Report 01 Human Development (Revised)

Human Development
Presented by:
Bunagan, Janelle / Fernandez, Kristoffer Glenn / Flojo, Kristoffer Lanz
Rey, Renz Stephen / Pacquing, Leira
Human Development Topics:
I. Nature of Human Development
II. Periods of Human Development
III. Aspects of Human Development
IV. Theories of Human Development
Nature of Human
Development
Nature of Human Development
Development is a process that

produces a progressive series of
changes that are orderly and
coherent and which lead to an
end.
Human development involves

changes that lead towards
maturity and learning.
Human development is regarded

as the scientific study of the
quantitative and qualitative ways
in which people change over
time.
Quantitative changes include height, weight, size of vocabulary
Qualitative changes include the nature of a persons intelligence or in the

way the mind works.
There are two factors that affect human development: heredity and
environment.

Principles of Human
Development:
1. Development is orderly and

follows a set pattern.
2. Development is the product of

the interaction of maturation and
learning.
3. There are individual

differences in development.
4. Development proceeds by
stages.
Heredity:
Heredity is the biological predispositions determined by the

individuals genes.
It involves the transmissions of

traits from parents to offspring
Genes decide a persons skin

and hair color, body size, sex
and to some extent his/her
intellectual abilities and
emotional temperament.

Principles of Heredity:
1. Principle of Reproduction
2. Principle of Variation
Children may resemble their

parents in some traits.
No two people are exactly alike,

individuals manifest different
traits.
3. Principle of Chance
Chance makes it impossible to

predict potential traits.

Principles of Heredity (cont.) :
4. Principle of Dominance
5. Principle of Recessiveness
Traits carried by dominant genes

appear on offspring no matter what
kind of gene the dominant is united.
Traits carried by recessive genes

appear only if the recessive gene is
united with a gene like itself.
6. Principle of Sex-linked
Characteristics.
Traits are carried by the same gene

that determines the sex of a person.

Maturation:
Maturation is the unfolding of

hereditary potentials.
It is the development of innate

patterns of behavior in ordered
sequences.
Two types of maturation:
1. Biological Maturation full

refinement of the anatomical
structure.
2. Psychological Maturation the

response of the person is appropriate
to his/her degree of development.

Maturation and Growth:
1. Growth is the increase in size

that occurs with changing age.
2. Growth takes place through

metabolism processes from
within.
3. Both maturation and growth

entail biological change.
Environment:
Environment involves the

experiences encountered by a
person while growing up in a
particular family or culture.
It includes all the conditions in

the world that influence in any
way ones behavior.
Environment (cont.) :
Prenatal Environment The

environment of the embryo as it
lies in the uterus.
Postnatal Environment Is the

external world made up of people.
Brings about learning
Learning is the permanent

modification in behavior that
results from the persons
experience in the environment.
Learning occurs across an entire
lifespan.

Genetic Foundation of
Human Development:
The passing of life from parent to

child is one of the greatest
privileges that come to men and
women.
Genes and chromosomes:
Chromosomes are rod-like

structure appearing in pairs
which contain and carry genes.
Genes are the basic hereditary

units. It is a segment of DNA.
Periods of Human
Development
Periods of Human Development
1. Prenatal conception to birth
A. Period of the ovum fertilization to 2 weeks
B. Period of the embryo 2 weeks to 2 months
C. Period of the fetus 2 months to birth
2. Infancy birth to 2 months
3. Babyhood 2 months to 2 years
4. Childhood 2 years to puberty
5. Adolescence from puberty to up to full maturity (21 years old)
6. Early Adulthood early 20s until 40
7. Middle Age early 40s until 60
8. Aging Years 60s to above

Prenatal:
The period of greatest physical

growth.
Takes approximately 280 days
3 Sub-stages:
Germinal fertilized egg starts to

divide.
Embryonic the vital organs start

to develop.
Fetal at seven months, the fetus

is capable of surviving outside the
womb of the mother.

Infancy:
Stage from birth up to 2 months.
Period of major adjustments and

adaptation.
At this stage the infant is

helpless.

Babyhood:
Stage from up to 2 months to 2 years.
Characterized by rapid growth,

decrease in helplessness and increase
in independence.
At this stage the baby develops selfawareness.
Developmental tasks in babyhood:
Learning to crawl then walk.
Learning to talk
Learning to control the movement of

body waste.
Starting to eat solid food.

Childhood:
Stage from up to 2 years to

puberty.
Early childhood (3-6 years):
Pre-school age.
Accomplishment of the child is the

control of the environment.
Late childhood (6-12 years):
School age, smart age or gang

age.
Child starts to think & seek peers.

Adolescence:
Intermediate state between being

a child and being an adult.
Starts when a child reaches

puberty.
Puberty the period wherein a

person reaches sexual maturity
and is capable of begetting or
bearing offspring.
The main concern in adolescence

is the search for identity.

Early Adulthood:
Adulthood signifies the period of

complete maturity.
From early 20s to 40 years old.
The period where the person

assumes new roles,
responsibilities and duties
required by an adult in his/her
culture or society.
The main concern at this stage

is love and work.

Middle Age:
From early 40s to 60 years old.
The peak period in life not only

for financial and social success
but also for authority and
prestige.
The search for the meaning in

life is an important theme in this
stage.

Aging Years:
From 60 years old and above.
At this stage the person

undergoes another transition,
with a decline in physical
abilities, retirement, the loss of a
partner, drop in income and
limited activities.
Old age is a time to enjoy life.
IT is here where a person must

also deal with the losses of aging.
Aspects of Human
Development
Aspects of Human Development

Motor Development:
Motor refers to movement like

walking, swimming, standing, etc.
During infancy, a babys movements

are uncontrolled and automatic.
These movements are called
reflexes.
Common reflexes of infants:
A. Rooting reflex newborn turns

his/her mouth in the direction of the
cheek being touched,
B. Grasp reflex newborn grasps

objects placed on its hand.

Motor Development (cont.) :
Sucking and swallowing reflex

newborn sucks whatever is placed
on its mouth.
Moro reflex newborn draws up its

legs and brings its arms forward as
if to embrace.
Tonic neck reflex newborn lies on

its back with its head turned to one
side.
Babinski reflex newborn extends

its toes upward when the sole of
the foot is touched.

Language Development:
Infants begin life with no other

language but their cries and
grunts.
As their language mechanism

matures, they make more and
more sounds.
Before they can use these sounds

as language, they comprehend first
the meaning of the word they hear.
At about one year their first word

appears.

Physical Development:
Physical growth occurs continuously, it follows a regular pattern though there are
some irregular fluctuations between males and females.
Puberty is the time physical changes occur. Females start to develop secondary
characteristics like the development of the breasts and widening of the hips.
Males undergo changes in their voice, broadening of the shoulders and the Adams
apple becomes more prominent.

Cognitive Development:
Cognition or understanding is
dependent on the childs
readiness to understand himself
and the environment.
This comes from the nervous

system and the sense organs.
Involve changes that occur in

mental activity including,
sensation, perception, memory,
thought, reasoning and
language.

Emotional Development:
Influenced by factors such as

maturation and learning.
We are all born with the capacity

to respond emotionally, but what
makes us respond with certain
emotions is the product of
learning.
The first emotional response that

an infant makes at birth is
general excitement particularly
in crying.

Social Development:
The child learns what it is to be a

member of a group and comes to
understand and conform to the
expectations of the group.
To become socialized a child needs

social experiences.
A child who is isolated from people

will not learn how to get along with
them.
Socialization starts as early as the

child is able to discriminate and
perceive.

Psychosocial Development:
Includes changes that concern a

persons personality, emotions
and relationships with others.
All societies distinguish between

individuals viewed as children and
individuals viewed as adults.
Adolescence is period of social

redefinition in which young people
undergo changes in their social
roles and statuses.

Moral-spiritual Development:
The moral aspect includes character

traits and values like honesty,
cooperation, courage, respect, etc.
A moral behavior is one which

corresponds with the moral law and
is generally accepted by society.
Moral and spiritual values are

gradually developed through
association with others especially
family members, peers and
educators.
Theories of Human
Development
Theories of Human Development

Jean Piaget
Jean Piaget (1896-1980):
Swiss psychologist
First to make extensive studies

on childrens cognitive
development.
Piagets Stages of Cognitive

Development:
A. Sensorimotor Stage
B. Preoperational Stage
C. Concrete Operational Stage
D. Formal Operational Stage

Jean Piaget
A. Sensorimotor Stage:
From birth to 2 years
Interplay between motor activity

and sense perception.
Infants discover the relationships

between their actions and the
consequences of their actions.
The infant is able to differentiate

itself from objects and others.
An important discovery at this

stage is the concept of object
permanence.

Jean Piaget
B. Preoperational Stage:
From 2 years to 7 years.
The child does not yet comprehend

certain rules or operations.
By 1 to 2 years children start to

use language.
Words can represent things or

groups of things.
Words and images are not yet

organized in a logical way.
The childs thinking is egocentric

and can perceive only one feature
of objects.

Jean Piaget
C. Concrete Operational
Stage:
From 7 to 12 years
Children can think logically about

objects and events.
They begin to perform logical

manipulations.
Classifies objects according to

several features and can order
them in series along a single
dimension such as size, color, etc.

Jean Piaget
D. Formal Operational
Stage:
From 12 years and above.
Able to reason in purely symbolic

terms.
Children become concerned with

hypothetical and ideological
problems.
They can think logically about

abstract propositions beyond
what is present in reality.

Lawrence Kohlberg
Lawrence Kohlberg (1969)
:
Harvard University
Influenced by Piagets theory
Kohlbergs Stages of Moral

Reasoning:
I. Pre-conventional Morality
II. Conventional Morality
III. Post-conventional Morality

Lawrence Kohlberg
Level 1 Pre-conventional
Morality:
Stage 1 Punishment
Orientation
Obeys rules to avoid
punishments
Stage 2 Reward Orientation

Conforms to obtain rewards to
have favors returned

Lawrence Kohlberg
Level 2 - Conventional
Morality:
Stage 1 Good boy/ Good girl

Orientation
Conforms to avoid disapproval of
others.
Stage 2 Authority Orientation

Upholds laws and social rules to
avoid censure of authorities and
feelings of guilt about not doing
ones duties.

Lawrence Kohlberg
Level 3 - Post-conventional
Morality:
Stage 1 Social-contract Orientation

Actions are guided by principles
commonly agreed on as essential to
the public welfare; principles upheld
to retain respect of peers and thus,
self-respect.
Stage 2 Ethical Principle

Orientation
Actions are guided by self-chosen
ethical principles (justice, dignity,
equality) principles upheld to avoid
self-condemnation.

Erik Erikson
Erik Erikson (1963):
Characterized development from cradle

to the grave.
Eriksons Pyschosocial Stages:
1. Trust vs. Mistrust
2. Autonomy vs. Shame/Doubt
3. Initiative vs. Guilt
4. Industry vs. Inferiority
5. Identity vs. Confusion
6. Intimacy vs. Isolation
7. Generativity vs. Self-Absorption
8. Integrity vs. Despair

Erik Erikson
1. Trust vs. Mistrust:
Begins at age 1.
The infants feelings of trust in

other people depend to a large
extent on the way his/her early
needs are taken cared of by their
mother.
Leads to trust and optimism.

Erik Erikson
2. Autonomy vs. Shame:
Begins at age 2.
Children start to explore,

investigate and do things for
themselves.
Encouraging these activities

develops a sense of independence
or autonomy for the child.
Restricting what the child is

permitted to do may cause the
child to doubt their abilities.
Leads to sense of self-control and

adequacy

Erik Erikson
3. Initiative vs. Guilt:
Preschool years (age 3 to 5).
Children progress from simple

self-control to an ability to
initiate activities.
Discouraging a child at this point

may make the child feel
inadequate.
Leads to purpose and direction.

Erik Erikson
4. Industry vs. Inferiority:
6 years old to puberty.
Children learn the skills valued

by society.
Successful efforts leads to

feelings of competence.
Unsuccessful efforts leads to

feelings of inferiority.
Leads to competence in social,

intellectual and physical skills.

Erik Erikson
5. Identity vs. Confusion:
Adolescence.
Finding ones identity.
Success in overcoming this crisis

leads to an integrated image of
ones self as a unique person.

Erik Erikson
6. Intimacy vs. Isolation:
Early adulthood.
People commit themselves to

occupation or intimate
relationships.
Intimacy is the ability to care

about others.
People who cant commit

themselves to a relationship may
become isolated.
Leads to the ability to form close

and lasting relations; make career
commitments.

Erik Erikson
7. Generativity vs. SelfAbsorption:
Middle adulthood
The most productive period of a

persons life.
The person is torn between

having concern for younger
people or just themselves.
Leads to concern for family,

society and future generations.

Erik Erikson
8. Integrity vs. Despair:
Aging years.
Despair may come from the

realization that one has not
achieved their goals set as a
young adult.
Integrity come from acceptance

of the life led by the person.
Leads to a sense of fulfillment

and satisfaction with ones life;
willingness to face death.

Sigmund Freud
Sigmund Freud(1896-1980):
Believed the first few years of life

are the most important for the
development of a childs
personality.
Freuds Theory on
Prychosexual Development:
A. Oral Stage
B. Anal Stage
C. Phallic Stage
D. Latency Stage
E. Genital Stage

Sigmund Freud
A. Oral Stage:
From birth to 1 year.
Centers on oral activities like

eating, biting and sucking.
Psychoanalytic theory holds that

if people are overly frustrated at
this stage they become orally
fixated and develop oral
personalities.

Sigmund Freud
B. Anal Stage:
1 to 3 years.
Concerned with toilet training and

eliminating and holding feces.
In psychoanalytic theory, if
parents are too strict during toilet
training, a child may become
anally fixated and develop an
anal personality. Being too strict
the child may become
compulsively generous or highly
creative and productive.

Sigmund Freud
C. Phallic Stage:
3 to 6 years old.
Both sexes begin to have sexual

feelings toward their opposite-sex
parent and feel resentful and
jealous of their same-sex parent.
Freud calls this the Oedipus

Complex in boys and the Electra
Complex in girls.
As they mature both sexes

resolve this conflict through
identification with their same-sex
parent.

Sigmund Freud
D. Latency Stage:
From age 6 to the onset of

puberty.
After the turmoil of the Electra

and Oedipus ages, this is a time
of quite and calm.
Children are more concerned

with peer relationships, hobbies,
and other interests.

Sigmund Freud
E. Genital Stage:
Puberty to death
At this stage mature love

becomes possible, and the
desire to marry and raise a
family appears and increase.
Thank you for listening

Presented by:
Bunagan, Janelle / Fernandez, Kristoffer Glenn / Flojo, Kristoffer Lanz
Rey, Renz Stephen / Pacquing, Leira

Report 01 Human Development (Revised)

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Human Development

Human Development Topics:

I. Nature of Human Development

II. Periods of Human Development

III. Aspects of Human Development

IV. Theories of Human Development

Nature of Human Development

Development is a process that

Human development involves

Human development is regarded

Nature of Human Development

Quantitative changes include height, weight, size of vocabulary

Qualitative changes include the nature of a persons intelligence or in the

Nature of Human Development

1. Development is orderly and

2. Development is the product of

3. There are individual

Nature of Human Development

Heredity is the biological predispositions determined by the

It involves the transmissions of

Genes decide a persons skin

Nature of Human Development

Children may resemble their

No two people are exactly alike,

Chance makes it impossible to

Nature of Human Development

Traits carried by dominant genes

Traits carried by recessive genes

Traits are carried by the same gene

Nature of Human Development

Maturation is the unfolding of

It is the development of innate

Two types of maturation:

1. Biological Maturation full

2. Psychological Maturation the

Nature of Human Development

1. Growth is the increase in size

2. Growth takes place through

3. Both maturation and growth

Nature of Human Development

Environment involves the

It includes all the conditions in

Nature of Human Development

Prenatal Environment The

Postnatal Environment Is the

Learning is the permanent

Nature of Human Development

The passing of life from parent to

Genes and chromosomes:

Chromosomes are rod-like

Genes are the basic hereditary

Periods of Human Development

1. Prenatal conception to birth

A. Period of the ovum fertilization to 2 weeks

B. Period of the embryo 2 weeks to 2 months

C. Period of the fetus 2 months to birth

2. Infancy birth to 2 months

3. Babyhood 2 months to 2 years

4. Childhood 2 years to puberty

5. Adolescence from puberty to up to full maturity (21 years old)

6. Early Adulthood early 20s until 40

7. Middle Age early 40s until 60

8. Aging Years 60s to above