1.

The cognitive principle This is also critical because it assists the

child/student in learning through knowledge-based concepts and ideas.
It sharpens their ability to think both inside and outside the box, as well
as to read between the lines.  
2. The physical principle is also necessary because it allows the
child/student to do whatever he wishes in order to understand what the
mentor/educator/teacher intended and perform according to the
assigned tasks.
3. The emotional principle It is also relevant because it lets the
child/student learn by communicating with other people through 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.  
4. 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 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.

A. 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. This stage is marked by
amazing change and growth. The early body systems and
structures established in the embryonic stage continue to develop
B. In the first year, babies learn to focus their vision, reach out, explore, and learn
about the things that are around them. Cognitive, or brain development means the
learning process of memory, language, thinking, and reasoning. Learning language is
more than making sounds (“babble”), or saying “ma-ma” and “da-da”.

5. Developmental Tasks of Infancy and Early Childhood:

1. Learning to walk.
2. Learning to take solid foods
3. Learning to talk
4. Learning to control the elimination of body wastes
5. Learning sex differences and sexual modesty
6. Forming concepts and learning language to describe social and physical
reality.
7. Getting ready to read
6. Middle Childhood:
1. Learning physical skills necessary for ordinary games.
2. Building wholesome attitudes toward oneself as a growing organism
3. Learning to get along with age-mates
4. Learning an appropriate masculine or feminine social role
5. Developing fundamental skills in reading, writing, and calculating
6. Developing concepts necessary for everyday living.
7. Developing conscience, morality, and a scale of values
8. Achieving personal independence
9. Developing attitudes toward social groups and institutions
7. Developmental Tasks of Adolescence:
1. Achieving new and more mature relations with age-mates of both sexes
2. Achieving a masculine or feminine social role
3. Accepting one's physique and using the body effectively
4. Achieving emotional independence of parents and other adults
5. Preparing for marriage and family life Preparing for an economic career
6. Acquiring a set of values and an ethical system as a guide to behavior;
developing an ideology
7. Desiring and achieving socially responsible behavior
8. Developmental Tasks of Early Adulthood
9. 1. Selecting a mate
2. Achieving a masculine or feminine social role
3. Learning to live with a marriage partner
4. Starting a family
5. Rearing children
6. Managing a home
7. Getting started in an occupation
8. Taking on civic responsibility
9. Finding a congenial social group
10. Developmental Tasks of Middle Age
11. 1. Achieving adult civic and social responsibility
2. Establishing and maintaining an economic standard of living
3. Assisting teenage children to become responsible and happy adults
4. Developing adult leisure-time activities
5. Relating oneself to one’s spouse as a person
6. Accepting and adjusting to the physiologic changes or middle age
7. Adjusting to aging parents.
12. Developmental Tasks of Later Maturity
13. 1. Adjusting to decreasing physical strength and health
2. Adjusting to retirement and reduced income
3. Adjusting to death of a spouse
4. Establishing an explicit affiliation with one’s age group
5. Meeting social and civil obligations
6. Establishing satisfactory physical living arrangement
(http://faculty.mdc.edu).

ar
) Givi the four major principles of human development and their educational
implications
*) Donloppunt is relatively orderly. By understanding how chesacteristics
durlop,
We can make relatively accurate and usutul predictions about learners and
design
effection instructional strategies based on your knowledge of development -
2) while the pattern of durlopment is likely to be similar the outcomes of
danlopmental
prouss and the rate of development likely to vary among individuals. Since
hurdity and covironment are different people, it sums obious that individuals
will
incantor pactors that make them different from other individuals. As a result,
we can
expect individual differences in developmental characteristics and variation in
the ages
when people will experience wants that will influence their desu to piment
dome .
3) Dunlopment takes place grodvelly. The seed doo not germinate overnight,
while
some changes occur
in
a flash of insight more often it takes weaks, months ageurs
por a person to undergo changes the result in the display of developmental
characteris
4) Developonente as a process is complex because it is the paded of biological
Process Biokegical
processes
involve changes in
the
individual's physical nature. Cognitive processes involve changes in the
individuals
relationships thought, intelligence and language. Socioemotional
the individual's relationships with other people, changes in emotion and
changes
in personality. All these processes are intertwined. They are not isolated
from
cognitive and socioemotional
processes include in
each other.

3.

Differentiate the pollaring

nurture 2 nature refers to an indivitual's biological inheritance
while nurture refers to environmental expienen including in early childrerol culture a
community
a.) nature
Versus
ba) Continuitt versus Discontinuity z doce development involve gradual, cumulative
change (contiwity) or distinct changes (discontinuity). continuity is the
almost apportless understanding and the case of progression in demilopmental
psychology,
while Discontinuity is the more difficult less productive appoach in navigating
the knowledge of developmental psychalogy and lack successfully understanding
said knowledagen
c.) Stability vs. Change is describes the deatormental psychology discussion about
whether personality traits that are present in an individual at birth remain
constant change throughout the life span. stabilitet oplies personality
traits present during inpancy endure throughout the lifespan while change personalitis
dified by interactions with family experiences at school & accolturation
are no

2. What are Piaget's Stages of Development? Explain each. 40 points

1.
Sensorimotor stage
Sensori-Motor Stage. This stage begins at birth and lasts till the child is
about 2 years old. It is called Sensori-Motor Stage because children's
thinking involves seeing, hearing, moving, touching, testing and so
on. This stage marks a transitional stage for a person from a biological
to a psychological being. In the first few weeks of life the baby's
behaviour consists simply of reflex responses, such as sucking,
stepping and grasping. Later the reflex disappears and the baby
chooses what and when to grasp.
II.
Pre-operational stage
 This stage starts with pre-conceptual thought, which includes pretend
play, drawing, using simple language and imitating actions even
when they are not present and visible. A child at this stage does not
distinguish between individual objects and the category they belong
to the child starts to combine schemes to infer outcomes. The
classical experiment is having two identical glasses of water with the
same amount of water in each, then pouring one glass into a
narrower glass, so the water is higher. The child, operating by focusing
on only one dimension, deduces based on existing schemes that a
higher water level means more water in the tall thin glass, or that there
is more water in the short glass because it is wider.
III.
Concrete operational stage
At this stage, the child understands the principle of conservation, that
is, even though there can be a change in appearance, some
underlying properties can remain the same. For example, in the
experiment described above, there must be the same amount of
water in each glass, because none was added or taken away, or
because even though a glass was taller it was also narrower, and so
changes in the two dimensions compensate for each other. A child
will group, count, and measure objects at this stage.
IV.
Formal operational stage
At this stage children and adolescents can now experiment through
forming hypotheses and systematically testing them out by trying out
a series of alternatives, just like scientists. Piaget recognized that not
everyone expresses skills at this stage as if they were scientists in a
laboratory. He thought, however, that every adult may reach this
stage in their own area of expertise in which they can systematically
work through a problem in terms of the possible variables involved -
farmers, bakers, mechanics and so on.

1. Stage 1–Infancy: Trust vs Mistrust: This stage spans from when an individual

is born till they are 18 months of age. Although individuals of any age may
have trust issues, the challenge is the most powerful during infancy. If the
needs of an infant are well taken care of, they develop trust in their caregivers.
Infants who are neglected or not properly looked after may foster mistrust
toward others. The virtue of this stage is hope. An infant who develops trust at
this stage grows to become hopeful in difficult times that someone will help
them overcome the crisis.
2. Stage 2–Toddlerhood: Autonomy vs Shame and doubt: This stage starts when
a toddler is 18 months of age and lasts till they are 3 years of age. Toddlerhood
is when a toddler is learning to do things on their own. If the caregivers
encourage and praise the toddler to be independent, they develop self-belief and
autonomy. Such toddlers become individuals with a will to do things. If the
toddler is discouraged or laughed at by the caregivers, they inculcate a sense of
shame and self-doubt.
3. Stage 3–Preschool years: Initiative vs Guilt: Preschool years start when a
child is 3 years of age and ends when they are of 5 years. Children at this stage
focus on doing things on their own and setting their aims and goals. If the
caregivers encourage them, they grow to become individuals who take
initiative and have a purpose in life. If they are criticized or demotivated by the
caregivers, they develop guilt in them.
4. Stage 4–Early school years: Industry vs Inferiority: This stage starts when the
child is 5 years of age and ends at 12 years of age. At this stage, the person
becomes aware of themselves as an individual. Their accomplishments at
studies or sports in school coupled with the praise and support of teachers and
peers make them industrious or competent. If they fail to do well at studies or
extra-curricular activities, they feel inferior. This may also happen when they
are not praised by their teachers and peers.
5. Stage 5–Adolescence: Identity vs Role confusion: This stage starts when an
individual is at 12 years of age and ends at 18 years of age. The term “identity
crisis” comes from this developmental stage. During this stage, the individual
tries to discover who they are and their goals and priorities. Based on these
realizations, they set goals for their adult life. Adolescents who are ignored or
overburdened by the expectations of peers, family, and teachers maybe not
successful in establishing their identity and develop a sense of confusion about
their needs and goals.
6. Stage 6–Young adulthood: Intimacy vs Isolation: Young adulthood is the
period between 18 and 40 years of age. Individuals who successfully build
relations during this stage experience intimacy, whereas those who fail to do so
may fall into isolation and loneliness.
7. Stage 7–Middle adulthood: Generativity vs Stagnation/Self-absorption:
Individuals between 40 and 65 years of age fall in this category. Generativity is
when they inculcate a sense of care and responsibility in passing on their
learnings to the next generation through parenting or mentoring. If the
individual is bitter or unhappy, they may stay restless and isolated without
making any positive contribution to society.
8. Stage 8–Late adulthood: Ego integrity vs Despair: This stage involves
individuals who are of age 65 years and older. If these individuals feel satisfied
and take pride in what they did in their lives, they flaunt their wisdom and
accept age with grace. Those who believe they underachieved or have regrets
fall into despair.