Stages of Learner Across Lifespan

PRINCIPLES OF TEACHING
AND LEARNING RELATED

TO HEALTH
TOPIC: DEVELOPMENTAL STAGES
OF THE LEARNER ACROSS THE
LIFESPAN
MARVIN M. PULAO, RM, RN, MAN, LPT.

LEARNING OBJECTIVES
• After this lecture students will be able to:

1. Understand the developmental task theory and its
stages.
2. Explore the Erikson’s psychosocial development
theory.
3. Identify the difference among all stages of
psychosocial theory.
1. DEVELOPMENTAL TASK
THEORY
• Although many theorists are responsible for contributing to

the Developmental Tasks Theory, it was Robert J.
Havighurst who elaborated this theory in a most systematic
and extensive manner.
• Havighurst’s main claim is that development is continuous
throughout the entire lifespan, occurring in stages, where
the individual moves from one stage to the next by means
of successful resolution of problems or performance of
developmental tasks.
1. DEVELOPMENTAL TASK THEORY
Infancy - Early Childhood

(birth to 5 years)
Middle Childhood (6 to 12 years )
Adolescence (13 to 18 years)
Early adulthood (19 to 29 years)
Middle Adulthood (30-60 years)
Later Maturity (60>)

THE DEVELOPMENTAL TASK
CONCEPT
Tasks that arise from physical maturation. For example, learning

to walk, talk, and behave acceptably with the opposite gender
during adolescence; and biological development
Tasks that from personal sources. For example, those that emerge
from the maturing personality and take the form of personal values
and aspirations, such as learning the necessary skills for job
success.
Tasks that have their source in the pressures of society. For
example, learning to read or learning the role of a responsible
citizen.
STAGE 1
INFANCY - EARLY CHILDHOOD
(BIRTH TO 5 YEARS)
1. Learning to take solid foods
2. Learning to walk.
3. Learning to talk
4. Learning to control the elimination of body wastes
5. Learning gender differences
6. Forming concepts and learning language to describe social and physical
reality.
7. Getting ready to read
STAGE 2
MIDDLE CHILDHOOD
(6 TO 12 YEARS )
1. Learning physical skills necessary for ordinary games.
2. Building wholesome attitudes toward oneself as a growing organism
3. Learning to get along with age-mates
4. Learning an appropriate masculine or feminine social role
5. Developing fundamental skills in reading, writing, and calculating
6. Developing concepts necessary for everyday living.
7. Developing conscience, morality, and a scale of values
8. Achieving personal independence
9. Developing attitudes toward social groups and institutions
STAGE 3
ADOLESCENCE
(13 TO 18 YEARS)
1. Achieving new and more mature relations with age-mates of both sexes
2. Achieving a masculine or feminine social role
3. Accepting one's physique and using the body effectively
4. Achieving emotional independence of parents and other adults
5. Preparing for marriage and family life Preparing for an economic career
6. Acquiring a set of values and an ethical system as a guide to behavior;
developing an ideology
7. Desiring and achieving socially responsible behavior
STAGE 4
EARLY ADULTHOOD
(19 TO 29 YEARS)
1. Selecting a mate
2. Achieving a masculine or feminine social role
3. Learning to live with a marriage partner
4. Starting a family
5. Rearing children
6. Managing a home
7. Getting started in an occupation
8. Taking on civic responsibility
9. Finding a congenial social group
STAGE 5
MIDDLE ADULTHOOD
(30-60 YEARS)
1. Maintaining economic standard of living

2. Performing civic and social responsibilities
3. Relating to spouse as a person
4. Adjusting to physiological changes
STAGE 6
LATER MATURITY
(60>)
1. Adjusting to deteriorating health and

physical strength
2. Adjusting to retirement
3. Meeting social and civil obligations
4. Adjusting to death or loss of spouse
ERIK ERIKSON
PSYCHOSOCIAL
DEVELOPMENT
PSYCHOSOCIAL STAGES OF
PERSONALITY DEVELOPMENT
• 8 successive stages over the lifespan

• Addresses bio, social, situational, personal influences
• Crisis: must adaptively or maladaptively cope with task in each
developmental stage
• Respond adaptively: acquire strengths needed for next
developmental stage
• Respond maladaptively: less likely to be able to adapt to later
problems
• Basic strengths: Motivating characteristics and beliefs that derive

from successful resolution of crisis in each stage
STAGE 1: BASIC TRUST VS. MISTRUST
Birth to age 1
Totally dependent on others

Caregiver meets needs: child develops trust
Caregiver does not meet needs: child develops
mistrust
Basic strength: Hope
Belief our desires will be satisfied
Feeling of confidence
STAGE 2: AUTONOMY VS. SHAME AND
DOUBT
• Ages 1-3
• Child able to exercise some degree of choice
• Child’s independence is thwarted: child
develops feelings of self-doubt, shame in
dealing with others
• Basic Strength: Will
• Determination to exercise freedom of
choice in face of society’s demands
STAGE 3: INITIATIVE VS. GUILT
• Ages 3-5
• Child expresses desire to take initiative in activities
• Parents punish child for initiative: child develops
feelings of guilt that will affect self-directed
activity throughout life
• Basic strength: Purpose
• Courage to envision and pursue goals
STAGE 4: INDUSTRIOUSNESS VS.
INFERIORITY
• Ages 6-11
• Child develops cognitive abilities to enable in task
completion (school work, play)
• Parents/teachers do not support child’s efforts:
child develops feelings of inferiority and
inadequacy
• Basic strength: Competence
• Exertion of skill and intelligence in pursuing
and completing tasks
• Stages 1-4
• Largely determined by others (parents, teachers) –
child develops a competent ego
• Stages 5-8
• Individual has more control over environment
• Individual responsibility for crisis resolution in each
stage
• An individual develops self-realization
STAGE 5: IDENTITY VS. ROLE CONFUSION
• Ages 12-18
• Form ego identity: self-image
• Strong sense of identity: face adulthood with certainty
and confidence
• Identity crisis: confusion of ego identity
• Basic strength: Fidelity - faithfulness
• Emerges from cohesive ego identity
• Sincerity, genuineness, sense of duty in relationships
with others
STAGE 6: INTIMACY VS. ISOLATION
• Ages 18-35 (approximately)

• Undertake productive work and establish
intimate relationships
• Inability to establish intimacy leads to social
isolation
• Basic strength: Love
• Mutual devotion in a shared identity
STAGE 7: GENERATIVITY VS.
STAGNATION
• Ages 35-55 (approximately)

• Generativity: Active involvement in teaching/guiding
the next generation
• Stagnation involves not seeking outlets for
generativity
• Basic strength: Care
• Broad concern for others
• Need to teach others
STAGE 8: EGO INTEGRITY VS.
DESPAIR
• Ages 55+
• Evaluation of entire life
• Integrity: Look back with satisfaction
• Despair: Review with anger, frustration
• Basic strength: Wisdom
• Detached concern with the whole of life
STAY BLESSED
HAVE A GOOD DAY

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PRINCIPLES OF TEACHING

AND LEARNING RELATED

MARVIN M. PULAO, RM, RN, MAN, LPT.

• After this lecture students will be able to:

• Although many theorists are responsible for contributing to

Infancy - Early Childhood

Middle Childhood (6 to 12 years )

Adolescence (13 to 18 years)

Early adulthood (19 to 29 years)

Middle Adulthood (30-60 years)

Later Maturity (60>)

Tasks that arise from physical maturation. For example, learning

1. Maintaining economic standard of living

1. Adjusting to deteriorating health and

• 8 successive stages over the lifespan

• Basic strengths: Motivating characteristics and beliefs that derive

Totally dependent on others

• Ages 18-35 (approximately)

• Ages 35-55 (approximately)

HAVE A GOOD DAY

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