. Answer:
The continuity view says that change is gradual. Children become more skillful in
thinking, talking or acting much the same way as they get taller. The discontinuity view
sees development as more abrupt-a succession of changes that produce different
behaviors in different age-specific life periods called stages. Continuous
development sees our development as a cumulative process: Changes are gradual. On
the other hand, discontinuous development sees our development as taking place in
specific steps or stages: Changes are sudden.

Here are some of the basic questions within the realm of developmental psychology
and what many psychologists today believe about these issues.
 Nature vs. Nurture.
 Early Experience vs. Later Experience.
 Continuity vs. Discontinuity.
 Abnormal Behaviour vs. Differences.
3. Answer:
I’ll choose stability. Stability implies personality traits present during infancy endure
throughout the lifespan. In contrast, change theorists argue that personalities are
modified by interactions with family, experiences at school, and acculturation. Systems
are stable when all of the inputs and outputs are in balance so that internal processes
can continue at a steady state. Change occurs when the inputs and outputs are not in
balance so that internal processes are also changing.

BIG IDEAS:

1. Answer:
Nurture would mean that to produce intelligence, we have to behave properly with our
children as they grow up, and continue to nurture yourself and others well into your late
years. Be good. Do good. Nature would benefit because to be intelligent means to do good
to others and to avoid doing bad to others. So, cutting down trees for money is not good to
others. You’re hurting the environment on many levels. Old trees have their purpose in
nature too. So, you would find a more sustainable way to use lumber. Same with water.
We all need water. It should be our number one priority to not pollute it. If we were
intelligent, we’d figure out how. Continuity would be ensured if intelligent people made
decisions. For example. If you make a law, explain why you made that law, so that people
aren’t faced with illogical and irrational rules that they have to follow. If you want
intelligence to continue, you would everything you could to not corrupt information.
Whatever science you discover, treat as the most valuable thing in the Universe. If you
corrupt that information, you corrupt existence. Knowledge is key here. Discontinuity. I
would say apply it when you notice that something is a discomfort. Discontinue discomfort
and you may continue comfort. Life is very simple. People make it complicated because
they’re not that intelligent and they try to fit the world in their view, so they create abstracts.
Everyone discontinues everyone else’s reality because they have egos, and egos are
signs of intelligence that is misused.

Change is pretty much like discontinuity. People don’t like change then they’re
comfortable. Change has to be introduced slowly over a long period of time. Imagine if we
decided to have pride marches during The Inquisition. It took a long time for a change to
show itself as non-threatening to the society it was trying to change. You can push for
change, but remember that people don’t like discomfort. Prove it to them that it won’t harm
them and they will accept your change. Pride shouldn’t hurt, but the conservatives of this
country have a rule against being proud related to Christianity’s deadly sins, so for them,
it’s an insult. Even a frog dies in boiling water if you change the heat increase very slowly.
Stability is when your society no longer fears itself. It’s when there are no more predators.
The Roman Empire achieved stability over barbarians, but then relaxed their rules to
compensate for the inability to manage a large empire. They changed too fast (to refer to
the point above). With relaxed rules, a downward spiral began leading to the fall of the
empire. We build things to be stable. We have to follow certain rules for a house to stand.
You can’t remove a load bearing wall because your emotions want to, and then have the
house collapse on you. In order to have stability, you need to understand what instability
brings.

TEST YOUR UNDERSTANDING

 1. The concept of genetic-environmental correlation states that our genes influence the
environments that we are exposed to. The influence of heredity and environment
changes with age, as genetic factors become more important in determining
environment as people get older.
 2. Early childhood, middle childhood, and adolescence represent the 3 stages of child
development. Each stage is organized around the primary tasks of development for that
period. Early childhood usually defined as birth to year 8 is a time of tremendous
physical, cognitive, socio-emotional, and language development.

X 3. Heredity exerts a greater influence on human  development than environment.

REFLECTION

1. Personal development is the ongoing act of assessing your life goals and values
and building your skills and qualities to reach your potential. They can contribute to
your maturity, success and satisfaction. It is a lifelong process. It is a way for people to
assess their skills and qualities, consider their aims in life and set goals in order to
realise and maximise their potential. Personal development Human development is
the product of both heredity and environment. The development pattern of the children
is determined by both heredity and environment. Human development pattern of the
children is determined by both heredity and environment. And can simply be for fun.
Most of us, however, find it easier to motivate ourselves to learn and improve if we
have a purpose in doing so. Developing your personal vision a clear idea of where you
want to be in a few months or years, and why is a crucial part of developing this
purpose.
 Every day we make choices some big, some small. Those choices add up to who
we are today, and who we will likely be tomorrow. Whether it’s what you’re having for
lunch or what you say to a frustrating colleague, you have (literally) hundreds of
chances every day to define who you are. Without that conscious direction, your
identity is left to forces, patterns and stimuli beyond your control. The job you
stumbled into, the personal history of loss or disappointment, even the apartment or
the neighbourhood or the movies you watch these will all, by default, determine who
you are, if you don’t consciously decide to choose them for yourself. The phenomenon
of waking up one day to discover that you’re living a life you don’t truly love is a real
one. It happens when you don’t actively decide who you want to be. Without a captain
at the wheel, a ship will just capitulate to the sea. So will your life. If you want to
become a better person, a more fulfilled person, you need to take action.
 MODULE 4
Research in Child and Adolescent Development

Activity Read each statement below. Do you agree/disagree with each

statement? Put check mark check to indicate answer.

Answers Only:
The check is in the Answer corresponds as NO.

 1. No.
 2. No.
 3. No.
 4. No.
 5. No.
 6. No.
 7. No.
 8. No.
 9. No.

REFLECTION:

I think Why Research Is Necessary and Valuable in Our Daily Lives The main
purpose of the research is to get deep into the topic so that something helpful can churn
out, which can be helpful for everybody and used in that particular niche sector. The quality
which you maintain while research should always be high so that the information that you
get can be used in certain policies and any future project implications. It's a means to
understand issues and increase public awareness. It helps us succeed in business. It allows
us to disprove lies and support truths. It is a means to find, gauge, and seize opportunities.
Research experience allows undergraduate students to better understand published works,
learn to balance collaborative and individual work, determine an area of interest, and jump
start their careers as researchers. Fostering critical thinking and analytical skills through
hands-on learning. Defining academic, career and personal interests. Expanding knowledge
and understanding of a chosen field outside of the classroom. Developing one-on-one
connections with distinguished faculty in their field.

Well, the life people enjoy now or the things that we do in minutes which earlier
looked impossible are all because of the research. Research not limited to any one sector
but has been done for almost every sector. Some of them are technology, healthcare,
defence, precautionary steps against natural calamities and many more. So research plays
a very important role in our day to day life. Research is the best and reliable way to
understand and act on the complexities of various issues that we as humans are facing.
MODULE 5
Freud’s Psychoanalytic Theory

Activity
Freud believed that the mind is responsible for both conscious and unconscious
decisions that it makes on the basis of psychological drives. The id, ego, and super-ego
are three aspects of the mind Freud believed to comprise a person's personality.

Answer:
 In my experience, after I graduated in college in year 2016, it is hard to find a
job here in our province. As a College graduate I wanted to enter in government
as permanent employee. But without any experience and eligibility to present in
resume as a fresh graduate it always been hard to get a job. So I decided to try in
manila where there are many opportunities. At first, you may find it hard but with
determination and having a connection with friends who are employed there, they
will help you to get a job. But first, think if you are qualified or not and also you
need to decide which job suits you and you think that you will grow.

Analysis
Answer:

There are several important factors that influence decision making. Significant factors
include past experiences, a variety of cognitive biases, an escalation of commitment and
sunk outcomes, individual differences, including age and socioeconomic status, and a
belief in personal relevance. This study addresses the influencing factors that are related
to decision making, and categorizes them under five captions: Personal factors,
organizational factors, Social factors, Environmental factors and behavioural factors.

In decision making, cognitive biases influence people by causing them to over rely or
lend more credence to expected observations and previous knowledge, while dismissing
information or observations that are perceived as uncertain, without looking at the bigger
 picture. While this influence may lead to poor decisions sometimes, the cognitive biases
enable individuals to make efficient decisions with assistance of heuristics

ABSTRACTION/GENERALIZATION
This is an image showing Freud’s Theory about personality and components of
development.

Application

Answers:
1. Freud certainly recognized the role played by the suggestive factor in
hypnosis. He also pre-empted the sociocognitivists emphasis on social
role-playing in the hypnotic situation by stating that “it is of the greatest
value for the patient who is to be hypnotized to see other people under
hypnosis, to learn by imitation how she is to behave and to learn from
others the nature of the sensations during the hypnotic state. Yet he
pointed out that “there are both psychical and physiological phenomena
in hypnotism that it would be one-sided to consider only one or the other,
and that we possess no criterion which enables us to distinguish exactly
between a psychical process and a physiological one. Contemporary
research describes hypnosis as c omplex phenomenon with biological,
cognitive, and social aspects Freud’s view fitted in somewhere between
Charcot and Bergheim, just as it fits in somewhere between the altered
consciousness and sociocognitivist positions, which have today become
less dichotomous and tend to fall along a continuum.
 2. Freud pointed out that he was grateful to the old hypnotic technique” for
paving the way for psychoanalysis, that psychoanalysts are in fact the
legitimate heirs of hypnosis and that “we do not forget how much
encouragement and theoretical clarification we owe to it. Since he
incorporated many of his observations and insights concerning hypnotic
behaviour and phenomena into the dynamics of psychoanalysis, he can be
said to have circumvented rather than abandoned hypnosis. Freud’s
fecund mind enriched that it probed with far-reaching insights. Hypnosis
was no exception. Though Freud abandoned hypnosis for psychoanalysis
one hundred years ago, he maintained an interest in hypnotic phenomena
throughout his work, and the questions he posed, as well as some of the
solutions he offered, have retained their relevance

Although Freud has often been blamed for simplistic thinking about hypnosis and
for its eclipse during the opening decades of this century, his writings reveal a rich
theory of hypnosis and a frank acknowledgement of the debt psychoanalytic theory
and practice owe to it. Even though he abandoned hypnosis as a clinical tool, Freud
maintained a theoretical interest in the subject and in many respects anticipated
issues in current research. Whereas his emphasis on the hypnotist's skill may have
been exaggerated, his insights concerning attention, social expectations, group
dynamics, reality testing, and the relationship between hypnosis and sleep have been
borne out by empirical investigations.

REFLECTION:
I learned in Psychoanalytic theory postulates a multitude of different change
mechanisms, and a host of new ways of conceptualizing the change process continue to
emerge as psychoanalytic theories themselves evolve and proliferate. At the most basic
level, there is an understanding that change generally involves making the unconscious
conscious, as expressed by Freud’s oft cited axiom: Where it has been there shall ego be.
Although Freud’s understanding of the nature of the change process evolved over the
course of his lifetime, central to his mature thinking was the idea that change involves first
becoming aware of our instinctual impulses and unconscious wishes, and then learning to
deal with them in a mature, rational, and reflective fashion. For Freud, a central premise
was thus that we are driven by unconscious wishes that we are unaware of and this lack of
awareness results in driven or self-defeating behaviour. Freud believed we delude
ourselves about reasons for our behaviours and this self-deception limits our choice. By
becoming aware of our unconscious wishes and our defences against them we increase the
choices available to us. Thus, as we decrease the extent to which we are driven by
unconscious factors we assume a greater degree of agency.

Psychoanalytic theory understands psychopathology within a developmental

framework. Mental disorders like depression are seen as rooted in the individual past of a
patient, that is, either as a residuum of early experience or as the expression of primitive
modes of psychic functioning. Within this framework, psychoanalytic concepts focus on the
consequences of early interactions with significant others. These are thought to not only
influence the development of psychic functioning but also build up the content of the
individual self. The self as the subjectively experienced part of a psyche is seen as an
integration of representations. These representations are memories of past interactions with
others that shape how we experience ourselves and others in the present. Being part of the
implicit memory, representations function as schemas that operate below consciousness.
Whenever an individual takes part in a social interaction, representations serve as
knowledge base and form expectations. Different terms have been used in psychoanalytic
theory to name psychic representations: 
MODULE 6

Piaget’s Stages of Cognitive Development

Analysis
Answers Only:
1. Three year old Karen wants four 20 peso bills than 1 hundred because she is not
capable yet to recognize the difference between different numbers on them, their
colour and the value of the money.

2. 4 year old Riel as most children this age begin to develop greater independence, self-
control, and creativity. However, Riel is confused and does not have a deep
understanding yet about her mom’s question. Her siblings Tria, 10 and Enzo, 8 is much
more counting numbers and understands what is being ask to them.

3. A 7 month old child, Liza is starting to become a master at sitting up, grabbing for toys
and objects that they want, and (maybe) taking off as an official crawler. She enjoys
dropping the spoon because she may seem to think that that is fun that’s why she
enjoys dropping it and enjoys how her mother pick-up the spoon and try’s to do it all
over again.

Reflection

On Piaget’s Stages of Cognitive Development, I learned that many psychologists

thought development was an accumulative phenomenon, where new behaviours and
cognitive processes are generated. On the other hand, Piaget, after his studies, drew
up a development theory based on qualitative leaps. Here the child would accumulate
capacities, but sooner or later that accumulation would change his way of thinking
qualitatively. Piaget divided infant cognitive development into three stages with a series
of sub stages, and later he completed it by extending it to four. These four stages are:
(a) sensorimotor stage, (b) preoperational stage, (c) concrete operational and (d) formal
operational.
Sensorimotor Stage This stage is prior to the appearance of language,
from birth to approximately two years old. This period is characterized by the child’s
reflex capacity. A child’s life in this period is based on relating his perceptive capacity
with the motor. In his mind there are only practical concepts, such as knowing what to
do, what to eat or getting the attention of his mother. Little by little,  throughout this
period, the child generalizes the events of his environment and creates ideas of how the
world works. As these ideas intersect, the child develops the idea of permanence of
objects and understands that objects exist as entities that are foreign to him. Before
developing this idea, anything a child can’t see, hear or touch, as far as they’re
concerned, doesn’t exist.
Preoperational Stage We can put this stage between two years and seven years
old. Here we’re in a period of transition where the child begins to work with his semiotic
ability. Although he has already achieved a level of representation, his mind still differs
a lot from that of an adult. Here we come face to face with their egocentricity.
The child is self-centred because his thinking is totally self-centred. The child is unable
to distinguish the physical from the psychic, nor the objective from the subjective.
For him, his subjective experience is the objective reality that exists in the same way for
all individuals. This shows us something still lacking in the Theory of the mind. From the
age of 4, we begin to lose this egocentricity and develop a theory of the mind and;
Concrete Operational Stage this period encompasses the years between 7 and
11 or 12. At this stage the child has managed to leave behind the full confidence he had
in his senses. Here we can see the development of concepts, including how
transforming the shape of something doesn’t alter the amount. The child begins to
construct a logic of classes and relationships unconnected to perceptual data . The child
understands transformations and that they can occur in the opposite direction (adding
instead of removing, for example). And an important aspect is that he will be able to
perform these operations by representing them in your mind, without having to perform
them with actual objects. Even though he controls operations and logic, he can only
perform them with specific objects he’s familiar with. He is unable to theorize about
what he doesn’t know or is outside his perceptual knowledge. The child will get this
ability in the next stage.

And lastly, Formal Operational. It is the last stage of development, where the
child will become an adult on a cognitive level. This stage is characterized by the
acquisition of scientific thought. While the child can reason about real things, now he
can also reason about the possible. This period is characterized by the ability to make
hypotheses and examine the possible consequences of these hypothetical possibilities.
The child has perfected his testing procedures and doesn’t accept opinions without
examining them. The child will begin to acquire new knowledge and intellectual tools.
These will allow him to develop as a competent adult within society. However, from this
point on, he won’t experience any other qualitative leap.