WRITTEN REPORT

Submitted by: Gumila , Prescila Rona

Tanedo, Precious
Lobitana, Eugene Love
Submitted to: Ms.Edlyn Joy Espiritu
HUMAN DEVELOPMENT
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The pattern of movement or change that begins at conception and continues

through the lifespan
Includes growth and decline
It can be positive or negative

Lifespan

Infancy birth to 2 years

Childhood 2 to 10 years
Adolescence 10 to 20 years
Early adulthood 20 to 40 years
Middle Age 40 to 65 years
Older age 65 years and beyond

Freuds Psychosexual Development Theory

Psychosexual development define how human personality develops from
our birth up to including early adulthood
Freud believed that adult personality problems were the result of early
experiences in life.
He believed that we go through five stages of psychosexual development and
that each stage of development we experience pleasure in one part of the
body than in others.
These are called psychosexual stages because each stage represents the
fixation of libido (roughly translated as sexual drives or instincts) on a different
area of the body.
EROGENOUS ZONE (pleasure) - Parts of the body that are sexually sensitive.
5 stages
1.
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ORAL STAGE
Mouth is the 1st organ to provide pleasure.(biting, sucking, chewing)
Ages of 0-2
Fixation in this stage can lead to overeating, smoking, and nail biting.

2.
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ANAL STAGE
EROGENOUS ZONE: Anus
Toilet training
Ages of 2-4 yrs old

Focused on controlling and expelling waste.

Fixation : Anal-retentive - Very Controlling and Orderly
Anal-expulsive - Disorganized, messy or careless

3. PHALLIC STAGE
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EROGENOUS ZONE: Genitals

Ages of 3-6 yrs.old
Recognize their gender
Oedipus Complex (boys) - Young Boys develop sexual feelings for their
mother and jealousy of their father
Electra Complex (girls) - Young girls develop sexual series desires for their
father and jealousy of their mother.
4.
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LATENCY STAGE
EROGENOUS ZONE: PUBERTY
Ages of 6-11
Develop their social and communications skills
Fixation : Kids fixate on things like schools, athletics & friendships

5.
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GENITAL STAGE
EROGENOUS ZONE: Sexual intercourse
Ages of 11 yrs old up
Develop strong interest in the opposite sex.
Fixation in this stage is normal.

Piagets Cognitive Development Theory

Cognitive Development - The growth of a person's ability to learn.
After graduating high school, he attended the University of Zurich, where he
became interested in psychoanalysis.
Piaget became interested in the nature of thought and the development of
thinking.
Piaget studied his childrens intellectual development from infancy.
While studying his children, Piaget developed theories concerning how children
learn.
His theory of Cognitive Development consists of four stages of intellectual
development.
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Sensorimotor stage , Preoperational stage, Concrete operational

stage, Formal operational stage

 Support the idea that children think differently than adult and the
important mental development of children.
4

stages

1. Sensorimotor stage - the child begins to interact with the environment

-0 to 2 years
2. Preoperational stage the child begins to represent the world symbolically
- 2 to 6 or 7 years old
3. Concrete operational stage the child learns rules such as conservation
- 7 to 12 years old
4. Formal operational stage the adolescent can transcend the concrete
situation and think about the future.
- 12 years old (adulthood)
Vygotskys Sociocultural Development Theory
Lev Semonovich Vygotsky Background
Vygotsky was called "The Mozart of Psychology.
He was born in 1896- same year as Piaget - in the small Russian town of
Orsha.
In 1917, he graduated from Moscow University with a degree in Law.
Vygotsky completed 270 scientific articles,numerous,lectures and 10 books
based on a wide range of Marxist-based psychological and teaching theories.
He is considered a seminal thinker in psychology, and much of his work is still
discovered and explored today.
He died at the young age of 37 from tuberculosis
Due to his early death, most of his theories were left undeveloped.
Sociocultural theory:

Did NOT focus on the individual child but on the child as a product of social
interaction, especially with adults (parents, teachers).

Focus on DYNAMIC INTERACTIONS (e.g., child being taught by a parent how to

perform some culturally specific action), rather than child by himself.

People's thinking differs dramatically between cultures because different

cultures stress different things.

Two main principles

The More Knowledgeable Other (MKO)
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Refers to anyone who has better understanding or higher ability level than the
learner.

Normally thought of as being a teacher, trainer, or older, adult, but MKO could
also peers , a younger person, even computers.

Zone of Proximal Development

Difference between what child can accomplish alone and s/he can accomplish
with the guidance of another.

Example of how ZPD can work in the life of a child:

For our example, we will look at Momens love of games.

Over the years, Momen has developed skills and knowledge that enable him
to play a variety of games.
For each game, he is able to successfully strategize and solve problems
independently.

There is one game, however, that Momen has never learned. Its the card
game Yu-Gi-Oh. Momen knows his brother plays it very well.

Momen would like to learn, but is unsure where to start.

Momen finally asks his brother Ali for help. Ali agrees, and begins working
with Momen in learning the game of Yu-Gi-Oh.

Momen is learning in the region Vygotsky would call ZPD.

In ZPD, Momen is doing something requiring the help of someone more

capable. Without Alis help, Momen would be unable to play the game.

Eventually, Momen will learn the game well enough to play the game by
himself.

Once Momen learns Yu-Gi-Oh, the skill moves out of the ZPD region and is
added to all the other games Momen plays independently.

In time, Momen becomes the more capable player, and begins to teach his
sister .

2 features of ZPD (Zone of Proximal development)

Scaffolding

Appropriate assistance given by the teacher to assist the learner accomplish a task.
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Requires that an instructor shows example how to solve a problem, while

controlling the learning environment so that students can take things step by
step expanding their knowledge without excessive frustration.

Reciprocal Teaching

A highly successful teaching method, it provides an environment of open dialogue

between student and teacher which goes beyond a simple question and answer
session
4 Basic Principles
VYGOTSKY FRAMEWORK
1) Children construct their knowledge.
2) Development cannot be separated from its social context.
3) Learning is mediated.
4) Language plays a central role in mental development.

PIAGETS

VYGOTSKY

Both agree children are active learners who actively construct knowledge
Thinking develops in recognisable stages
which depend on natural maturation

Development of thinking is dependent upon

language and culture

Role of teacher important but use of more-Use of more-expert other seen as

expert other not central
fundamental part of cognitive development

Readiness is a central concept in educationChildren should be actively encouraged to

children need to be ready to progress in move through ZPD do not need to be ready
their learning
but should be given opportunity to engage in
problems which are beyond current level of

ability but within ZPD

Scaffolding not a key concept

Scaffolding is a central concept

Language reflects level of cognitive

development

Language helps to develop cognitive abilities.

This theory was very influential in

This theory is still very influential in education
education but has need revising and
underestimation of childrens abilities still a
problem

Kohlbergs theory on moral development

Kohlbergs Theory on Moral Development Adolescent Psychology
Biography
Lawerence Kohlberg born in 1927
Grew up in Bronxville, New York
Died on January 17th, 1987 at the age of 59
Kohlberg became a professor of education and social psychology at Harvard in 1968
His book on moral development is used by teachers around the world to promote
moral reasoning.
THREE LEVELS
LEVEL ONE : Preconventional Morality
Stage 1 Obedience & Punishment
Earliest stage of moral development
Common in young children They see rules as fixed and absolute.
Morality is external At this stage, children see rules as fixed and absolute.
Obeying the rules is important because it is a means to avoid punishment.

Stage 2 Individualism and Exchange

At this stage of moral development, children account for individual points of view
and judge actions based on how they serve individual needs.
In the Heinz dilemma, children argued that the best course of action was the choice
that best- served Heinzs needs.
Reciprocity is possible at this point in moral development, but only if it serves one's
own interests.
LEVEL TWO: Conventional Morality
Stage 3 Interpersonal Relationships
Often referred to as the "good boy- good girl" orientation.
At this stage children who are by now usually entering their teens, see morality as
more than simple deals.
Stage of moral development is focused on living up to social expectations and roles
(of the family and community). There is an emphasis on conformity, being "nice," and
behave in "good" ways.
Good behavior means having good motives and interpersonal feelings such as love,
empathy, trust, and concern for others.
Stage 4 Maintaining Social Order
People begin to consider society as a whole when making judgment.
Law and order focus on maintaining law and order and obeying laws Heinzs
motives Consequences of breaking the law
Stage 4 contd.
Stage 1 and stage 4 are giving the same response Similarity is they both agree
that breaking the law is wrong
Differences is for Stage 1 the child cant explain why it is wrong, while Stage 4 the
adults are able to deliberate
Education Follow rules and guide lines
It is compulsory for all school-age students to attend school
Respect property of others
Wear appropriate uniform, appropriate shoes to be worn

LEVEL THREE: Post-Conventional Morality

Stage 5 Social Contract and Individual Rights
At this stage, people begin to account for the differing values, opinions and beliefs
of other people
Rules of law are important for maintaining a society, but members of the society
should agree upon these standards.
Stage 6 Universal Principles
Based upon universal ethical principles and abstract reasoning.
Based on respect for universal principle and the demands of individual conscience
Takes an idealized look at how people might coordinate their interests
At this stage, people follow these internalized principles of justice, even if they
conflict with laws and rules.
Define the principles by which agreement will be most just.
If children are to reorganize their thinking, they must be more active. Principled
conscience
Criticisms
Does moral reasoning necessarily lead to moral behavior? Kohlberg's theory is
concerned with moral thinking, but there is a big difference between knowing what we
ought to do versus our actual actions.
Is justice the only aspect of moral reasoning we should consider? Critics have
pointed out that Kohlberg's theory of moral development overemphasizes the concept
as justice when making moral choices. Factors such as compassion, caring and other
interpersonal feelings may play an important part in moral reasoning.
Does Kohlberg's theory overemphasize Western philosophy? Individualistic cultures
emphasize personal rights while collectivist cultures stress the importance of society
and community. Eastern cultures may have different moral outlooks that Kohlberg's
theory does not account for.
Eriksons Psychosocial Stages of Development
Psychosocial Development
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There were two psychologists who had developed famous psychosocial

theories: Freud, and Erikson.

Erikson believes that personality develops in a series of stages.

Freuds theory is well known but also very controversial.

Eriksons Theory of Development

Shows impact of social experiences across ones whole lifespan.

There are eight stages over a lifespan showing the development.

The main elements behind his theory is the identity of ones ego.

According to his theory when conflicts arise people have the opportunity to
grow or fail equally.

Trust vs. Mistrust

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Occurs in infancy. (birth-18 months).

Babies must learn to trust there parents care and affection.

If not done the babies could develop a distrust and view the world as
inconsistent and unpredictable.

Questions ones hope.

Autonomy vs. Shame and Doubt

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Occurs in the toddler age. (18 months-3 years).

Child learns to feed themselves and do things on there own.

Or they could start feeling ashamed and doubt their abilities.

Questions the child's willpower.

Initiative vs. Guilt

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Preschool age (3-5 years old).

Using initiative in planning or carrying out plans.

Or develop a sense of guilt over misbehavior regarding parents limits.

Questions ones purpose and role in life.

Industry vs. Inferiority

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School age (5-11 years of age).

Learn to follow the rules imposed by schools or home.

Or the child can start believing they are inferior to others.

Questions competency.

Identity vs. Role Confusion

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Adolescence (11-18 years of age).

Acquire a sense of identity.

Or can become confused about ones role in life.

Questions who you are and if your happy.

Intimacy vs. Isolation

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Young adulthood (18-40 years of age).

Develop a relationship and joint identity with a partner.

Or can become isolated and stay away from meaningful relationships.

Questions if the person is ready for new relationships, or if there is a fear of

rejection.

Generativity vs. Stagnation

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Middle adulthood (40-65 years of age).

Making use of time and having a concern with helping others and guiding the
next generation.

Or can become self-centered, and stagnant.

Questions what the person will do with their extra time.

Integrity vs. Despair

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Late adulthood (60-and up).

Understand and accept the meaning of temporary life.

Or complains about regrets, not having enough time, and not finding a
meaning throughout life.

Questions ones overview of their entire life.

History of Psychosocial Theory

Erikson was one of the first psychologists to become aware of the

influence of culture on behavior.

He placed more emphasis on the external world, meaning depression

and wars.

The three key factors to Eriksons theory are the interaction of the body,
mind, and cultural influences.

Eriksons Philosophy

His basic philosophy rests on two themes:The world gets bigger as we go along
And failure is cumulative.

If an individual has dealt with a terrible past as a child, they might not be able
to cope with scenarios that life presents later on.

However, human spirit can always be ignited and overcome these problems.

Overview

Erikson has eight developmental stages that gives people an idea of what to
expect throughout life.

Behavior is based on culture experiences.

Each person has the ability to choose their path when it comes to his eight
stages.

Attachment theory
John Bowlby & Mary Ainsworth
Attachment theory is the joint work of John Bowlby and Mary Ainsworth (Ainsworth &
Bowlby, 1991 ). Drawing on concepts from ethology, cybernetics, information
processing, developmental psychology, and psychoanalysts, John Bowlby formulated
the basic tenets of the theory.
Bowlby's evolutionary theory of attachment suggests that children come into the
world biologically pre-programmed to form attachments with others, because this will
help them to survive.
Mary Ainsworth is best known for her elaboration on the work of John Bowlby and
Attachment Theory.
Ainsworth, who collaborated with Bowlby in the joint publication of their work, Child
Care and the Birth of Love (1965), developed a procedure for observing and assessing
the quality of attachment in relationships between a caregiver and child. She called

this procedure the Strange Situation.

Secure Attachment: A child who is securely attached to its caregiver will explore
freely while the caregiver is present, will engage with strangers, will be visibly upset
when the caregiver departs, and happy to see the caregiver return.
The child will not engage with the stranger if the caregiver is not in the room.
Anxious-Ambivalent Insecure Attachment: A child with an anxious-resistant
attachment style is anxious of exploration and of strangers, even when the caregiver
is present. When the caregiver departs, the child is extremely distressed. The child
will be ambivalent when she returns and will seek to remain close to the caregiver, but
will be resentful, and also resistant when the caregiver initiates attention.
Anxious-Avoidant Insecure Attachment: A child with an anxious-avoidant
attachment style will avoid or ignore the caregiver and show little emotion when the
caregiver departs or returns. The child will not explore very much, regardless of who is
there. Strangers will not be treated very differently from the caregiver. There is not
much emotional range displayed regardless of who is in the room or if it is empty.
Parenting styles
A parenting style is a psychological construct representing standard strategies that
parents use in their child rearing.
Parenting styles are the representation of how parents respond and demand to their
children. Parenting practices are specific behaviors, while parenting styles represent
broader patterns of parenting practices.[
Theories of child rearing
John Locke
Locke highlights the importance of experiences to a child's development, and
recommends developing their physical habits
Jean Piaget
- theory of cognitive development describes how children represent and reason about
the world
This is a developmental stage theory that consists of a Sensorimotor stage,
Preoperational stage, Concrete operational stage, and Formal operational stage.
Rudolf Dreikurs
believed that pre-adolescent children's misbehavior was caused by their unfulfilled
wish to be a member of a social group.
Baumrind's Parenting Typology

Diana Baumrind is a researcher who focused on the classification of parenting styles.

Baumrinds research is known as Baumrinds Parenting Typology. In her research,
she found what she considered to be the four basic elements that could help shape
successful parenting: responsiveness vs. unresponsiveness and demanding vs.
undemanding
Authoritative parenting, authoritarian parenting and permissive parenting
Authoritative parenting
The parent is demanding and responsive. When this style is systematically
developed, it grows to fit the descriptions propagative parenting and concerted
cultivation.
Authoritarian parenting
The parent is demanding but not responsive.
Authoritarian parenting is a restrictive, punishment-heavy parenting style in which
parents make their children follow their directions with little to no explanation or
feedback and focus on the child's and family's perception and status
Indulgent parenting
The parent is responsive but not demanding.
is characterized as having few behavioral expectations for the child. "Indulgent
parenting is a style of parenting in which parents are very involved with their children
but place few demands or controls on them
Neglectful parenting
The parent is neither demanding nor responsive.
The parents are low in warmth and control, are generally not involved in their child's
life, are disengaged, undemanding, low in responsiveness, and do not set limits.

Quiz
1. Difference between what child can accomplish alone and s/he can accomplish with the
guidance of another. - Zone of Proximal Development
2. This Kind of Intellectual development when the child learns rules such as conservation. Concrete operational stage

3. He died at the young age of 37 from tuberculosis - Lev Semonovich Vygotsky

4. This theory focus on DYNAMIC INTERACTIONS sociocultural theory
5. The growth of a person's ability to learn. - cognitive development
6. Give atleast 1 framework of vygotsky. ( Children construct their knowledge, Development
cannot be separated from its social context, Learning is mediated, Language plays a central
role in mental development)
7. Kind of parenting when the parent is responsive but not demanding. Indulgent parenting .
8. He believes that personality develops in a series of stages. Erikson
9. This theory suggests that children come into the world biologically pre-programmed to form
attachments with others - Bowlby's evolutionary theory
10. It is a psychological construct representing standard strategies that parents use in their
child rearing.
Parenting Style
11. What is the level two of Kohlbergs Theory? Conventional Morality
12. This is a developmental stage theory that consists of a Sensorimotor stage, Preoperational
stage, Concrete operational stage, and Formal operational stage.
- Piagets Cognitive Development Theory
13. The third stage of Psychosexual development? Phallic stage
14. The pattern of movement or change that begins at conception and continues through the
lifespan. - Human Development
15. Refers to anyone who has better understanding or higher ability level than the learner. The
More Knowledgeable Other (MKO)
16. How many theory development stages of Erikson? 8
17. He highlights the importance of experiences to a child's development. John Locke
18. It is the joint work of John Bowlby and Mary Ainsworth. Attachment Theory
19. Appropriate assistance given by the teacher to assist the learner accomplish a task.
Scaffolding
20. Parts of the body that are sexually sensitive. Erogenous Zone