LECT 9 GROWTH AND DEVELOPMENT.pp .t
RaphealChimbola
110 views
88 slides
Sep 25, 2024
Slide 1 of 88
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
About This Presentation
Growth and development
Slide Content
GROWTH AND
DEVELOPMENT
Lecturer: Mrs Mavis Tafadzwa
DEVELOPMENT
Lecturer: Mrs Mavis Tafadzwa
SPECIFIC OBJECTIVES:
At the end of the lecture you should be able to:
1. Define key terms
Growth
Development
2.Describe the stages of human development. Outline factors
affecting growth and development
4. Explain current theories of growth and development
5. State the stages of development throughout the life cycle.
At the end of the lecture you should be able to:
1. Define key terms
Growth
Development
2.Describe the stages of human development. Outline factors
affecting growth and development
4. Explain current theories of growth and development
5. State the stages of development throughout the life cycle.
DEFINTIONS
GROWTH: Growth is generally the increase in the body
size of an organism.
Development is an increase in skill and complexity of
functions.
Development has the sequence of changes over a full
span of life.
GROWTH: Growth is generally the increase in the body
size of an organism.
Development is an increase in skill and complexity of
functions.
Development has the sequence of changes over a full
span of life.
GENERAL FACTS ABOUT GROWTH
AND DEVELOPMENT
Growth and development are interdependent, interrelated
processes.
Growth generally takes place during the first 20 years of
life while development continues after that.
Often used interchangeably yet have different meanings.
Growth and development take place from the time of
conception up through human life cycle.
AND DEVELOPMENT
Growth and development are interdependent, interrelated
processes.
Growth generally takes place during the first 20 years of
life while development continues after that.
Often used interchangeably yet have different meanings.
Growth and development take place from the time of
conception up through human life cycle.
FACTS ABOUT GROWTH
① There is physical change and increase in size
② It can be measured quantitatively
③ There are Indicators of growth such as weight, bone
size, and dentition.
④ Growth rates vary during different stages of growth
and development.
⑤ The growth rate is rapid during the prenatal, neonatal,
infancy and adolescent stages and slows during
childhood.
⑥ Physical growth is minimal during adulthood
① There is physical change and increase in size
② It can be measured quantitatively
③ There are Indicators of growth such as weight, bone
size, and dentition.
④ Growth rates vary during different stages of growth
and development.
⑤ The growth rate is rapid during the prenatal, neonatal,
infancy and adolescent stages and slows during
childhood.
⑥ Physical growth is minimal during adulthood
FACTS ABOUT DEVELOPMENT
Development has the following principles:
Sequential
Irreversible
Progressive in change
Development has the following principles:
Sequential
Irreversible
Progressive in change
DEVELOPMENT IS SEQUENTIAL
Examples /
Two months baby can raise his head.
Four to seven months baby shows improvement in hand and eye
coordination.
Seven months baby can sit up and stand up holding on a chair
You can see that the sequential development started first with
movement of the head then the baby is able to move his hand in
coordination with the eye.
This further explains that development proceeds from the head
downwards-cephalocadial principle.
Examples /
Two months baby can raise his head.
Four to seven months baby shows improvement in hand and eye
coordination.
Seven months baby can sit up and stand up holding on a chair
You can see that the sequential development started first with
movement of the head then the baby is able to move his hand in
coordination with the eye.
This further explains that development proceeds from the head
downwards-cephalocadial principle.
DEVELOPMENT IS IRREVERSIBLE
It does not switch back and forth.
Under normal condition we expect mental and social
developments to go with biological development.
It does not switch back and forth.
Under normal condition we expect mental and social
developments to go with biological development.
DEVELOPMENT IS PROGRESSIVE
CHANGE
lower level development leads to a higher one
Example: In cognitive (mental) development the progress
is from sensory/concrete knowledge to abstract thinking.
You will realise that mental development in a baby has
progressed from being in a crib to family members to
neighbourhood and to school.
It can be deduced from the above example that
development proceeds from simple to more complex
CHANGE
lower level development leads to a higher one
Example: In cognitive (mental) development the progress
is from sensory/concrete knowledge to abstract thinking.
You will realise that mental development in a baby has
progressed from being in a crib to family members to
neighbourhood and to school.
It can be deduced from the above example that
development proceeds from simple to more complex
FACTORS AFFECTING GROWTH AND
DEVELOPMENT
The nature VS nurture controversy
1. Our question is what causes growth?
2.What causes change in Behaviour and skill?
3.Is it the environment or its just human nature for a person to grow or develop?
This question has caused a controversy in psychological research
DEVELOPMENT
The nature VS nurture controversy
1. Our question is what causes growth?
2.What causes change in Behaviour and skill?
3.Is it the environment or its just human nature for a person to grow or develop?
This question has caused a controversy in psychological research
FACTORS AFFECTING GROWTH AND
DEVELOPMENT
DEVELOPMENT
FACTORS AFFECTING GROWTH AND DEVELOPMENT
NATURE
1. GENETICS
This is a branch of biology that deals with the phenomena
of heredity and variation.
It seeks to understand the causes of the resemblances and
differences between parents and children.
Life begins as a single cell and later develops into a human
being made up of millions and millions of cells. The nucleus
of each cell contains 23 pairs of chromosomes (46
chromosomes). Chromosomes contain the remarkable
genetic substance called DNA, which are complex molecules
that contain genetic information.
NATURE
1. GENETICS
This is a branch of biology that deals with the phenomena
of heredity and variation.
It seeks to understand the causes of the resemblances and
differences between parents and children.
Life begins as a single cell and later develops into a human
being made up of millions and millions of cells. The nucleus
of each cell contains 23 pairs of chromosomes (46
chromosomes). Chromosomes contain the remarkable
genetic substance called DNA, which are complex molecules
that contain genetic information.
FACTORS AFFECTING GROWTH AND DEVELOPMENT
GENETICS
Genes are the units of hereditary information, and are short
segments of chromosome composed of DNA.
Every person has two genes for each characteristics inherited
from the parents. When genes combine to determine our
characteristics, some genes are dominant over others.
According to the dominant recessive gene principle, if one
gene in the pair is dominant, the other one will be recessive.
A dominant gene exerts its effect.
GENETICS
Genes are the units of hereditary information, and are short
segments of chromosome composed of DNA.
Every person has two genes for each characteristics inherited
from the parents. When genes combine to determine our
characteristics, some genes are dominant over others.
According to the dominant recessive gene principle, if one
gene in the pair is dominant, the other one will be recessive.
A dominant gene exerts its effect.
FACTORS AFFECTING GROWTH AND
DEVELOPMENT
GENETICS
A recessive gene only exerts its influence only if both genes
of the pair are recessive. Parents pass on genes to their
children that may determine their height, rate of growth,
skin colour, and eye colour among other things.
Some of the genetic and chromosomal factors that affect
growth and development are Down’s syndrome and Sickle
cell Anemia.
DEVELOPMENT
GENETICS
A recessive gene only exerts its influence only if both genes
of the pair are recessive. Parents pass on genes to their
children that may determine their height, rate of growth,
skin colour, and eye colour among other things.
Some of the genetic and chromosomal factors that affect
growth and development are Down’s syndrome and Sickle
cell Anemia.
INTERNAL FACTORS
Intelligence: It is co-related to some degrees with physical
development i.e., a child of high intelligence is likely to be better
than one of low intelligence. Intelligence influences illness,
mental and social development.
Hormonal balance: normal secretions of endocrine glands and
gonads promote normal growth of the body especially in the young
child
Emotions: Emotional disturbances influence growth since the
disturbed child neither sleeps nor eats as well as one who is happy
and content.
Intelligence: It is co-related to some degrees with physical
development i.e., a child of high intelligence is likely to be better
than one of low intelligence. Intelligence influences illness,
mental and social development.
Hormonal balance: normal secretions of endocrine glands and
gonads promote normal growth of the body especially in the young
child
Emotions: Emotional disturbances influence growth since the
disturbed child neither sleeps nor eats as well as one who is happy
and content.
NURTURE/ ENVIRONMENT
An environment that provides satisfying experiences, promotes
growth and development.
Factors which influence development are more likely to be
environmental in origin than genetic. Nurture
Among the most important environmental factors are the
following
An environment that provides satisfying experiences, promotes
growth and development.
Factors which influence development are more likely to be
environmental in origin than genetic. Nurture
Among the most important environmental factors are the
following
ENVIRONMENT
1. External factors
Family and its cultural background greatly influence the
growth and development of the children during their
formative years.
The following external factors have been seen to play a major
role in growth and development;
Social – economic status of the family – The environment of
the lower social economic status family is less favourable to
growth and development of the child than that of the middle
or upper group.
Nutrition – lack of proper nutrition may affect both growth
and development
1. External factors
Family and its cultural background greatly influence the
growth and development of the children during their
formative years.
The following external factors have been seen to play a major
role in growth and development;
Social – economic status of the family – The environment of
the lower social economic status family is less favourable to
growth and development of the child than that of the middle
or upper group.
Nutrition – lack of proper nutrition may affect both growth
and development
ENVIRONMENT
Climate and Seasons- Climatic variations influence the
infant’s health, the seasons of the year influence growth rate
in height and weight especially in older children.
Illness and Injuries with the accompanying debility and
nutritional impairment can have a great influence on weight
and some influence on growth. Exercise promotes
physiological activities and stimulates muscular development
Climate and Seasons- Climatic variations influence the
infant’s health, the seasons of the year influence growth rate
in height and weight especially in older children.
Illness and Injuries with the accompanying debility and
nutritional impairment can have a great influence on weight
and some influence on growth. Exercise promotes
physiological activities and stimulates muscular development
ENVIRONMENT
Ordinal position in the family - Children learn from elder
siblings among them, there is an advantage that an only 1
st
child lacks.
The youngest child may be relatively slow in certain areas
of development because he/she is regarded as a baby by
the whole family
The only child is likely to develop more rapidly than the
average child because he/she is constantly with adults and
is mentally stimulated with their companionship.
Ordinal position in the family - Children learn from elder
siblings among them, there is an advantage that an only 1
st
child lacks.
The youngest child may be relatively slow in certain areas
of development because he/she is regarded as a baby by
the whole family
The only child is likely to develop more rapidly than the
average child because he/she is constantly with adults and
is mentally stimulated with their companionship.
FACTORS AFFECTING GROWTH AND
DEVELOPMENT
CONSTITUTION
It denotes the physical and mental make-up of a person combined
together.
An individual may have some mental and physical defects that may
affect growth and development..
Constitution can affect a person positively or negatively. Constitution is
not a fixed thing, but change from time to time
NATURE VS NURTURE
Degree to which human behaviour and development is determined by
genetics /biology or learned through interacting with the environment
DEVELOPMENT
CONSTITUTION
It denotes the physical and mental make-up of a person combined
together.
An individual may have some mental and physical defects that may
affect growth and development..
Constitution can affect a person positively or negatively. Constitution is
not a fixed thing, but change from time to time
NATURE VS NURTURE
Degree to which human behaviour and development is determined by
genetics /biology or learned through interacting with the environment
GENERAL STAGES OF DEVELOPMENT
THROUGHOUT THE LIFE CYCLE
The following are the stages of development in chronological order
1.Intra uterine life
2.Infancy
3.Childhood
4.Adolescence
5.Adulthood
6.Aging
THROUGHOUT THE LIFE CYCLE
The following are the stages of development in chronological order
1.Intra uterine life
2.Infancy
3.Childhood
4.Adolescence
5.Adulthood
6.Aging
INTRA UTERINE LIFE (FROM CONCEPTION
TO BIRTH)
Intrauterine means inside the uterus.
The term intrauterine life therefore means life taking
place within the uterus thus growing of the baby in the
uterus.
This is the time when most of the physical process of
growth occurs.
There is much development of organs as well as mobility
of the foetus.
INFANCY (FROM BIRTH TO 1YEAR)
A normally delivered baby, If properly and lovingly cared
for, should proceed through series of physical and emotional
milestones e.g. recognition of mother or substitute mother,
smiling, reaching out, sitting up etc.
He is happy to be handled by anyone but at about 6-12
months his behaviour changes.
He will not like to be held by strangers. This anxiety builds
attachment and trust. The baby starts weaning and eating.
A normally delivered baby, If properly and lovingly cared
for, should proceed through series of physical and emotional
milestones e.g. recognition of mother or substitute mother,
smiling, reaching out, sitting up etc.
He is happy to be handled by anyone but at about 6-12
months his behaviour changes.
He will not like to be held by strangers. This anxiety builds
attachment and trust. The baby starts weaning and eating.
Between 1-12 months the baby can talk and walk. He is
sociable and able to participate in activities in the
environment.
He is more possessive of toys and starts showing
stubborn behaviour of saying no to everything. He is not
always interested in playing with others.
At three years he starts to develop emotionally. He/she
has a temper and wants independence.
sociable and able to participate in activities in the
environment.
He is more possessive of toys and starts showing
stubborn behaviour of saying no to everything. He is not
always interested in playing with others.
At three years he starts to develop emotionally. He/she
has a temper and wants independence.
2/3YEARS)
He becomes co-operative and is pleasant company. He/she
tries to please parents and elders. He imitates other
people’s behaviour.
He becomes more sociable and wants to play with others.
His/her doings are adventurous and constructive. He/she
gives problems in eating because he/she is too playful.
He/she adapts to toilet training.
He becomes co-operative and is pleasant company. He/she
tries to please parents and elders. He imitates other
people’s behaviour.
He becomes more sociable and wants to play with others.
His/her doings are adventurous and constructive. He/she
gives problems in eating because he/she is too playful.
He/she adapts to toilet training.
CHILDHOOD (FROM INFANCY TO PUBERTY)
It is subdivided into pre-school and school age:
Pre-school age (3-5 years)
A child has improved motor co-ordination and still
social. He speaks clearly and has developed large
vocabulary.
Towards 5years he/she becomes timid and fearful.
He/she is reluctant to try new things and fears injury.
His/her sleep is often disturbed by night mares.
It is subdivided into pre-school and school age:
Pre-school age (3-5 years)
A child has improved motor co-ordination and still
social. He speaks clearly and has developed large
vocabulary.
Towards 5years he/she becomes timid and fearful.
He/she is reluctant to try new things and fears injury.
His/her sleep is often disturbed by night mares.
CHILDHOOD (FROM INFANCY TO PUBERTY)
He/she is very curious and always asking why? His/she
questions should be answered whenever possible to
encourage his/her interest in the world around him.
By five years, his/her conscience has become quite well
developed, sexual identification is present (Oedipus
complex). He/she learns what he and can’t do within
his family order in society. He/she is self-confident and
has good judgment.
He/she is very curious and always asking why? His/she
questions should be answered whenever possible to
encourage his/her interest in the world around him.
By five years, his/her conscience has become quite well
developed, sexual identification is present (Oedipus
complex). He/she learns what he and can’t do within
his family order in society. He/she is self-confident and
has good judgment.
CHILDHOOD (FROM INFANCY TO
PUBERTY)
School age
At this stage children are able to learn better. They gain
self-confidence and feeling of independence. They
become responsible people e.g. bathing themselves. They
start removing their milk teeth.
There is little sexual interest. They are trained to take
responsibilities, duties and chores related to the parent of
the same sex.
PUBERTY)
School age
At this stage children are able to learn better. They gain
self-confidence and feeling of independence. They
become responsible people e.g. bathing themselves. They
start removing their milk teeth.
There is little sexual interest. They are trained to take
responsibilities, duties and chores related to the parent of
the same sex.
CHILDHOOD (FROM INFANCY TO PUBERTY
This sexual identity and physical growth remains steady.
Self-controls also undergo further development.
They are able to appreciate the rights of others and their
appropriate place in the group.
This sexual identity and physical growth remains steady.
Self-controls also undergo further development.
They are able to appreciate the rights of others and their
appropriate place in the group.
Adolescence (From onset of puberty to
beginning of adulthood)
This is the stage of puberty (the earliest stage at which
reproduction is possible) It occurs on average of 2years
earlier in girls than in boys.
Physical changes like growth of bodily hair, development
of voice is observed.
There is an increase in sexual attraction.
Academic performance may decline due to distribution of
thoughts such as increase sexual thoughts and fantasy.
Adolescents seek a lot of independence
beginning of adulthood)
This is the stage of puberty (the earliest stage at which
reproduction is possible) It occurs on average of 2years
earlier in girls than in boys.
Physical changes like growth of bodily hair, development
of voice is observed.
There is an increase in sexual attraction.
Academic performance may decline due to distribution of
thoughts such as increase sexual thoughts and fantasy.
Adolescents seek a lot of independence
ADULTHOOD (20 -65 YEARS)
This is the age of maturing where people learn to relate to people
of opposite sex for purpose of having a family.
They seek career opportunities; make achievements of fulfilling
their ambitions. There is consolidation of occupational, domestic
and other social roles. There is increase in self-esteem.
This is the age of maturing where people learn to relate to people
of opposite sex for purpose of having a family.
They seek career opportunities; make achievements of fulfilling
their ambitions. There is consolidation of occupational, domestic
and other social roles. There is increase in self-esteem.
OLD AGE (ABOVE 65 YEARS)
There is a deterioration in physical changes e.g. bending
body, wrinkles on face.
If there is satisfaction with life, they accept and welcome
death.
If not they despair and have regrets in life
It is an age of retirement.
There is a deterioration in physical changes e.g. bending
body, wrinkles on face.
If there is satisfaction with life, they accept and welcome
death.
If not they despair and have regrets in life
It is an age of retirement.
CURRENT THEORIES OF
GROWTH AND
DEVELOPMENT
GROWTH AND
DEVELOPMENT
CURRENT THEORIES OF GROWTH AND
DEVELOPMENT
Theories are broad explanations and predictions concerning
phenomena of interest.
They provide a framework for understanding the
relationship among a set of organized facts or principles
(Feldman, 1996).
The commonest theories that are discussed below
specifically look at human growth and development and
these include:
DEVELOPMENT
Theories are broad explanations and predictions concerning
phenomena of interest.
They provide a framework for understanding the
relationship among a set of organized facts or principles
(Feldman, 1996).
The commonest theories that are discussed below
specifically look at human growth and development and
these include:
THE PSYCHOSEXUAL STAGE
THEORY OF SIGMUND FREUD
THEORY OF SIGMUND FREUD
Psychosexual stages of development- by
Sigmund Freud
Freud believed that during the first five years of life, the
child passes through several stages of development that
affect his/her future personality. Under this theory it
proposed that :
1. Human beings, from birth, possess an instinctual libido
(sexual energy) that develops in five stages.
2. Each stage is characterized by the erogenous zone that is
the source of the sexual pleasure.
3. Gratification in these areas or zones is necessary for
emotional well-being.
Sigmund Freud
Freud believed that during the first five years of life, the
child passes through several stages of development that
affect his/her future personality. Under this theory it
proposed that :
1. Human beings, from birth, possess an instinctual libido
(sexual energy) that develops in five stages.
2. Each stage is characterized by the erogenous zone that is
the source of the sexual pleasure.
3. Gratification in these areas or zones is necessary for
emotional well-being.
Psychosexual stages of development-
by Sigmund
4. Each stage is characterized by the erogenous zone that is the
source of the sexual pleasure.
5. Gratification in these areas or zones is necessary for
emotional well-being Lack of gratification leads to negative
effects on the behaviour and will interfere with psychological
development-Fixation.
6. Fixation denotes the persistence of psychosexual stage of
persisting from childhood into adult life
by Sigmund
4. Each stage is characterized by the erogenous zone that is the
source of the sexual pleasure.
5. Gratification in these areas or zones is necessary for
emotional well-being Lack of gratification leads to negative
effects on the behaviour and will interfere with psychological
development-Fixation.
6. Fixation denotes the persistence of psychosexual stage of
persisting from childhood into adult life
Psychosexual stages of development-
by Sigmund
7. Freud proposed (5) five stages of psychosexual
development with different parts of the body serving as
the focus of gratification of the sexual drive (libido) at
different ages .
by Sigmund
7. Freud proposed (5) five stages of psychosexual
development with different parts of the body serving as
the focus of gratification of the sexual drive (libido) at
different ages .
Psychosexual stages of development-
by Sigmund
STAGE AGE CHARACTERISTICS
1 Oral Stage Birth to 1½ yrsCentre of pleasure:
mouth (major source
of gratification &
exploration)
Primary need:
Security
Major conflict:
weaning
by Sigmund
STAGE AGE CHARACTERISTICS
1 Oral Stage Birth to 1½ yrsCentre of pleasure:
mouth (major source
of gratification &
exploration)
Primary need:
Security
Major conflict:
weaning
Consequences of psychologic fixation at
Oral Stage
Orally aggressive: chewing gum and the ends of
pencils,etc.
Orally Passive: smoking, eating, kissing, oral sexual
practices
Oral stage fixation might result in a passive, gullible-
easily persuaded to believe something, immature,
manipulative personality.
Oral Stage
Orally aggressive: chewing gum and the ends of
pencils,etc.
Orally Passive: smoking, eating, kissing, oral sexual
practices
Oral stage fixation might result in a passive, gullible-
easily persuaded to believe something, immature,
manipulative personality.
PSYCHOSEXUAL DEVELOPMENT
THEORY
STAGE AGE CHARACTERISTICS
2. Anal1½ to 3 yrsSource of pleasure: anus
& bladder (sensual
satisfaction & self-control)
Major conflict: toilet
training
THEORY
STAGE AGE CHARACTERISTICS
2. Anal1½ to 3 yrsSource of pleasure: anus
& bladder (sensual
satisfaction & self-control)
Major conflict: toilet
training
Consequences of psychologic fixation
at Anal Stage
Anal retentive: Obsessively organized, or excessively
neat, stingy
Anal expulsive: reckless, careless, defiant, disorganized,
coprophiliac-abnormal interest and pleasure in
defecation.
at Anal Stage
Anal retentive: Obsessively organized, or excessively
neat, stingy
Anal expulsive: reckless, careless, defiant, disorganized,
coprophiliac-abnormal interest and pleasure in
defecation.
PSYCHOSEXUAL DEVELOPMENT
THEORY
STAGE AGE CHARACTERISTICS
3. Phallic4 to 6 yrsCentre of pleasure: child’s
genital
Major conflict: Oedipus &
Electra Complex
THEORY
STAGE AGE CHARACTERISTICS
3. Phallic4 to 6 yrsCentre of pleasure: child’s
genital
Major conflict: Oedipus &
Electra Complex
Consequences of psychological fixation
at Phalic Stage
Oedipus complex (in boys ); according to Sigmund Freud.
Electra complex (in girls); according to Carl Jung.
at Phalic Stage
Oedipus complex (in boys ); according to Sigmund Freud.
Electra complex (in girls); according to Carl Jung.
PSYCHOSEXUAL DEVELOPMENT
THEORY
STAGE AGE CHARACTERISTI
CS
4.
Latency
6 yrs to
puberty
Energy directed to
physical &
intellectual
activities
Sexual impulses
repressed
Relationship
between peers of
same sex
THEORY
STAGE AGE CHARACTERISTI
CS
4.
Latency
6 yrs to
puberty
Energy directed to
physical &
intellectual
activities
Sexual impulses
repressed
Relationship
between peers of
same sex
Consequences of psychological fixation
at latency Stage
Sexual unfulfillment if fixation occurs in this stage
at latency Stage
Sexual unfulfillment if fixation occurs in this stage
PSYCHOSEXUAL DEVELOPMENT
THEORYSTAGE AGE CHARACTERISTICS
5. GenitalPuberty
onwards
(teenage)
Energy directed
towards full sexual
maturity & function &
development of skills
to cope with the
environment
THEORYSTAGE AGE CHARACTERISTICS
5. GenitalPuberty
onwards
(teenage)
Energy directed
towards full sexual
maturity & function &
development of skills
to cope with the
environment
Consequences of psychological fixation
at Genital Stage
Frigidity-Not able to be sexually aroused, impotence,
unsatisfactory relationships
at Genital Stage
Frigidity-Not able to be sexually aroused, impotence,
unsatisfactory relationships
THE COGNITIVE DEVELOPMENT
THEORY BY JEAN PIAGET
THEORY BY JEAN PIAGET
Cognitive development by Jean Piaget
Piaget was a Swiss and very famous developmental
psychologist who developed the cognitive theory.
According to Piaget , Cognitive development is the process
by which a child attempts to understand the world as a
function of age and experience.
Piaget believed that human beings go through four stages in
their attempt to understand the world.
This is from infancy to adulthood.
According to Piaget, each of the stage is age- related and
consists of distinct ways of thinking and doing things.
Piaget was a Swiss and very famous developmental
psychologist who developed the cognitive theory.
According to Piaget , Cognitive development is the process
by which a child attempts to understand the world as a
function of age and experience.
Piaget believed that human beings go through four stages in
their attempt to understand the world.
This is from infancy to adulthood.
According to Piaget, each of the stage is age- related and
consists of distinct ways of thinking and doing things.
Key concepts are,
Schema
Assimilation
Accommodation
Adaptation
Equilibrium
Define these terms
Schema
Assimilation
Accommodation
Adaptation
Equilibrium
Define these terms
Piaget believed that this process of understanding and
change involves two basic functions: Assimilation and
accommodation:
Assimilation is the process of taking one’s environment and
new information and fitting it into pre-existing cognitive
schemas.
Accommodation, unlike assimilation is the process of taking
one's environment and new information, and altering one's
pre-existing schemas in order to fit in the new information.
change involves two basic functions: Assimilation and
accommodation:
Assimilation is the process of taking one’s environment and
new information and fitting it into pre-existing cognitive
schemas.
Accommodation, unlike assimilation is the process of taking
one's environment and new information, and altering one's
pre-existing schemas in order to fit in the new information.
Stages of cognitive development
STAGE I: THE SENSORIMOTOR STAGE
STAGE II: PREOPERATIONAL STAGE
STAGE III: CONCRETE OPERATIONAL STAGE
STAGE IV: FORMAL OPERATIONAL STAGE
STAGE I: THE SENSORIMOTOR STAGE
STAGE II: PREOPERATIONAL STAGE
STAGE III: CONCRETE OPERATIONAL STAGE
STAGE IV: FORMAL OPERATIONAL STAGE
Stages of cognitive development
STAGE 1 ACTIVITIES
Sensory motor stage
(0 – 2 years)
Sensory reflexes set the course for the baby’s first
exploration of the world.
The baby learns how to fling arms towards the crib, turns
towards the breast, and grasps objects close to it. The child
after some months develops increasing control over
movements.
The child usually has no awareness of objects or people who
are not immediately present at a given time.
They lack object permanence.
Object permanence is the awareness that objects and
people continue to exist even if they are out of sight.
It develops some degree of perception through the senses
and combines this with the motor skills giving rise to children
understanding the basic things and people.
STAGE 1 ACTIVITIES
Sensory motor stage
(0 – 2 years)
Sensory reflexes set the course for the baby’s first
exploration of the world.
The baby learns how to fling arms towards the crib, turns
towards the breast, and grasps objects close to it. The child
after some months develops increasing control over
movements.
The child usually has no awareness of objects or people who
are not immediately present at a given time.
They lack object permanence.
Object permanence is the awareness that objects and
people continue to exist even if they are out of sight.
It develops some degree of perception through the senses
and combines this with the motor skills giving rise to children
understanding the basic things and people.
Stages of cognitive development
STAGE 2 ACTIVITIES
Pre- operational
stage
(2 – 7 years)
•It is characterized by language development.
•Children at this stage are able to describe people,
events and feelings.
• When a child is playing may use symbols, for example,
may be playing with a stick pretending that it is a gun
•Children in this stage are also engrossed in egocentric
thought.
•This is a way of thinking in which the child views the
world entirely from his or her own perspective.
•The child thinks that everyone shares their own
perspective and knowledge.
STAGE 2 ACTIVITIES
Pre- operational
stage
(2 – 7 years)
•It is characterized by language development.
•Children at this stage are able to describe people,
events and feelings.
• When a child is playing may use symbols, for example,
may be playing with a stick pretending that it is a gun
•Children in this stage are also engrossed in egocentric
thought.
•This is a way of thinking in which the child views the
world entirely from his or her own perspective.
•The child thinks that everyone shares their own
perspective and knowledge.
Stages of cognitive development
Key concepts in preoperational stage
Egocentrism occurs when a child is unable to distinguish
between their own perspective and that of another
person's. Children tend to pick their own view of what they
see rather than the actual view shown to others.
Animism . A belief that objects can speak and see. And
animals can behave like humans
Centration
Conversation
Key concepts in preoperational stage
Egocentrism occurs when a child is unable to distinguish
between their own perspective and that of another
person's. Children tend to pick their own view of what they
see rather than the actual view shown to others.
Animism . A belief that objects can speak and see. And
animals can behave like humans
Centration
Conversation
Stages of Cognitive Development
KEY CONCEPTS IN COCRETE OPERATIONAL STAGE
Conservation
Decentering
Reversibility
Serriation
Transitivity
Classification
Elimination of egocentrism
Logic
NB You should be able to
KEY CONCEPTS IN COCRETE OPERATIONAL STAGE
Conservation
Decentering
Reversibility
Serriation
Transitivity
Classification
Elimination of egocentrism
Logic
NB You should be able to
Stages of Cognitive Development
STAGE 4 DESCRIPTION
d Formal Operational
stage
11+ years
Able to see relationships and to reason in the
abstract
•Adolescent Egocentrism governs the way that
adolescents think about social matters and is
the heightened self-consciousness in them as
they are which is reflected in their sense of
personal uniqueness and invincibility.
•Adolescent egocentrism can be dissected into
two types of social thinking. ◦ Imaginary
audience that involves attention getting
behavior
•Personal fable which involves an adolescent's
sense of personal uniqueness and invincibility
STAGE 4 DESCRIPTION
d Formal Operational
stage
11+ years
Able to see relationships and to reason in the
abstract
•Adolescent Egocentrism governs the way that
adolescents think about social matters and is
the heightened self-consciousness in them as
they are which is reflected in their sense of
personal uniqueness and invincibility.
•Adolescent egocentrism can be dissected into
two types of social thinking. ◦ Imaginary
audience that involves attention getting
behavior
•Personal fable which involves an adolescent's
sense of personal uniqueness and invincibility
THE PSYCHOSOCIAL DEVELOPMENT
THEORY
Erik Erikson: Eight Stages of
Development
THEORY
Erik Erikson: Eight Stages of
Development
Who is Erik Erikson? –
Background Stages of Development
Stages of Development
Additional Works and Criticism
Background Stages of Development
Stages of Development
Additional Works and Criticism
Erik Erikson’s Biography
• Born June 15,1902 Frankfurt, Germany
• Died May 12, 1994 Massachusetts, USA • Nationality
American/ German
• Fields Developmental Psychology
• Influences Sigmund Freud/ Anna Freud
• Coined the term Lifespan Development
• Key Idea Theories of Social Psychological Development
• Born June 15,1902 Frankfurt, Germany
• Died May 12, 1994 Massachusetts, USA • Nationality
American/ German
• Fields Developmental Psychology
• Influences Sigmund Freud/ Anna Freud
• Coined the term Lifespan Development
• Key Idea Theories of Social Psychological Development
ELEMENTS
Ego Identity
Ego Strength
Conflict
personality
Ego Identity • Ego identity is developed by human interaction and how an
individual becomes more conscious of themselves and their surrounding.
Ego Strength • Ego strength deals with an individual becoming competent in
different areas of life, by becoming competent in life they feel more
important.
Ego Identity
Ego Strength
Conflict
personality
Ego Identity • Ego identity is developed by human interaction and how an
individual becomes more conscious of themselves and their surrounding.
Ego Strength • Ego strength deals with an individual becoming competent in
different areas of life, by becoming competent in life they feel more
important.
Conflict
• Conflict is a turning point during which an individual
struggles to attain some psychological quality. Sometimes
referred to as a psychosocial crisis, this can be a time of
both vulnerability and strength, as the individual works
toward success or failure.
• Conflict is a turning point during which an individual
struggles to attain some psychological quality. Sometimes
referred to as a psychosocial crisis, this can be a time of
both vulnerability and strength, as the individual works
toward success or failure.
PERSONALITY
• Personality consists of all the relatively stable and distinctive
styles of thought, behavior, and emotional responses that
characterize a person’s adaptations to surrounding situations
Why Study Personality? • Identify patterns in the way people
behave.
• Explain the differences between people. • Explore how people
function in life (The good and bad). • How to improve life.
Psychosexual Stages of
• Personality consists of all the relatively stable and distinctive
styles of thought, behavior, and emotional responses that
characterize a person’s adaptations to surrounding situations
Why Study Personality? • Identify patterns in the way people
behave.
• Explain the differences between people. • Explore how people
function in life (The good and bad). • How to improve life.
Psychosexual Stages of
Psychosocial stage development
Psychosocial Development • Refers to the emotional and
psychological changes across the life cycle that occurs in
the context of the individual’s social environment.
According to Erikson- Each part of the personality has a
particular time in the life span when it must develop, if it
is going to develop at all. If it failed to developed on
schedule, the rest of the development is unfavorably
altered. The individual is then hindered from dealing
effectively with reality.
Psychosocial Development • Refers to the emotional and
psychological changes across the life cycle that occurs in
the context of the individual’s social environment.
According to Erikson- Each part of the personality has a
particular time in the life span when it must develop, if it
is going to develop at all. If it failed to developed on
schedule, the rest of the development is unfavorably
altered. The individual is then hindered from dealing
effectively with reality.
Erik Erikson and the 8 Stages of Development
Best known theories of personality and development.
Personality develops in a series of predetermined
stages.
Psychosocial, and not psychosexual.
In each stage of development conflicts acts as turning
points in life.
Best known theories of personality and development.
Personality develops in a series of predetermined
stages.
Psychosocial, and not psychosexual.
In each stage of development conflicts acts as turning
points in life.
• Stage 1- Trust vs. Mistrust
• Stage 2- Autonomy vs. Shame & Doubt
• Stage 3- Initiative vs. Guilt
• Stage 4- Industry vs. Inferiority
• Stage 5- Identity vs. Role Confusion
• Stage 6- Intimacy vs. Isolation
• Stage 7- Generativity vs. Stagnation
• Stage 8- Integrity vs. Despair
• Stage 2- Autonomy vs. Shame & Doubt
• Stage 3- Initiative vs. Guilt
• Stage 4- Industry vs. Inferiority
• Stage 5- Identity vs. Role Confusion
• Stage 6- Intimacy vs. Isolation
• Stage 7- Generativity vs. Stagnation
• Stage 8- Integrity vs. Despair
Stage 1-Trust vs. Mistrust
Children are completely dependent on others
• Trust: Established when babies given adequate
warmth, touching, love, and physical care-Dependable &
Reliable.
• Mistrust: Caused by inadequate or unpredictable care
and by cold, indifferent, and rejecting parents
Undependable, Unpredictable & Dangerous.
Children are completely dependent on others
• Trust: Established when babies given adequate
warmth, touching, love, and physical care-Dependable &
Reliable.
• Mistrust: Caused by inadequate or unpredictable care
and by cold, indifferent, and rejecting parents
Undependable, Unpredictable & Dangerous.
Stage 2- Autonomy vs. Shame & Doubt
• Autonomy: Doing things for themselves such as body
control & making choices. - Secure and confident self.
• Shame: Overprotective or ridiculing parents may cause
children to doubt abilities and feel shameful about their
actions- Inadequacy & self doubt
• Autonomy: Doing things for themselves such as body
control & making choices. - Secure and confident self.
• Shame: Overprotective or ridiculing parents may cause
children to doubt abilities and feel shameful about their
actions- Inadequacy & self doubt
• Initiative: Parents reinforce via giving children freedom
to play, use imagination, and ask questions- Creative,
Constructive.
• Guilt: May occur if parents criticize, prevent play, or
discourage a child’s questions- Always being wrong, Failed
to explore world. • Initiative and Guilt should be balanced
in order to have moral judgment.
to play, use imagination, and ask questions- Creative,
Constructive.
• Guilt: May occur if parents criticize, prevent play, or
discourage a child’s questions- Always being wrong, Failed
to explore world. • Initiative and Guilt should be balanced
in order to have moral judgment.
Stage 4- Industry vs. Inferiority
• Children's have to cope with new social and academic
demands
• Industry: Occurs when child is praised for productive
activities, such as painting and building- Sense of
competence
• Inferiority: Occurs if child’s efforts are regarded as
messy or inadequate Weak sense of self, Incapable to take
responsibility
• Children's have to cope with new social and academic
demands
• Industry: Occurs when child is praised for productive
activities, such as painting and building- Sense of
competence
• Inferiority: Occurs if child’s efforts are regarded as
messy or inadequate Weak sense of self, Incapable to take
responsibility
Stage 5- Identity vs. Role Confusion
• Children learn a number of different roles.
• Identity: One’s organization of individual drives,
abilities, beliefs, and experience into consistent image of
self. Who we are.
• Role Confusion: Failure to establish an individual
identity separate from the family and having no peer
relationships and plans for an occupation- Ego diffusion
• Children learn a number of different roles.
• Identity: One’s organization of individual drives,
abilities, beliefs, and experience into consistent image of
self. Who we are.
• Role Confusion: Failure to establish an individual
identity separate from the family and having no peer
relationships and plans for an occupation- Ego diffusion
Stage 6-Intimacy vs. Isolation
Start of families
• Intimacy: Ability to care about others and to share
experiences with them- Strong relationship
• Isolation: Feeling alone and uncared for in life-
Loneliness
Start of families
• Intimacy: Ability to care about others and to share
experiences with them- Strong relationship
• Isolation: Feeling alone and uncared for in life-
Loneliness
Stage 7 Generativity vs. Stagnation
Primary developmental task is one of contributing to
society and helping to guide future generation.
Generativity: Interest in guiding the next generation-
Social involvement, Parenting
Stagnation: When one is only concerned with one’s own
needs and comforts- Material possession, Physical well
being, Non productive
Primary developmental task is one of contributing to
society and helping to guide future generation.
Generativity: Interest in guiding the next generation-
Social involvement, Parenting
Stagnation: When one is only concerned with one’s own
needs and comforts- Material possession, Physical well
being, Non productive
Stage 8-Integrity vs. Despair
• In the last stages of life individuals look back over their
lives and judge them.
• Integrity: Self-respect; developed when people have
lived richly and responsibly- Feeling of wisdom and
meaning
•Despair: Occurs when previous life events are viewed
with regret; experiences heartache and remorse- Regret,
Bitterness
• In the last stages of life individuals look back over their
lives and judge them.
• Integrity: Self-respect; developed when people have
lived richly and responsibly- Feeling of wisdom and
meaning
•Despair: Occurs when previous life events are viewed
with regret; experiences heartache and remorse- Regret,
Bitterness
CONCLUSION
Human beings go through a lot of developmental stages
from conception to old age. Each developmental stage has
its own characteristics and challenges. The way an
individual is handled at each developmental stage will
help to determine what type of a person he/she becomes
in future.
Human beings go through a lot of developmental stages
from conception to old age. Each developmental stage has
its own characteristics and challenges. The way an
individual is handled at each developmental stage will
help to determine what type of a person he/she becomes
in future.
Assignment and further research
1. Discuss on Lawrence Kohlberg’ theory of Moral Development
2. Outline the principles of Piaget’s theory of Cognitive Development
3. Discuss the application of the developmental theories in life
4. How is the study of human development relevant to you as a clinician?
1. Discuss on Lawrence Kohlberg’ theory of Moral Development
2. Outline the principles of Piaget’s theory of Cognitive Development
3. Discuss the application of the developmental theories in life
4. How is the study of human development relevant to you as a clinician?
Tags
Categories
EducationDownload
Download Slideshow Get the original presentation fileQuick Actions
Statistics
- Views 110
- Slides 88
- Age 452 days
Related Slideshows
11
TLE-9-Prepare-Salad-and-Dressing.pptxkkk
MaAngelicaCanceran
61 views
12
LESSON 1 ABOUT MEDIA AND INFORMATION.pptx
JojitGueta
45 views
60
GRADE-8-AQUACULTURE-WEEKQ1.pdfdfawgwyrsewru
MaAngelicaCanceran
76 views
26
Feelings PP Game FOR CHILDREN IN ELEMENTARY SCHOOL.pptx
KaistaGlow
68 views
![Jeopardy_Figures_of_Speech_Template.pptx [Autosaved].pptx](https://slidepub.com/thumb/5828/284015828.jpg)
54
Jeopardy_Figures_of_Speech_Template.pptx [Autosaved].pptx
acecamero20
38 views
7
Jeopardy_Figures_of_Speech.pptxvdsvdsvsdvsd
acecamero20
41 views