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PRINCIPLES OF GROWTH & DEVELOPMENT HISTORICAL/CULTURAL CONTEXT each culture, subculture,

and social class transmits a particular pattern of beliefs, values,
developmental continuities ways in which we remain stable customs, and skills
overtime or continue to reflect our past
the content of cultural socialization has a strong influence on the
growth quantitative changes that take place within the organism as attributes and competencies that individuals display
he progresses in chronological age
Principle 1
learning
The development of an organism is the result of the interaction
a relatively permanent change in behavior that results from one’s between heredity (nature) and environment (nurture)
experiences
Focus
process through which our experiences produce relatively
permanent changes in our feelings, thoughts, and behaviors The process of heredity and environment are interdependent and
complimentary. Neither appears to be dominant.
maturation
Height while largely determined by heredity is also affected to an
biological unfolding according to species-typical biological extent by nutrition
inheritance
Application – Classroom Situation
changes in behavior : can be traced directly to physical growth
Teachers to take note or consider the family background of the
result from the aging process rather than from learning, injury, child as well as the environment where he/she was born or grew up
illness, or some other life experience. to better understand him/her especially his/her behavior

normative development developmental changes that characterize Principle 2

most or all members of a species; typical patterns of development
Growth is sequential
idiographic development individual variations in the rate, extent, or
direction of development. Focus

NATURE AND NURTURE Growth follows an orderly sequence which in general is the same
for all individuals
Nature: HEREDITARY
All aspect of development be it in language, motor, social occur
Genetic inheritance/ biological influences sequentially

Transmitted across generations Application – Classroom Situation

Nurture: ENVIRONMENTAL FACTORS 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
Love and care received from parents/caregivers; Socioeconomic prepare the child for the next stage of development
Status; Education
Principle 3
HOLISTIC PROCESS
Each stage of development has characteristic traits
physical growth and development: bodily changes and the
sequencing of motor skills Focus

cognitive aspects of development: perception, language, learning, Characteristic traits vary at each stage of development
and thinking
Traits become more complex as the child gets older
psychosocial aspects of development: emotions, personality, and
the growth of interpersonal relationships Application – Classroom Situation

a unified view of the developmental process that emphasizes the Knowledge of characteristic traits at different stages can be of
important interrelationships among the physical, mental, social, considerable value for teachers in choosing the appropriate
and emotional aspects of human development activities as well as the methods of teaching.

PLASTICITY Principle 4

Maturation or readiness should precede certain types of learning

a developmental state that has the potential to be shaped
by experience 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 JEAN PIAGET

states that parts of the body closer to the head develop before parts greatest impact on developmental psychology with cognitive
closer to the feet development

EMOTIONAL DEVELOPMENT Scheme an organized pattern of thought or action that a child

constructs to make sense of some aspect of his or her experience;
the influence and interaction of genetic factors, brain changes, Piaget sometimes uses the term cognitive structures as a synonym
cognitive factors, coping abilities, and cultural factors in the for schemes.
development of emotional behaviors, expressions, thoughts and
feelings Assimilation process by which a child uses old methods or
experiences to deal with new situations
TEMPERAMENT
Disequilibriums imbalances or contradictions between one’s
*relatively stable and long lasting individual differences in mood thought processes and environmental events
and emotional behavior, which emerge early in childhood
Equilibrium refers balanced, harmonious relationship between
*largely influenced by genetic factors one’s cognitive structures and the environment.

*a person’s characteristic modes of responding emotionally and Accommodation process by which a child changes old methods to
behaviorally to environmental events, including such attributes as deal with or adjust to new situations
activity level, irritability, fearfulness, and sociability.
Piaget’s stages of cognitive development
Fearful distress: wariness, distress, and withdrawal in new
situations or in response to novel stimuli Refer to four different stages

Irritable distress: fussiness, crying, and showing distress when Sensorimotor stage
desires are frustrated (sometimes called frustration/anger)
Preoperational stage
Positive affect: frequency of smiling, laughing, willingness to
approach others and to cooperate with them (called sociability by Concrete operations
some researchers)
Formal operations
Activity level: amount of gross motor activity (e.g., kicking,
crawling) SENSORIMOTOR STAGE

Attention span/persistence: length of time child orients to and birth to age 2

focuses on objects or events of interest
infants interact with and learn about their environments by relating
Rhythmicity: regularity/predictability of bodily functions such as their sensory experiences to their motor experiences
eating, sleeping, and bowel functioning
OBJECT PERMANENCE
ATTACHMENT
refers to the understanding that objects or events continue to exist
a close, fundamental emotional bond that develops between the even if they can no longer be heard, touched or seen
infant and his or her parents or caregiver
PREOPERATIONAL STAGE
SEPARATION ANXIETY
about age 2 to 7 years
an infant’s distress whenever the infant’s parents leave
children learn to use symbols, such as words or mental images, to
KINDS OF ATTACHMENTS solve simple problems and to think or talk about things that are not
present
Secure attachment
Conservation
characteristic – use their parent as a safe home base from which
they can wander off and explore their environments refers to the fact that even though the shape of some object or
substance is changed, the total amount remains the same
Insecure attachment
Egocentric thinking
Characteristic: avoid or show ambivalence or resistance toward
their parent or caregiver refers to seeing and thinking of the world only from your own
viewpoint and having difficulty appreciating someone else’s
refers to how a person perceives, thinks, and gains an viewpoint
understanding of his or her world through the interaction and
influence of genetic and learned factors CONCRETE STAGE

COGNITIVE DEVELOPMENT about age 7 to 11 years

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children can perform a number of logical mental operations on PRINCIPLE 1: Learning by doing is more effective than just
concrete objects (physically present) sitting and listening

Classification APPLICATION IN CLASSROOM SITUATION

ability to classify items by color and size for example Let the students have the feel of things through the hands-on
activities
children still have difficulty figuring out relationships among
objects that are not present or imaginary situations PRINCIPLE 2: Concepts should be presented in varied/different
ways
FORMAL
OPERATIONS STAGE APPLICATION IN CLASSROOM SITUATION

about age 12 to adulthood Teachers should be very creative, resourceful and imaginative in
teaching so as not to make the students as well as themselves get
adolescents and adults develop the ability to think about an solve bored
abstract problems in a logical manner
PRINCIPLE 3: Learning is aided by formulating and asking
adolescents develop thinking and reasoning typical of adults questions

ability to think in a logical, systematic, and abstract way is one of APPLICATION IN CLASSROOM SITUATION
the major characteristics of the formal operations stage
Teaching is a two-way process. It’s not only the teachers who will
VYGOTSKY: COGNITIVE DEVELOPMENT always do the talking and asking. Students should be given a
chance to do the same thing.
Rather than depicting children as independent explorers who make
critical discoveries on their own, cognitive growth as a socially PRINCIPLE 4: Effort is put forth when tasks are challenging
mediated activity—one in which children gradually acquire new
ways of thinking and behaving through cooperative dialogues with APPLICATION IN CLASSROOM SITUATION
more knowledgeable members of society
In giving tasks to students, the teacher should consider that the
also rejected the notion that all children progress through the same tasks are not too difficult nor too easy and simple to do.
stages of cognitive growth. He argued that the new skills children
master through their interactions with more competent people are PRINCIPLE 5: The principle of readiness is related to the learners’
often specific to their culture rather than universal cognitive stage of development and their previous learning
structures.
APPLICATION IN CLASSROOM SITUATION
Social interaction is the way in which children develop
increasingly more complex thinking. Children gain knowledge and The teacher must consider the student’s age in presenting certain
skills through “shared experiences” between themselves and adults content an in expecting certain cognitive processes
or older peers
Behavioral Learning Theories or Associative Learning Theories

Prefer to concentrate on actual behavior

The child acquires new skills and information with the ZONE OF
PROXIMAL DEVELOPMENT, the level at which a child finds a Conclusions based on observation of external manifestations of
task too difficult to complete alone, but which he can accomplish learning
with the assistance and support of an adult or older peer.
Did not focus on any underlying changes that may take place in the
Early childhood educators need to promote discovery, explaining learner
and providing suggestions to suit each child’s zone of proximal
development Ivan Pavlov’s Classical Conditioning

LEARNING Individual learns when a previously neutral stimulus is paired with

an unconditioned stimulus until the neutral stimulus evokes a
A change in behavior resulting from the interaction of the organism conditioned response
with its environment
John Watson
Changes brought about by development is not learning (ex. Ability
to stand) 20th-century psychologist and developmentalist who claimed that
he could take a dozen healthy infants and mold them to be
Involves relatively permanent change in behavior or knowledge whatever he chose regardless of their backgrounds or ancestry
which is the result of experience or practice
It implies that nurture is everything and that nature, or hereditary
A process of acquiring, remembering, applying skills, knowledge, endowment, counts for nothing
attitudes and other models of response

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Watson was a strong proponent of the importance of learning in Believe in the non-observable behavior
human development and the father of a school of thought known as
behaviorism Definite psychology as the study of structure

Different Theories of Learning and their Applications in classroom Different Theories of Learning and their Applications in classroom
situations situations

Like John Locke, Watson viewed the infant as a tabula rasa to be Kurt Lewin’s Field Theory
written on by experience. Children have no inborn tendencies;
Focused on the psychological field or life space of an individual
how they turn out depends entirely on their rearing environments
and the ways in which their parents and other significant people in Life space of an individual consists of everything one needs to
their lives treat them. know about a person in order to understand his/her behavior in a
specific psychological environment at a specific time
Progress: not through a series of distinct stages dictated by
biological maturation. Instead, development is viewed as a Different Theories of Learning and their Applications in classroom
continuous process of behavioral change that is shaped by a situations
person’s unique environment and may differ dramatically from
person to person. Of significance to education is his view of motivation by
psychological tensions produced by the interaction of a
Edward Thorndike’s Connectionism psychological self with a psychological environment

Learning by selecting and connecting Different Theories of Learning and their Applications in classroom
situations
Emphasizes on the response of the organism not limiting himself to
the association between the stimulus and the response Wolfgang Kohler’s Problem Solving Theory

Different Theories of Learning and their Applications in classroom Insight is the capacity to discern the true nature of a situation;
situations imaginative power to see into and understand immediately

Believed that all learning is explained by bonds or connections that Gaining insight is a gradual process of exploring, analyzing and
are formed between the stimulus and response. These connections restructuring perceptions until a solution is arrived
occur mainly through trial and error
Different Theories of Learning and their Applications in classroom
Burrhus Frederick Skinner’s Reinforcement and Operant situations
Conditioning
The more intelligent a person and the more experience he has, the
Stressed the consequence of behavior in order to learn more capable he will be for gaining insight

Proved that reinforcement is a powerful tool in shaping and David Ausubel’s Meaningful Learning Theory
controlling behavior in and out of the classroom
Meaningful learning is the acquisition of new meaning.
Emphasized the greater influence of the environment or learning
and behavior, that is either to reinforce or eliminate Refers to the process by which students turn potentially meaningful
material into actual meaningfulness
Different Theories of Learning and their Applications in classroom
situations Meaningful learning occurs when the material to be learned is
related to what students already know
Reinforcer is a stimulus event that id it occurs in the proper
temporal relation with a response tends to maintain or increase the Jerome Burner’s Theory of Instruction
strength of a response, stimulus-response connection
Instrumental conceptualism

The acquisition of knowledge, whatever its form is a dynamic

Albert Bandura’s Social Cognitive Learning interactive process. A learner is a purposive participant in the
knowledge getting process who selects, structures, retains and
Observational Learning or Social Learning Theory transforms information

Learning takes place when person observes and then imitates the Jerome Burner’s Theory of Instruction
behavior of others
Focused on the problem of what people do with information to
Information we process from observing other people, things and achieve generalized insights or understanding
events influence the way we act
Learning is seen as a cognitive process that involves 3
COGNITIVE LEARNING THEORIES simultaneous process:

Prefer to concentrate on analyzing cognitive processes 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 Retention - may take form of being neat, stingy, or rigid
that we are driven by motives and conflicts of which we are largely
unaware and that our personalities are shaped by our early life Elimination - may take form of being generous or messy
experiences
Phallic stage
Freud’s Psychosexual Theory
3 to 6 years (early childhood)
relied heavily on methods as hypnosis, free association, and dream
analysis, because they gave some indication of unconscious pleasure seeking is centered on the genitals
motives that patients had repressed.
competes with parent of same sex for affections and pleasures of
As biological creatures, we have basic sexual and aggressive the parent of the opposite sex
instincts that must be served; yet society dictates that many of these
drives must be restrained may result in feelings of inferiority for women and of having
something to prove for men
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 Erikson’s Psychosocial Stages
shaping their children’s personalities
eight developmental periods during which an individual’s primary
Three Components of Personality 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 refers to psychological or environmental difficulties that make

children more at risk for developing later personality, behavioral,
battle of wills between parents’ wishes and child’s desires to do as or social problems
he or she pleases
GENDER IDENTITY
if parents encourage:
refers to the individual’s subjective experience and feelings of
the child to explore, a sense of independence develops being a female or male

if parents disapprove or punish: GENDER ROLES

the child’s explorations, he or she may develop a feeling that traditional or stereotypic behaviors, attitudes, and personality traits
independence is bad and feel shame and doubt that parents, peers, and society expect us to have because we are
male or female
INITIATIVE VERSUS GUILT
SOCIAL ROLE THEORY
early childhood-3 to 5 years
emphasizes the influence of social and cognitive processes on how
child develops a number of social skills that are expected to be we interpret, organize, and use information
used to meet challenges in the child’s world
COGNITIVE DEVELOPMENTAL THEORY
if parents encourage initiative:
children develop mental skills and interact with their environments,
the child will develop the ability to plan and initiate new things learn one set of rules for male behaviors and another set of rules for
female behaviors
if parents discourage initiative:
GENDER SCHEMAS
the child may feel guilty or uncomfortable or may feel unable to
plan the future sets of information and rules organized around how either a male
or a female should think and behave
INDUSTRY VERSUS INFERIORITY
Adolescence & Adulthood
middle and late childhood-5 to 12 years
Adolescence
child needs to direct energy into working and completing tasks
A developmental period, lasting from about ages 12 to 18, during
develops a feeling of industry which many biological, cognitive, social and personality traits
change from childhood to adult-like.
if child has difficulty applying and completing work:
Kohlberg’s Levels of Moral Reasoning
then the child may develop a feeling of inferiority and
incompetence ADULTHOOD

IDENTITY VERSUS ROLE CONFUSION Changes in Cognitive Speed

if child is successful making the change to adolescence, he or she Processing Speed – rate at which we encode information into long-
will develop a sense of confidence and a positive identity term memory or recall or retrieve from long-term memory.

if child is unsuccessful, he or she will experience role confusion Perceptual Speed – rate at which we can identify a particular
sensory stimulus.
results in having low self-esteem and becoming socially withdrawn
Reaction Time – rate at which we respond to stimulus.
BANDURA’S Social Cognitive Theory
PERSONALITY AND SOCIAL DEVELOPMENT
emphasizes the importance of learning through observation,
imitation, and self-reward in the development of social skills, Self-Identity – how we describe ourselves and includes our values,
interactions, and behaviors goals, traits and, perceptions, interests and motivations.

RESILIENCY Self- Esteem – how much we like ourselves and how much we
value our self-worth, importance, attractiveness and social
refers to various personality, family, or environmental factors that competence.
compensate for increased life stresses so that expected problems do
not develop SOCIAL DEVELOPMENT during ADOLESCENCE

VULNERABILITY To recap…

Freud’s Psychosexual Stages

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Five different developmental periods: CONFLICT: Middle adulthood – time for helping younger
generation develop worthwhile lives.
Oral
Adulthood: erikson’s Psychosocial STAGES
Anal
Achieve generativity through raising own children; close
Phallic relationships with children of friends or relatives; mentoring at
work and helping others.
Latency
Adulthood: erikson’s Psychosocial STAGES
Genital
Lack of involvement – leads to a feeling of stagnation – feeling of
Latency stage having done nothing for the younger generation.

6 to puberty (middle to late childhood) Adulthood: erikson’s Psychosocial STAGES

child represses sexual thoughts and engages in nonsexual activities, Stage 8: INTEGRITY VS. DESPAIR (65 – older)
such as:
CONFLICT: Reviewing on how previous challenges have been
developing social and intellectual skills met and how one lived his/her life.

puberty: Feelings of contentment, satisfaction and integrity.

sexuality reappears Adulthood: erikson’s Psychosocial STAGES

Genital stage Negative: See a series of crises, problems and bad experiences –
regret and despair.
puberty to adulthood
Which Kind of Love are you in?
individual has renewed sexual desires that he or she seeks to fulfill
through relationships with members of the opposite sex PASSIONATE LOVE – involves continuously thinking about the
loved one and is accompanied by warm sexual feelings and
successful resolution of the conflicts in the first three stages will powerful emotional reactions.
lead to having energy to develop loving relationships and a healthy
and mature personality COMPANIONATE LOVE – involves having trusting and tender
feelings for someone whose life is closely bound up with one’s
Adulthood: erikson’s Psychosocial STAGES own.

Stage 5: IDENTITY VS ROLE CONFUSION (12 – 20) Triarchic Theory of Love

CONFLICT: Adolescents need to leave behind the carefree, PASSION – feeling physically aroused and attracted to someone.
irresponsible, and impulsive behaviors of childhood and develop
the more purposeful, planned and responsible behaviors of INTIMACY – feeling close and connected to someone; develops
adulthood. through sharing and communicating.

RESOLVE: Develop a healthy and confident sense of identity. COMMITMENT – making a pledge to nourish the feelings of love
and to actively maintain the relationship.
UNSUCCESSFUL: Experience Role Confusion – low self-esteem
and becoming unstable or socially witdrawn. Triarchic Theory of Love

Adulthood: erikson’s Psychosocial STAGES INFATUATED LOVE – no intimacy and commitment

Stage 6: INTIMACY VS. ISOLATION (20 – 40) HOLLYWOOD LOVE – Passion and Commitment

CONFLICT: Time for finding intimacy by developing loving and COMPANIONATE LOVE – Intimacy and Commitment
meaningful relationships.
ROMANTIC LOVE – Intimacy and Passion
Adulthood: erikson’s Psychosocial STAGES
AGING
Intimacy can be found on caring relationships.
NORMAL AGING – gradual and natural slowing of our physical
No Intimacy: Painful feeling of isolation and relationships will be and psychological process from middle through late adulthood.
impersonal.
PATHOLOGICAL AGING – caused by genetic defects,
Adulthood: erikson’s Psychosocial STAGES psychological problems or diseases which accelerate the aging
process.
Stage 7: GENERATIVITY VS STAGNATION (40 – 65)
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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