Theoretical Approaches of Growth and Development

DEVELOPMENTAL
THEORIES
PSYCHOSEXUAL DEVELOPMENTAL THEORY

ORAL (BIRTH – 1 YEAR)
Infants sucks for the enjoyment as well as nourishment.
Gains gratification by swallowing, chewing, biting and eating.
Unable to delay gratification.
Begins to develop self-concept from the responses of others.

ANAL (1-3 YEARS)
Zone of gratification is ANUS/BUTTOCKS.
Child derives sensual satisfaction from withholding and expelling feces.
Bladder and bowel training occurs and is a major task.
Sexuality begins to develop. (Sex differences, learned words pertaining to

anatomy and elimination.
Conflict of “Holding On” and “Letting Go” gradually resolves as bowel

training progresses. Resolution occurs once bowel control is firmly
established.
PHALLIC (3-6 YEARS)
The child’s pleasure centers on the GENITALIA and masturbation.

Time of “Family Romance”
A. Oedipal Complex
B. Electra Complex
- CASTRATION ANXIETY
Values and rules learned from parents.
Guilt and self-esteem develop.
Desires are repressed and introjection and role identification with parent of
the same sex.
LATENCY ( 6-12 YEARS)
GENITAL ( 12 YEARS & BEYOND)
PSYCHOSOCIAL THEORY
TRUST vs MISTRUST
(BIRTH – 1 YEAR)
TRUST vs MISTRUST
(BIRTH – 1 YEAR)
PSYCHOSOCIAL VIRTUE: HOPE

FEARS: Stranger anxiety; loud noises, falls, sudden movement in the
environment.
PLAY: SOLITARY:reflect development and awareness ofthe environment.
AGE APPROPRIATE TOYS
Birth – 3 months: mobiles, mirrors, music boxes, rattles,stuffed animals
without detachable parts
4-6 Months: squeeze toys, busy boxes and play gyms
7-9 Months: cloth-textured toys, splashing toys, large blocks and large
balls
10-12 Months: durable books, with large pictures, large building blocks,
nesting cups, and push-pull toys
AUTONOMY vs SHAME AND DOUBT
(1-3 YEARS)
Psychosocial theme: “HOLD ON OR LET GO”
Struggle of giving self chance to gain independence from the mother and
breaking the symbolic ties/dependence from the mother.
An internal struggle for self-identity: LOVE vs HATE
Ritualism, negativism and independence predominate social interaction.
Temper tantrums, seeks security blankets/objects
Starts to delay gratification

AUTONOMY vs SHAME AND DOUBT
(1-3 YEARS)
PSYCHOSOCIAL VIRTUE: WILL

FEARS: Separation anxiety, loud noises, going to sleep, large animals
SIGNIFICANT PERSON: Family
PLAY: Parallel, enhance locomotion skills (push-pull toys)
AGE APPRPRIATE TOYS
- safe, non-detachable, no small parts
Dolls and housekeeping toys
Play phones and cloth books
Appropriate rocking horses and “riding” trucks, finger paints, play clay,
large-piece wooden or plastic puzzles, and large blocks
INITIATIVE vs GUILT
(3-6 YEARS)
Child learns the ability to try new things and learns how to handle failure.
Period of intensive activity, play and consuming fantasies
Child interjects parent’s social consciousness
Child develops initiative when trying out new things and is not
overwhelmed by failure.
INITIATIVE vs GUILT
(3-6 YEARS)
PSYCHOSOCIAL VIRTUE: PURPOSE

FEARS: Dark, being left alone esp. at bedtime, large animals(large dogs)
Ghosts, body mutilation, pain and objects and people associated
with painful experiences
SIGNIFICANT PERSON: Family, grandparents, siblings and preschool
experiences
PLAY: Associative, enhance gross and fine motor development
AGE APPROPRIATE TOYS
Tricycle, big wheels, gym sets, wading pools and sandboxes
Large blocks, puzzles, crayons, paints and simple crafts Dress-
up clothes and dolls, housekeeping toys, play tents,puppets, doctor
and nurse kits to imitative play and imagination.
INDUSTRY vs INFERIORITY
(6-12 YEARS)
Child learns how to make things with others and strives to achieve success.
Child must learn skills of the culture or face feelings of inferiority.
PSYCHOSOCIAL STRENGTH: SKILL
FEARS: Failure at school, bullies, intimidating teachers
SIGNIFICANT PERSON: Teacher
PLAY: Cooperative, competitive and complex
Complex puzzles, collections, quiet board games, reading
AGE APPROPRAITE TOYS
Increasing complex board and card games
Book and crafts
Music and art
Athletic activities( swimming), team activities, video games
IDENTITY vs IDENTITY CONFUSION
(12-18 YEARS)
ADOLESCENCE
Adolescent determines own sense of self.
Development of who, what, and where they are going become focus
(SELF-CONCEPT)
Period of rebellion and uncertainty.
PSYCHOSOCIAL VIRTUE: FIDELITY
SIGNIFICANT PERSON: Peers
PLAY: Sports, camping, fishing gear, video and video games, computer
games, radios and compact disk players, personal telephone
INTIMACY vs ISOLATION
(20-45 YEARS)
(YOUNG ADULTHOOD)
Person make commitments to another.
Isolation and self-absorption occur if unsuccessful.
Independent from parents, possible marriage/partnership.
Major goals to accomplish in career and family.
“Sandwich Generation” (35-45 years)
PSYCHOSOCIAL VIRTUE: LOVE
SIGNIFICANT PERSON:Spouse/Partner
GENERATIVITY vs STAGNATION
(45-65 YEARS)
MIDDLE ADULTHOOD
Mature adult is concerned with establishing and guiding the next

generationor else feels personal impoverishment or incompleteness.
Relates to older and younger generations
Become “Pillars of Community”
Prepares for retirement
PHYSICAL CHANGES: graying hair, wrinkling skin, pains and muscle

aches, menopause
PSYCHOSOCIAL VIRTUE: CARE

INTEGRITY vs DESPAIR
(65- OLD AGE)
OLD ADULTHOOD
Achieves sense of acceptance of own life, adapts to triumphs and
disappointments with a certain ego integrity.
Accepts inevitability of death or else falls into despair.
Appraisal of life and changing social roles
Self-concern and withdrawn
PHYSICAL CHANGES: increasing physical decline, increasing
forgetfulness, changes in lifestyle with modification on physical limitations,
appearance of chronic diseases
PSYCHOLOGICAL VIRTUE: WISDOM
COGNITIVE DEVELOPMENT
PIAGET’S SENSORIMOTOR
STAGE OF COGNITIVE DEVELOPMENT
SENSORIMOTOR STAGE(BIRTH-2 YEARS)

Infant changes from a being who responds primarily through reflexes
to one who can organize activities in relation to the environment.
Uses sensory and motor abilities to comprehend world.
SUBSTAGE 1 ( BIRTH- 1 MONTH)
REFLEXIVE STAGE
NO OBJECT PERMANENCE
SUBSTAGE 2 ( 1-4 MONTHS )
PRIMARY CIRCULAR REACTIONS

FOCUS: Infant’s body
 Hand-mouth and ear-eye coordination develop.
 Enjoyable activity for this period: a rattle or a tape of parent’s voice.
 NO object permanence.
SECONDARY CIRCULAR REACTIONS

Infants learns to initiate, recognize & repeat pleasurable experiences from
environment.
Coincides with new interest to manipulate objects in the environment.
Begin to show PARTIAL OBJECT PERMANENCE.
Good toy for this period: mirror
Good game: peek-a-boo
SUBSTAGE 4 ( 8-12 MONTHS)
COORDINATION OF SECONDARY SCHEMES

Behavior is more deliberate and purposeful
Can anticipate events.
Begin to develop object permanence
Recognize shapes and sizes of familiar objects.
Good toy: nesting toys (colored boxes)

TERTIARY CIRCULAR REACTIONS

Infants show curiosity as they purposely vary their actions to see results.
Try new activities and use trial and error in solving problems.
Object permanence developed further. (Follow series of displacements and

look in last place rather than first.)
Good game: throw and retrieve

MENTAL COMBINATIONS
Toddler have developed a primitive symbol system (language) to
represent events. (Symbolic thought)
Basic understanding of cause and effect. No longer confined to trial and
error.
Develops of insight.
Object permanence fully developed.
Good toys: blocks, colored plastic rings
PREOPERATIONAL ( 2 – 7 YEARS )
Child develops a representational system

and uses symbols such as words to
represent people, places and events.
Comprehend simple abstractions but
thinking is basically concrete and literal.
SYMBOLIC FUNCTION
- is the ability to learn by using symbols.
SYMBOL
- is a mental representation to which
consciously or unconsciously, a person
has attached meaning.
PREOPERATIONAL STAGE
2. INTUITIVE PHASE ( 4-7 YEARS)

The child becomes capable of classifying, quantifying, and relating objects
but remains unaware of the principles behind these operations.
The child exhibits intuitive thought process.
The child is egocentric.
The child uses many words appropriately but lacks real knowledge of their
meaning.
PREOPERATIONAL STAGE
1. PRECONCEPTUAL PHASE ( 2-4 years )

Child forms concepts; less complete & logical than adult concepts.
- Centration, conservation of matter(height & weight)
- reversibility & animism (confuse reality and fantasy)
The child makes simple classifications. ( to form design or figure)

The child associates on event with a simultaneous one.
(TRANSDUCTIVE REASONING)
The child exhibits egocentric thinking.
Good toys: items that require imagination such as modeling clay.

CONCRETE OPERATIONS STAGE
(7-12 YEARS)
Marked by inductive reasoning, logical operations and reversible concrete

thought.
Uses memory to learn broad concept and subgroup of concepts.(Fruit
and apple)
Classifies according to attributes such as color and seriation.
Understands reversibility, conservation of matter.
Transition from egocentric to objective thinking.
Typical activities: collecting and sorting objects, ordering items according
to size, shape, weight and other criteria.
FORMAL OPERATIONS
(12 YEARS – ADULTHOOD)
Develops abstract reasoning
Adolescent thinks beyond the present and delights in “that which is not.”
Development of : Idealism (perfect word)

Egocentism
MORAL DEVELOPMENT
Lawrence Kohlberg was

developmental psychologist
and then moved to the field of
moral education.
Kohlberg believed and was

able to demonstrate to studies
that people progressed in their
moral reasoning through a
series of stages.
I. PRECONVENTIONAL MORALITY
( 4-10 YEARS)
STAGE 1. OBEDIENCE AND PUNISHMENT
STAGE 2. INSTRUMENTAL EGOISM AND SIMPLE EXCHANGE

II. CONVENTIONAL MORALITY
( 10 – 13 YEARS)
STAGE 3. INTERPERSONAL CONCORDANCE

- “Am I a good boy or a good girl?”
- Good behavior is what pleases others and approved by them.
- Behavior is judged by intention.
- One earns approval by being nice.
STAGE 4. LAW AND ORDER

- “What if everybody did it?”
- Oriented to abiding by law and responding to the obligations of duty.
- operates on social system and conscience.
- Good is defined by laws of society, by doing one’s duty. A law should
be obeyed even if its unfair.
III. POST-CONVENTIONAL MORALITY
( 13 YEARS,OR UNTIL YOUNG
ADULTHOOD, OR NEVER )
This level marks the attainment of true morality.

The person acknowledges the possibility of two conflict
between two socially accepted standards and tries to decide
between them.
The control of conduct is now internal both in the standards
observed and reasoning in right and wrong.
Stages 5 and 6 may be alternative levels of the highest
level of moral reasoning.
III. POST-CONVENTIONAL MORALITY
( 13 YEARS,OR UNTIL YOUNG
ADULTHOOD, OR NEVER )
STAGE 5. SOCIETAL CONSENSUS/SOCIETAL CONTRACT

- People think in rational terms, valuing the will of the majority and the
welfare of society.
- While they recognize that there are times when human need and law
conflict, they believe that society in the long run should obey the law.
STAGE 6. PRINCIPLED CONSCIENCE

- People do what they think is right regardless of legal restrictions or
the opinions of others.
- They act in accordance with internalized standards, knowing that they
would condemn themselves if they did not.

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DEVELOPMENTAL

PSYCHOSEXUAL DEVELOPMENTAL THEORY

Infants sucks for the enjoyment as well as nourishment.

Gains gratification by swallowing, chewing, biting and eating.

Unable to delay gratification.

Begins to develop self-concept from the responses of others.

Zone of gratification is ANUS/BUTTOCKS.

Child derives sensual satisfaction from withholding and expelling feces.

Bladder and bowel training occurs and is a major task.

Sexuality begins to develop. (Sex differences, learned words pertaining to

Conflict of “Holding On” and “Letting Go” gradually resolves as bowel

The child’s pleasure centers on the GENITALIA and masturbation.

PSYCHOSOCIAL VIRTUE: HOPE

Psychosocial theme: “HOLD ON OR LET GO”

An internal struggle for self-identity: LOVE vs HATE

Ritualism, negativism and independence predominate social interaction.

Temper tantrums, seeks security blankets/objects

Starts to delay gratification

PSYCHOSOCIAL VIRTUE: WILL

PSYCHOSOCIAL VIRTUE: PURPOSE

Period of rebellion and uncertainty.

PSYCHOSOCIAL VIRTUE: FIDELITY

SIGNIFICANT PERSON: Peers

Person make commitments to another.

Isolation and self-absorption occur if unsuccessful.

Independent from parents, possible marriage/partnership.

Major goals to accomplish in career and family.

“Sandwich Generation” (35-45 years)

PSYCHOSOCIAL VIRTUE: LOVE

Mature adult is concerned with establishing and guiding the next

Relates to older and younger generations

Become “Pillars of Community”

Prepares for retirement

PHYSICAL CHANGES: graying hair, wrinkling skin, pains and muscle

PSYCHOSOCIAL VIRTUE: CARE

SENSORIMOTOR STAGE(BIRTH-2 YEARS)

PRIMARY CIRCULAR REACTIONS

 Hand-mouth and ear-eye coordination develop.

 Enjoyable activity for this period: a rattle or a tape of parent’s voice.

SECONDARY CIRCULAR REACTIONS

COORDINATION OF SECONDARY SCHEMES

Can anticipate events.

Begin to develop object permanence

Recognize shapes and sizes of familiar objects.

Good toy: nesting toys (colored boxes)

TERTIARY CIRCULAR REACTIONS

Object permanence developed further. (Follow series of displacements and

Good game: throw and retrieve

Child develops a representational system

2. INTUITIVE PHASE ( 4-7 YEARS)

1. PRECONCEPTUAL PHASE ( 2-4 years )

The child makes simple classifications. ( to form design or figure)

The child exhibits egocentric thinking.

Good toys: items that require imagination such as modeling clay.

Marked by inductive reasoning, logical operations and reversible concrete

Develops abstract reasoning

Development of : Idealism (perfect word)

Lawrence Kohlberg was

Kohlberg believed and was

STAGE 1. OBEDIENCE AND PUNISHMENT