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CHILD AND ADOLESCENT DEVELOPMENT

A. Basic Concepts
 Growth
 Pertains to the physical change and increase in size
 Can be measured quantitatively
 Indicators of growth are height, weight, bone size, and definition
 The growth rate is rapid during the
a. Prenatal c. Infancy
b. Neonatal d. Adolescence
 Slows during childhood
 Minimal during adulthood
 Development
 Involves increase in the complexity of function and skill progression
 The capacity and skill of a person to adapt to the environment
 Pertains to the behavioral aspect of growth
 Maturation
 Consists of changes that occur relatively independent of the environment
 Usually considered to be genetically programmed- the result of heredity
 ZPD
 Zone of proximal development wherein the child acquires new skills and information
with the help or assistance of an adult or an adult peer
 Heredity
 The process of transmitting biological traits from parents to offspring through genes,
the basic units of heredity.
 Environment
 Refers to the surrounding condition that influences growth and development
 Theory
 Ideas based on observations and other kinds of evidences which are organized in a
systematic manner
 Used to explain and predict the behaviors and development of children and adults
 Ethological Theory
 Views development in terms of evolutionary concepts
 Attachment
 Refers to the emotional bond to another person
 Lasting psychological connectedness between human beings
 An innate human survival mechanism
 A control system that achieves these specific goals:
1. Helps the infant maintain proximity (closeness to the caretaker)
2. Provides the young child with security as base from which to explore the world
3. Helps the child regulate his/her emotions
 John Bowly focused on how attachment difficulties were transmitted from one
generation to the next.
 Psychosexual theory
 Sigmund Freud’s theory of personality development that focuses on the changing seat
of sensual pleasure of the individual
 Psychosocial theory
 Erik Erikson’s theory of personality which focuses on the individual’s interactions
with the society.
 Ecological theory
 Eric Brofenbrenner’s theory of development in which the process is a joint function
of the person and all levels of the environment
  Sociohistoric- Cognitive / Linguistic Theory
 Lev Semanovich Vygotsky’s belief that the child is socially dependent at the
beginning of his cognitive life
 Development is concerned as dependent on social interaction
Environment System
The Microsystem – the setting in which the individual lives
The Mesosystem – relations between the Microsystem or connections between contexts
The Exosystem – when experiences in another social setting in which the individual does not have
an active role influences what she/he experiences in an immediate context
The Macrosystem – involves the culture in which individuals live
 Culture refers to the behavior patterns, beliefs and all other products of a group of people that
are passed on from generation to generation.
The Chronosystem – the patterning of environmental events and transitions over one’s life – span
includes sociohistorical circumstances
THEORIES
1. Freud’s Psychosexual Development Theory
STAGE AGE CHARACTERISTICS
1. Oral Birth to 1 ½ y/o
Center of pleasure: mouth (major source of
gratifications and exploration)
Primary need: security
Major conflict: weaning
2. Anal 1 ½ to 3 y/o Source of pleasure: anus and bladder
(sensual satisfaction and self-control)
Major conflict: toilet training
3. Phallic 4 to 6 y/o Center of pleasure: child’s genital
(masturbation)
Major conflict: Oedipus and Electra
Complex
4. Latency 6 y/o to puberty Energy directed to physical and intellectual
activities
Sexual impulses repressed
Relationship between peers of same sex
5. Genital Puberty onwards Energy directed towards full sexual maturity
and function and development of skills to
cope with the environment
2. Erikson’s Stages of Psychosocial Development Theory
STAGE AGE CENTRAL (+) RESOLUTION (-) RESOLUTION
TASK
1. Infancy Birth – Trust vs. Learn to trust othersMistrust,
18 mos Mistrust withdrawal,
estrangement
2. Early 1 ½ to 3 Autonomy vs. Self-control w/o Compulsive, self-
Childhood y/o Shame & Doubt loss of self-esteem restraint or
Ability to cooperate compliance
and express oneself Willfulness and
defiance
3. Late 3 to 5 Initiative vs. Learns to become Lack of self-
Childhood y/o Guilt assertive confidence
Ability to evaluate Pessimism, fear of
one’s own behavior wrongdoing
Over-control and
over restriction
4. School Age 6 to 12 Industry vs. Learns to create, Loss of hope, sense
y/o Inferiority develop and of being mediocre
manipulate Withdrawal from
Develops sense of school and peers
competence and “Those who ignore,
perseverance rebuff, deride their
“Parents, teachers effort are
who support, reward strengthening
 and praise children feelings of
are encouraging and inferiority
helping children
develop their sense
of industry
5. Adolescence 12 – 20 Identity vs. Role Coherent sense of Feelings of
confusion self confusion,
Plans to actualize indecisiveness and
one’s abilities possible anti-social
*Seeking to find an behavior
identity, adolescents *When the
try on many new adolescents fail to
roles. If they develop a sense of
experience identity, he/she
continuity in their experiences role
perception of self, confusion or a
identity develops. “negative identity”.
6. Young 18 -25 Intimacy vs. Intimate Impersonal
adulthood y/o Isolation relationship with relationships
antoher person Avoidance of
Commitment to relationship, career
work and or lifestyle
relationships commitments
*Center to intimacy *Failure to
is the ability to establish close and
share with and care intimate
for others. relationship results
to a feeling of
isolation
7. Adulthood 25-35 Generativity vs. Creativity, Self-indulgence,
y/o Stagnation productivity, self-concern, lack
concern for others of interests and
commitments
8. Maturity 65 y/o to Integrity vs. Acceptance of Sense of loss,
death Despair worth and contempt for others
uniqueness of one’s
own life
Acceptance of death
3. Havighurst’s Development Stage and Tasks
DEVELOPMENTAL STAGE DEVELOPMENTAL TASK
1. Infancy vs. early Childhood  Eat solid foods
 Walk
 Control elimination of wastes
 Relate emotionally to others
 Distinguish right from wrong through
development of conscience
 Learn sex differences and sexual modesty
 Achieve personal independence
 Form simple concepts of social and physical
reality
 Talk
2. Middle Childhood  Learn physical skills required for games
 Build healthy attitudes towards oneself
 Learn to socialize with peers
 Learn appropriate masculine or feminine role
 Gain basic reading, writing and
mathematical skills
 Develop concepts necessary for everyday
living
 Formulate a conscience based on a value
system
  Achieve personal independence
 Develop attitudes toward social groups and
institutions
3. Adolescence  Establish more mature relationships with
same-age individuals of both sexes
 Achieve a masculine or feminine social role
 Accept own body
 Establish emotional independence from
parents
 Achieve assurance or economic
independence
 Prepare for marriage and building of family
 Acquire skills necessary to fulfill civic
responsibilities
 Develop a set of values that guides behavior
4. Early Adulthood  Select a partner
 Learn to live with a partner
 Start a family
 Manage a home
 Establish self in a career/occupation
 Assume civic responsibilities
 Become part of a social group
5. Middle Adulthood  Fulfill civic and social responsibilities
 Maintain an economic standard of living
 Assist adolescent children to become
responsible, happy adults
 Relate one’s partner
 Adjust to physiological changes
 Adjust to aging parents
6. Later Maturity  Adjust to physiological changes and
alterations in health status
 Adjust to retirement and altered income
 Adjust to death of spouse
 Develop affiliation with one’s age group
 Meet civic and social responsibilities
 Establish satisfactory living arrangements
4. Sullivan’s Interpersonal Model of Personality Development
STAGE AGE DESCRIPTION
1. Infancy Birth to ½ yrs Infant learns to rely on caregivers to meet
needs & desires.
2. Childhood 1 ½ to 6 yrs Child begins to learn and to delay immediate
gratification of needs & desires
3. Juvenile 6 to 9 yrs Child forms fulfilling peer relationship
4. Preadolescence 9 to 12 yrs Child relates successfully to same-sex peers.
5. Early 12 to 14 yrs Adolescent learns to be independent & forms
Adolescence relationships with members of the opposite
sex.
6. Late 14 to 21 yrs Person establishes an intimate, long lasting
Adolescence relationship with someone of the opposite
sex.
5. Piaget’s Phases of Cognitive Development
PHASE AGE DESCRIPTION
A. Sensorimotor Birth to 2 yrs Sensory organs & muscles become more
functional
Stage 1: use of reflexes Birth to 1 month Movements are primarily reflexive
Stage 2: Primary circular 1 – 4 months Perceptions center around one’s body.
reaction Objects are perceived as extension of the
self.
Stage 3: Secondary 4-8 months Becomes aware of external environment.
circular reaction Initiates acts to change the movement.
Stage 4: Coordination of 8-12 months Differentiates goals and goal-directed
Secondary schemata activities
Stage 5: Tertiary circular 12-18 months Experiments with methods to reach goals.
reaction Develop rituals that become significant.
Stage 6: Invention of new 18-24 months Uses mental imagery to understand the
means environment
Uses fantasy
Preoperational 2-7 years Emerging ability to think
*Children use symbolism (images and
language) to represent and understand
various aspects of environment
Pre-conceptual stage 2-4 years Thinking tends to be egocentric
Exhibits use of symbolism
Intuitive stage 4-7 years Unable to break down a whole into
separate parts
Able to classify objects according to one
trait
B. Concrete 7-11 years Learns to reason about events between here
Operations and now
*Can understand the basic properties of
and relations among objects and events in
the everyday world
*Able to solve concrete (hands-on)
problem in logical fashion
C. Formal Operations 11 + years Able to see relationships and to reason in
the abstract
*Becomes more scientific in thinking
*Capable of systematic, deductive
reasoning
6. Kohlberg’s Stages of Moral Development
LEVEL AND STAGE DESCRIPTION
Level I: Pre-Conventional Authority figures are obeyed
(Birth to 9 years) Misbehavior is viewed in terms of damage done.
Stage 1: Punishment and Obedience A deed is perceived as “wrong” if one is punished;
Orientation the activity is right if one is not punished.
Stage 2: Instrumental Relativist “Right” is defined as that which is acceptable to and
Orientation approved by the self.
When actions satisfy one’s needs, they are “right”.
Level II: Conventional Cordial Interpersonal relationships are
maintained.
(9-13 years) Approval of others is sought through one’s actions.
Stage 3: Interpersonal Concordance Authority is respected.
Stage 4: Law and Order Orientation Individual feels “duty bound” to maintain social
order.
Behavior is “right” when it conforms to the rules.
Level III: Post Conventional (13 + Individual understands the morality of having
years) democratically established laws.
Stage 5: Social Contract Orientation It is “wrong” to violate others’ rights.
Stage 6: Universal Ethics Orientation The person understands the principles of human
rights and personal conscience. The person believes
that trust is a basis for relationship.
7. Gilligan’s Theory of Moral Development
LEVEL AND STAGE DESCRIPTION
I. Orientation of individual Concentrates on what is best for self
Survival transition Selfish
Dependent on others
Transition 1: From Selfishness to Recognizes connections to others
Responsibility Makes responsible choices in terms of self and others
II: Goodness and Self-sacrifice Puts needs of others ahead of own
Feels responsible for others
 Is independent
May use guilt to manipulate others when attempting to
help
Transition 2: From goodness to Decision based on intentions and consequences, not on
truth others’ responses
Considers needs of self and others
Wants to help others while being responsible to self
III: Morality of Nonviolence Sees self and others as morality equal
Assumes responsibilities for own decisions
Basic tenet to hurt no one including self
Conflict between selfishness and selflessness
Self-judgment is not dependent on other’s perceptions
but rather on consequence and intentions of actions.
8. Fowler’s Stages of Faith
STAGE AGE DESCRIPTION
Pre-Stage: Undifferentiated Infant Trust, hope and love compete with
Faith environmental inconsistencies or threats
abandonment.
Stage 1: Intuitive Projective Toddler-Pre- Imitates parental behaviors and attitudes
Faith schooler about religion and spirituality
Has no real understanding of spiritual
concepts
Stage 2: Mythical – Literal School-Aged Child Accepts existence of a deity
Faith Religious and moral beliefs are
symbolized by stories
Appreciate other’s viewpoints
Accepts concepts of reciprocal fairness
Stage 3: Synthetic- Adolescent Questions values and religious beliefs in
Conventional Faith an attempt to form own identity
Stage 4: Individuative- Late Adolescent Assumes responsibility for own attitudes
Reflective Faith and Young Adult and beliefs
Stage 5: Conjunctive Faith Adult Integrates others perspectives about faith
into own definition of truth
Stage 6: Universalizing faith Adult Makes concept of “I”
PRINCIPLES OF GROWTH AND DEVELOPMENT
1. Nature and Nurture
 Development is influenced by both heredity (nature) and environment (nurture).
 The nature (heredity) is responsible for many of our physical characteristics such as
hair, and eye color, facial features and to some extent the height and weight.
 Many of our characteristics can be influenced by environment (nurture).
2. Growth and development is a continuous process
 As a child develops, he or she adds to the skill already acquired and the new skills
become the basis for further achievement and mastery of skills.
 Most children follow a similar pattern.
 Also, one stage of development lays the foundation for the next stage of development.
3. Development proceeds from the head downward.
 This is called the cephalocaudal principle.
 This principle describes the directions of growth and development.
 According to this principle, the child gains control of the head first, then the arms and
then the legs.
4. Development proceeds from the center of the body outward.
 This is the principle of proximodistal development that also describes the direction of
development.
 This means that the spinal cord develops before outer parts of the body. The child’s
arms develop before the hands and the hands and feet develop before the fingers and
toes.
5. Development depends on maturation and learning.
 Maturation refers to the sequential characteristics of biological growth and
development.
 The biological changes occur in sequential order and give children new abilities.
Changes in the brain and nervous system account largely for maturation.
 6. Development proceeds from the simple (concrete) to the more complex.
 Children use their cognitive and language skills to reason and solve problems. For
example, learning relationships between things (how things are similar) or
classification, is an important ability in cognitive development.
7. Growth and development proceed from general to specific.
 In motor development, the infant will be able to grasp an object with whole hand
before using the only the thumb and forefinger.
 The infant’s first motor movements are very generalized, undirected and reflexive,
waving arms or kicking before being able to reach or creep toward an object.
 Growth occurs from large muscle movements to more refined (smaller) muscle
movements.
8. There are individual rates of growth and development.
 Each child is different and the rates at which individual children grow is different.
Although the patterns and sequences for growth and development are usually the
same for all children, the rates at which individual children reach developmental
stages will be different.
Stages of Human development: these pertain to the number of period in a man’s life cycle.
Although the focus of discussion is on individuals of school age, a brief description of those in other
stages of development is also given.
1. Prenatal Stage (conception – birth)
The prenatal period in many aspects is considered as one of the most if not the most,
important period of all in the life span of a person. This person begins at conception and ends
at birth and approximately 270 to 280 days in length or nine calendar months.
Prenatal period is divided into three major phases:
a. Germinal Stage (fertilization to 2 weeks)
 This is also known as the period of the zygote.
 Zygote refers to the newly formed cell after the union of the egg cell and the sperm
cell, a process which is also known as fertilization.
 Cell division begins in a time no longer than 36 hours after fertilization.
 Subsequently, for 3 to 4 days the zygote from the oviduct travels down to the
fallopian tube and then to the uterus where the implantation begins.
b. Embryonic Period (2 weeks to 2 months or 8 weeks)
 Also known as the period of the embryo.
 The cell known as zygote before is now known as embryo.
 By the 14th day after fertilization, the blastocyst is already implanted in the uterus.
 The umbilical cord attaches the placenta functionally to the mother
 The foundations for the eyes, ears, nose, mouth extremities (upper and lower) and the
digestive system have been laid on the 8th weeks
 The 1 ½ inches long embryo, weighing one-tenth to one-fifteenth of an ounce,
develops at the end of the first month
 This period is considered as the most critical period for the reason that the embryo is
most vulnerable to damage and defect.
 During the first trimester (3 months of pregnancy) almost all birth defects occur and
chances are, the defects will be permanent
c. Fetal period (8 weeks to birth)
 Also called as the period of the fetus
 The embryo before is now known as fetus in this stage
 The fetal stage begins with the formation of the first bone cells.
 Various organs grow functionality and take the appearance of the human body.
 The fetus can now kick and can manipulate its extremities (upper and lower) and can
open its mouth, frown, and turn its head, as well as take a few “breaths” by the end of
the third month.
 By the end of the fifth month, the fetus is one foot long and weighs in pound.
 At the end of the sixth month, the fetus’ eyelids can be opened; it develops grasps and
more than enough taste buds.
 The fetus weighs two pounds and its all organ systems have become functional at the
end of the seventh month.
 During the eighth and ninth month, the fetus becomes round and heavy and is able to
l
lift its head.
2. Infancy Stage (birth-two weeks of life)
Infancy is the transition period intervening between birth and two weeks of life and
identified as the shortest of all developmental period.
 The word “infant” suggests extreme helplessness.
 Subdivisions of infancy include the a) period of the partunate or from the time the
fetal body has emerged from the mother’s body and lasts until the umbilical cord has
been cut and tied; and the b) period of the neonate or from the cutting and tying of the
umbilical cord to the end of the second week of the postnatal life
 Newborns up to two days are typically unattractive and are extremely feeble due to
regular muscular restraints.
 Most often, he is asleep, drowsy, cries, and gets excited easily.
 The neonate is sensitive to brightness as indicated by his papillary response to change
in illumination, his visual images are likely to be blurred because of failure of the lens
to focus on the object.
 The roots of language are crying, cooing, and babbling.
3. Babyhood Stage (2nd week to second year of life)
Compared to infancy, babyhood stage is characterized by decreasing dependency for
the reason that this is the time when babies achieve enough body control to become
independent.
 Developmental tasks include: learning to walk, learning to take solid foods, having
organs of elimination under partial control, achieving reasonable psychological
stability especially in hunger rhythm and sleep, relating emotionally to parents and
siblings, and learning the foundations of speech.
 Babyhood skills fall under two categories: hand skills, and leg skills.
 Crying, cooing, babbling, gesturing, and emotional expressions are examples of
prespeech forms of communication.
 Common emotional patterns involve anger, fear, curiosity, joy and affection.
 Babies are also capable of establishing or forming friendships.
 Considered non-moral due to their lack of a scale of values and conscience and they
demonstrate obedience to rules without question
4. Early Childhood Stage (two to six years of life)
Names given to describe the stage are: problem or troublesome age, toy age,
preschool age, pre-gang age, exploratory and the questioning age.
 Developmental tasks include: control of elimination, self-feeding, self-dressing and
doing some things without much help, development of motor skills that allow him to
explore and do things to satisfy his curiosity and acquisition of adequate vocabulary
to communicate his thoughts and feelings with those around him.
 Intellectual development as described by Piaget encompass the two sub periods: (a)
the preconceptual period (2-4 years) and include egocentrism, animism and
transductive reasoning; and (b) intuitive period (4-6 years) and includes inattention to
transformations, centration and irreversibility.
 Early childhood is also characterized by heightened emotionally.
 The presence of the significant others or the primary group is also given importance
because they serve as models for the child who usually identifies with them and
patterns his behavior after them.
 The preschool child should be given as much as physical experience as possible and
play activities to learn by doing and to develop his intellectual capacity.
 This stage is also regarded as the teachable moment for acquiring skills because
children enjoy the repetition essential to learning skills; they are adventuresome and
like to try new things and have already learned skills to interfere with the acquisition
of the new ones.
 Because speech development advances rapidly this time, as seen in the improvement
in comprehension as well as in the different speech skills, talking to young children
will leave a strong impact.
 The concept of morality emerge as a result of interactions with adults and peers.
 Other common interests include interest in religion, in the human body, in self, in sex
and in clothes.
5. Late Childhood Stage (six to ten or twelve years of life)
Late childhood is the period for learning the basic skills in life.
 It coincides with the child’s elementary school years, entering Grade 1 at six years
and graduating at age 12.
  Names used to describe the stage are: troublesome age, sloppy age, quarrelsome age,
elementary school age, critical period in the achievement drive, gang age and age of
conformity.
 Physical growth is at slow and relatively even rate because of the influence of health,
nutrition, immunization, sex and intelligence.
 Children in this stage with recognition by being able to do things.
 Developmental tasks include: learning physical skills necessary for group and
organized games; learning to get along with age-mates and members of his family
and community; learning fundamental skills in reading, writing and numeracy;
develop appropriate masculine or feminine social roles; develop healthy self-concept
and conscience; achieve personal independence by being able to perform life skills;
learn to perform the different roles expected of him and think rationally to adjust to
situations; make decisions and solve problems.
 There is a rapid increase in understanding and in the accuracy of concepts during this
stage as a result of increased intelligence and partly as a result of increased learning
opportunities.
 The child’s social development is enhanced by his interaction with peers in work or in
play.
 In resolving moral conflicts, it is necessary for the significant others to teach the child
the values of respect for others and set themselves as examples or models.
 Most children develop moral codes influenced by moral standards of the groups with
which they are identified, and a conscience which guides their behavior in a place of
the external controls needed when they were younger.
 It is also necessary for parents and teachers to understand the child’s thinking and to
facilitate his intellectual growth and development.
 Healthy relationships with himself and others could be brought about by the child’s
understanding of his emotions and his ability to express his emotions, as well.
6. Preadolescence or Puberty Stage (10 to 12 or 13 or 14 years of life)
Derived from the Latin word pubertas which means age of manhood.
 The word growth spurt refers to the rapid acceleration in height and weight that marks
the beginning of adolescence.
 Considered as unique and distinctive period and characterized by certain
developmental changes that occur at no other time in the life span
 An overlapping period because it encompasses the closing years of childhood and the
beginning years of adolescence.
 A relatively short period, lasting from two to four years or less
 Manifested in both internal and external changes in the body with both the primary
and secondary sex characteristics
 Primary sex characteristics include the menarche for the girls or the first menstrual
flow and the nocturnal emissions for the boys.
 Secondary sex characteristics on the other hand include the physical features which
distinguish males from females and may be the source of appeal among the members
of the opposite sex.
 Puberty is the divided into three stages: (a) prepubescent-secondary sex
characteristics begin their development but their reproductive organs are not yet fully
developed, (b) pubescent – characterized by menarche for girls and nocturnal
emissions in boys, (c) post pubescent – secondary sex characteristics become well
developed and the sex organs begin to function in a mature manner.
 The onset of puberty has an important implication in the personality development of
the individual.
 A critical period for the development of positive attitudes towards one’s body and
oneself in general
7. Adolescence Stage (13 or 14 to 18 years of life)
Adolescence is the age when the individual becomes integrated into society of adults;
the age when the child no longer feels that he is below the level of his elders but equal, at
least in rights.
 Came from the Latin word adolescere meaning to grow or to grow to maturity.
 Early adolescence extends roughly from 13 to 16 or 17 years, and late adolescence
covers the period then until 18, the age of legal maturity.
 The developmental tasks of adolescence are focused on the developing independence
in preparation for adulthood and in establishing a sense of identity.
 Adolescence is a period of heightened emotionally, a time of “storm and stress”.
  The important social changes in adolescence include increased peer-group, influence,
and more mature patterns of social behavior, new social grouping and new values in
the selection of friends and leaders and social acceptance.
 Relationships between adolescents and members of their families tend to deteriorate
in early adolescence though these relationships often improve as adolescence grows
to close, especially among adolescent girls and their family members.
 Peer groups become the general source of behavior; desire for greater independence
shown.
 Great concern about what others think of them.
 Have increased ability to engage in mental manipulations and test hypothesis;
thinking becomes more abstract, liberal and knowledge
8. Adulthood Stage (20 to 65 years of life)
 The need for love and intimacy are met in adult life, becomes more fulfilling in
marriage, with the involvement of commitment.
 The need for generativity is through achievement
 Burn out and alienation become a problem with work
 Moral development possesses responsibility for the welfare of others.
 Changes in the primary senses and the organ reserve decline upon growing older.
 Menopause for women and climacteric for men signify the decline of sex and
reproduction
9. Old Age (65 years of life)
 Composed of individuals at and over the age of 65, most of whom have retired from
work
 Most individuals in this late years begin to show, physical, intellectual and social
activities.
 While there is a gradual decline of cognition in older life, older people see art and
nature in a deeper, more appreciative way.
 Symptoms of senility which include severe memory loss, rambling conversation,
disorientation, and personality change occurs because of dementia, a pathological loss
of intellectual functioning.
 In late adulthood, affiliation needs are more important than achievement needs.

PART II: ANALYZING TEST ITEMS

1. Dr. Escoto, the school physician conducted a physical examination in Ms. Manuel’s class.
What concept best describes the quantitative increase observed by Dr. Escoto among the
learners in terms of height and weight?
a. Development c. Learning
b. Growth d. Maturation

2. Which situation best illustrates the concept of growth?

a. A kinder pupil gains 2 pounds within two months.
b. A high school student gets a score of 85 in a mental ability test.
c. An education student has gained knowledge on approaches and strategies in teaching
different subjects.
d. An elementary grader has learned to play piano.

3. Which statements below best describes development?

a. A high school student’s height increased from 5’2” to 5’4”
b. A high school student’s change in weight from 110 lbs. to 125 lbs.
c. A student had learned to operate the computer.
d. A student’s enlargement of hips.

4. What concept can best describes Francisco’s ability to walk without a support at age of 12
months because of the “internal ripening” that occurred in his muscles, bones and nervous
system development?
a. Development c. Learning
b. Growth d. Maturation

5. Teacher Jesus in now 69 years old has been observing changes in himself such as the aging
process. Which terms refers to the development change in the individual?
a. Development c. Learning
b. Growth d. Maturation

6. Manuel, a five-year old boy can hold his pen and write his name with his right hand. Which
term describes Manuel’s action/behavior?
a. Development c. Learning
b. Growth d. Maturation

7. Which of the following theory can help Miss Samson determine the readiness of the learners
by administering a readiness test?
a. Conditioning Theories c. Maturation Theory
b. Cognitive Development Theory d. Ethological Theory

8. Mr. Francisco was very much worried about the thumb sucking of his son. A friend of him
says that certain behavior among infants. Who presented that notion that certain behavior like
thumb-sucking is normal behavior?
a. Sigmund Freud c. John Bowlly
b. Erick Erickson d. Urie Bronfrenbenner

9. A newborn infant move his whole body at one time, instead of moving a part of it. Which of
the following principles is illustrated by this behavior?
a. Development proceeds from specific to general.
b. Development proceeds from general to specific.
c. Development follows an orderly pattern.
d. Development follows a general pattern.

10. Train up a child in the way he should be; when he grows up”, he will not depart from it.”
Which principle supports this?
a. Development is determined by the heredity.
b. Development is determined by the environment.
c. Early development is more critical than the late development.
d. Early development is less critical than late development.

11. Which stage of the psychosexual theory does young boys experience rivalry with their father
for their mother’s attention and affection?
 a. Oral c. Phallic
b. Anal d. Latency

12. Angela focuses her attention on the school work and vigorous play that consume most of her
physical energy. Which stage of psychosexual theory illustrates her behavior?
a. Oral c. Phallic
b. Anal d. Latency

13. Which of the following is likely to be developed if infants are shown genuine affection?
a. Trust c. Initiative
b. Autonomy d. Industry

14. Christian develops an integral and coherent sense of self. He seeks answers to the question.
“Who am I?” Which of the following is Christian likely to develop?
a. Initiative c. Intimacy
b. Identity and Role confusion d. Autonomy

15. Ms. Cruz uses images and language to represent and understand her various lessons to
preschool learners. What stage in the cognitive theory of development explains this?
a. Sensorimotor c. Concrete operation
b. Preoperational d. Formal operation

16. Connie develops concepts necessary for everyday living, builds healthy attitudes towards
oneself, and achieve personal independence. These are among the attributes of an individual
in what particular stage?
a. Infancy and early childhood c. Adolescence
b. Middle childhood d. Early Adulthood

17. Some children are more active than others, as everyone knows extremely high levels of
activity or hyperactivity are considered problematic. How may a teacher help a child who is
hyperactive?
a. Make him the leader of the class.
b. Transfer him to another class.
c. Give him challenging activities that are appropriate to his ability level and interests.
d. Allow him to spend longer at the playground until he gets tired.
18. Marivic gets jealous whenever she sees her father showing love and affection to her mother.
Which of the following is she showing according to Freud?
a. Complex c. Electra Complex
b. Phallic d. Oedipus complex

19. In Piaget’s Theory of Cognitive Development, which of the following statements would
illustrate Edward who is 11 years old?
a. Able to see relationships and to reason in the abstract.
b. Unable to breakdown a whole into separate parts.
c. Differentiates goals and goal-directed activities.
d. Experiments with methods to reach goals.
20. Violeta goes with her mother in school. She enjoys the workplace of her mother. Which of
the following ecological theories is illustrated by the situation?
a. Microsystem c. Exosystem
b. Mesosystem d. Macrosystem

21. Danilo wants to seek independence by separating from his family. He had just finished his
tertiary level. In what Levinson’s season of adult developments is manifested by Danilo?
a. Early adult transition c. Transition
b. Entrance to adult world d. Setting down

22. Anna believes that authority is respected. She is now in what particular level in the moral
development theory of Lawrence Kohlberg?
a. Social contact c. Interpersonal concordance
b. Law and order orientation d. Universal ethics orientation
23. What level has a four year old learner like Mary Ann reached when she acquired new skills
such as putting the same shapes and the same colors together?
 a. Development c. Zone of Proximal Development
b. Maturation d. Learning

24. Which of the following principles can be the basis of the growing realization of the
significance of the early childhood education?
a. The young children are capable of doing many things at an early stage.
b. The child should be seen and should learn.
c. The first five years of life are the formative years of the child.
d. Early childhood experiences can be interesting and challenging.

25. Which of the following learner’s characteristics will affect most of the learners learning in
the academic areas?
a. His affective characteristics c. His psychomotor characteristics
b. His cognitive characteristics d. His socio-emotional characteristics

26. Which of the following is true about human development?

a. Human development considers both maturation and learning.
b. Development refers to the progressive series of changes of an orderly coherent type
toward the goal of maturity.
c. Development is the gradual and orderly unfolding of the characteristics of the individuals
as they go through the successive stages of growth.
d. All of the above.

27. What do you call the quantitative increase in terms of height and weight as observed by the
school physician during the physical examination of the students?
a. Development c. Emotions
b. Growth d. Maturation

28. Mrs. Alvarez conducts research on the psychosocial domain of development. In what
particular area of the child’s development is Mrs. Alvarez most likely to be interested with?
a. Perceptual abilities c. Emotions
b. Brain-wave patterns d. use of language

29. Which of the following is the correct order of psychosexual staged proposed by Sigmund
Freud?
a. Oral stage, anal stage, phallic stage, latency stage, genital stage
b. anal stage, Oral stage, phallic stage, latency stage, genital stage
c. Oral stage, anal stage, genital stage, latency stage, phallic stage
d. anal stage, Oral stage, genital stage, latency stage, phallic stage

30. What is the best description of Erikson’s psychosocial theory of human development?
a. Eight crises all people are thought to face
b. Four psychosocial stages in the latency period
c. The same number of stages as Freud’s, but with different names
d. A stage theory that is not psychoanalytic.

31. In Erikson’s theory, what is the unresolved crisis of an adult who has difficulty establishing a
secure, mutual relationship with a life partner?
a. Initiative vs. Guilt c. Intimacy vs. Isolation
b. Autonomy vs. Shame and Doubt d. Trust vs. Mistrust

32. Alyssa is eight years old, and although she understands some logical principles, she still has
troubles in understanding hypothetical concepts. According to Piaget, Alyssa belongs to what
particular stage of cognitive development?
a. Sensorimotor c. Concrete operational
b. Preoperational d. Formal operational

33. Which of the following provides the best broad description of the relationship between
heredity and environment in determining height?
 a. Heredity is the primary influence, with environment affecting development only in severe
situations.
b. Heredity and environment contribute equally to development.
c. Environment is the major influence on physical characteristics.
d. Heredity directs the individual’ potential and environment determines whether and to
what degree the individual reaches that potential

34. What is the correct sequence of prenatal stages of development?

a. Embryo, germinal, fetus c. Germinal, embryo, fetus
b. Germinal, fetus, embryo d. Embryo, fetus, germinal

35. When a baby realized that a rubber duck which has fallen out of the tub must be somewhere
on the floor, he is likely to achieved what aspect of cognitive development?
a. Object permanence c. Mental combinations
b. Deferred imitation d. Goal-directed behavior

36. Which of the following will be Freud’s description of the child’s behavior if he has a biting,
sarcastic manner?
a. Anally expulsive c. Fixated in the oral stage
b. Anally retentive d. Experiencing the crisis of trust vs. mistrust

37. What is Freud’s idea about a young boy’s guilt feelings brought about by jealousy of his
father’s relationship with his mother?
a. Electra complex c. Phallic complex
b. Oedipus complex d. Penis envy complex

38. When a little girl who says she wants her mother to go on vacation so that she can marry her
father, Freud believes that he is voicing a fantasy consistent with?
a. Oedipus complex c. Phallic complex
b. Electra complex d. Crisis of initiative vs. Guilt

39. Which of the following can best describe the preschooler’s readiness to learn new tasks and
play activities?
a. Emerging competency and self-awareness
b. Theory of the mind
c. Relationship with parents
d. Growing identification with others

40. Erikson noted that when the preschoolers eagerly begin many new activities but are
vulnerable to criticism and feelings of failure, they are experiencing what particular crisis?
a. Identity vs. role confusion c. Basic trust vs. mistrust
b. Initiative vs. Guilt d. Efficacy vs. helplessness

41. What stage of Piaget’s Cognitive Development does a person belong to when he can
understand specific logical ideas and apply them to concrete problems?
a. Preoperational thought c. Concrete operational thought
b. Operational thought d. Formal operational thought

42. What is the best explanation of Piaget’s concrete operational thought to describe the school-
age child’s mental ability?
a. A child can reason logically about things and events he or she perceives.
b. A child’s ability to think about how he thinks
c. Can understand that certain characteristics of an object remain the same when other
characteristics are changed
d. Can understand that moral principles may supersede the standards of society.

43. Elisa who is in between 9 and 11 years of age are most likely to demonstrate moral reasoning
at which Kohlberg’s stage?
a. Pre-conventional c. Post-conventional
b. Conventional d. none of the above
44. According to Kohlberg, a dutiful citizen who obeys the laws set down by society is at which
level of moral reasoning?
 a. Pre-conventional Stage One c. Conventional
b. Pre-conventional Stage Two d. Post-conventional

45. Joy, who is low-achieving, shy, and withdrawn, is rejected by most of her peers. Her teacher
wants to help Joy increase her self-esteem and social acceptance. What can Joy’s teacher
suggest to her parents?
a. Transfer her to a different school.
b. Help their daughter improve her motor skills
c. Help their daughter learn to accept more responsibility for her academic failures.
d. Help their daughter improve her skills in relating to peers.

46. What is the most accurate definition of the puberty stage?

a. Rapid physical growth that occurs during adolescence
b. Stage when sexual maturation is attained
c. Rapid physical growth and sexual maturation that ends childhood
d. Stage when adolescents establish identities separate from their parents.

47. Fifteen year old Marie is preoccupied with her “disgusting appearance” and seems depressed
most of the time. What is the best thing her parents can do help her get through this difficult
time?
a. Ignore her self-preoccupation because their attention would only reinforce it
b. Encourage to “shape up” and not give in to self-pity
c. Kid her about her appearance in the hope that she will see how silly she is acting.
d. Offer practical advice, such as clothing suggestions, to improve her body image.

48. What can be the best comparison of the behavior of a 17-year-old girl to that of her 13-year-
old brother?
a. She is more likely critical about herself
b. She tends to be more egocentric
c. She had less confidence in her abilities
d. She is more capable of reasoning hypothetically

49. According to Erikson, what is the primary task of adolescent?

a. To establish trust
b. To search for his ability
c. To be more intimate with others
d. To establish integrity

50. What is the main source of emotional support for most young people who are establishing
independence from their parents?
a. Older adolescents of the opposite sex
b. Older sibling
c. Teachers
d. Peer groups