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102

L EC TU RE #1:
B AS I C CO NCE PT S AN D
I SS UE S O N H UM AN
DE VE L OP MEN T
Lecture by:
Michael Jame L. Grospe, LPT
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Learning Outcomes:
 Describe human development and its
three domains: physical, cognitive, and
psychosocial development;
 Explain key human development issues
about the nature of change:
continuous/discontinuous, one
course/multiple courses, and
nature/nurture; and
 Describe the basic periods of human
development.
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Human Development:
Meaning, Concepts, and Approaches

 begins at conception
 continuous
 can be GROWTH
 can be DECLINE
 it positive or negative
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Some Major Principles of

Human Development
1.Development is relatively
orderly:

A.Cephalocaudal – “from the top

make it drop!” ~Cardi B

B.Proximodistal – body grows from

the inside of the body outwards
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Some Major Principles of

Human Development

2. While the pattern of development is likely to

be similar, the outcome of developmental process
and the rate of development are likely to vary
among individuals.
3. Development takes place gradually.
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Some Major Principles of

Human Development
4. Development as a process is complex
because it is the product of biological,
cognitive and socio-emotional process.
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Some Major Principles of

Human Development
Approaches to Human Development
 Traditional Human development shows
extensive change from birth to adolescence
 Life-span Human development occurs
throughout the life-span of an individual.
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Some Major Principles of

Human Development

Approaches to Human
Development
 Traditional Human
development
 Life-span Human
development
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Characteristics of Life-span Development

(Paul Baltes, Santrock 2002)

Development is…
 Life-long
 Multidimensional
 Plastic
 Contextual; and
 Development involves
growth, maintenance and
regulation.
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The Core Issues on Human

Development
 Nature VS Nurture
 Continuity VS Discontinuity
 Stability VS Change
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Nature VS Nurture

= Biological = Environmental
Factors Factors
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Continuity VS Discontinuity
= gradual & cumulative = distinct changes
changes
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Stability VS Change
= personality traits developed in = personalities are modified
the first 5 years predicts adult through interactions
personality
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DEVELOPMENT
AL THEORIES
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THEORIES OF GROWTH &

DEVELOPMENT
1. FREUD’S PSYCHOSEXUAL DEVELOPMENT
THEORY (OAPhaLaGe)
 Oral
 Anal
 Phallic
 Latency
 Genital
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FREUD’S PSYCHOSEXUAL
DEVELOPMENT THEORY
STAGE: Oral
AGE: Birth to 1 1/2 y/o
CHARACTERISTICS:
 Center of pleasure- mouth (major source of
gratification and exploration)
 Primary need- security
 Major conflict- weaning
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FREUD’S PSYCHOSEXUAL
DEVELOPMENT THEORY
STAGE: Anal
AGE: 1 1/2 to 3 y/o
CHARACTERISTICS:
 Source of pleasure- anus and bladder (sensual
satisfaction and self-control)
 Major conflict- toilet training
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FREUD’S PSYCHOSEXUAL
DEVELOPMENT THEORY
STAGE: Phallic
AGE: 4 to 6 y/o
CHARACTERISTICS:
 Center of pleasure- child's genital
(masturbation)
 Major conflict- Oedipus and Electra Complex
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FREUD’S PSYCHOSEXUAL
DEVELOPMENT THEORY
STAGE: Latency
AGE: 6 y/o to puberty
CHARACTERISTICS:
 Energy directed to physical and intellectual
activities
 Sexual impulses repressed
 Relationship between peers of same sex
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FREUD’S PSYCHOSEXUAL
DEVELOPMENT THEORY
STAGE: Genital
AGE: Puberty onwards
CHARACTERISTICS:
 Energy directed towards full sexual maturity
and function and development of skills cope
with the environment
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F re u d ’s P e r s o n a l i t y C o m p o n e n t s
Freud described the personality
structures as having three components:
 Id
 Ego
 Superego
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F re u d ’s P e r s o n a l i t y C o m p o n e n t s
The Id
 source of our bodily
needs, wants, desires,
and impulses,
particularly our
sexual and
aggressive drives
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F re u d ’s P e r s o n a l i t y C o m p o n e n t s
The Ego
 operates on the reality
principle, which strives
to satisfy the ID’s
desires in realistic,
logically and in socially
appropriate ways
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F re u d ’s P e r s o n a l i t y C o m p o n e n t s
The Superego
 represents the norms
and qualities of the
individual, her/his
family and the society
and is an ethical
constraint on the
behavior.
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The Iceberg
Freud’s Metaphor
Conception of the
Human Psyche
According to Freud, a
well-adjusted person is
one who has strong EGO, Superego
who can help satisfy the
needs of the ID without *Ego
going against
SUPEREGO while Id
maintaining the person’s
sense of what is logical, *Ego is free floating in all
practical and real. tree levels
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PIAGET'S PHASES OF COGNITIVE

DEVELOPMENT
PHASE: Sensorimotor AGE: Birth to 2 yrs

DESCRIPTION: Sensory organs & muscles

become more functional
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PIAGET'S PHASES OF COGNITIVE

DEVELOPMENT
Stages of Sensorimotor

 Stage 1: Use of reflexes

Age: Birth to 1 month
Description: Movements are primarily reflexive

 Stage 2: Primary circular reaction

Age: 1- 4 months
Description: Perceptions center around one's body. Objects are perceived as
extension of the self
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PIAGET'S PHASES OF COGNITIVE

DEVELOPMENT
Stages of Sensorimotor

 Stage 3: Secondary circular reaction

Age: 4- 8 months
Description: Becomes aware external environment initiates acts to change the
movement

 Stage 4: Coordination of secondary schemata

Age: 8- 12 months
Description: Differentiates goals and goal directed activities
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PIAGET'S PHASES OF COGNITIVE

DEVELOPMENT
Stages of Sensorimotor

 Stage 5: Tertiary circular reaction

Age: 12- 18 months
Description: Experiments with methods to reach goals, develops rituals that become
significant

 Stage 6: Invention of new means

Age: 18- 24 months
Description: Uses mental imagery to understand the environment, uses fantasy
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PIAGET'S PHASES OF COGNITIVE

DEVELOPMENT
PHASE: Preoperational AGE: 2- 7 years

DESCRIPTION: Emerging ability to think

*children use symbolism ( images and
language) to represent and understand
various aspects of environment
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PIAGET'S PHASES OF COGNITIVE

DEVELOPMENT
Stages of Preoperational

 Pre-conceptual Stage
Age: 2- 4 years
Description: Thinking tends to be egocentric, Exhibits
use of symbolism
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PIAGET'S PHASES OF COGNITIVE

DEVELOPMENT
Stages of Preoperational

 Intuitive Stage
Age: 4- 7 years
Description: Unable to break down a whole into
separate parts, able to classify objects according to
one trait
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PIAGET'S PHASES OF COGNITIVE

DEVELOPMENT
PHASE: Concrete Operations AGE: 7- 11 yrs

DESCRIPTION: Learns to reason about events

between here and now, can understand basic
properties of and relations among objects and
events, able to solve concrete problem in logical
fashion
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PIAGET'S PHASES OF COGNITIVE

DEVELOPMENT
PHASE: Formal Operations AGE: 11 + yrs

DESCRIPTIONS: Able to see relationships

and to reason in the abstract, becomes more
scientific in thinking, capable of systematic
and deductive reasoning
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E R I K S O N ' S S TA G E S O F P S Y C H O S O C I A L
DEVELOPMENT THEORY
STAGE: Infancy
AGE: Birth- 18 months
CENTRAL TASK: Trust vs. Mistrust

(+) RESOLUTION:
 Learn to trust others

(- ) RESOLUTION:
 Mistrust, withdrawal, estrangement
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E R I K S O N ' S S TA G E S O F P S Y C H O S O C I A L
DEVELOPMENT THEORY
STAGE: Early Childhood
AGE: 1 1/2 to 3 y/o
CENTRAL TASK: Autonomy vs. Shame and Doubt

(+) RESOLUTION:
 Self Control w/o loss of self-esteem
 Ability to cooperate and express oneself

(- ) RESOLUTION:
 Compulsive, self-restraint or compliance
 Willfulness and defiance
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E R I K S O N ' S S TA G E S O F P S Y C H O S O C I A L
DEVELOPMENT THEORY
STAGE: Late Childhood
AGE: 3 to 5 y/o
CENTRAL TASK: Initiative vs. Guilt

(+) RESOLUTION:
 Learns to become assertive
 Ability to evaluate one's own behavior

(- ) RESOLUTION:
 Lack of self-confidence, pessimism, fear of wrong doing
 Over-control and over- restriction
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E R I K S O N ' S S TA G E S O F P S Y C H O S O C I A L
DEVELOPMENT THEORY
STAGE: School Age
AGE: 6 to 12 y/o
CENTRAL TASK: Industry vs. Inferiority

(+) RESOLUTION:
 Learns to develop, create, and manipulate
 Develop sense of competence and perseverance *parents, teachers who support, reward and praise
children

(- ) RESOLUTION:
 Loss of HOPE, sense of being mediocre
 Withdrawal from school and peers *those who ignore, rebuff, deride their efforts are strengthening
feelings of inferiority
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E R I K S O N ' S S TA G E S O F P S Y C H O S O C I A L
DEVELOPMENT THEORY
STAGE: Adolescence
AGE: 12- 20 y/o
CENTRAL TASK: Identity vs. Role confusion

(+) RESOLUTION:
 Seeking to find an identity

(- ) RESOLUTION:
 Feeling of confusion
 Indecisiveness, anti-social behavior
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E R I K S O N ' S S TA G E S O F P S Y C H O S O C I A L
DEVELOPMENT THEORY
STAGE: Young Adulthood
AGE: 18- 25 y/o
CENTRAL TASK: Intimacy vs. Isolation

(+) RESOLUTION:
 Intimate relationship with another person

(- ) RESOLUTION:
 Avoidance of relationship, career, lifestyle, commitment
 Failure to establish close and intimate relationship
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E R I K S O N ' S S TA G E S O F P S Y C H O S O C I A L
DEVELOPMENT THEORY
STAGE: Adulthood
AGE: 25- 65 y/o
CENTRAL TASK: Generativity vs. Stagnation

(+) RESOLUTION:
 Creativity, productivity, concern for others

(- ) RESOLUTION:
 Self Indulgence, lack of interests and commitments
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E R I K S O N ' S S TA G E S O F P S Y C H O S O C I A L
DEVELOPMENT THEORY
STAGE: Maturity
AGE: 65- y/o to death
CENTRAL TASK: Integrity vs. Despair

(+) RESOLUTION:
 Acceptance of worth and uniqueness of one's life
 Acceptance of death

(- ) RESOLUTION
 Sense of loss, contempt for others
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K O H L B E R G ' S S TA G E S O F M O R A L
D E V E L O P M E N T L E V E L S A N D S TA G E S
Level I: Pre-Conventional (Birth to 9 years)
DESCRIPTION: Authority figures are OBEYED. Misbehavior is viewed in terms of damage
done.
STAGES

 Stage 1: Punishment and Obedience Orientation

Description: A deed is perceived as WRONG if one is punished; the activity is right if one is not
punished.

 Stage 2: Instrumental-Relativist Orientation

Description: RIGHT is defined a that which is acceptable to and approved by the self. When
actions satisfy one's needs, they are right.
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K O H L B E R G ' S S TA G E S O F M O R A L
D E V E L O P M E N T L E V E L S A N D S TA G E S
LEVEL II: Conventional (9-13 years)
DESCRIPTION: Cordial interpersonal relationships are maintained.

 Stage 3: Interpersonal concordance

Description: Authority is RESPECTED

 Stage 4: Law and Order Orientation

Description: Individual feels "duty bound" to maintain social order.
Behavior is RIGHT when it CONFORMS TO THE RULES
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K O H L B E R G ' S S TA G E S O F M O R A L
D E V E L O P M E N T L E V E L S A N D S TA G E S
LEVEL III: Post-Conventional (13 + years)
DESCRIPTION: Individual understands the MORALITY of having
democratically established laws.
 Stage 5: Social Contract Orientation
Description: It is WRONG TO VIOLATE OTHERS RIGHT

 Stage 6: Universal Ethics Orientation

Description: The person understands the principles of human rights and
personal conscience. The person believes that trust is a basis for relationship.
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Vy g o t s k y ’ s S o c i o - C u l t u r a l T h e o r y
Descriptions: Social interaction and language as two central factors of in
cognitive development.

Vygotsky 1978 states “Every function in the child’s development

appears twice; first, on the social level, and later, on the individual level;
first between people (interpsychological) and then inside the child
(intrapsychological). This applies equally to voluntary attention, to logical
memory, and to the formation of concepts. All the higher functions
originate as actual relationships between individuals.”
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Vy g o t s k y ’ s S o c i o - C u l t u r a l T h e o r y
Social Interactions
 Piaget’s theory was more individual, while Vygotsky’s was more
social. He believed that the social interactions that children engaged in
helped them to both discover and create meaning from the things that
they discover. Vygotsky emphasized that effective learning happens
through participation in social activities, making the social context of
learning crucial.
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Vy g o t s k y ’ s S o c i o - C u l t u r a l T h e o r y
Cultural Factors
 Community plays a central role in the process of making meaning.
Sociocultural views human development as socially mediated process
in which children acquire cultural values, beliefs, and problem solving
strategies through collaborative dialogues with more knowledgeable
members of society.
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PIAGET  VYGOTSKY 
Sociocultural Context  Little emphasis  Strong emphasis 

Constructivism  Cognitive constructivist  Social constructivist 

Stage  Strong emphasis on stages of No general stages of development
development  proposed 
Key process in Equilibration; schema; adaptation; Zone of proximal development;
development and assimilation; accommodation  scaffolding; language/dialogue; tools of
learning  the culture 

Role of language  Minimal- language provides labels Major- language plays a powerful role
for childrens experience /egocentric in shaping thought 
speech 
Technique Support children to explore their world Establish opportunities for children to
implications  and discover knowledge.  learn with the teacher and more skilled
peers. 
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Vy g o t s k y ’ s S o c i o - C u l t u r a l T h e o r y
Language
 According to Vygotsky 1962 language plays two critical roles in
cognitive development

1. It is the main means by which adults transmit information to

children.

2. Language itself becomes a very powerful tool of intellectual

adaptation.
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Vy g o t s k y ’ s S o c i o - C u l t u r a l T h e o r y
Vygotsky differentiate 3 forms of language.

1. Social Speech (Age of 2) – external communication used to talk

others.

2. Private Speech (Age of 3) – directed to the self and serves an

intellectual function. - a form of self-talk that guides the child thinking
and action.

3. Silent Inner Speech (Age of 7) – self-regulating function.

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Vy g o t s k y ’ s S o c i o - C u l t u r a l T h e o r y
Vygotsky believed that there are three forms
of language:
Social Speech
Private Speech
Silent Inner Speech
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Vy g o t s k y ’ s S o c i o - C u l t u r a l T h e o r y
Zone of Proximal Development
 When a child attempts to perform a skill alone, she
may not be immediately proficient at it. So, alone
she may perform at a certain level of competency.
We refer to this as the zone of actual development.
However with the guidance of More
Knowledgeable Other (MKO), a competent adult
or a more advanced peer, the child can perform at
a higher level of competency.
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Vy g o t s k y ’ s S o c i o - C u l t u r a l T h e o r y
MKO/ More Knowledgeable Others
 Adjust the level of guidance in order to fit
the student current level of performance.
 Utilize direct instructions.
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Vy g o t s k y ’ s S o c i o - C u l t u r a l T h e o r y
The difference between what a child can
learn alone and what she/he can accomplish
with the guidance of another is what
Vygotsky's referred to as ZONE OF
PROXIMAL DEVELOPMENT.
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Vy g o t s k y ’ s S o c i o - C u l t u r a l T h e o r y
Scaffolding/Fade-away Technique

 Refers to the temporary support given to a child by a

MKO/More Knowledgeable Other that enables the
child to perform a task until such time that child can
perform task independently.

 Changing the quality and quantity of support to

provided to a child in the course of teaching session.
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Scaffolding
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F a d e - a w a y Te c h n i q u e
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TO BE
CONTINUED…