learning; allow them to develop • Girls begin puberty
independently; lesser tantrum
• Growth
Increase in physical size
or structure that is
measurable
Quantitative change in the
bodyè measurable
• Development
Increase in skill and
capacity to function
occurring in orderly
fashion.
Child’s ability to perform
specific tasks.
Qualitative change
• Maturation
Increase in competence or
ability to function at a
higher level.
The process by which the
traits carried by the child
through his genes begin to
unfold and are realized.
• Cognitive development
Acquiring concepts of time
and space, abstract thought
Ability to learn or
understand from experience,
to acquire and retain
knowledge, to respond to
new situations, to solve
problems.
Measured by:
▪ Intelligence tests
▪ Observing child’s
ability to function
effectively in his/her
environment
1. G & D are continuous processes
from conception until death
2. G & D proceed in an orderly
sequence
3. Different children pass through
the predictable stages at
different rates
4. All body systems do not develop
at the same rate
5. Development is cephalocaudal⇒
Sitting; Crawling⇒ 6months-
upper body; next 6months-lower
body ang mo taas
6. Development proceeds from
proximal to distal body parts⇒
center to distal
7. Development proceeds from gross
to refined skills ⇒ if the
baby use his/her index finger
pointing his/her nose;
developed fine motor skills
8. There is an optimum time for
initiation of experiences or
growth spurt 6 months to
9. Neonatal reflexes must be lost
before development can proceed
10. A great deal of skill and
behavior is learned by
practice.
2. Health
3. Intelligence
4. Temperament
2 months old - need support
8 months old - can sit
1. Reaction patterns
6 months - palmar reflexes
a. Activity level
without fine motor skills
12 months old - with fine
motorcycles
b. Rhythmicity
A. Genetic Inheritance
1. Gender
• Girls are born lighter
Daniela Crystal P. Abucayan
1 yr. earlier than boys
• Boys tend to be taller &
heavier than girls by end
of puberty (14 – 16 y.o.)
• Girls do talk earlier
than boys
• Disorders included in the
NB screening:
1. Congenital
hypothyroidism
2. Congenital Adrenal
Hyperplasia (CAH)
3. Galactosemia (GAL)
4. Phenylketonuria (PKU)
5. Glucose-6-Phosphate
Dehydrogenase Deficiency
(G6PD Def)
• Hemophilia⇒ if the mother
is the carrier ang lalaki
niya na bata mo show ug
symptoms
• Type 1 Diabetes Mellitus
• Intellectual level
affects vocabulary and
ability to encode &
decode messages
• Influences the number of
languages a child speaks,
reading ability,
• Depth of explanation that
a child is capable of
understanding.
• Examples:
o Mental retardation
o Autism
o ADHD (Attention
Deficit Hyperactivity
Disorder)
• Usual reaction pattern of
an individual, or an
individual’s
characteristic manner of
thinking, behaving or
reacting to stimuli in
the environment.
• Children are not all
alike:
o Others adapt quickly
o Some adapt slowly
o Some react intensely
o Some react passively
• Some babies are
constantly on the go
• Others stay where they
are placed
• Some wake up at the same
time each morning
• Hungry at regular
intervals
• Nap at the same time
each day
• BM same time each day
 c. Approach
• Child’s response on
initial contact with a
new stimulus
o Some smile and “talk”
to strangers
o Others cry at the site
of strangers
d. Adaptability
• Ability to change one’s
reaction to stimuli over
time.
e. Intensity of Reaction
• Some children cry loudly
• Some have mild or low
intensity reaction to
stress.
f. Distractibility
• Children who are easily
distracted or can easily
shift their attention to
a new situation can be
easily managed.
• Children who are easily
distracted or can easily
shift their attention to
a new situation can be
easily managed.
• Others cannot be
distracted
o Parents may describe
them as stubborn,
willful, or unwilling
to compromise
g. Attention Span &
Persistence
• Ability to remain
interested in a project
or activity.
• Some play with their toy
for 1 hr.
• Some play no more than 1
– 2 min. with each toy.
h. Threshold of Response
• Intensity level of
stimulation necessary to
evoke a reaction
i. Mood Quality
• The child who is always
happy and laughing can
be said to have a (+)
mood quality
1. EASY CHILD
• Predictable rhythmicity;
regular routine like oras sa
pag mata, if gigutom na or so
• Readily approach & adapt to
new situations
• Mild to moderate intensity of
reaction
• Overall (+) mood quality
2. DIFFICULT CHILD
• Irregular in habits; restless
• (-) mood quality
• Withdraw rather than approach
new situations
3. SLOW-TO-WARM-UP CHILD
• Fairly inactive
• Respond only mildly
• Adapt slowly to new
situations
• Have general (-) mood
1. Require more planning &
creative distraction measures;
let them have autonomy;talk
about fantasy⇒ superhero2
2. Talk to parents about their
child’s reactivity patterns
Parents must focus on
preparing the child for new
activities
3. Bring these characteristics to
parent’s attention, bec.
understanding the child is the
beginning of accepting &
respecting the child as
individual.
B. Environmental influences
Socioeconomic level
▪ Low socioeconomic status
Parent-child relationship
▪ Children who are loved
thrive better than those
who aren’t.
▪ Loss of love from a
primary caregiver can
interfere with a child’s
desire to eat, improve,
and advance.
Ordinal Position
o Only child or oldest child
▪ Generally excels in
language development
▪ Youngest child may develop
language more slowly
Health
▪ Children with physical
disability may be limited
in their ability to play.
A. Sigmund Freud
• Austrian neurologist;
• Founder of psychoanalysis
• Offered the first real theory B. Erik Erikson
of personality development
• Describes child development
as series of psychosexual
stages in which a child’s
sexual gratification becomes
focused on a particular body
part.
Freud’s Psychoanalytic theory
1. Infant (BIRTH – 1 Y.O.)
• “ORAL PHASE”
o Infants suck for pleasure
or relief of tension; the
infant should be satisfied
para d mo balik ang bata sa
pag suck
2. Toddler (1 – 3 Y.O)
• “ANAL PHASE”
o Interests focus on anal
region
o Toilet training begins;
uttered nga “Ma kalibangon
ko.”
o Part of toddler’s self-
discovery
o A way of exerting
independence
o Find pleasure in retention
of feces & defecation
3. Preschooler (3 – 6 Y.O.)
• “PHALLIC STAGE”
o Interest focus on genital
area.
o Masturbation is common; out
of curiosity⇒ like mag
hubo nya magdagan2, or e
compare2 na nila
o May show exhibitionism
o Recognizes differences
between the sexes
o Oedipus (male child is
close sa iya mama) and
Electra (girl child is
close sa iya papa)
complexes, penis envy, and
castration anxiety are
centered.;exaggerated
thinking like mag tuli, nag
tou sila na putlon tanan
ilang penis
4. School-aged child (6 – 12
Y.O.)
• “LATENT PHASE”
o Children’s libido is
diverted into concrete
thinking.
o Acquisition of knowledge
and vigorous play.
5. Adolescent (12 Y.O. AND OVER)
• “GENITAL PHASE”
o Finding new love objects
o Maturation of the
reproductive system and
production of sex hormones
o Genital organs become the
major source of sexual
tensions and pleasures.
o Energies are also invested
in forming friendships and
preparation for marriage.
• Developed his own theory of
psychosocial development
• The theory stresses the
importance of culture and
society in the development of
the personality.
• Person’s social view of self
is more important than
instinctual drives in
determining behavior.
• He describes 8 developmental
stages, at each stage there
is a conflict between 2
opposing forces.
Erikson’s Psychosocial Development
1. Infancy (birth – 1 y.o.)
• “TRUST (consistent, loving
care with a nurturing
person) vs. MISTRUST
o Learning confidence or
Learning to love
Daniela Crystal P. Abucayan
 o When needs are met, they
come to view the world as a
safe place, and people as
helpful and dependable.
o When needs are not met,
this fosters a basic
mistrust; infants become
fearful and suspicious of
the world.
o Therefore, consistent,
loving care by a nurturing
person is essential to
development of trust.
2. Toddler (1 – 3 y.o.)
• “AUTONOMY vs. SHAME & DOUBT”
o Autonomy (self-government
or independence) builds on
children’s new motor and
mental abilities.
o Children take pride in new
accomplishments and want to
do everything
independently. E.g.
walking, climbing,
manipulating
o Shame & doubt arise when
children are made to feel
small & self-conscious,
when caregivers are
impatient and do everything
for them.
o Much of their learning is
acquired through imitating
the activities and behavior
of others.
o Favorable outcomes are
“self-control & willpower”.
3. Pre-schooler (3 – 6 y.o.)
• “INITIATIVE vs. GUILT”
o Initiate motor activities
on their own and no longer
imitate the actions of
others.
o When children are given
much freedom and
opportunity to initiate C. Jean Piaget
motor play, their sense of
initiative is reinforced.
o The lasting outcomes are
“direction & purpose”
4. School – Age Child (6 – 12 Piaget’s Cognitive Development
y.o.) 1. The Infant
• “INDUSTRY vs. INFERIORITY” ; •
eraser years because they
want everything perfect
o Children learn how to do
things well
o When praised & rewarded for
the finished results, their
sense of industry grows.
o Child’s world grows to
include the school &
community environment.
5. Adolescent (13 – 20 y.o.)
• “IDENTITY vs. ROLE
CONFUSION”
o Adolescents must bring
together everything they
have learned about
themselves (as a son or
daughter, a friend, a
student, etc.) and
integrate these images into
a whole that makes sense.
6. Young Adult (20-40 y.o.)
• “INTIMACY vs. ISOLATION”
o INTIMACY is the ability to
relate well with other
people, not only with the
members of the opposite sex
but also with one’s own sex
to form long-lasting
friendships.
o People need a strong sense
of identity before they can
reach out fully and offer
deep friendship or love.
7. Middle-Aged Adult ( 40 – 65
y.o.)
• “GENERATIVITY vs.
STAGNATION”
o Extend their concern from
just themselves and their
families, to the community
and the world.
o They may become politically
active Work to solve
environmental problems
Participate in far-reaching
community
o People with sense of
GENERATIVITY are self
confident
o Better able to juggle their
various lives (mother,
coach, church member,
teacher)
8. Older Adult
• “INTEGRITY vs. DESPAIR”
o Older adult with INTEGRITY
feels good about the life
choices he or she has made.
o Older adult with feelings
of DESPAIR wishes life
would begin over again so
that things could turn out
differently.
• Swiss psychologist
• Introduced concepts of
cognitive development, or the
way children learn & think.
“SENSORIMOTOR”
o Practical intelligence
o Babies relate to the world
through their senses using
reflex behavior
o Includes schemas of primary &
secondary circular reaction
and coordination of secondary
reactions.
▪ “primary” refers to
activities related to child’s
own body
▪ “circulatory reaction” means
repetition of behavior
▪ “secondary” refers to
activities separate from a
child’s body.
▪ Coordination of secondary
reactions, infants begin to
demonstrate goal-directed
behavior
2. The Toddler
• Children complete the final
stages of the sensorimotor
period and begin to develop
some cognitive skills of
preoperational thinking
(symbolic thought & egocentric
thinking).
• Thought becomes more symbolic
• Child is egocentric
• Inability to remember what they
started to talk about (static
thinking)
3. The Preschooler
• Preschool children move on to
the substage of preoperational
thought termed INTUITIVE
THOUGHT.
• Children tend to look at an
object and see only one of its
characteristics (centering).
o Example: The child may see
that the banana is yellow but
does not notice that it is
also long.
4. The School-Age Child
• Concrete operational thought
begins
• Recognize “cause & effect”
relationships
• Reasoning tends to be inductive
(Specific to General).
5. The Adolescent
• Achieves FORMAL OPERATIONAL
THOUGHT (abstract thought)
• Uses scientific reasoning
• Understands deductive
reasoning.
D. Lawrence Kohlberg
• A psychologist
• Developed a theory on the way
children gain knowledge of
right & wrong, or moral
reasoning.
Kholberg’s Theory of Moral
Development
1. The Infant
• “PRERELIGIOUS STAGE”
o Infant learn that when they
do certain actions, parents
give affection and approval;
o For other actions, parents
scold and label the behavior
“bad”.
o Development of trust is
important in moral
development.
2. The Toddler
• Toddlers begin to formulate a
sense of RIGHT & WRONG.
• “punishment obedience
orientation”
o A child is good bec. a parent
says a child must be good not
because it is “right” to be
good.
• Toddlers may not obey requests
from people other than their
parents.
Daniela Crystal P. Abucayan
 • While providing care, may ask
a parent to reinforce
instructions to be certain
that the toddler will follow.
3. The Preschooler
• Tend to do good out of self-
interest rather than out of
true intent to do good or
because of strong spiritual
interest.
• They imitate what they see
including wrong actions,
assuming those actions are
correct.
4. The School-Age Child
• Enter a stage of moral
development termed
CONVENTIONAL DEVELOPMENT.
• “nice girl, nice boy” stage.
• Children engage in actions
that are “nice” or “fair”
rather than necessarily right.
• Later in school-age period,
they become aware that
community laws are enforced by
guards or police.
• They feel it is necessary to
obey rules only when the rules
can be clearly enforced.
• Example: “You shouldn’t steal
because the police will arrest
you.”
5. The Adolescent
• Capable of internalizing
standards of conduct ( they do
what they think is right
regardless of whether anyone
is watching).
• Post Conventional Development
o Mature form of moral
reasoning.
• If asked why stealing is
wrong, an adolescent would
answer “Because it deprives my
neighbor of possessions he or
she has earned.”
• Can carry out self-care
measures even when someone
else is not present.
• They understand the principle
that certain things should be
done because they are right

Daniela Crystal P. Abucayan