DEVELOPMENTAL PSYCHOLOGY

LESSon 3-6 / MIDTERMS / PPT-BASED

PRENATAL STAGE Step 5: IMPLANTATION zygote attached to

 PRENATAL PERIOD
- The prenatal period is the period before birth.
- prenatal development is a time of remarkable
change that helps set the stage for future
psychological development.
- The prenatal period is a time for a couple to
prepare for their new role as parents
- It is the next to the shortest of all.
- Approximately 270 to 280 days or nine calendar
Months
uterus wall.
CONCEPTION
- when a sperm cell from a fertile man swims up
through the vagina and into the uterus of a woman
and joins with the woman’s egg cell as it travels
down one of the fallopian tubes from the ovary to
the uterus.
OVULATION
- phase in the menstrual cycle. It occurs at about
day 14 of a 28-day menstrual cycle.

CHARACTERISTICS OF PRENATAL PERIOD THREE MAIN STAGES OF PRENATAL PERIOD

1. GERMINAL First 2 weeks after

1. HEREDITARY ENDOWMENT PERIOD conception
The sum of all biological processes by which 2. EMBRYONIC 3rd to 8 weeks
characteristics are transmitted from parents to their PERIOD
offspring. 3. FETAL PERIOD 9th week until birth

2. THE SEX OF NEWLY CREATED ENVIRONMENTAL IMPACTS ON PRENATAL

INDIVIDUALS DEVELOPMENT
It is fixed at the time of conception & the conditions can
stunt their development TREATOGENS
- any environmental substance or agent –
3. HAZARDOUS biological, chemical, or physical – that can have a
The prenatal period is a time of many hazards both detrimental effect on a developing fetus.
physical and psychological. - Alcohol, smoking,

4. MOTHER'S CONDITION PRESCRIPTION OR ILLEGAL DRUGS

Favorable condition in the mother's body can foster the - Use of any type of drug—whether illegal,
development of hereditary potentials while unfavorable prescription, or over-the-counter—can be
conditions can stunt their development. dangerous during pregnancy.

5. PROPORTIONALLY GREATER GROWTH & MATERIAL STRESS & DEPRESSION

DEVELOPMENT - Any form of prenatal stress felt by the mother can
have negative effects on various aspects of fetal
it takes place during the prenatal period than at any development and can cause harm to both mother
other time throughout the individual's entire life. and child.

6. FORMATION OF ATTITUDE OTHER TREATOGENS

The prenatal period is the time when significant people - Other teratogens that affect prenatal development
form attitudes towards newly created individual. include radiation, pollution, and infectious disease.
EARLY STAGES OF PREGNANCY
INFANCY STAGE

Step 1: FERTILIZATION union of sperm and  INFANCY STAGE

egg cell - After birth
Step 2: CLEAVAGE division of cells to - Stage where both heart and mind are filled with
RACKETCELL develop an embryo. “innocence”
Happens in 24 hrs.
Step 3: BLASTOCYST 3 days after CHARACTERISTICS OF INFANCY PERIOD
fertilization. Rapidly 1. Shortest of all developmental period
dividing ball of cells. 2. Time for radical adjustments
Step 4: GASTRULATIO Embryo transforms 3. Plateau in development
N from a one- 4. Preview of later development
dimensional layer of 5. Hazardous period
epithelial cells SUBDIVISIONS OF INFANCY

RAMOS, MAE RACQUEL GRACE E. / AB PSYCHOLOGY 1 / LA CONSOLACION UNIVERSITY PHILIPPINES

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DEVELOPMENTAL PSYCHOLOGY
LESSon 3-6 / MIDTERMS / PPT-BASED

PERIOD OF 15 – 30 mins after birth to cutting assessment

PARTUNATE of ambilical cord includes measure of
alertness and ability
PERIOD OF from cutting of the ambilical cord
to interact with
NEONATE to the end of 2nd week of post-
people.
natal life.

KINDS OF BIRTH - Prepare them to

interact with the
1. NATURAL OR SPONTANEOUS BIRTH world
Benefits may lie in shorter staying in hospital, and the - Some reflexes are
baby has a low possibility of respiratory problems. important to survival
 The Newborn’s (e.g., rooting and
2. BREECH BIRTH Reflexes sucking)
head up position, caesarian, suhi - Some protect the
newborn (e.g., blink
3. TRANSVERSE BIRTH and withdrawal)
the baby is lying (nakahiga) often happens when it’s - Some are
the birth of 2nd or 3rd baby foundations for later
motor behavior
4. INSTRUMENTAL BIRTH  Newborn -
Use of instrument to help forces so the mother give States
birth  Perception and -
Learning in the
5. CAESARIAN BIRTH Newborn
has the longer healing period than normal. It is an
option if there are unhealthy conditions, or ENVIRONMENTAL IMPACTS ON PRENATAL
complications. DEVELOPMENT
ADJUSTMENT TO INFANCY
1. Preparation for Parental Duties
 Temperature change
2. The Childbirth Experience
 Breathing
3. the Mother’s Physical Condition after Birth
 Sucking and swallowing
4. Concern About Expenses
 Elimination
5. Evidence of Defects
6. The Infant’s Postnatal Adjustments
ADJUSTMENT TO PARENTHOOD
7. Infantile Crying
 Parents must recognize their old routine.
8. Parental Resentments against Work and
 Half of all new moms feel the irritation,
Expenses
resentment, and experience crying
9. Concern about Normality
 10-15% feel more severe postpartum
10. Concern about Survival
depression
CATEGORIES OF INFANT ACTIVITY
 Postpartum depression affects warmth and
enthusiasm of mothering.
MASS ACTIVITY - occurs throughout
BIRTH COMPLICATIONS the entire body when
 Lack of oxygen (hypoxia): often leads to any area is
surgical removal of the fetus (C-section) stimulated. Big
 Premature and small-for-date infants movements.
 Prematurity is less serious than being SPECIFIC ACTIVITY - involve certain
small-for-date limited areas of the
body. These
THE NEWBORN includes reflexes.
Small movements
 Assessing the - Apgar assessment,
Newborn healthcare provider SENSORY CAPACITY OF INFANTS
checks the 1. Vision
activities, pulse, 2. Hearing
infantal crying. 3. Smell
- Neonatal Behavioral 4. Taste
5. Organic Sensitivities
Assessment Scale
6. Skin Sensitivity
(NBAS)
VOCALIZATION OF THE INFANT
comprehensive
1. CRYING

RAMOS, MAE RACQUEL GRACE E. / AB PSYCHOLOGY 1 / LA CONSOLACION UNIVERSITY PHILIPPINES

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DEVELOPMENTAL PSYCHOLOGY
LESSon 3-6 / MIDTERMS / PPT-BASED
2. EXPLOSIVE SOUNDS - similar to heavy
berating. They are uttered without any
meaning. They are commonly called “coos”
gurgles or grunts. These are gradually
strengthened and developed into bubbling.
HAZARDS OF INFANCY
1. PHYSICAL
 Multiple birth
 Difficult and complicated birth
 Post maturity
 Prematurity
2. PSYCHOLOGICAL HAZARDS
 Traditional belief about Birth
 Names that are potential psychological
hazards
BASIC CHARACTERISTICS OF INFANTS
• Depend on adults to care for them
• Have physical and emotional needs intertwined
• Are born with unique personalities
• Display individual temperaments (active, cuddly,
distant, curious)
• Develop attachments to parents and caregivers
• Like to watch other children
• Use all their senses to learn about their world:
seeing, hearing, tasting, touching, smelling
•Are fascinated with their most interesting
plaything – a caring adult
• Communicate with their bodies, their actions,
and their sounds
• Explore their bodies, and then their world, as
they begin to stretch, sit up, crawl, and walk
• Love the traditional games of babyhood which
promote coordination and development of
attention (Peek-a-Boo)
• Practice new physical skills-grasping, reaching,
picking up, pushing, etc.
• Begin to practice separating as they crawl away
REMEMBER…
 Jean Piaget considers the cognitive
Development of Infancy as being the
“Sensorimotor Stage”
 Erik Erikson believes that the emotional
development in the infant is at the level of
“Trust and Mistrust”
 The roots of language are crying, cooing,
and bubbling.
LESSON 4 / MIDTERMS / PPT-BASED
BABYHOOD STAGE
RAMOS, MAE RACQUEL GRACE E. / AB PSYCHOLOGY 1 / LA CONSOLACION UNIVERSITY PHILIPPINES
Babyhood continues from infancy to the
second year of life. It is achieved enough body control
to relatively independently.
PATTERN OF PHYSICAL DEVELOPMENT IN
BABYHOOD
WEIGHT: At the age of 4 months, baby’s weight has
normally doubled at one year old babies weigh on the
average 3 times as much as they did at birth
HEIGHT: At 4 months, baby measures between 23 to
24 inches and at 1 year 28 to 30 inches
HEAD: grows slow in babyhood.
TRUNK AND LIMB: growth increases.
 The baby becomes gradually top heavy and
appears slenderer.
BONES: number of bones increases during babyhood.
The fontanel or the soft skull has closed approximately
50% at 18 months ossification begins
MUSCLES & FAT: present at birth in a very
underdeveloped form. Grows slowly and are weak. By
contrast fat tissues develop during babyhood.
PATTERN OF PHYSICAL DEVELOPMENT
ENDOMORPH – Round and fat
MESOMORPHIC – heavy, hard and rectangular. Can
loose and gain weight easily. Has a good metabolism
ECTOMORPHIC – Long and slender.
CHARACTERISTIC OF BABYHOOD
1. TRUE FOUNDATION AGE
Whatever we do or feed child in this age shows in
adulthood.
2. AGE OF RAPID CHANGE
3. AGE OF DECREASING DEPENDENCY
Rapid development of body control
4. BEGINNING OF SOCIALIZATION
Having the idea that he/she belongs in a social group
5. BEGINNING OF SEX-ROLE TYPING
6. APPEALING STAGE
7. BEGINNING OF CREATIVITY
Learns to develop own interests that create creativity
8. HAZARDOUS STAGE
They still don’t have the idea of proper knowledge at
all. No complete knowledge. Because everything can
cause harm.
DEVELOPMENTAL TASK IN BABYHOOD
1. Learning to take solid foods
2. Learning to walk
3. Learning to talk
4. Learning to control elimination of body
waste
BABYHOOD
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DEVELOPMENTAL PSYCHOLOGY
LESSon 3-6 / MIDTERMS / PPT-BASED

It is also the time when the fundamental

physiological patterns should be established even COMMON CAUSES OF UNHAPPINESS
though habit formation may not be completed when
babyhood ends. 1. Poor health
2. Teething
1. SLEEP PATTERNS 3. Desire for independence
Duration if night sleep increases from 8 ½ hour at 4. Increased Need for attention
3 weeks to 10 hours at 12 weeks & remain constant 5. Disenchantment with Parenthood
during the rest of the year. 6. Beginning of Discipline
7. Child Abuse
2. EATING PATTERNS 8. Increased Sibling Resentment
Birth until 4 or 5 months of age all eating of the
baby is sucking % swallowing. HAZARDS IN BABYHOOD

3. PATTERNS OF ELIMINATION A. PHYSICAL: Mortality, Accidents, Physiological

Bowel control begins on the average at 6 months Habits, Crib Death, Malnutrition, Illnesses,
& bladder control begins between 15-16 months. Foundations of Obesity

FIRST WORDS B. PSYCHOLOGICAL: Motor Development,

Speech Hazards, Emotional Hazards, Social
“Mama” and “Papa” Hazards, Play Hazards, Hazards in Morality,
Family Relationship Hazards, Hazards in
A. PRE SPEECH-FORMS: Personality Development
1. Crying
2. Babbling FAMILY HAZARDS IN RELATIONSHIP
3. Gesturing
4. Emotional Expressions 1. Separation from mother
5. Cooing 2. Failure to Develop Attachment Behavior
3. Deterioration in Family Relationships
B. TASK IN LEARNING TO SPEAK: 4. Overprotectiveness
1. Pronunciation 5. Inconsistent Training/ Discipline
2. Vocabulary building 6. Child Abuse
3. Sentences
BEGINNINGS OF MORALITY IN BABYHOOD
COMMON EMOTIONAL PATTERNS IN
BABYHOOD Babies have no scale of values and no
1. Anger conscience. They are therefore neither moral nor
2. Fear immoral but nonmoral – in the sense that their
3. Curiosity behavior is guided by moral standards.
4. Joy This stage according to Piaget is morality by
5. Affection constraint. -this last until 7 or 8 y/o and is characterized
by automatic obedience to rules without reasoning or
COMMON PLAY PATTERNS judgement

1. SENSORIMOTOR PLAY EARLY TO MIDDLE CHILDHOOD

- Through senses
- The use of gadgets is not necessary and nice EARLY CHILDHOOD
because it’s impulsive learning/passive learning
ang nakukuha. Not experiential. Simply because It is a time of remarkable growth with brain
of memorization and familiarization. Not in-depth development at its peak. During this stage, children are
learning. highly influenced by the environment and the people
that surround them.
2. EXPLORATORY PLAY
- Tends to follow and imitate It represents the period when young children
reach developmental milestones that include:
3. IMITATIVE PLAY
- Help the child to imagine and reinforces a child’s  Emotional regulation and attachment
creativity  Physical development
 Language development
4. MAKE BELIEVE PLAY  Cognitive development
 Motor Skills
5. AMUSEMENTS

RAMOS, MAE RACQUEL GRACE E. / AB PSYCHOLOGY 1 / LA CONSOLACION UNIVERSITY PHILIPPINES

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DEVELOPMENTAL PSYCHOLOGY
LESSon 3-6 / MIDTERMS / PPT-BASED

EARLY CHILDHOOD DEVELOPMENT BRAIN LATERALIZATION

It refers to many skills and milestone that
children are expected to reach by the time they reach
the age of five. These milestones include learning how
to run, how to talk using simple sentences and how to
play with others.
In most cases, this type of development occurs
naturally when parents and children spend time
playing, looking at books together. Preschools and
Head Start programs provide activities based on early
childhood development guidelines.
1. Lateralization is the process in when certain
functions are located more in one hemisphere
of the brain and the other
2. Left brain: speaking, reading, thinking,
reasoning
3. Right brain: spatial relations, patter,
recognition, emotional expression.
GENDER DIFFERENCES

EARLY CHILDHOOD  Boys have language mostly in left hemisphere,

- A time of remarkable physical, cognitive, social, girls in both.
and emotional development.  Boys have better developed hemispheric
specialization in lower body reflexes.
Watching a child develop new motor, cognitive,  Girls have better developed hemispheric
language and social skills are a source of wonder for specialization for auditory processing.
parents and caregivers
GROSS MOTOR DEVELOPMENT
DEVELOPMENTAL TASK
Very rapid development during this stage.
Learning sex differences and sexual modesty. Partly the result of extensive practice-the highly active
Learning to distinguish right and wrong and beginning child.
to develop conscience. Small gender differences:
 Boys better at throwing things
PHYSICAL DEVELOPMENT IN EARLY  Girls are better coordinated
CHILDHOD
GROSS MOTOR SKILLS AT:
BODY GROWTH  Has effective
control of
A.Changes in Body Size and Proportions stopping and
1. On the average, 2 to 3 inches in height and turning
about 5 pounds in weight are added each  Can descend a
year. long stairway
2. The child gradually becomes thinner; girls 4 YEARS OLD
with alternating
retain somewhat more body fat, whereas boys feet
are slightly more muscular.
 Can hop 2-5
3. Posture and balance improve, resulting in
steps on one
gains in motor coordination.
foot
4. Individual differences in body size are even
more apparent during early childhood than in  Stops and turns
infancy. effectively in
5. To determine if a child’s atypical stature is a games
sign of a growth or health problem, the child’s  Make a running
ethnic heritage must be considered. 5 YEARS OLD jump of 28
inches
NUTRITION  Easily hop a
Period where lifelong eating habits are distance of 16
developed. feet
HEALTH
Generally, a health period for most children, FINE MOTOR DEVELOPMENT
cods expected. Growing concern with failures and
complacency in immunization practices.  Skills involving a delicate small muscle
BRAIN GROWTH movement
2 years old have 75% of adult brain mass  Require more concentrated deliberate practice
5 years old have 90% of adult brain mass than gross motor skills
o At the age 3, children can draw circles and
Rapid increase of the product of -increased no. squares, do simple jigsaw puzzles, fit
of dendrite-axon connections-increased of myelination.

RAMOS, MAE RACQUEL GRACE E. / AB PSYCHOLOGY 1 / LA CONSOLACION UNIVERSITY PHILIPPINES

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DEVELOPMENTAL PSYCHOLOGY
LESSon 3-6 / MIDTERMS / PPT-BASED

different shaped blocks into matching - Spoken language not intended for others. Practice
holes for internal monologues and thinking.
o At the age of 4, children can draw a Social Speech
person that looks right, fold paper into - Directed toward another person and meant to be
triangles, hold a pencil better. understood.
FACTORS INFLUENCING CHILD TO TALK
COGNITIVE DEVELOPMENT  Intelligence
 Type of discipline
1. A period of dramatic cognitive growth  Ordinal Position
2. A variety of theories that explain the changes  Family Size
that takes place.  Socio Economic Status
 Bilingualism
PIAGET’S PREOPERATIONAL THINKING STAGE
 Sex-Role Typing
Piaget’s stage marked by increasing use of
COMMON EMOTIONS
symbolic thought, mental reasoning, and increased
 Anger
concept information. Children still unable to do
“operations” formal logical mental processes.  Fear
 Jealousy
 SYMBOLIC FUNCTION  Curiosity
The ability to use mental symbol, a word, or an  Envy
object to stand for or represent.  Joy
 Grief
 CONCENTRATION  Affection
Concentrating on one limited aspect of
stimulus and ignoring other aspects. ERICKSON’S STAGE
 Autonomy vs Shame and Doubt (18 months to
 EGOCENTRC THOUGHT 3 years)
Thinking that does not consider the viewpoints - Developing independence and self-reliance
of others.
 Initiative vs. Guilt (3-6 yrs)
EMERGENCE OF INTUITIVE THOUGHT - Realization that you are a person in your own
right, make decision and shape self.
Thinking that uses primitive reasoning and
simple knowledge accumulation to reach conclusions. FREUD’S STAGE
Knowing something without being able to
explain how they know.  The Phallic Stage
- Oedipus and Electra Conflict
IMPROVEMENTS IN ATTENTION SPAN - Castration anxiety and penis envy
LATE CHILDHOOD
1. Ability to pay attention longer.
2. Ability to attend to more than one dimension of
For Parents:
an object at the same time.
Troublesome age, sloppy age, quarrelsome age,
CULTURAL INFLUENCES ON COGNITIVE
For Educators: elementary age
DEVELOPMENT
For Psychologist:
Zone of proximal development: the level at
gang age, age of conformity, creative age and play age
which a child can almost but not fully comprehend or
perform a task on his or her own.
DEVELOPMENTAL TASK IN LATE CHILDHOOD
LANGUAGE DEVELOPMENT
1. Learning physical skills necessary for ordinary
games
Also as a period of dramatic growth
2. Building wholesome attitude toward oneself as
Age 2: telegraphic speech, 200 words vocabulary
a growing organism
Age 6: adult grammar and syntax, 14000 words
3. Learning to get along with age mates
vocabulary
4. Developing fundamental skills in reading,
writing, and calculating
TYPE OF SPEECH:
5. Beginning to develop appropriate masculine or
feminine social roles
Private Speech
6. Developing a conscience - morality
7. Achieving personal independence

RAMOS, MAE RACQUEL GRACE E. / AB PSYCHOLOGY 1 / LA CONSOLACION UNIVERSITY PHILIPPINES

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DEVELOPMENTAL PSYCHOLOGY
LESSon 3-6 / MIDTERMS / PPT-BASED

 Children’s social world includes school

(teaches and environment affect child’s self-
BODY GROWTH AND PROPORTION esteem and effort.
 Skeletal and Muscular Systems
IMPORTANT EMOTIONAL CHANGES IN
- During elementary school years, children grow an ELEMENTARY SCHOOL YEARS
average of 2 to 3 inches a year and at the age 10,
the average girl is 4’10” and the standard for a boy  Increased ability to understand emotions
is 4’9”  Understanding that situations can result in
more than one emotion
- Tooth development and dental Care: Most teeth  Tendency to attend to events leading to
we have as adults begin to come in during middle emotional reactions.
and late childhood.
RELATIONSHIP WITH THE FAMILY
MOTOR DEVELOPMENT  Parent-child interaction time
 Much less with children aged 5 to 12 than
Greater control over their bodies before age of 5
 Even less with parents with little education
 As children move through elementary school
 Centers on scheduling, discipline and
years, they gain greater control over their bodies
temper control, regulating behaviors
and can sit and attend for longer periods of time.
 Discipline is often easier in middle and late
childhood as children mature
 They also became more fatigued by long periods
 Co-regulation approach is the best
of sitting than b y running, jumping, or bicycling
KOHLBERG’S THEORY OF MORAL DEVELOPMENT
 Increased myelination of the central nervous
system is reflected in the improvement of line
LEVEL I: PRECONVENTIONAL MORAL
motor skills during this time.
REASONING
CHILDREN’S HEALTH
STAGE 1: “Might makes right”
Punishment/obedience orientation: Self-interest
Nutrition:
In middle & late childhood years average body &
STAGE 2: “look out for number one”
weight double. To support their growth & active lives,
Instrumental/relativist orientation: quid pro quo
children need to consume more food. From 7-10 years
of age, they should consume 2,400 calories per day on
LEVEL II: CONVENTIONAL MORAL REASONING
average.
STAGE 3: “Good girl, nice boy”
LATE CHILDHOOD SKILLS
Proper behavior for the social approval
 Self help – for self
 Social Help Skills – nagagawa for the society
STAGE 4: “Law and order”
 School Skills – School (writing, drawing,
Proper behavior of the dutiful citizen, obey laws
painting)
 Play Skills – (playing)
LEVEL III: POSTCONVENTIONAL MORAL
REASONING
EMOTIONAL AND PERSONALITY
DEVELOPMENT
STAGE 5: “Social Contract”
 During middle and late childhood, defining
Mutual benefit to all, obey society’s rules
oneself shifts to using internal characteristics
or personality traits. STAGE 6: “Universal ethical principles
 Social comparison of the self increases Defend right/wrong, not just majority, all life is sacred
 Self-perception may not be a reality (reflective)
 High self esteem & positive self-concept are
very important to a child’s well-being ESSENTIALS OF DISCIPLINE FOR OLDER
CHILDREN
 Four ways to improve a child’s self-esteem:
 Identify causes of low self-esteem  Aids in building a Moral Code
 Provide emotional support and social  Rewards > Punishment > Consistency
approval
 Help child achieve
 Help child cope

RAMOS, MAE RACQUEL GRACE E. / AB PSYCHOLOGY 1 / LA CONSOLACION UNIVERSITY PHILIPPINES

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DEVELOPMENTAL PSYCHOLOGY
LESSon 3-6 / MIDTERMS / PPT-BASED

 Learning Disabilities
 Mental Disorders

SENSORY DISORDERS
COMMON MISDEMEANORS OF LATE  VISUAL IMPAIRMENTS
CHILDHOOD - Children with low vision have visual acuity of
20/70 & 20/100 with corrective lenses. Children
 (home misdemeanors) who are educationally blind cannot use their vision
in learning & must use hearing & touch to learn.
 Fighting with siblings
 Breaking possessions of other family members  HEARING IMPAIRMENTS
 Being rude to adult family members - Educational approaches to help children with
 Dawdling over routine activities hearing impairments are oral or manual. Oral
 Neglecting home responsibilities includes using lip reading, speech reading, and
 Lying whatever hearing child has – Manual involves sign
 Being sneaky language & finger spelling.
 Pilfering things belonging to other family
members PHYSICAL DISORDERS
 Spilling things intentionally
 Many children with physical disorders such as
 (School midemeanors) orthopedic impairments involving restriction in
movement because of muscle, bone, or joint
 Stealing problems or cerebral palsy.
 Cheating
 Lying  Cerebral palsy: disorder involving lack of
 Using vulgar and obscene language muscular coordination, shaking, or unclear
 Destroying school property and materials speech, requires special education as well as
 Being truant related services.
 Annoying other children by teasing them,
 Computers especially help children with
bullying them, and creating a disturbance
cerebral palsy with speech & voice
 Reading comic books, or chewing gum during
synthesizers, communication boards, & page
school hours
turners.
 Whispering, clowning, or being boisterous in
class SPEECH DISORDERS
 Fighting with classmates
 The use of drugs, especially marijuana, on the  Articulation, voice & fluency disorders
school grounds.

 Companionship WHY FRIENDSHIP AND MORE TIME SPENT

 Stimulation WITH PEERS IS IMPORTANT IN THIS STAGE
 Physical support  As a result, a child may avoid asking
 Ego support questions, participating in discussion or
 Social Comparison communicating with peers
 Affection
 Speech therapy is recommended treatment
for these children.
IDENTIFYING 5 TYPES OF PEER STATUS
LEARNING DISABILITIES
 Popular children
 Average children  In past two decades, percentage of children
 Neglected children classified as having learning disability has
 Rejected children increased substantially, from less than 30% in
 Controversial children 1967 to little more than 50% today.

DISABILITIES & DISORDERS IN LATE  Children with learning disability are of normal
CHILDHOOD intelligence, have difficulties in at least one
academic and have difficulty that is not
 Sensory Disorders attributable to any other diagnoses problem.
 Physical disorders
 Speech Disorders ATTENTION DEFECIT/HYPERACTIVITY

RAMOS, MAE RACQUEL GRACE E. / AB PSYCHOLOGY 1 / LA CONSOLACION UNIVERSITY PHILIPPINES

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DEVELOPMENTAL PSYCHOLOGY
LESSon 3-6 / MIDTERMS / PPT-BASED

DISORDER

 Disability in which children consistency show

one or more of the following characteristics
over a period of time:
o Inattention
o Hyperactivity
o Impulsivity

AUTISM

 Severe developmental disorder beginning in

infancy which anifests deficient social
relationships, abnormalities in communication,
and restricted, repetitive & stereotyped
patterns of behavior

 While mental retardation is present in some

children with autism, others show average or
above-average intelligence.

RAMOS, MAE RACQUEL GRACE E. / AB PSYCHOLOGY 1 / LA CONSOLACION UNIVERSITY PHILIPPINES

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