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PRINCIPLES OF GROWTH & DEVELOPMENT
developmental continuities ways in which we remain stable
overtime or continue to reflect our past
growth quantitative changes that take place within the organism as
he progresses in chronological age
learning
a relatively permanent change in behavior that results from one’s
experiences
process through which our experiences produce relatively
permanent changes in our feelings, thoughts, and behaviors
maturation
biological unfolding according to species-typical biological
inheritance
changes in behavior : can be traced directly to physical growth
result from the aging process rather than from learning, injury,
illness, or some other life experience.
normative development developmental changes that characterize
most or all members of a species; typical patterns of development
idiographic development individual variations in the rate, extent, or
direction of development.
NATURE AND NURTURE
Nature: HEREDITARY
Genetic inheritance/ biological influences
Transmitted across generations
Nurture: ENVIRONMENTAL FACTORS
Love and care received from parents/caregivers; Socioeconomic
Status; Education
HOLISTIC PROCESS
physical growth and development: bodily changes and the
sequencing of motor skills
cognitive aspects of development: perception, language, learning,
and thinking
psychosocial aspects of development: emotions, personality, and
the growth of interpersonal relationships
a unified view of the developmental process that emphasizes the
important interrelationships among the physical, mental, social,
and emotional aspects of human development
PLASTICITY a capacity for change in response to positive or
negative life experiences
a developmental state that has the potential to be shaped
by experience
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HISTORICAL/CULTURAL CONTEXT each culture, subculture,
and social class transmits a particular pattern of beliefs, values,
customs, and skills
the content of cultural socialization has a strong influence on the
attributes and competencies that individuals display
Principle 1
The development of an organism is the result of the interaction
between heredity (nature) and environment (nurture)
Focus
The process of heredity and environment are interdependent and
complimentary. Neither appears to be dominant.
Height while largely determined by heredity is also affected to an
extent by nutrition
Application – Classroom Situation
Teachers to take note or consider the family background of the
child as well as the environment where he/she was born or grew up
to better understand him/her especially his/her behavior
Principle 2
Growth is sequential
Focus
Growth follows an orderly sequence which in general is the same
for all individuals
All aspect of development be it in language, motor, social occur
sequentially
Application – Classroom Situation
Teachers need to know which particular stage of growth the child
is so he/she would know what to expect and also what to do to
prepare the child for the next stage of development
Principle 3
Each stage of development has characteristic traits
Focus
Characteristic traits vary at each stage of development
Traits become more complex as the child gets older
Application – Classroom Situation
Knowledge of characteristic traits at different stages can be of
considerable value for teachers in choosing the appropriate
activities as well as the methods of teaching.
Principle 4
Maturation or readiness should precede certain types of learning
Focus
Definite degrees of maturity are prerequisites to various kinds of
learning
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Application – Classroom Situation conception or fertilization

Teacher should consider the maturity level of the child in asking fertilized ovum is called “zygote”
him/her to do something. Forcing a child who is not mature or
ready may lead to personality disturbance EMBRYONIC STAGE

Principle 5 second stage of the prenatal period and spans the 2-8 weeks that
follow conception
The body tends to maintain a state of equilibrium called
homeostasis FETAL STAGE

Focus begins two months after conception and lasts until birth

There is a wisdom of the body. Strives to preserve a constant fetus develops vital organs, such as lungs, and physical
internal environment despite changing conditions, whether internal characteristics that are distinctly human
or external
NEWBORNS’ABILITIES
Application – Classroom Situation
SENSORY DEVELOPMENT
Teacher to be a keen observer so he/she can do something when
signs of uneasiness or boredom on the part of the students is shown newborns recognize a person’s eyes
or exhibited, while he/she is teaching or observing the students do
something 3-6 months

Principle 6 infant can visually distinguish his or her mother’s face from
strangers
Development rates vary
3-4 years
Focus
visual abilities are equal to those of an adult
The speed of development is not even
HEARING
Each part of the body has its own particular rate of growth
one-month olds have very keen hearing
Children tend to inherit the physique of their parents
can discriminate small sound vibrations
Application – Classroom Situation
6 months: ability to make all sounds necessary to learn language
Teacher to understand that girls mature earlier than boys. Growth
rate maybe retarded by illness and certain types of deprivation such TOUCH
as prolonged poor nutrition.
have well developed sense of touch
Principle 7
turn head: lightly touched on the cheek
Growth is patterned
touch also elicits other reflexes such as grasping and sucking
Focus
SMELL AND TASTE
There are no tow identical growth patterns
infants at 1-day-old: discriminate a few odors such as citrus and
Each child has his/her own characteristic traits floral

Application – Classroom Situation six-week-old: smell the difference between their mother and a
stranger
Children should never be compared unless their rate and pattern of
growth have been taken into account. inborn preference for both sweet and salt and an inborn dislike of
bitter-tasting things
INFANCY & CHILDHOOD
MOTOR DEVELOPMENT
PRENATAL INFLUENCES
the stages of motor skills that all infants pass through as they
Prenatal period: three stages acquire the muscular control necessary for making coordinated
movements
prenatal period extends from conception to birth and lasts about
266 days (9 months) PROXIMODISTAL PRINCIPLE

GERMINAL STAGE states that parts closer to the center of the infant’s body develop
before parts farther away

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CEPHALOCAUDAL PRINCIPLE
states that parts of the body closer to the head develop before parts
closer to the feet
EMOTIONAL DEVELOPMENT
the influence and interaction of genetic factors, brain changes,
cognitive factors, coping abilities, and cultural factors in the
development of emotional behaviors, expressions, thoughts and
feelings
TEMPERAMENT
*relatively stable and long lasting individual differences in mood
and emotional behavior, which emerge early in childhood
*largely influenced by genetic factors
*a person’s characteristic modes of responding emotionally and
behaviorally to environmental events, including such attributes as
activity level, irritability, fearfulness, and sociability.
Fearful distress: wariness, distress, and withdrawal in new
situations or in response to novel stimuli
Irritable distress: fussiness, crying, and showing distress when
desires are frustrated (sometimes called frustration/anger)
Positive affect: frequency of smiling, laughing, willingness to
approach others and to cooperate with them (called sociability by
some researchers)
Activity level: amount of gross motor activity (e.g., kicking,
crawling)
Attention span/persistence: length of time child orients to and
focuses on objects or events of interest
Rhythmicity: regularity/predictability of bodily functions such as
eating, sleeping, and bowel functioning
ATTACHMENT
a close, fundamental emotional bond that develops between the
infant and his or her parents or caregiver
SEPARATION ANXIETY
an infant’s distress whenever the infant’s parents leave
KINDS OF ATTACHMENTS
Secure attachment
characteristic – use their parent as a safe home base from which
they can wander off and explore their environments
Insecure attachment
Characteristic: avoid or show ambivalence or resistance toward
their parent or caregiver
refers to how a person perceives, thinks, and gains an
understanding of his or her world through the interaction and
influence of genetic and learned factors
COGNITIVE DEVELOPMENT
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JEAN PIAGET
greatest impact on developmental psychology with cognitive
development
Scheme an organized pattern of thought or action that a child
constructs to make sense of some aspect of his or her experience;
Piaget sometimes uses the term cognitive structures as a synonym
for schemes.
Assimilation process by which a child uses old methods or
experiences to deal with new situations
Disequilibriums imbalances or contradictions between one’s
thought processes and environmental events
Equilibrium refers balanced, harmonious relationship between
one’s cognitive structures and the environment.
Accommodation process by which a child changes old methods to
deal with or adjust to new situations
Piaget’s stages of cognitive development
Refer to four different stages
Sensorimotor stage
Preoperational stage
Concrete operations
Formal operations
SENSORIMOTOR STAGE
birth to age 2
infants interact with and learn about their environments by relating
their sensory experiences to their motor experiences
OBJECT PERMANENCE
refers to the understanding that objects or events continue to exist
even if they can no longer be heard, touched or seen
PREOPERATIONAL STAGE
about age 2 to 7 years
children learn to use symbols, such as words or mental images, to
solve simple problems and to think or talk about things that are not
present
Conservation
refers to the fact that even though the shape of some object or
substance is changed, the total amount remains the same
Egocentric thinking
refers to seeing and thinking of the world only from your own
viewpoint and having difficulty appreciating someone else’s
viewpoint
CONCRETE STAGE
about age 7 to 11 years
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children can perform a number of logical mental operations on
concrete objects (physically present)
Classification
ability to classify items by color and size for example
children still have difficulty figuring out relationships among
objects that are not present or imaginary situations
FORMAL
OPERATIONS STAGE
about age 12 to adulthood
adolescents and adults develop the ability to think about an solve
abstract problems in a logical manner
adolescents develop thinking and reasoning typical of adults
ability to think in a logical, systematic, and abstract way is one of
the major characteristics of the formal operations stage
VYGOTSKY: COGNITIVE DEVELOPMENT
Rather than depicting children as independent explorers who make
critical discoveries on their own, cognitive growth as a socially
mediated activity—one in which children gradually acquire new
ways of thinking and behaving through cooperative dialogues with
more knowledgeable members of society
also rejected the notion that all children progress through the same
stages of cognitive growth. He argued that the new skills children
master through their interactions with more competent people are
often specific to their culture rather than universal cognitive
structures.
Social interaction is the way in which children develop
increasingly more complex thinking. Children gain knowledge and
skills through “shared experiences” between themselves and adults
or older peers
The child acquires new skills and information with the ZONE OF
PROXIMAL DEVELOPMENT, the level at which a child finds a
task too difficult to complete alone, but which he can accomplish
with the assistance and support of an adult or older peer.
Early childhood educators need to promote discovery, explaining
and providing suggestions to suit each child’s zone of proximal
development
LEARNING
A change in behavior resulting from the interaction of the organism
with its environment
Changes brought about by development is not learning (ex. Ability
to stand)
Involves relatively permanent change in behavior or knowledge
which is the result of experience or practice
A process of acquiring, remembering, applying skills, knowledge,
attitudes and other models of response
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PRINCIPLE 1: Learning by doing is more effective than just
sitting and listening
APPLICATION IN CLASSROOM SITUATION
Let the students have the feel of things through the hands-on
activities
PRINCIPLE 2: Concepts should be presented in varied/different
ways
APPLICATION IN CLASSROOM SITUATION
Teachers should be very creative, resourceful and imaginative in
teaching so as not to make the students as well as themselves get
bored
PRINCIPLE 3: Learning is aided by formulating and asking
questions
APPLICATION IN CLASSROOM SITUATION
Teaching is a two-way process. It’s not only the teachers who will
always do the talking and asking. Students should be given a
chance to do the same thing.
PRINCIPLE 4: Effort is put forth when tasks are challenging
APPLICATION IN CLASSROOM SITUATION
In giving tasks to students, the teacher should consider that the
tasks are not too difficult nor too easy and simple to do.
PRINCIPLE 5: The principle of readiness is related to the learners’
stage of development and their previous learning
APPLICATION IN CLASSROOM SITUATION
The teacher must consider the student’s age in presenting certain
content an in expecting certain cognitive processes
Behavioral Learning Theories or Associative Learning Theories
Prefer to concentrate on actual behavior
Conclusions based on observation of external manifestations of
learning
Did not focus on any underlying changes that may take place in the
learner
Ivan Pavlov’s Classical Conditioning
Individual learns when a previously neutral stimulus is paired with
an unconditioned stimulus until the neutral stimulus evokes a
conditioned response
John Watson
20th-century psychologist and developmentalist who claimed that
he could take a dozen healthy infants and mold them to be
whatever he chose regardless of their backgrounds or ancestry
It implies that nurture is everything and that nature, or hereditary
endowment, counts for nothing
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Watson was a strong proponent of the importance of learning in
human development and the father of a school of thought known as
behaviorism
Different Theories of Learning and their Applications in classroom
situations
Like John Locke, Watson viewed the infant as a tabula rasa to be
written on by experience. Children have no inborn tendencies;
how they turn out depends entirely on their rearing environments
and the ways in which their parents and other significant people in
their lives treat them.
Progress: not through a series of distinct stages dictated by
biological maturation. Instead, development is viewed as a
continuous process of behavioral change that is shaped by a
person’s unique environment and may differ dramatically from
person to person.
Edward Thorndike’s Connectionism
Learning by selecting and connecting
Emphasizes on the response of the organism not limiting himself to
the association between the stimulus and the response
Different Theories of Learning and their Applications in classroom
situations
Believed that all learning is explained by bonds or connections that
are formed between the stimulus and response. These connections
occur mainly through trial and error
Burrhus Frederick Skinner’s Reinforcement and Operant
Conditioning
Stressed the consequence of behavior in order to learn
Proved that reinforcement is a powerful tool in shaping and
controlling behavior in and out of the classroom
Emphasized the greater influence of the environment or learning
and behavior, that is either to reinforce or eliminate
Different Theories of Learning and their Applications in classroom
situations
Reinforcer is a stimulus event that id it occurs in the proper
temporal relation with a response tends to maintain or increase the
strength of a response, stimulus-response connection
Albert Bandura’s Social Cognitive Learning
Observational Learning or Social Learning Theory
Learning takes place when person observes and then imitates the
behavior of others
Information we process from observing other people, things and
events influence the way we act
COGNITIVE LEARNING THEORIES
Prefer to concentrate on analyzing cognitive processes
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Believe in the non-observable behavior
Definite psychology as the study of structure
Different Theories of Learning and their Applications in classroom
situations
Kurt Lewin’s Field Theory
Focused on the psychological field or life space of an individual
Life space of an individual consists of everything one needs to
know about a person in order to understand his/her behavior in a
specific psychological environment at a specific time
Different Theories of Learning and their Applications in classroom
situations
Of significance to education is his view of motivation by
psychological tensions produced by the interaction of a
psychological self with a psychological environment
Different Theories of Learning and their Applications in classroom
situations
Wolfgang Kohler’s Problem Solving Theory
Insight is the capacity to discern the true nature of a situation;
imaginative power to see into and understand immediately
Gaining insight is a gradual process of exploring, analyzing and
restructuring perceptions until a solution is arrived
Different Theories of Learning and their Applications in classroom
situations
The more intelligent a person and the more experience he has, the
more capable he will be for gaining insight
David Ausubel’s Meaningful Learning Theory
Meaningful learning is the acquisition of new meaning.
Refers to the process by which students turn potentially meaningful
material into actual meaningfulness
Meaningful learning occurs when the material to be learned is
related to what students already know
Jerome Burner’s Theory of Instruction
Instrumental conceptualism
The acquisition of knowledge, whatever its form is a dynamic
interactive process. A learner is a purposive participant in the
knowledge getting process who selects, structures, retains and
transforms information
Jerome Burner’s Theory of Instruction
Focused on the problem of what people do with information to
achieve generalized insights or understanding
Learning is seen as a cognitive process that involves 3
simultaneous process:
Acquisition; Transformation; Evaluation
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Robert Gagne’s Cumulative Learning early infancy to 18 months

Learning skills are hierarchically arranged, where there is a pleasure seeking is around the mouth
progression from developing simple stimulus – response
association to concepts and principles and problem solving sucking,chewing, and biting

SOCIAL DEVELOPMENT if fixated at this stage due to oral wishes being gratified too much
or to little, could continue in adulthood seeking oral gratification
refers to how a person develops a sense of self or a self-identity,
develops relationships with others, and develops the kinds of social Anal stage
skills important in personal interactions
1 and a half years to 3 years
The Psychoanalytic Viewpoint
infant’s pleasure seeking is centered on the anus and its functions
SIGMUND FREUD (1856–1939) of elimination

challenged prevailing notions about human nature by proposing
that we are driven by motives and conflicts of which we are largely
unaware and that our personalities are shaped by our early life
experiences
Freud’s Psychosexual Theory
relied heavily on methods as hypnosis, free association, and dream
analysis, because they gave some indication of unconscious
motives that patients had repressed.
As biological creatures, we have basic sexual and aggressive
instincts that must be served; yet society dictates that many of these
drives must be restrained
The ways in which parents manage these sexual and aggressive
urges in the first few years of their child’s life play a major role in
shaping their children’s personalities
Three Components of Personality
Retention - may take form of being neat, stingy, or rigid
Elimination - may take form of being generous or messy
Phallic stage
3 to 6 years (early childhood)
pleasure seeking is centered on the genitals
competes with parent of same sex for affections and pleasures of
the parent of the opposite sex
may result in feelings of inferiority for women and of having
something to prove for men
Erikson’s Psychosocial Stages
eight developmental periods during which an individual’s primary
goal is to satisfy desires associated with social needs

the id, ego, and superego

Only the id is present at birth. Its sole function is to satisfy inborn Eight periods associated with issues of:
biological instincts, and it will try to do so immediately. Young
infants often do seem to be “all id.” Trust

The ego is the conscious, rational component of the personality that Autonomy
reflects the child’s emerging abilities to perceive, learn, remember,
and reason. Initiative

Its function is to find socially approved means of gratifying Industry

instincts.
Identity
As egos mature, children become better at controlling their
irrational ids and finding appropriate ways togratify their needs. Intimacy

FREUD’S PSYCHOSEXUAL STAGES Generativity

Five different developmental periods: Ego integrity

Oral TRUST VERSUS MISTRUST

Anal early infancy through the first year

Phallic if parents are sensitive and responsive to needs of the child, basic
trust will develop
Latency
if parents neglect needs, the child may view the world as uncaring
Genital and learn to become mistrustful

Oral stage AUTONOMY VERSUS SHAME AND DOUBT

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late infancy-1 to 3 years
battle of wills between parents’ wishes and child’s desires to do as
he or she pleases
if parents encourage:
the child to explore, a sense of independence develops
if parents disapprove or punish:
the child’s explorations, he or she may develop a feeling that
independence is bad and feel shame and doubt
INITIATIVE VERSUS GUILT
early childhood-3 to 5 years
child develops a number of social skills that are expected to be
used to meet challenges in the child’s world
if parents encourage initiative:
the child will develop the ability to plan and initiate new things
if parents discourage initiative:
the child may feel guilty or uncomfortable or may feel unable to
plan the future
INDUSTRY VERSUS INFERIORITY
middle and late childhood-5 to 12 years
child needs to direct energy into working and completing tasks
develops a feeling of industry
if child has difficulty applying and completing work:
then the child may develop a feeling of inferiority and
incompetence
IDENTITY VERSUS ROLE CONFUSION
if child is successful making the change to adolescence, he or she
will develop a sense of confidence and a positive identity
if child is unsuccessful, he or she will experience role confusion
results in having low self-esteem and becoming socially withdrawn
BANDURA’S Social Cognitive Theory
emphasizes the importance of learning through observation,
imitation, and self-reward in the development of social skills,
interactions, and behaviors
RESILIENCY
refers to various personality, family, or environmental factors that
compensate for increased life stresses so that expected problems do
not develop
VULNERABILITY
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refers to psychological or environmental difficulties that make
children more at risk for developing later personality, behavioral,
or social problems
GENDER IDENTITY
refers to the individual’s subjective experience and feelings of
being a female or male
GENDER ROLES
traditional or stereotypic behaviors, attitudes, and personality traits
that parents, peers, and society expect us to have because we are
male or female
SOCIAL ROLE THEORY
emphasizes the influence of social and cognitive processes on how
we interpret, organize, and use information
COGNITIVE DEVELOPMENTAL THEORY
children develop mental skills and interact with their environments,
learn one set of rules for male behaviors and another set of rules for
female behaviors
GENDER SCHEMAS
sets of information and rules organized around how either a male
or a female should think and behave
Adolescence & Adulthood
Adolescence
A developmental period, lasting from about ages 12 to 18, during
which many biological, cognitive, social and personality traits
change from childhood to adult-like.
Kohlberg’s Levels of Moral Reasoning
ADULTHOOD
Changes in Cognitive Speed
Processing Speed – rate at which we encode information into long-
term memory or recall or retrieve from long-term memory.
Perceptual Speed – rate at which we can identify a particular
sensory stimulus.
Reaction Time – rate at which we respond to stimulus.
PERSONALITY AND SOCIAL DEVELOPMENT
Self-Identity – how we describe ourselves and includes our values,
goals, traits and, perceptions, interests and motivations.
Self- Esteem – how much we like ourselves and how much we
value our self-worth, importance, attractiveness and social
competence.
SOCIAL DEVELOPMENT during ADOLESCENCE
To recap…
Freud’s Psychosexual Stages
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Five different developmental periods:
Oral
Anal
Phallic
Latency
Genital
Latency stage
6 to puberty (middle to late childhood)
child represses sexual thoughts and engages in nonsexual activities,
such as:
developing social and intellectual skills
puberty:
sexuality reappears
Genital stage
puberty to adulthood
individual has renewed sexual desires that he or she seeks to fulfill
through relationships with members of the opposite sex
successful resolution of the conflicts in the first three stages will
lead to having energy to develop loving relationships and a healthy
and mature personality
Adulthood: erikson’s Psychosocial STAGES
Stage 5: IDENTITY VS ROLE CONFUSION (12 – 20)
CONFLICT: Adolescents need to leave behind the carefree,
irresponsible, and impulsive behaviors of childhood and develop
the more purposeful, planned and responsible behaviors of
adulthood.
RESOLVE: Develop a healthy and confident sense of identity.
UNSUCCESSFUL: Experience Role Confusion – low self-esteem
and becoming unstable or socially witdrawn.
Adulthood: erikson’s Psychosocial STAGES
Stage 6: INTIMACY VS. ISOLATION (20 – 40)
CONFLICT: Time for finding intimacy by developing loving and
meaningful relationships.
Adulthood: erikson’s Psychosocial STAGES
Intimacy can be found on caring relationships.
No Intimacy: Painful feeling of isolation and relationships will be
impersonal.
Adulthood: erikson’s Psychosocial STAGES
Stage 7: GENERATIVITY VS STAGNATION (40 – 65)
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CONFLICT: Middle adulthood – time for helping younger
generation develop worthwhile lives.
Adulthood: erikson’s Psychosocial STAGES
Achieve generativity through raising own children; close
relationships with children of friends or relatives; mentoring at
work and helping others.
Adulthood: erikson’s Psychosocial STAGES
Lack of involvement – leads to a feeling of stagnation – feeling of
having done nothing for the younger generation.
Adulthood: erikson’s Psychosocial STAGES
Stage 8: INTEGRITY VS. DESPAIR (65 – older)
CONFLICT: Reviewing on how previous challenges have been
met and how one lived his/her life.
Feelings of contentment, satisfaction and integrity.
Adulthood: erikson’s Psychosocial STAGES
Negative: See a series of crises, problems and bad experiences –
regret and despair.
Which Kind of Love are you in?
PASSIONATE LOVE – involves continuously thinking about the
loved one and is accompanied by warm sexual feelings and
powerful emotional reactions.
COMPANIONATE LOVE – involves having trusting and tender
feelings for someone whose life is closely bound up with one’s
own.
Triarchic Theory of Love
PASSION – feeling physically aroused and attracted to someone.
INTIMACY – feeling close and connected to someone; develops
through sharing and communicating.
COMMITMENT – making a pledge to nourish the feelings of love
and to actively maintain the relationship.
Triarchic Theory of Love
INFATUATED LOVE – no intimacy and commitment
HOLLYWOOD LOVE – Passion and Commitment
COMPANIONATE LOVE – Intimacy and Commitment
ROMANTIC LOVE – Intimacy and Passion
AGING
NORMAL AGING – gradual and natural slowing of our physical
and psychological process from middle through late adulthood.
PATHOLOGICAL AGING – caused by genetic defects,
psychological problems or diseases which accelerate the aging
process.
GERONTOLOGY – study of aging
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AGING PROCESS – caused by the combination of certain genes

and proteins that interfere with organ functioning and by the
natural production of toxic molecules (free radicals) which in turn
cause random damage to body organs and DNA.

Thank You very much!!!

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