CHILD AND ADOLESCENT

DEVELOPMENT

Review for Licensure

Examination for Teachers

Marivilla Lydia Bulan Aggarao

Lecturer/Faculty
Philippine Normal University
Taft Avenue, Manila
LET Competencies:

Interpret theories and findings related to child

and adolescent development along the
biological, linguistic, cognitive, social and
psychological dimension
Cell – basic unit of living structure
Nucleus – most important part of the cell
Mother Cell – splits into two
2 new daughter cells
Somatic cells – exact duplicate of mother
cell
Sex cells – cells produced for
reproduction (sperm & egg)
Mitosis – process of duplicating the somatic
cells

Meiosis – process of producing sex cells or

gametes
fertilization to 2 weeks
- fallopian tube
 Fertilization
/conception
– union of sperm and egg
cell
 Germinal / Zygotic stage

placenta,
new human being
umbilical
chord,
amniotic sac
Fetus
9 mos. to birth
fetal stage
sex organ begins to appear
complete body parts

Embryo
2wks. to 9 mos.
1 ½”; 8 ounces
organs, body and nervous
system are established
Fetus

Embryo
Growth - physical and physiological
changes that occur throughout life
(quantitative changes)
Infancy stage – shortest and
most rapid growth rate
Childhood – slow
Adulthood – minimal
Development - progressive
and continuous change in the
organism from birth to
death(qualitative changes)

- capacity and skill to adapt to

the environment
Heredity (nature) – the totality of
characteristics, transmitted from the
parents to the offspring.
• genes – basic unit of heredity
Environment (nurture) – the totality of
any aspect of physical and
social phenomena which
surrounds or affects an
individual organism.
1. Internal – fertilization to
birth
- period of gestation

2. External – birth to tomb

 Maturation

• Gradual unfolding of the innate

characteristics that result from the aging
process.
“internal ripening”
Zone of Proximal Development (ZPD) - gap
between actual and potential development

*Actual development – what children

can do on their own
* Potential development – what children
can do with help
 Theory
Concepts/propositions that help to predict and explain the
behaviors and development of an individual.

Ethological Theory
Views development in terms of evolutionary concepts

Ecological Theory
Relationship between the person and the levels environment

Sociohistoric-Cognitive/Lingusitic
Development is dependent on social interaction
 The
life of an individual
organism from birth to
death.
 It refers to the scientific
study of both the
qualitative and
quantitative ways by
which people change
over time.
It refers to behavior that is
expected to be manifested
at or about a certain
period in the life of an
individual; social
expectations
It is a distinct period of the
life cycle characterized by a
particular sets of abilities,
motives, behavior and
emotion that occur together
and form a coherent pattern
 Child Development Theories are organized
set of principles that are designed to predict
and explain something – observations and
discoveries about child development.
 (Sigmund Freud)

 focuses on social and emotional

development

 early experiences and unconscious

emotional conflicts can have a dramatic
effect on the developing personality.

 Fixation – staying at a particular stage

Oral stage - birth to 1 ½ year old

mouth - erogenous zone

Gratifying activities: nursing, eating,

mouth movement – sucking,
gumming, biting and swallowing

Primary need: security

Major conflict: weaning
 Oral fixation:

 Smoking, constant chewing

of gums, pens, etc.

 Nail biting
Over eating
 Drinking
 Sarcasm
Anal stage – 1 ½ to 3 years old

 Anus – erogenous zone

 Gratifying activities:
bowel movement

 Major conflict:
 toilet training


 Anal fixation:

Anal-expulsive personality
 - sloppy, disorganized, reckless,
careless, defiant

Anal-retentive personality
 - meticulous, conforming,
stingy, passive
Phallic stage – 3 to 6 years old

 self-stimulation of the genitals

 Gratifying activities:
masturbation / genital
fondling

 Oedipus complex – father rival

 Electra complex – mother rival
Phallic fixation:

For men:
anxiety and guilty
feelings about sex, fear
of castration

For women:
envy and inferiority
Latency stage – 6 y/o old to
puberty
A time for:
learning, adjusting,
absorbing the culture,
forming beliefs and
values, developing
friendships, engaging in
sports
 sex instincts are calm

Genital stage - puberty onwards

Genital: erogenous zone

Gratifying activities:
pleasure from sexual
relationships/reproduction

Renewed sexual interest

and desire

Oedipus/Electra feelings
are reactivated
  Erik Erikson

 Each stage is characterized by

“conflict or crisis” that the
individual must successfully
resolve in order to develop in a
healthy direction.
 Trust and security – visual contact and
touch, secure environment, meet basic
needs

 Mistrust – worthlessness, inadequacy and

insecurity occur, suicidal attempts,

 Basic strength: Drive and Hope

 Can I do things myself or must I always rely on
others?

 Learning finer motor skills, toilet training

 Gain control of oneself, assertiveness – self-

esteem

 Shame and doubt – shamed at toilet training

 Basic strength: self-control, courage and will

 Am I good or am I bad?

 Desire to copy the adults around

 Make up stories, create on play (Play Age)

 Explores the world – “WHY?”

 Basic Strength: Purpose

 How can I be good?

 More aware of themselves

 Work hard at being responsible, being good

and doing it right

 Basic strength – method and competence

 Related elements in society: division of labor

 Who am I and where am I going?

 Experiment with a variety of behaviors and

activities ( working, affiliating in
political/religious groups)

 Self-concept corresponds with other’s ideas

of him. ( Who am I?)

 Basic strength: Devotion and Fidelity

 “Am I loved and wanted?” or “Shall I share my
life with someone or live alone?”

 Intimacy of enduring friendship or marriage;

fear of abandonment.

 Significant relationships.- marital partners,

friends
 Basic strength: affiliation and love
 “Will I produce something of real value?”

 Contributing to society and helping to guide

next generation

 Expect to “be in charge”


 When interest is lacking, the person stagnates
and may regress

 Significant relationships:
◦ workplace, community, family

 Basic strength: production and care

 Related Elements in Society:

◦ Parenting, educating or social involvement


 “Have I lived a full life?”

 Retrospection: looking back on one’s life and

accomplishments
leading a successful life – integrity
unproductive life – dissatisfied and develop
despair leading to depression and
hopelessness
 Stage of facing reality, recognizing and
accepting it.

 Life has been meaningful

 Death as the completion of life

 Life is failure – despair, struggle to find

meaning in life

 Basic strength: Wisdom

  Jean Piaget
 Views children as constructivists
 Curious active explorers who
respond to the environment
according to their own
understanding
1. Sensorimotor- ( birth to 2 yrs.)
 Differentiates self from
objects / senses
 Recognizes self as agent
of action and begins to
act intentionally. Ex. Shakes
a rattle to make a noise
 Object permanence – things
continue to exist even
when no longer present to
its original place
(pace Bishop Berkeley)
2. Pre-operational ( 2 to 7 yrs.)
Collective monologue
Imaginary friends
Life-like objects

Egocentric-thinks that everyone sees

the world in much the same as they do

Law of Conservation –
objects remain constant even
though they are
presented in various ways
Pre-conceptual stage: 2 to 4 years Thinking tends to be egocentric
old Exhibits use of symbolism

Intuitive stage: 4 to 7 years old Unable to break down a whole into

separate parts
Able to classify objects according
to traits

The information known has to be adjusted/altered to incorporate

the new information
3. Concrete operational stage (7 to
11 years old)

 Decentration – ability to move away from

one system of classification to another one
as appropriate
 Class inclusion – classifies and generalizes
to solve problem (ex. All dogs are animals.
But not all animals are dogs
 Concrete/logical thought
4. Formal operations stage
(11 years and beyond)

 Abstract / scientific thinking

 Experience is the best teacher

  Lawrence Kohlberg

The moral development of each

successive generation is of
obvious significance to society
 (birth-9 years)
Authority figures are obeyed

1. Young child does not really understand

the conventions or rules of a society.

2. Misbehavior is viewed in
terms of damage done
 Stage Description
 A deed is perceived as
1.OBEDIENCE “wrong” if one is punished
PUNISHMENT  The activity is right if one is
not punished

 “Right” is defined as that

2.INSTRUMEN which is acceptable to and
- approved by the self
 Rules are obeyed simply to
TAL earn rewards
 When actions satisfy one’s
RELATIVISTS needs, they are “right”
 (9 to 13 years old)
Cordial interpersonal relationships are
maintained

1. Approval of others is sought

through one’s actions
 Stage Description
3. INTERPERSONAL  Authority is respected
CONCORDANCE

4. LAW & ORDER  Individual feels “duly

ORIENTATION bound” to maintain
social order
 Behavior is “right”
when it conforms to the
rules
 (13 onwards)

Individual understands the morality of

having democratically established laws

1.
 Level
Three - Post Conventional
Morality (after age 20 )

 The moral principles that underlie

the conventions of a
society are
understood
 Stage Description
5. SOCIAL CONTRACT  It is wrong to violate others
ORIENTATION rights
Morality is based on
agreement with others to serve
the common good and protect
the rights of others

6. UNIVERSAL ETHICAL  The person understands the

ORIENTATION principles of human rights and
personal conscience
 Trust is a basis for
relationship
Morality is a reflection of
internalized standards
 STAGE / AGE DESCRIPTION
1. Infancy Infants learn to rely on
(birth to 1 ½ yrs.) caregivers to meet needs and
desires
2. Childhood Child begins to learn and to
(1 ½ to 6 yrs.) delay immediate gratification of
needs and desires
3. Juvenile Child forms fulfilling peer
( 6 to 9 yrs.) relationships
 STAGE / AGE DESCRIPTION
4. Preadolescence Child relates successfully to
(9 to 12 yrs.) same sex peers.

5. Early Adolescence Adolescent learns to be

(12 to 14 yrs.) independent and forms
relationships with members of
the opposite sex.
6. Late Adolescence Person establishes an intimate,
(14 to 21 yrs.) long lasting relationship with
someone of the opposite sex.
 DEVELOPMENTAL DEVELOPMENTAL TASK
STAGE
1. Infancy to Early • eat solid food; walk; talk
Childhood • control elimination of waste
• relate emotionally to others
• form simple concepts of social
and physical reality
2. Middle Childhood • learn physical skills required
for games
• develop attitude toward social
group and institutions
3. Adolescence • develop a set of values that
guides behavior
• prepare for an occupation
 DEVELOPMENTAL DEVELOPMENTAL TASK
STAGE
4. Early Adulthood • select a partner
• become part of social group

5. Middle Adulthood • fulfill civic and social

responsibilities
• adjust to aging parents
6. Later Maturity • establish satisfactory living
arrangement
• adjust to retirement and
altered income
 Stage AGE DESCRIPTION

Pre-stage: • Infant • sense of trust and safety

Undifferentiated" • develop distrust
Faith •The quality of interactions
in this phase underlie all
future faith development
for the individual.
 Stage AGE DESCRIPTION

Stage 1: • Imitates parental

Intuitive-  Toddler behaviors and attitudes
Projective Faith  Pre-school about religion and
spirituality
• Has no real
understanding of spiritual
concepts
 Stage AGE DESCRIPTION

Stage 2: School-aged • Reciprocity . "If I follow

Mythical-Literal Child the rules, God will give me
Faith a good life." "If I pray, God
will grant my wish."
•sorting out the real from
the make-believe
 Stage AGE DESCRIPTION

Stage 3: Adolescent • Questions values and

Synthetic- religious beliefs in an
Conventional attempt to form new
Faith identity
•"Conventional" means that
most people in this stage
see themselves as
believing what "everybody
else“
 Stage AGE DESCRIPTION

Stage 4: Late • Assumes responsibility

Individuative Adolescent for own attitudes and
Reflective Faith and Young beliefs
Adult • Faith becomes filled with
both a freedom that he
now CAN reflect on it, and
the burden that he now
feels he MUST examine.
 Stage AGE DESCRIPTION

Stage 5: Conjunctive • Engage in dialog with

Faith those of other faiths in
the belief that they might
learn something that will
Adult allow them to correct their
own truths.

Stage 6: • Makes concept of “I”

Universalizing • to sacrifice their own
Faith / well-being to that of their
Enlightenment cause
LEVEL AND STAGE DESCRIPTION
I. Orientation of • Concentrates on what is best
individual survival for self
transition • Dependent on others
• Selfish
• Children
Transition 1: From -Recognizes connections to others
Selfishness to -More care shown for other
Responsibility people.
-is shown in the role of Mother &
Wife
LEVEL AND STAGE DESCRIPTION
II. Goodness and • Puts needs of others ahead of
Self-Sacrifice own
• Feels responsible for others
• Independent
Transition 2: From • Decisions based on intentions
Goodness to Truth and consequences, not on other’s
responses
• Considers needs of self and
others
• Wants to help others while being
responsible to self
LEVEL AND STAGE DESCRIPTION
III. Morality of • Sees self and others as
Non-violence morally equal
• Assumes responsibilities for
own decisions
• Basic tenet to hurt no one
including self
• Self-judgment is not
dependent on other’s
perception but rather on
consequence and intentions of
others
 John Bowlby and Mary Ainsworth
◦ describes the dynamics of long-term
relationships between humans. Its
most important tenet is that an infant
needs to develop a relationship with
at least one primary caregiver for
social and emotional development to
occur normally.
 Urie Brofenbrenner’s
Ecological Systems Theory/
Environmental Contexts

 Learners are understood within the context

of their environment.

 These environmental context are

interrelated.
 WORKPLACE

EXTENSION OF
THE
MICROSYSTEM

HOME
SCHOOL
CHURCH
NEIGHBORHOOD
PEER
  Jerome Bruner

 Thehuman mind gains inputs

through the senses, processes
them through cognitive abilities
and produces outputs
employing language
and creative
expression
 Enactive stage
Enactive Theory
(birth to 1 ½ yrs.)

 Children respond to
sensory stimuli

 Objects and experiences
represented by
sensory inputs
 Iconic stage
(1 ½ to 6 years)

 Use of pictures and

mental images

 Child is guided by his

mental imagery. He is
to form his own
mental images
 Symbolic stage
(6 years onwards)

The child expresses himself in the

form of words. Development of
language
 PRINCIPLE FOCUS

1. The development of an  The process of heredity and

organism is the result of environment are interdependent and
the interaction between complimentary. Neither one appears
heredity (nature) and to be dominant.
environment (nurture).  Height while largely determined by
heredity is also affected to an extent
by nutrition.
2. Growth and  Growth follows an orderly
develop- sequence which in general is
ment is a continuous the same for all individuals.
process  All aspects of development be
it in language, motor, social,
occur sequentially.
3. Development  The speed of development is
rates vary not even.
 Each part of the body has its
own particular rate of growth.
 Children tend to inherit the
physique of their parents.
4. Each stage of  Characteristic traits vary at
development has each stage of development
characteristic traits.  Traits become more complex
as the child gets older.
5. The body tends to  There is a wisdom of the body.
maintain a state of Strives to preserve a constant
equilibrium called internal environment despite
homeostasis. changing conditions, whether
internal or external

6. Development  Children use their cognitive and language

proceeds from skills to reason and solve problems. For
simple to complex example learning things (how things are
similar) or classification, is an important
ability in cognitive development
8. Growth and  In motor development, the infant will be
development able to grasp an object with whole hand
proceed from before using only the thumb and
general to specific forefinger
 The infant’s first motor movements are
very generalized, undirected and
reflexive, waving arms or kicking before
being able to reach or creep toward an
object
 Growth occurs from large muscle
movements to more refined movements to
more refined (smaller) muscle movements
 PRE-NATAL
Stage Label Age
1.Zygotic Zygote Fertilization

2. Embryonic Embryo Fertilization

– 2 weeks

3. Fetal Fetus 2 wks. to 9

mos. old
 POST-NATAL
Stage Label Age
4. Neonatal Neonate Birth – 2 wks to 1
month

5. Toddlerhood/ Toddler/baby 1 month – 2 yrs

Babyhood

6. Childhood Child 2 yrs – 11 yrs

7. Adolescence Adolescent 11 yrs (girls)
13(boys) – 21
late
8. Adulthood Adult 21 yrs – 65 yrs
9. Senescence/old Old woman/man 65 yrs - death
age
1. Period of Partunate
– from birth to cutting
and tying of the
umbilical cord
2. Period of Neonate
– from cutting and
tying of the
umbilical cord to the
end of second week
1. shortest period

2. hazardous

3. radical adjustment
 Sucking
 Stepping
 Darwinian
 Swimming
 Moro reflex
 Tonic neck
 Swallowing
1. Cephalocaudal trend
 Development proceeds
on a head to foot direction
in the body
 The child gains control of the
head first, then the arms and
then the legs
2. Proximodistal trend
 Parts of the body nearest
to the center are the
earliest to develop
 The child’s arms develop before the
hands and feet develop before the
fingers and toes
1.Lap baby

2.Toddler
1. Socialization starts
2. True foundation
3. Creativity
4. Appealing
5. Decreased dependence
1. Problem/Troublesome/Toy age
2. Preschool age
3. Pre-gang/Exploratory/
Questioning age
5. punishment/praise
1. Functional/Sensorimotor
2. Constructive
3. Dramatic/Pretend
4. Games with rules
1.Still extremely active, hence,
when restricted, their energy is
released through nervous
habits (e.g.fidgeting)
2.Bone growth is not complete
yet
3.Somewhat more selective with
friends
1. Troublesome/ sloppy/
quarrelsome
2. Elementary school age
3. Gang/Conformity/creativity
“pubertas” – age of manhood

Spermache - males

Menarche – females
1. Prepubescent – child but
not yet adolescent
2. Pubescent – dividing line
between child and
adolescent
3. Postpubescent


adolescere” – to grow into

“
maturity
 Storm and stress
 Vocational / social
intimacy
 Contemplation
“Every adult, whether he is a
follower or a leader,
a member of a mass
or of an elite,
was once
a child.”
Erik H. Erikson
Learning to walk
Learning to talk
Learning to take solid food
Learning to talk
Learning to control the elimination of body
wastes
Learning sex differences and sexual
modesty
Getting ready to read
Forming concepts and learning language
to describe social and physical reality
Learning physical skills necessary for ordinary
games
Learning to get along with age mates
Building wholesome attitude towards oneself as a
growing organism
Learning on appropriate masculine or feminine
social roles
Developing concepts necessary for everyday
living
Developing conscience, morality and a scale of
values
Achieving personal independence
Developing attitude toward social groups and
institutions
Achieving new and more mature relations
with age mates of both sexes
Achieving masculine or feminine social role
Accepting one’s physique and using the
body effectively
Achieving emotional independence of
parents and other adults
Preparing for marriage and family life
Acquiring a set of values and an ethical
system as a guide to behavior
Desiring and achieving socially responsible
behavior
Selecting a mate
Learning to live with a partner
Starting a family
Rearing children
Managing home
Getting started in occupation
Taking on civic responsibility
Finding a congenial social group
Assisting teenage children to become
responsible and happy adults
Achieving adult social and civic
responsibilty
Reaching and maintaining satisfactory
performance in one’s occupational career
Developing adult leisure time activities
Relating oneself to one’s spouse as a
person
To accept and adjust to the physiological
changes of middle age
Adjusting to aging parents
Adjusting to decreasing physical strength
and health
Adjusting to retirement and reduced
income
Adjusting to death of a spouse
Establishing an explicit affiliation with
one’s age group
Adopting and adapting social roles in a
flexible way
Es