Chapter 3:

CHILD
DEVELOPMENT
IN HOME
ECONOMICS
TLED 102 HOME ECONOMICS LITERACY
 CHAPTER 3:
CHILD
DEVELOPMENT

Lesson 1: Lesson 2: Lesson 3: Lesson 4:

Child Development Concepts Stages of Child Development Child Development Theories Different Types of
Parenting
 CHILD DEVELOPMENT
Child Development refers to the biological, psychological
and emotional changes that occur in human beings
between birth and the end of adolescence
through adulthood, as the individual progresses
from dependency to increasing autonomy.
 WHY STUDY
CHILD DEVELOPMENT?
WHY STUDY CHILD DEVELOPMENT?
With the knowledge that you have, you can better
identify, interpret, and respond to a child’s
individual differences. Whatever your field, you will
be prepared to respond effectively to the needs,
challenges and capacities of children and their
families, helping them get the best start in life.
DEVELOPMENT &
GROWTH
DIFFERENCE BETWEEN DEVELOPMENT& GROWTH

DEVELOPMENT (qualitative)
 Changes in a person’s physical and behavioural traits that
emerge in orderly ways and last for a reasonable period of time.
The changes are:
o PROGRESSIVE
o IN ORDER
o LONG LASTING
DIFFERENCE BETWEEN DEVELOPMENT& GROWTH

GROWTH (quantitative)
• Refers to physical increase in the size of the body.
• There is a change in form and increase in the complexity of
body parts and their functioning, thinking abilities and
social skills.
• Growth is only one aspect of the larger process of
development.
MAIN AREAS OF GROWTH
AND DEVELOPMENT
MAINAREAS OF GROWTHAND DEVELOPMENT

1. PHYSICAL (weight, height, muscles, systems,

organs)
2. EMOTIONAL (extend trusting relationship to other
adults and to children; show a strong sense of self
as an individual, recognize feelings, label their own
feelings)
3. SOCIAL (enjoy playing alongside other children,
but wont interact a great deal with them, show
awareness of others’ feelings and might try to give
basic help, look to adults for comfort.)
MAINAREAS OF GROWTHAND DEVELOPMENT

4. SPIRITUAL (concerns the broad search for

transcendental meaning that may be as simple
as a young child’s inquiries into how the world
came into being)
5. INTELLECTUAL (also called cognitive
development, refers to how a child processes
information, learns, develops language and picks
up mental concepts.)
 STAGES OF
DEVELOPMENT
STAGES OF DEVELOPMENT
a) INFANCY – from birth to 2 years of age
 The child is totally dependent on the caregiver for the fulfilment of
her needs.
 The period of the most rapid growth and development.
 Their skills and abilities to increase.
b) CHILDHOOD – from 2 to 12 years of age
 Acquire learning skills that will associated with schooling.
 Learns about numbers, colours, shapes and the reasons for
everyday events
 Thinking develops rapidly and her interest in the outside world
grows by leaps and bounds.
STAGES OF DEVELOPMENT
c) ADOLESCENCE – from 12 to 18 years of age
 Puberty refers to the stage around 11-14 years of age, when there is a
spurt in physical growth.
 This results in a rapid increase in height and weight and the emergence of
secondary sexual characteristics.
 Conflicts due to peer pressure occur and there will be needs for emotional
adjustments.
d) ADULTHOOD – 18 years and above
 The ability to support oneself economically
 Adulthood typically involves either working or preparing for one’s
livelihood.
 Physical changes are complete and the person is mature.
 THEORIES OF
CHILD DEVELOPMENT
PSYCHOSEXUAL
THEORY
THEORIES OFCHILD
DEVELOPMENT
SIGMUND FREUD’S PSYCHOSEXUAL THEORY
THEORIES OF CHILD DEVELOPMENT
FREUD’S PSYCHOSEXUAL THEORY
STAGES AGES EROGENOUS ACTIVITY FIXATIONS
ZONE
ORAL 0-2 years old Mouth Sucking Oral Fixation
• Oral Receptive
• Oral Aggressive
ANAL 2-3 years old Anus Potty Training Anal Fixation
• Anal retentive
• Anal responsive
PHALLIC 3-6 years old Genitals Fondling or Playing Oedipus Complex
the Genitals Electra Complex
LATENCY 6-12 years old Asexual (no Playing No fixation
erogenous zone)
GENITAL 12-adulthood Genitals Sex
PSYCHOSOCIAL
DEVELOPMENT
THEORY
THEORIES OF CHILD DEVELOPMENT
ERIK ERIKSON’S PSYCHOSOCIAL DEVELOPMENT THEORY
ERIKSON’S PSYCHOSOCIALTHEORY
AGE CONFLICT IMPORTANT OUTCOME
EVENTS
INFANCY TRUST VS. FEEDING HOPE
(birth to 18 MISTRUST
months)

EARLY AUTONOMY VS. TOILET TRAINING WILL

CHILDHOOD SHAME AND DOUBT
(2 TO 3 YEARS)

PRESCHOOL INITIATIVE VS. EXPLORATION PURPOSE

(3 TO 5 YEARS) GUILT
ERIKSON’S PSYCHOSOCIALTHEORY
AGE CONFLICT IMPORTANT OUTCOME
EVENTS
SCHOOL AGE INDUSTRY VS. SCHOOL CONFIDENCE
(6 TO 11 YEARS) INFERIORITY

ADOLESCENCE IDENTITY VS. ROLE SOCIAL FIDELITY

(12 TO 18 CONFUSION RELATIONSHIPS
YEARS)

YOUNG INTIMACY VS. RELATIONSHIPS LOVE

ADULTHOOD ISOLATION
(19 TO 40
YEARS)
ERIKSON’S PSYCHOSOCIALTHEORY
AGE CONFLICT IMPORTANT OUTCOME
EVENTS
MIDDLE GENERATIVE VS. WORK AND CARE
ADULTHOOD STAGNATION PARENTHOOD
(40 TO 65
YEARS)
MATURITY EGO INTEGRITY REFLECTION ON WISDOM
(65 TO DEATH) AND DESPAIR LIFE
 SOCIAL
LEARNING
THEORY
THEORIES OF CHILD DEVELOPMENT
ALBERT BANDURA’S SOCIAL LEARNING THEORY
 THEORIES OF CHILD DEVELOPMENT
BANDURA’S SOCIAL LEARNING THEORY
1. People Can Learn Through Observation
One of the best-known experiments in the history of psychology involved a doll
named Bobo. Bandura demonstrated that children learn and imitate behaviors
they have observed in other people.
Basic models of observational learning:
•A live model, which involves an actual individual demonstrating or acting
out a behavior.
•A symbolic model, which involves real or fictional characters displaying
behaviors in books, films, television programs, or online media.
•A verbal instructional model, which involves descriptions and explanations
of a behavior.
 THEORIES OF CHILD DEVELOPMENT
BANDURA’S SOCIAL LEARNING THEORY
2. Mental States Are Important to Learning
Bandura noted that external, environmental reinforcement was not the only
factor to influence learning and behavior. And he realized that reinforcement
does not always come from outside sources. He described intrinsic
reinforcement as a form of internal rewards.

3. Learning Does Not Necessarily Lead to Change

In many cases, learning can be seen immediately when the new behavior is
displayed.
 THEORIES OF CHILD DEVELOPMENT
BANDURA’S SOCIAL LEARNING THEORY
Key Factors for Social Learning Success

The following steps are involved in the observational learning and modeling process:

1. Attention: In order to learn, you need to be paying attention.

2. Retention: The ability to store information is also an important part of the
learning process.
3. Reproduction: Once you have paid attention to the model and retained the
information, it is time to actually perform the behavior you observed.
4. Motivation: Finally, in order for observational learning to be successful, you have
to be motivated to imitate the behavior that has been modeled. 
 COGNITIVE
DEVELOPMENT
THEORY
THEORIES OF CHILD DEVELOPMENT
JEAN PIAGET’S COGNITIVE DEVELOPMENT THEORY
THEORIES OF CHILD DEVELOPMENT
PIAGET’S COGNITIVE DEVELOPMENT THEORY
•Sensorimotor Stage: A period of time between birth and age two during which an infant's
knowledge of the world is limited to his or her sensory perceptions and motor activities.
Behaviors are limited to simple motor responses caused by sensory stimuli.
•Pre-Operational Stage: A period between ages 2 and 6 during which a child learns to use
language. During this stage, children do not yet understand concrete logic, cannot mentally
manipulate information and are unable to take the point of view of other people.
•Concrete Operational Stage: A period between ages 7 and 11 during which children gain a
better understanding of mental operations. Children begin thinking logically about concrete
events but have difficulty understanding abstract or hypothetical concepts.
•Formal Operational Stage: A period between age 12 to adulthood when people develop the
ability to think about abstract concepts. Skills such as logical thought, deductive reasoning, and
systematic planning also emerge during this stage.
SOCIOCULTURAL
THEORY
THEORIES OF CHILD DEVELOPMENT
LEV VYGOTSKY’S SOCIOCULTURAL THEORY
THEORIES OF CHILD DEVELOPMENT
VYGOTSKY’S SOCIOCULTURAL THEORY
The Zone of Proximal Development
According to Vygotsky, this is "the distance between the actual
development level (of the learner) as determined by independent
problem solving and the level of potential development as
determined through problem solving under adult guidance, or in
collaboration with more capable peers."
THEORIES OF CHILD DEVELOPMENT
VYGOTSKY’S SOCIOCULTURAL THEORY
o In the Classroom
Understanding the zone of proximal development can be
helpful for teachers. In classroom settings, teachers may first
assess students to determine their current skill level.
Teachers can help promote this expansion by:
•Planning and organizing classroom instruction and lessons.
•Using hints, prompts, and direct instruction
•Scaffolding,
THEORIES OF CHILD DEVELOPMENT
VYGOTSKY’S SOCIOCULTURAL THEORY

o In Socialization and Play

Vygotsky believed that through playing and imagining,
children are able to further stretch their conceptual
abilities and knowledge of the world. Teachers and
parents can use this concept by providing children with
plenty of opportunities for play experiences. 
DIFFERENT
TYPES OF
PARENTING
Authoritative Parent
Highly Demanding and Highly Supportive.
Create positive relationship; enforce rules.
PARENTING STYLE
•Disciplinary rules and the reasons
behind them are explained and clear.
•Communication is frequent & mutual
and appropriate to the child’s level of
understanding.
•Authoritative parents are nurturing
and caring.
•Expectations and goals are high and
Children will have the major
contribution in setting up goals.
Authoritarian Parent
Highly Demanding and Not Supportive.
Focus on obedience; punish over discipline

PARENTING STYLE
•They use a strict discipline style
with little or no negotiation.
•Punishment is common.
•Communication is mostly one way:
from parent to child. Rules are
stated clearly but not explained.
•Parents with this style are typically
less nurturing and caring.
Permissive Parent
Highly Supportive and Not Demanding.
Don’t enforce rules; ‘kids will be kids’

PARENTING STYLE
•Their discipline style is the opposite of
strict. They set limited or no rules and
mostly let children figure out problems on
their own.
•Open to communication, but they let
children decide for themselves rather than
giving even minimal guidance.
•Parents in this category tend to be warm
and nurturing.
•Expectations are typically minimal or not
set by these parents.
Neglectful Parents
Uninvolved;
Provide little guidance, nurturing or attention.

PARENTING STYLE
•No particular style of discipline is
set. They let their child mostly do
what he wants, probably out of a
lack of information or care.
•Communication is limited.
•This group of parents offers little
nurturing and care.
•There are few or no expectations
from children.
THANK YOU!
JAMMILLE JOY P. BIAGTAN, LPT
Instructor