PD-_HUMAnnnnnnnN_DEVELOPMENT[Replica].pptx

Human development

1. AN OVERVIEW OF HUMAN DEVELOPMENT CHAPTER 1 REGIE R. CUMAWAS, LPT.

2. WHAT ARE THE CHANGES THAT HAPPEN AS YOU GROW?

3. Human development is one of the most stunning processes in life. And change is a hallmark of such process. We all change as we age, and many accounts of these changes were studied by great thinkers and various professionals like those in field of education, social science, and medicine.

4. What is development? Niel J. Salkind (2004) defines it as “progressive series of changes that occur in a predictable pattern as the result of interactions between biological and environmental factors.” It means developing through the many changes that occur. A scientific study of humans development attempts to understand how human grow in different aspects: physical, mental, emotional, social, behavioral , spiritual, etc.

5. STAGES OF HUMAN DEVELOPMENT Sigmund Freud’s Psychosexual Theory Erik Erikson’s Psychosocial Theory Jean Piaget’s Cognitive Development Lawrence Kohlberg’s Moral Development

6. Sigmund Freud’s Psychosexual Theory Sigmund Freud (1856-1939) is a popular psychologist whose theory of human development and personality sparked great interest, as well as controversy due to its biological orientation. He believed that early experience are very important in human development. Significantly, he considered instincts as the main source of life energy that finds its way in different parts of the body called erogenous zones or pleasure area.

7. Freud’s theory of psychosexual development has five distinct stages. Each stages is characterized by certain ways in connecting with the world through particular areas of our body. Satisfaction of each area or zone is important to develop a healthy personality. If needs are not met or satisfied excessively, fixation occurs which is characterized by attachment to a particular object or activity and may affect development.

8. FIVE STAGES OF PSYCHOSEXUAL DEVELOPMENT Stage Approximate Period Focus Trait Outcomes Oral First year of life Oral pleasure through mouth, eating, sucking, mouthing, chewing and biting Fixation can lead to over eating, smoking, drinking, nail biting, gossiping, cursing. Anal Second to fourth year Anal pleasure to release tension through anus, eliminating and retaining feces . Fixation can lead being obsessive with cleanliness or being messy and disorganized. The child may become perfectionist, obsessive compulsive or careless. Phallic Fourth to sixth year Pleasure through genitals The child starts to recognize what it means to be a boy or girl with their differences. Conflicts arise due to greater emotional attachment to one parent to another. Attachment of boy to his mom (Oedipus complex), and girl to her dad (Elektra complex).

9. Stage Approximate Period Focus Trait Outcomes Latent Seventh year- onwards Resolving fixations or conflicts in previous stages; developing academic and social skills, physical abilities, and talents The child develops closeness with parents if conflicts are resolved, and builds social ties. Sexual urges are inhibited. Genital Twelfth year Sex role identity formation Puberty stage. This is the period of adolescence. Sexual interest is awakened.

10. ERIK ERIKSON’S PSYCHOSOCIAL THEORY Erik Erikson (1902-1994) expanded Freud’s theory that recognizes the importance of early experiences in childhood. However, he shifted his focus from biological perspective to psychosocial which takes into account the role of social factors in influence development. For Erikson, socialization process is important. Moreover, this has extended the stages throughout the life span. Each stage is characterized by conflict and crisis that an individual needs to overcome to successfully move to the next stage

11. PSYCHOSOCIAL STAGES OFDEVELOPMENT Stage Issues Social conditions Stage 1: Birth to 1 year Trust vs. Mistrust Will I get support for what I need? Can I trust the world? Provision of basic needs, support Deprivation, lack of support, inconsistency Stage 2: 2 to 3 years Autonomy vs. Shame and Doubt Can I ready do things on my own? Should I depend on others? Support, patience Lack of confidence/support, overprotection Stage 3: 4 to 5 years Initiative vs , Guilt Can I be dependent? Am I good? Am I bad? Opportunity, encouragement Lack of opportunity, negative feelings Stage 4: 6 to 11 years Industry vs. Inferiority Do I have the skills to adjust? Am I already competent? Am I worthy or not? Good education/ training, good models Lack of training/ direction/ support

12. PSYCHOSOCIAL STAGES OFDEVELOPMENT Stage Issues Social conditions Stage 5: 12 to 18 years (Adolescence) Identity vs. Identity diffusion Who am I? What are my belief? Values? Feeling? Clear sex models, good sense of stability, positive feedback Confusing purpose, vague expectations, unclear feedback Stage 6: Early Adulthood Intimacy vs. Isolation Should I get into a relationship? Or should I stay single? Understanding, trust, acceptance Loneliness, exclusion Stage 7: Middle Adulthood Generativity vs. Stagnation What is my contribution in this world? Will I produce something valuable or relevant? Productivity, purposefulness Lack of opportunity, enrichment Stage 8: late adulthood Integrity vs. despair Have I lived a full of life? Am I contented with what I have achieved life? Sense of closure, clear attainment of direction Lack of completeness, dissatifaction

13. JEAN PIAGET’S COGNITIVE DEVELOPMENT

14. Jean Piaget’s Cognitive Development Jean Piaget (1896-1980) considers the active role of an individual as an important factor in human development. He believes that an individual grows through dynamic process in which the internal system interacts with the environment. One need to strike a balance, a state he called equilibrium. Equilibrium (the process of achieving balance) marks significant development of an individual.

15. Jean Piaget’s Cognitive Development Other factors involved in the development process are maturation (biological change), experience , and the transfers of attitudes , information or customs . His theory of cognitive development tries to explain how a child understands the world: how he thinks, reasons out, remembers, and solves problems. He considers education as a key element in developing one’s cognitive skills.

16. STAGES OF COGNITIVE DEVELOPMENT

17. 1. SENSORI- MOTOR STAGE (Period: From Birth to 2 years) The child learns through sensory experiences, knowledge is based on the senses and the child responds to people and things through reflex movements through sucking and grasping. An important understanding that should be attained is that object continues to exist even if it is no longer seen (object permanence). The child should begin to form a mental images towards the later part of this stage.

18. 2. PRE-OPERATIONAL STAGE (Period: From 2 to 7 years) The child continues to improve using mental images and begins to use symbols to represent what he/she knows (symbolic thought), significantly language. However, perceptions are limited and understanding is based on concrete objects. The child may find difficult understanding that actions or thinking can be reversed (ex. Reversing mental operations “1+2” can be “2+1).

19. 2. PRE-OPERATIONAL STAGE (Period: From 2 to 7 years) Other characteristics of a child include inability to focus on several aspects of a problem or understand cause-and-effect relationships. The child is limited in understanding or appreciating other’s point of views (ex. A boy will insist to buy her sister car for her birthday because he thinks she also have fun playing with it as much he does).

20. 2. PRE-OPERATIONAL STAGE (Period: From 2 to 7 years) The child tends to attribute human characteristics to inanimate objects (ex. It rains because the sky is crying; A child will put her doll to sleep.

21. 3. CONCRETE-OPERATIONAL STAGE (Period: From 8 to 11 years) The child to be more logical and able to perform simple operations, begin to understand classifications. Ex. Living things and non-living things and can understand reversibility.

22. 4. FORMAL OPERATIONAL STAGE (Period: From 11 to 15 years ) At this point, he/ she is no longer just dependent on concrete perceptual experiences in the present. In dealing situations, the past or the future can be a reference to know what to do. He/ she is able to analyse problems, consider different ways of solving in a systematic way. Significantly, he/she can deal with abstract or hypothetical situations and generative ideas about it through logical thinking. (Imagine the Philippines were not conquered by the Spaniards. What could happened?)

23. Lawrence Kohlberg’s Moral Development Lawrence Kohlberg (1927-1987) studied how children understand what is right and wrong and how we develop a sense of morality. What is morality? Weiten defines it as the “ability to distinguish right from wrong and to behave accordingly” . Kohlberg recognized the role of cognitive ability in developing moral reasoning of children. He believed that there are three (3) main levels with two (2) stages in each level.

24. PRECONVENTIONAL LEVEL There is recognition of authority who gives punishment or reward. STAGES ORIENTATION STAGE 1: PUNISHMENT/ OBEDIENCE Deciding what is right and wrong based on what action is punished. The child obeys to avoid punishment. STAGE 2: MUTUAL BENEFIT Deciding what is right or wrong is based on what is rewarded.

25. CONVENTIONAL LEVEL There is understanding that there are rules to follow to be accepted and maintain order. STAGES ORIENTATION STAGE 3: SOCIAL APPROVAL Deciding what is right or wrong is based on what others approve or disapprove. STAGE 4: LAW OR ORDER Deciding what is right or wrong is based on the rules that should be followed.

26. POSTCONVENTIONAL LEVEL There are flexibility in accepting rules. An individual may not necessarily accept or follow given rules as he/she develops his/her own personal code of ethics. STAGES ORIENTATION STAGE 5: SOCIAL CONTRACT Deciding what is right or wrong is based on laws, however one recognizes that they can change. An individual acts based on what will be good for majority. STAGE 6: UNIVERSAL PRINCIPLES Deciding what is right or wrong is based on universal principles. One looks into one’s conscience, pursues justice and seeks equality at all cost.