1) Human growth and development theories examine both physical and behavioral changes that occur throughout the lifespan. Key theorists studied different aspects of development including psychosexual, psychosocial, and cognitive domains.
2) Major theories discussed stages of development from infancy through late adulthood and the typical tasks or challenges associated with each phase. Examples include Freud's psychosexual stages, Erikson's psychosocial stages, and Piaget's phases of cognitive development.
3) Developmental theories provide frameworks for understanding human maturation and how individuals progress in their relationships, identity, thinking abilities, and achievements across the lifespan.
1) Human growth and development theories examine both physical and behavioral changes that occur throughout the lifespan. Key theorists studied different aspects of development including psychosexual, psychosocial, and cognitive domains.
2) Major theories discussed stages of development from infancy through late adulthood and the typical tasks or challenges associated with each phase. Examples include Freud's psychosexual stages, Erikson's psychosocial stages, and Piaget's phases of cognitive development.
3) Developmental theories provide frameworks for understanding human maturation and how individuals progress in their relationships, identity, thinking abilities, and achievements across the lifespan.
1) Human growth and development theories examine both physical and behavioral changes that occur throughout the lifespan. Key theorists studied different aspects of development including psychosexual, psychosocial, and cognitive domains.
2) Major theories discussed stages of development from infancy through late adulthood and the typical tasks or challenges associated with each phase. Examples include Freud's psychosexual stages, Erikson's psychosocial stages, and Piaget's phases of cognitive development.
3) Developmental theories provide frameworks for understanding human maturation and how individuals progress in their relationships, identity, thinking abilities, and achievements across the lifespan.
both refers to dynamic process. Often used interchangeably, these terms have different meanings. Growth and development are interdependent, interrelated process. Growth generally takes place during the first 20 years of life.; development continues after that. Growth: . !s physical change and increase in si"e. 2. !t can be measured #uantitatively. $. !ndicators of growth includes height, weight, bone si"e, and dentition. %. Growth rates vary during different stages of growth and development. &. The growth rate is rapid during the prenatal, neonatal, infancy and adolescent stages and slows during childhood. '. (hysical growth is minimal during adulthood. Development: . !s an increase in the comple)ity of function and skill progression. 2. !t is the capacity and skill of a person to adapt to the environment. $. Development is the behavioral aspect of growth. THEORIES: THEORIES: 1. Freuds Psychosexual Development Theory STAGE AGE CHARACTERISTICS . Oral *irth to + y,o -enter of pleasure. mouth /ma0or source of gratification 1 e)ploration2 (rimary need. 3ecurity 4a0or conflict. weaning 2. 5nal + to $ y,o 3ource of pleasure. anus 1 bladder /sensual satisfaction 1 self6control2 4a0or conflict. toilet training $. (hallic % to ' y,o -enter of pleasure. child7s genital /masturbation2 4a0or conflict. Oedipus 1 8lectra -omple) %. 9atency ' y,o to puberty8nergy directed to physical 1 intellectual activities 3e)ual impulses repressed :elationship between peers of same se) &. Genital (uberty onwards 8nergy directed towards full se)ual maturity 1 function 1 development of skills to cope with the environment 2. Eriksons Stages o Psychosocial Development Theory 3T5G8 5G8 -8;T:59 T53< /=2 :83O9>T!O; /62 :83O9>T!O; . !nfancy *irth6? mos Trust vs 4istrust 9earn to trust others 4istrust, withdrawal, estrangement 2. 8arly childhood + to $ y,o 5utonomy vs 3hame 1 doubt 3elf control w,o loss of self esteem 5bility of cooperate 1 e)press oneself -ompulsive, self6 restraint or compliance. @illfulness 1 defiance. $. 9ate childhood $ to & y,o !nitiative vs guilt 9earns to become assertive 5bility to evaluate one7s own behavior 9ack of self- confidence. (essimism, fear of wrongdoing. Over6control 1 over6 restriction. %. 3chool 5ge ' to 2 y,o !ndustry vs !nferiority 9earns to create, develop 1 manipulate. Aevelop sense of competence 1 perseverance. 9oss of hope, sense of being mediocre. @ithdrawal from school 1 peers. &. 5dolescence 2B20 y,o !dentity vs role confusion -oherent sense of self. (lans to actuali"e one7s abilities Ceelings of confusion, indecisiveness, 1 possible anti6social behavior. '. Doung 5dulthood ?62& y,o !ntimacy vs isolation !ntimate relationship with another person. -ommitment to work and relationships. !mpersonal relationships. 5voidance of relationship, career or lifestyle commitments. E. 5dulthood 2&6'& y,o Generativity vs stagnation -reativity, productivity, concern for others. 3elf6indulgence, self6 concern, lack of interests 1 commitments. ?. 4aturity '& y,o to death !ntegrity vs despair 5cceptance of worth 1 uni#ueness of one7s own life. 5cceptance of death. 3ense of loss, contempt for others. !. "avighursts Developmental Stage and Tasks DEVEO!"E#TA STAGE DEVEO!"E#TA TAS$ . !nfancy 1 early childhood 6 eat solid foods 6 walk 6 talk 6 control elimination of wastes 6 relate emotionally to others 6 distinguish right from wrong through development of a conscience 6 learn se) differences and se)ual modesty 6 achieve personal independence 6 form simple concepts of social 1 physical reality 2. 4iddle childhood 6 learn physical skills, re#uired for games 6 build healthy attitudes towards oneself 6 learn to sociali"e with peers 6 learn appropriate masculine or feminine role 6 gain basic reading, writing 1 mathematical skills 6 develop concepts necessary for everyday living 6 formulate a conscience based on a value system 6 achieve personal independence 6 develop attitudes toward social groups 1 institutions $. 5dolescence 6 establish more mature relationships with same6age individuals of both se)es 6 achieve a masculine or feminine social role 6 accept own body 6 establish emotional independence from parents 6 achieve assurance of economic independence 6 prepare for an occupation 6 prepare for marriage 1 establishment of a family 6 ac#uire skills necessary to fulfill civic responsibilities 6 develop a set of values that guides behavior %. 8arly 5dulthood 6 select a partner 6 learn to live with a partner 6 start a family 6 manage a home 6 establish self in a career,occupation 6 assume civic responsibilities 6 become part of a social group &. 4iddle 5dulthood 6 fulfill civic 1 social responsibilities 6 maintain an economic standard of living 6 assist adolescent children to become responsible, happy adults 6 relate one7s partner 6 ad0ust to physiological changes 6 ad0ust to aging parents '. 9ater 4aturity 6 ad0ust to physiological changes 1 alterations in health status 6 ad0ust to retirement 1 altered income 6 ad0ust to death of spouse 6 develop affiliation with one7s age group 6 meet civic 1 social responsibilities 6 establish satisfactory living arrangements #. $evinsons Seasons o %dulthood AGE SEASO# CHARACTERISTICS ?620 yrs 8arly adult transition 3eeks independence by separating from family 262E yrs 8ntrance into the adult world 8)periments with different careers 1 lifestyles 2?6$2 yrs Transition 4akes lifestyle ad0ustments $$6$F yrs 3ettling down 8)periences greater stability %&6'& yrs (ay6off years !s self6directed 1 engages in self6evaluation #. Sullivans &nterpersonal 'odel o Personality Development STAGE AGE DESCRI!TIO# . !nfancy *irth to + yrs !nfant learns to rely on caregivers to meet needs 1 desires 2. -hildhood + to ' yrs -hild begins learning to delay immediate gratification of needs 1 desires $. Guvenile ' to F yrs -hild forms fulfilling peer relationships %. (readolescence F to 2 yrs -hild relates successfully to same6se) peers &. 8arly 5dolescence 2 to % yrs 5dolescent learns to be independent 1 forms relationships with members of opposite se) '. 9ate 5dolescence % to 2 yrs (erson establishes an intimate, long6lasting relationship with someone of the opposite se) (. Piagets Phases o )ognitive Development !HASE AGE DESCRI!TIO# a. Sensorimotor *irth to 2 yrs Sensory organs + muscles ,ecome more unctional Stage 1. >se of refle)es *irth to month 4ovements are primarily refle)ive 3tage 2. (rimary circular reaction 6% months (erceptions center around one7s body. Ob0ects are perceived as e)tensions of the self. 3tage $. 3econdary circular reaction %6? months *ecomes aware of e)ternal environment. !nitiates acts to change the movement. 3tage %. -oordination of secondary schemata ?62 months Aifferentiates goals and goal6directed activities. 3tage &. Tertiary circular reaction 26? months 8)periments with methods to reach goals. Aevelops rituals that become significant. Stage 6. !nvention of new means ?62% months >ses mental imagery to understand the environment. >ses fantasy. ,. Pre-operational 2-. years Emerging a,ility to think (re6conceptual stage 26% year Thinking tends to be egocentric. 8)hibits use of symbolism. !ntuitive stage %6E years >nable to break down a whole into separate parts. 5ble to classify ob0ects according to one trait. c. )oncrete /perations .-11 years $earns to reason a,out events in the here-and- no0. d. Formal /perations 111 years %,le to see relationships and to reason in the a,stract. 2. 3ohl,ergs Stages o 'oral Development EVE A#D STAGE DESCRI!TIO# $E4E$ &5 Pre-conventional %uthority igures are o,eyed. /*irth to F years2 4isbehavior is viewed in terms of damage done. 3tage . (unishment 1 obedience orientation 5 deed is perceived as HwrongI if one is punished; the activity is HrightI if one is not punished. 3tage 2. !nstrumental6relativist orientation H:ightI is defined as that which is acceptable to 1 approved by the self. @hen actions satisfy one7s needs, they are Hright.I $E4E$ &&5 )onventional )ordial interpersonal relationships are maintained. /F6$ years2 5pproval of others is sought through one7s actions. 3tage $. !nterpersonal concordance 5uthority is respected. 3tage %. 9aw and order orientation !ndividual feels Hduty boundI to maintain social order. *ehavior is HrightI when it conforms to the rules. $E4E$ &&&5 Post-conventional &ndividual understands the morality o having democratically esta,lished la0s. /$= years2 3tage &. 3ocial contract orientation !t is HwrongI to violate others7 rights. 3tage '. >niversal ethics orientation The person understands the principles of human rights 1 personal conscience. (erson believes that trust is basis for relationships. .. 6illigans Theory o 'oral Development EVE CHARACTERISTICS !. Orientation of !ndividual 3urvival Transition -oncentrates on what is best for self. 3elfish. Aependent on others. Transition . Crom 3elfishness to :esponsibility :ecogni"es connections to others. 4akes responsible choices in terms of self and others. !!. Goodness as 3elf6sacrifice (uts needs of others ahead of own. Ceels responsible for others. !s dependent. 4ay use guilt to manipulate others when attempting to Hhelp.I Transition 2. Crom Goodness to Truth Aecisions based on intentions 1 conse#uences, not on others7 responses. -onsiders needs of self and others. @ants to help others while being responsible to self. !ncreased social participation. !!!. 4orality of ;onviolence 3ees self and others as morally e#ual 5ssumes responsibilities for own decisions. *asic tenet to hurt no one including self. -onflict between selfishness and selflessness. 3elf60udgment is not dependent on others7 perceptions but rather on conse#uences 1 intentions of actions. 7. Fo0lers Stages o Faith STAGE AGE CHARACTERISTICS (re6stage. Undifferentiated faith !nfant Trust, hope and love compete with environmental inconsistencies or threats if abandonment. 3tage . Intuitive- projective faith Toddler6preschooler !mitates parental behaviors and attitudes about religion and spirituality. Jas no real understanding of spiritual concepts. 3tage 2. Mythical- literal faith 3chool6aged child 5ccepts e)istence of a deity. :eligious 1 moral beliefs are symboli"ed by stories. 5ppreciates others7 viewpoints. 5ccepts concept of reciprocal fairness. 3tage $. Synthetic- conventional faith 5dolescent Kuestions values 1 religious beliefs in an attempt to form own identity. 3tage %. Individuative- reflective faith 9ate adolescent 1 young adult 5ssumes responsibility for own attitudes 1 beliefs. 3tage &. Conjunctive faith 5dult !ntegrates other perspectives about faith into own definition of truth. 3tage '. Universalizing faith 5dult 4akes concepts of love 1 0ustice tangible.
A hand tractor is a small, human-powered tractor used for light tillage and transport of goods. It is powered by one or more people walking behind it and pushing
Career Pathways in Technology and Livelihood Education (CP-TLE) Industrial Arts I Electronics Technology Module 3: Process and Delivery in Electronic Technology Year I Quarter 1: Electronic Drafting