PRINCIPLES OF DEVELOPMENT

Phylogenetic Principle Ontogenetic Principle

States that development follows an orderly sequence which is The rate of development is unique to every individual. It is brought about
predictable and is true to all members of a certain race. by one’s hereditary as well as environmental influences.

Predictable trends of development:

1. Cephalocaudal trend – development proceeds from head to
foot direction
2. Proximodistal trend – the parts of the body nearest the
center are the parts which develop earlier
STAGES OF DEVELOPMENT
1. Pre-natal Stage From conception (when the ovum is fertilized by the spermatozoon producing a zygote or
fertilized egg) to the time of birth.
2. Infancy or Babyhood (0-2 years old) Foundation age when basic behavior patterns are organized and many ontogenetic skills emerge
3. Early childhood (2-6 years old) Characterized as pre-gang, exploratory and questioning age. Language and elementary
reasoning are acquired and initial socialization is experienced.
4. Late childhood (6-12 years old) Gang age, age of creativity, development of social, self-help, play and school skill
5. Adolescence (13-19 years old) Transition age from childhood to adulthood when sex maturation and rapid physical development
occurs resulting to changes in way of feeling, thinking and acting.
6. Early adulthood (19-40 years old) Age of adjustment to new patterns of life and new roles such as spouse, parent and bread
winner.
7. Middle age (40-retirement years) Transition age when adjust to initial physical and mental decline are experienced
8. Old age (Retirement - death) Increasing rapid physical and mental decline. Psychological as well as physical illnesses are
experienced.
THEORIES OF DEVELOPMENT
PSYCHOANALYTIC THEORY (PSYCHOSEXUAL DEVELOPMENT)
Sigmund Freud – believed that a person’s behavior can be motivated by strong unconscious drive or urges toward self-satisfaction
 In this stage, the mouth is the center of pleasure.
1. ORAL STAGE (0-2 years old)
 Failure to satisfy this stage will result later to smoking and other vices
 The anal region is the center of pleasure
 Gains pleasure in the elimination of bowel: “toilet training”
 Failure to satisfy this will result to:
2. ANAL STAGE (2-4 years old) 1. Frugality (stinginess)
2. Greediness
3. Obstinate or stubborn character
4. Disorderliness
 “Phallus” – male sex organ (symbol of strength and power)
 Derives pleasure from the manipulation of sex organs
3. PHALLIC STAGE (4-6 years old ) Oedipus Complex: rivalry between the son Elektra Complex: rivalry between the
and the father to get the mother’s attention daughter and the mother to get the father’s
attention
 Calm stage
4. LATENCY STAGE (6-12 years old)  Conflicting feelings are confined in the subconscious mind
 Energies are diverted to school and peer activities
5. GENITAL STAGE (12 years and above)  Starts with the onset of puberty
 The individual is now attracted to the opposite sex
SOCIAL DEVELOPMENTAL THEORY
Lev Vygotsky – believed that this life long process of development was dependent on social interaction and that social learning actually
leads to cognitive development
 Cognitive development and language are shaped by a person’s interaction with others.
 Children’s knowledge, values, and attitudes develop through interaction with others.
 Social interactions that assist in learning increase a child’s level of thinking.
 Students will learn best through activity.
  Students should be encouraged to communicate frequently with self and with teacher.
PSYCHOSOCIAL THEORY
Erik Erikson – Each of these stages has a specific psychosocial crisis that affects the development of the child.
 To develop a basic trust in the mothering figure and to generalize it to others.
1. TRUST vs. MISTRUST (0-18 months)
 The child trusts those who care for her and mistrusts a stranger
 HOPE
 To gain some self-control and independence within the environment.
 Learns to walk and use his hands
2. AUTONOMY vs. SHAME and DOUBT  If encouraged, develops autonomy
(18 months – 3 years old)  If discouraged and punished harshly and excessively the child develops dependence and
shame, doubt and self-pity
 WILL
 To develop a sense of purpose and the ability to initiate and direct one’s own activities
 Begins to explore his social and physical world, discovering what he can accomplish aware of
various social roles imitates adult’s behavior
3. INITIATIVE vs. GUILT (3-6 years old)
 When punished develops sense of guilt
 The family is responsible for the child’s behavior and action
 PURPOSE
 To achieve a sense of self-confidence.
 Child’s world broadens
 Technical skills are learned
 Peer group influence
4. INDUSTRY vs. INFERIORITY
 Identification and/ or separation with sexes
(6-12 years old)
 Play age
 When the child cannot accomplish the expectations from him, he develops a sense of
inferiority
 COMPETENCE
 To integrate the tasks mastered in the previous stages into a secure sense of self.
 Always asking Who Am I?
5. IDENTITY vs. ROLE CONFUSION
 Struggles with society’s demands and physical changes in his body
(12-18 years old)
 Peer group becomes an essential source of rules of behavior
 FIDELITY
 To form an intense, lasting relationship or a commitment to another person, a cause, an
institution, or a creative effort.
6. INTIMACY vs. ISOLATION
 Develops warm intimate relation with another person and failure to develop such relationship
(18-24 years old)
results to isolation
 LOVE
 To achieve the life goals established for oneself while considering the welfare of future
generations.
7. GENERATIVITY vs. STAGNATION
 The most productive years of adulthood
(24-54 years old)
 The individual’s worth is dependent on his contribution to family and society
 SELFLESSNESS
 To review one’s life and derive meaning from both positive and negative events, while
achieving a positive sense of self.
 The individual comes to the temporal limits of his life
8. EGO INTEGRITY vs. DESPAIR
 The period of achievement and sense of integrity
(54 to death)
 Failure to achieve one’s goals results to regret and despair.
 Fear of the end of life
 WISDOM
COGNITIVE DEVELOPMENT THEORY (INTELLECTUAL DEVELOPMENT)
Jean Piaget – believed that a child enters the world lacking virtually all the basic cognitive competencies of the adult, and gradually
develops these competencies by passing through a series of stages of development.
Assimilation: Absorb as part of itself. The individual acquires information or knowledge by which experiences
are integrated into existing schemes.
Cognitive Development Process
Accommodation: A process of creating a new scheme by modifying an existing scheme after an individual’s
interaction with the environment.
1. SENSORIMOTOR  Learning is based on sense perception
(Birth-2 years) Primary circular Intentional behavior Object permanence Representation
 reaction Child repeats actions Knowledge of the existence Allows the child to seek
Repeated actions so as to prolong of objects in his necessary solutions through
centered on the interesting or environment, independent manipulation of internal
infant’s body pleasant events of the child’s actions symbols instead of physical
Ex: thumb sucking Ex: crying to attract emerges such that the child objects
attention starts to search for missing Ex: Trial and error to solve the
objects like toys problem, manipulation of toys
 Emergence of language skills
 Interprets experiences
2. PRE-OPERATIONAL  Words become symbols for objects
(2-7 years old)  Thinking is egocentric (centered on himself)
 Thinking is irreversible (inability to rethink)
 Incapable of logical thinking
 Elementary school years
 The child begins to learn symbols and concepts, time, space, shape, size, etc.
 The child’s thinking becomes more logical and systematic
3. CONCRETE OPERATIONAL Conservation Reversibility
(7-11 years old) Ability of the child to conceptualize the retention and Ability of the child to understand the completion of
preservation of the same quantity under various certain operations in reverse order but ending up the
transformations same.
Ex: 1 Kg wood = 1 Kg feather Ex: Ability to understand that ice and water vapor are
Eight 50 centavo coins = Php4.00 the different states of water.
 High school years
4. FORMAL OPERATIONAL
 Develops logical reasoning skills
(11-16 years old)
 Decreased egocentricity
THEORY OF MORAL DEVELOPMENT
Laurence Kohlberg – believed that as children grow they pass through several levels of moral development consisting of different stages
which serve as the bases of their behavior as adults.
LEVEL ONE STAGE ONE
(Pre-conventional Morality)  Behavior is based on reward and punishment
 Wrong behavior results to punishment
 Children’s judgments are based  Right behavior results to reward and praises
on external criteria
 Right and wrong are according
to standards set by authorities
STAGE TWO
 Actions are based on self-satisfaction
LEVEL TWO  Helps those who help him
(Conventional Morality) STAGE THREE
 Desirable behavior pleases others
 Children’s judgement is based  Conform to rules of the group to remain accepted
on groups expectations STAGE FOUR
 What is right is what is accepted
 Conforms to the rules to avoid disapproval
LEVEL THREE STAGE FIVE
(Post-Conventional Morality)  Laws are obligatory (dura lex sed lex)
 The concept of right and wrong is governed by reasons
 The individual recognizes STAGE SIX
arbitrariness (absoluteness) of  Morality is based on mutual respect
social and legal conventions  The individual conforms to the rules to avoid self-condemnation.
 The individual develops concept
of moral values