Human Development Approaches and Theories

Understanding Human
Development:
Approaches and
Theories
Prof. Ma. Teresa I. Magdasoc

Objectives
Outline five principles of the lifespan developmental
perspective.
Discuss three theoretical controversies about human
development.
Understanding Human Development: Approaches and Theories.

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Hello!
Thinking back over our lifetime. We have grown and changed
over the years. Some of us were happy babies an some were
fussy ones. Many of us still remember our first day in
kindergarten and have retained most of our vivid childhood
memories. Some had early puberty, and some were late in
terms of development.
Some of you are already thinking about the future; having a job,
spouse and children. Our choices and circumstances in life
affect our perspective until adulthood.
Will your personality remain the same or change over time? In
short, how will you change over the course of your lifespan?
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What Is Lifespan
Human
Development?
The ways in which people grow,
change, and stay the same
throughout their lives, from
conception to death.
Understanding Human Development: Approaches and Theories. https://us.sagepub.com/

“ When people use the term development,
they often mean the transformation from
infant to adult. However, development
does not end with adulthood. We continue
to change in predictable ways throughout
our lifetime, even into old age.
Developmental scientists study human
development. They seek to understand
lifetime patterns of change.

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Ages in Human Development
Life Stage Approximate Description
Age Range
Prenatal Conception Shortly after conception, a single-celled organism

to birth grows and multiplies. This is the most rapid period
of physical development in the lifespan as basic
body structures and organs form and grow. The
fetus hears, responds to sensory stimuli (such as
the sound of its mother’s voice), learns, remembers,
and begins the process of adjusting to life after birth

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Age Range
Infancy Birth to 2 The newborn is equipped with senses that help it to
and years learn about the world. Environmental influences
toddlerhood stimulate the brain to grow more complex, and the
child interacts with her environment, shaping it.
Physical growth occurs as well as the development
of motor, perceptual, and intellectual skills. Children
show advances in language comprehension and
use, problem solving, self-awareness, and
emotional control. They become more independent
and interested in interacting with other children and
form bonds with parents and others.
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Age Range
Early 2 to 6 Children grow steadily over these years of play prior to
childhood years beginning elementary school. Children’s muscles
strengthen, and they become better at controlling and
coordinating their bodies. Children’s bodies become more
slender and adultlike in proportions. Memory, language,
and imagination improve. Children become more
independent and better able to regulate their emotions as
well as develop a sense of right and wrong. Children
become more aware of their own characteristics and
feelings. Family remains children’s primary social tie, but
other children become more important and new ties to
peers are established.
Understanding Human Development: Approaches and Theories. https://us.sagepub.com/ 8
Age Range
Middle 6 to 11 Growth slows, and health tends to be better in middle
childhood years childhood than at any other time during the lifespan.
Strength and athletic ability increase dramatically. Children
show improvements in their ability to reason, remember,
read, and use arithmetic. As children advance cognitively
and gain social experience, they understand themselves
and think about moral issues in more complex ways as
compared with younger children. As friendships develop,
peers and group memberships become more important

Age Range
Adolescence 11 to 18 Adolescents’ bodies grow rapidly. They become physically
years and sexually mature. Though some immature thinking
persists, adolescents can reason in sophisticated and
adultlike ways. Adolescents are driven to learn about
themselves and begin the process of discovering who they
are, apart from their parents. Most adolescents retain good
relationships with parents, but peer groups increase in
importance. Adolescents and their peers influence each
other reciprocally. It is through adolescents’ interactions
with family and peers that they begin to establish a sense
of who they are.

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Age Range
Early 18 to 40 years In early adulthood, physical condition peaks and then shows slight declines
adulthood with time. Lifestyle choices, such as smoking, diet, and physical activity, play a
large role in influencing health. As they enter early adulthood, young adults
experience a great many changes, such as moving out of the family home,
going to college, establishing mature romantic relationships, and beginning
careers. Young adults’ understanding of themselves is complex and shifts as
they experience life changes and take on new responsibilities and new roles.
Young adults make and carry out decisions regarding career, lifestyle, and
intimate relationships. Most young adults join the workforce, marry or establish
a long-term bond with a spouse, and become parents. The timing of these
transitions varies, but most fully enter adult roles by the mid-20s. Some
developmental scientists define a transitional period between adolescence and
early adulthood, referred to as emerging adulthood, which represents the
period between completing secondary education and adopting adult roles,
such as work and family. Emerging adulthood spans ages 18 to 25, or even as
late as age 29; however, not all young people experience a period of emerging
adulthood as not all are embedded in contexts that permit a gradual transition
to adulthood 11
Age Range
Middle 40 to 65 In middle adulthood, people begin to notice changes in
adulthood years their vision, hearing, physical stamina, and sexuality. Basic
mental abilities, expertise, and practical problem-solving
skills peak. Career changes and family transitions require
that adults continue to refine their understandings of
themselves. Some adults experience burnout and career
changes while others enjoy successful leadership positions
and increased earning power at the peak of their careers.
Stress stems from assisting children to become
independent, adapting to an empty nest, and assisting
elderly parents with their health and personal needs.

Age Range
Late 65 years Most older adults remain healthy and active despite
adulthood and physical declines. Reaction time slows, and most older
beyond adults show decline in some aspects of memory and
intelligence, but an increase in expertise and wisdom
compensates for losses. Most older adult friendships are
old friendships, and these tend to be very close and a
source of support. At the same time, older adults are less
likely to form new friendships than at other times in life.
They face adjustments to retirement, confront decreased
physical health and strength, cope with personal losses
(such as the death of a loved one), think about impending
death, and search for meaning in their lives.

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Age Range
Death Death itself is a process. Regardless of whether it is
sudden and unexpected, the result of a lengthy
illness, or simply old age, death entails the stopping
of heartbeat, circulation, breathing, and brain
activity. A person’s death causes changes in his or
her social context—family members and friends
must adjust to and accept the loss.

Lifespan human development can
be described by several principles
1) Multidimensional
2) Multidirectional
3) Plastic
4) Influenced by multiple contexts
5) Multidisciplinary (Baltes & Carstensen,
2003; Baltes, Lindenberger, & Staudinger,
1998; Baltes, 1997).

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DEVELOPMENT is
Multidimensional
Physical changes such as body growth are the most
obvious forms of development. Not only do our
bodies change, but so do our minds, the ways in
which we show emotion, and our social
relationships. In this way, development is
multidimensional; it entails changes in many areas
of development, including the physical, the
cognitive, and the socioemotional
(Baltes et al., 1998; Baltes, 1997; Staudinger &
Lindenberger, 2003).

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Multidimensional
Physical development refers to body maturation
and growth, including body size, proportion,
appearance, health, and perceptual abilities.
Cognitive development refers to the maturation of
thought processes and the tools that we use to
obtain knowledge, become aware of the world
around us, and solve problems.
Socioemotional development includes changes in
personality, emotions, views of oneself, social
skills, and interpersonal relationships with family
and friends.
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Multidimensional
Advances in physical, cognitive, and socioemotional development

interact, permitting children to play sports, learn more efficiently, and
develop close friendships

DEVELOPMENT is
Multidirectional
Development is commonly described as a
series of improvements in performance and
functioning, but in fact development is
multidirectional, meaning that it consists of
both gains and losses, growth and decline,
throughout the lifespan
(Baltes et al., 1998; Baltes, 1997; Staudinger &
Lindenberger, 2003)

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DEVELOPMENT is
Multidirectional
Examples
We are born with a stepping reflex, an innate involuntary
response in which infants make step-like movements
when held upright over a table, bed, or hard horizontal
surface. Over the first year, infants gain new motor skills
and the stepping reflex disappears (Thelen, Fisher, &
Ridley-Johnson, 2002).
In older adulthood people’s social networks narrow and
they have fewer friends; however, their relationships
become more significant and meaningful (Carstensen &
Mikels, 2005).

DEVELOPMENT is
Multidirectional
Throughout life there is a shifting balance between gains
and improvements in performance (common early in life)
and losses and declines in performance (common late in life;
Baltes & Carstensen, 2003). At all ages, however, individuals
can compensate for losses by improving existing skills and
developing new ones (Boker, 2013; Freund & Baltes, 2007).
For example, though the speed at which people think tends
to slow in older adulthood, increases in knowledge and
experience enable older adults to compensate for the loss of
speed, so that they generally retain their ability to complete
day-to-day tasks and solve everyday problems (Bluck &
Gluck, 2004; Hess, Leclerc, Swaim, & Weatherbee, 2009;
Margrett, Allaire, Johnson, Daugherty, & Weatherbee, 2010).
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DEVELOPMENT is
Multidirectional
Outside of our awareness, the brain naturally
adapts to a lifetime of sensory experiences in order
to portray the world around us efficiently and
accurately as we age well into older adulthood
(Moran, Symmonds, Dolan, & Friston, 2014).

DEVELOPMENT is
Plastic
Development is characterized by plasticity.
It is malleable or changeable.
Frequently the brain and body can compensate for
illness and injury. Children who are injured and
experience brain damage may show resilience as
other parts of the brain take on new functions.
The plastic nature of human development allows
people to modify their traits, capacities, and
behavior throughout life (Baltes et al., 1998; Baltes,
1997; Staudinger & Lindenberger, 2003).
DEVELOPMENT is
Plastic
Example
Older adults who have experienced a decline in balance
and muscle strength can regain and improve these
capabilities through exercise (McAuley et al., 2013).
Plasticity generally tends to decline as we age, but it
does not disappear entirely. Short instruction, for
instance, can enhance the memory capacities of very old
adults, but less so than younger adults (Singer,
Lindenberger, & Baltes, 2003).
Plasticity makes it possible for individuals to adjust to
change and to demonstrate resilience, which is the
capacity to adapt effectively to adverse contexts and
circumstances (Luthar et al., 2015; Masten, 2016).
DEVELOPMENT is
Plastic
Example
Older adults who have experienced a decline in balance
and muscle strength can regain and improve these
capabilities through exercise (McAuley et al., 2013).
Plasticity generally tends to decline as we age, but it
does not disappear entirely. Short instruction, for
instance, can enhance the memory capacities of very old
adults, but less so than younger adults (Singer,
Lindenberger, & Baltes, 2003).
Plasticity makes it possible for individuals to adjust to
change and to demonstrate resilience, which is the
capacity to adapt effectively to adverse contexts and
circumstances (Luthar et al., 2015; Masten, 2016).
DEVELOPMENT is
Influenced by Multiple Context
In its simplest terms, context refers to where
and when a person develops. Context
includes aspects of the physical and social
environment such as family, neighborhood,
country, culture, and historical time period.
Context also includes intangible factors,
characteristics that are not visible to the
naked eye, such as values, customs, and
ideals. Culture is a particularly important
context that influences us.
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DEVELOPMENT is
In order to understand a given individual’s development,
we must look to his or her context.
For example, consider the context in which you were
raised. Where did you grow up? City? Suburb? Rural
area? What was your neighborhood like? Were you
encouraged to be assertive and actively question the
adults around you, or were you expected to be quiet and
avoid confrontation? How large a part was religion in
your family’s life? How did religious values shape your
parent’s child-rearing practices and your own values?
How did your family’s economic status affect your
development
DEVELOPMENT is
An important context that influences our
development is the time period in which we live.
Some contextual influences are tied to historical
eras and explain why a generation of people born
at the same time, called a cohort, are similar in
ways that people born at other times are different.
History-graded influences include wars, epidemics,
and economic shifts such as periods of depression
or prosperity (Baltes, 1987)
Understanding Human Development: Approaches and Theories. (2019).

DEVELOPMENT SCIENCE is
Multidisciplinary
Scientists who study lifespan human
development attempt to understand people’s
bodies, minds, and social worlds. The
contributions of many disciplines are needed
to understand how people grow, think, and
interact with their world.

DEVELOPMENT SCIENCE is
Multidisciplinary
Human development is complex. We change
in multiple ways, show gains and losses over
time, and retain the ability to change over our
lifespan. The context in which we live
influences who we become. Developmental
science incorporates research from multiple
disciplines.

Individuals are Active in Do people have a role in
Development influencing how they change
over their lifetimes? That is,
are people active in
Taking an active role means that they interact
influencing their own
with and influence the world around them,
development?
create experiences that lead to developmental
change, and thereby influence how they
themselves change over the lifespan.
Alternatively, if individuals take a passive role in
their development, they are shaped by, but do
not influence, the world around them—including
home and relationships with family, school, and
neighborhood characteristics, such the
availability of playgrounds or health care

Nature and Nurture Influence What is its cause? Why
do people change in
Development predictable ways over the
course of their lifetimes?
Nature
This pertains to inborn genetic
endowments or heredity, maturational
processes, and evolution as causes of
developmental change.
For example, most infants take their first
steps at roughly the same age as other
children, suggesting a maturational trend
that supports the role of nature in
development
do people change in
Nurture
This pertains to the view that
individuals are molded by the physical
and social environment in which they
are raised, including the home, school,
workplace, neighborhood, and society.

do people change in
✦ From this perspective, although most begin
to walk at about the same time,
environmental conditions can speed up or
slow down the process. Infants who
experience malnutrition may walk later than
well-nourished infants, and—as mentioned in
Cultural Influences on Development—those
who are given practice making stepping or
jumping movements may walk earlier
(Sigman, 1995; Vereijken & Thelen, 1997;
Worobey, 2014).
do people change in
✦ As in the prior example, walking is
heavily influenced by maturation
(nature), but experiences and
environmental conditions can influence
the timing of a child’s first steps
(nurture).

Theoretical
Perspectives on
Human
Development
What is theory?
It is a way of organizing a set of
observations or facts into a comprehensive
explanation of how something works.
Theories are important tools for compiling
and interpreting the growing body of
research in human development as well as
determining gaps in our knowledge about a
given phenomenon and making predictions
about what is not yet known (Crain, 2011;
Green & Piel, 2010; Miller, 2016).
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Psychoanalytic
Theories
Are there powerful
forces within us that
make us behave as we
do? Are we pushed by
inner drives?
Psychoanalytic theories
describe development
and behavior as a result
of the interplay of inner
drives, memories, and
conflicts we are
unaware of and cannot
control. These inner
forces influence our
behavior throughout our
lives. Freud and Erikson
are two key
Want big impact? Use
psychoanalytic theorists
whose theories remain Sigmundbig image.the father of the psychoanalytic perspective,
Freud (1856–1939),
believed that much of our behavior is driven by unconscious impulses
influential today.
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Freud’s Psychosexual Stages
Stage Age Range Description
Oral 0 to 18 Basic drives focus on the mouth, tongue, and gums,

months whereby the infant obtains pleasure by feeding and
sucking. Feeding and weaning are particularly
important influences on personality development at
this time. Failure to meet oral needs can be shown
in behaviors that center on the mouth, such as
fingernail biting, overeating, smoking, or excessive
drinking.
Understanding Human Development: Approaches and Theories. (2019) https://us.sagepub.com/ 38

Anal 18 months Basic drives are oriented toward the anus, and the
to 3 years infant obtains pleasure by retaining or passing of
bowel and bladder movements. Toilet training is an
important influence on personality development. If
caregivers are too demanding, pushing the child
before he or she is ready, or if caregivers are too
lax, children may develop issues of control such as
a need to impose extreme order and cleanliness on
their environment or extreme messiness and
disorder

Phallic 3 to 6 Basic drives shift to the genitals. The child develops

years a romantic desire for the opposite-sex parent and a
sense of hostility and/or fear of the same-sex
parent. The conflict between the child’s desires and
fears arouses anxiety and discomfort. It is resolved
by pushing the desires into the unconscious and
spending time with the same-sex parent and
adopting his or her behaviors and roles. It is through
this process that children begin to become members
of society by adopting societal expectations and
values. Failure to resolve this conflict may result in
guilt and a lack of conscience.
Latency 6 years to This is not a stage but a time of calm between

puberty stages when the child develops talents and skills
and focuses on school, sports, and friendships.
Genital Puberty to With the physical changes of early adolescence, the
Adulthood basic drives again become oriented toward the
genitals. The person becomes concerned with
developing mature adult sexual interests and sexual
satisfaction in adult relationships throughout life.

Freud believed we progress through a series of
psychosexual stages, periods in which unconscious
drives are focused on different parts of the body,
making stimulation to those parts a source of
pleasure. How parents direct and gratify their
children’s basic drives influences their personality
development. Freud explained that the task for
parents is to strike a balance between over- and
under-gratifying a child’s needs at each stage in
order to help the child develop a healthy personality
with the capacity for mature relationships
throughout life

Erikson’s Erik Erikson (1902–1994), shown with his wife and collaborator, Joan,
Psychosocial posited that, throughout their lives, people progress through eight stages
of psychosocial development.
Theory
Erik Erikson was influenced by
Freud, but he placed less emphasis
on instinctual drives as motivators of
development and instead focused
on the role of the social world,
society, and culture in shaping
development. Erikson posed a
lifespan theory of development in
which individuals progress through
eight stages of psychosocial
development that include changes
in how they understand and interact
with others, as well as changes in
how they understand themselves
and their roles as members of
society Each stage presents a
unique developmental task, which
Erikson referred to as a crisis or
conflict that must be resolved. How
well individuals address the crisis
determines their ability to deal with
the demands made by the next
stage of development. 43
Erikson’s Psychosocial Stages of Development
Trust vs Birth to 1 Infants learn to trust that others will fulfill their basic
Mistrust year needs (nourishment, warmth, comfort) or to lack
confidence that their needs will be met.
Autonomy 1 to 3 Toddlers learn to be self-sufficient and independent
vs. years through toilet training, feeding, walking, talking, and
shame exploring, or they lack confidence in their own
and doubt abilities and doubt themselves.
Initiative 3 to 6 Young children become inquisitive, ambitious, and
vs. guilt years eager for responsibility, or they experience
overwhelming guilt for their curiosity and
overstepping boundaries.
Industry 6 to 12 Children learn to be hard working, competent, and

vs. years productive by mastering new skills in school,
inferiority friendships, and home life, or they experience
difficulty, leading to feelings of inadequacy and
incompetence.
Identity Puberty to Adolescents search for a sense of self by
vs. role early experimenting with roles. They also look for answers
confusion adulthood to the question, “Who am I?” in terms of career,
sexual, and political roles, or they remain confused
about who they are and their place in the world

Intimacy Early Young adults seek companionship and close

vs. adulthood relationship with another person, or they experience
isolation isolation and self-absorption due to difficulty
developing intimate relationships and sharing with
others.
Generativity Middle Adults contribute to, establish, and guide the next
vs.
stagnation
adulthood generation through work, creative activities, and
parenting, or they stagnate, remaining emotionally
impoverished and concerned about themselves

Integrity Late Older adults look back at life to make sense of it,
vs. adulthood accept mistakes, and view life as meaningful and
despair productive, or they feel despair over goals never
reached and fear of death.

CONTENTS GENDER AND DEVELOPMENT
01. CONCEPT
02. COGNITIVE AND LANGUAGE

Theories of DEVELOPMENT
03.
Human PSYCHOLOGICAL AND MORAL
DEVELOPMENT THEORIES
Development 04. ECOLOGICAL THEORIES
05. FAITH THEORY
06. ATTACHMENT THEORY
07.
EMOTIONAL DEVELOPMENT
Gender &
Development
Concept
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01. DEVELOPMENT
CONTENTS
DIFFERENCE BETWEEN
02. SEX AND GENDER
03. GENDER POWER RELATIONS
04. GENDER ISSUES
05. GENDER ANALYSIS
06. GENDER EQUALITY VS. GENDER EQUITY
07. GENDER AND DEVELOPMENT
RELEVANCE OF GENDER AND

08. DEVELOPMENT CONCEPT TO INDIVIDUAL
CHILD
Development is…
The pattern of biological,

cognitive, and socio – emotional
changes that begins at
conception and continues
throughout the lifespan.
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The Difference
Between Sex and
Gender
52
SEX
Refers to the
biological and
physiological
characteristics that
define men and
women.
FEMALE MALE
Genitalia vagina , clitoris penis, sarotum
Internal uterus, ovaries testes

Reproductive fallopian tube,
Organs ovum
Chromosomes XX XY
Hormones Estrogen Testosterone

Progesterone
GENDER Refers to the socially
constructed set of
roles and
responsibilities
associated with being
girl and boy or women
and men, and in some
cultures a third or
Masculine Feminine
other gender.
For example:
As a women we are expected to be the

caregivers while men is expected to be
economic providers.
GENDER POWER RELATIONS
❖ Ways in which gender shapes

the distributions of power at all
levels of society.
FAMILY Role of each member is often divide by gender:
Father – responsible for the material and well

being of the family.
Mother – responsible for the emotional and

spiritual welfare of the family.
Son – should assist and protect and protect the

family in the absence of his father.
Daughter - responsible for the household

chores like washing the dishes, doing the
laundry and cleaning the house.
• Career options
SCHOOL • Textbooks
• Language
• Learning materials
In nursery and kindergarten classes boys

and girls are taught what toys and games
are appropriate for their gender.
Trucks, airplanes, and heavy blocks are

for boys.
Dolls and home making equipment are for
girls.
CHURCH
▪ More men are serving the altars than

women.
• Church groups are mostly composed of

women and leaders who will take charge
of leading the bible sharing and others
are mostly men.
❖Includes all aspects and
concerns related to women
and men lives and situation
in society, to the way they
interrelate, their differences
in access and use of
resources, their activities,
and how they react to
changes, interventions and
policies.
EXAMPLES OF GENDER ISSUES
• Women victims of domestic violence
• Women in prison
• Job segregation
• Racism
• Lack of employment equality
• Uneven access to education
• Lack of religious freedom
• Lack of political representations
• Social mindset
❖ Refers to the variety of
methods used to
understand the
relationships between
men ad women, their
access to resources,
their activities, and the
constraints they face
relative to each other.
GENDER EQUALITY The state or condition that
affords women and men equal
enjoyment of human rights,
socially valued goods,
opportunities, and resources,
allowing both sexes the same
opportunities and potential to
contribute to and benefit from
all spheres of society.
(economic, political, social
and cultural)
GENDER EQUITY Justice and fairness in the
treatment of women and men
in order to eventually achieve
gender equality, often
requesting differential
treatment of women and men
in order to compensate for the
historical and social
disadvantages that prevent
women and men from sharing
a level playing field.
EQUALITY = SAMENESS EQUITY = FAIRNESS
Giving everyone the same thing Access to same opportunities
“Equality is giving
everyone a shoe.
Equity is giving everyone a
shoe that fits.”
GENDER AND DEVELOPMENT
It is about recognizing that gender biases
impede development because:
❑ They prevent people from attaining their

potentials.
❑ They exacerbate social inequality and
inequity.
❑ They distort the understanding of social
realities.
RELEVANCE OF
GENDER AND
DEVELOPMENT
CONCEPT TO
INDIVIDUAL CHILD
70
Gender is an important consideration in
development. It is a way of looking at how
social norms and power structures impact
on the lives and opportunities available to
different groups of men and women.
It is important for a child to understand
gender and development concept, for
them to be open minded, have gender
awareness and help them to explore who
they are and make connections to people
around them, as well as gain self-
confidence, well – being, peer acceptance
and social support.
Cognitive and
Language
Development
73
COGNITIVE SKILLS
CONTENTS 01.
Types of Attention and memory
02. COGNITIVE
DEVELOPMENT
JEAN PIAGET'S THEORY OF
03. COGNITIVE DEVELOPMENT
Four stages of Cognitive Development
LEV VYGOTSKY'S
04. SOCIOCULTURAL THEORY
LANGUAGE
05. DEVELOPMENT
NOAM CHOMSKY'S
06. THEORY IN LANGUAGE
DEVELOPMENT (Language
Acquisition Device)
VYGOTSKY VS.
07. CHOMSKY'S CONCEPT
Cognitive Skills
◆Cognitive skills, also called cognitive
functions, cognitive abilities or
cognitive capacities, are brain -based
skills which are needed in acquisition
of knowledge, manipulation of
information, and reasoning.
Cognitive Skills includes:
ATTENTION
MEMORY
THINKING
Types of Attention
◆SUSTAINED ATTENTION- It takes place when we can continually
focus on one thing happening, rather than losing focus and hav ing
to keep bringing it back.
◆SELECTIVE ATTENTION-takes place when we block out certain
features of our env ironment and focus on one particular feature
◆DIVIDED ATTENTION-paying attention to two things at once
◆ALT ERNATING AT TENTION-This type of attention inv olves
multitasking or effortlessly shifting attention between two or more
things with different cognitive demands.
Types of Memory
◆Short-term memory
- It is the information that is held in
our mind for a very short period before it is
dismissed.
◆L o n g -term memory
-refers to the storage of information over an extended
period.
-memory that involves the storage and recall of information
ov er a long period of tim e (s uc h as days , week s , or years )
Cognitive
Development
Cognitive development is a field of study
in neuroscience and psychology
——
focusing on a child's development in
terms of information processing,
conceptual resources, perceptual skill,
language learning, and other aspects of
the developed adult brain and cognitive
psychology.
Jean Piaget's theory
of the Cognitive
Development
The four stages of Cognitive

Development
◆ Sensorimotor stage
◆ Pre Operational stage
◆ Concrete Operational stage
◆ Formal Operational stage
Tw o process of schemas:
Assimilation is the process of using or transforming the environment so that it can be placed in preexisting cognitive
structures.
Accomodation is the process of changing cognitive structures in order to accept something from the environment.
The four stages of
Cognitive Development
✦ By Jean Piaget
SENSORIMOTOR
STAGE
Ages : Birth- 2years old
✦ Infants are only aware of what
is right in front of them. "Ego
centric"
✦ They focus on what they see,
what they are doing, and
physical interactions with their
immediate environment.
✦ Senses
✦ Motor skills
PRE OPERATIONAL
STAGE
Ages: 2-7 years old
✦ Young children are able to think
about things symbolically.
✦ Their language use becomes more
mature.
✦ They also develop memory and
imagination, which allows them to
understand the difference between
past and future, and engage in
make-believe.
✦ They remain egocentric.
FORMAL
OPERATIONAL
STAGE
Adolescent and adulthood
✦ Adolescents who reach this fourth
stage of intellectual development --
usually at age 11-plus -- are able to
use symbols related to abstract
concepts, such as algebra and
science.
✦ They can think about things in
systematic ways, come up with
theories, and consider possibilities.
They also can ponder abstract
relationships and concepts such as
love,hate, success and failure.
SOCIOCULTURAL
THEORY OF THE
COGNITIVE
DEVELOPMENT
✦ By Lev Vygotsky
Vygotsky's ✦ Argues that community and language
Sociocultural Theory is a central part in learning.
✦ Children develops independently of
specific stages as the result of social
interactions.
✦ He believed that the social interactions
with adults and more learned peers
can facilitate a child’s potential for
learning. Without this interpersonal
instruction, he believed children’s
minds would not advance very far as
their knowledge would be based only
on their own discoveries.
Zone of Proximal Development
◆ The zone of proximal development refers to the difference between
what a learner can do without help and what he or she can achieve
with guidance and encouragement from a skilled partner.
◆ Only the learning with assistance of a capable mentorcan reach the
full potential of their ability.
LANGUAGE
DEVELOPMENT
◆is the process by which

children come to understand
and communicate language
during early childhood.
INFANCY
✦ Language development begins before birth. Towards the end of pregnancy, a fetus
begins to hear sounds and speech coming from outside the mother's body. Infants
are acutely attuned to the human voice and prefer it to other sounds. In particular
they prefer the higher pitch characteristic of female voices.
✦ They also are very attentive to the human face, especially when the face is talking.
Although crying is a child's primary means of communication at birth, language
immediately begins to develop via repetition and imitation.
TODDLERHOOD
✦ During the second year of life language development proceeds at very different rates
in different children. By the age of 12 months, most children use "mama/dada"
appropriately. They add new words each month and temporarily lose words.
✦ At 18 to 24 months of age toddlers come to understand that there are words for
everything and their language development gains momentum.
PRESCHOOL
✦ Three to four-year-olds usually can do the following:
✦ understand most of what they hear
✦ converse
✦ have 900 to 1,000-word vocabularies, with verbs starting to predominate
✦ usually talk without repeating syllables or words
✦ use pronouns correctly
✦ use three to six-word sentences
✦ ask questions
✦ relate experiences and activities
✦ tell stories (Occasional stuttering and stammering is normal in preschoolers.)
PRESCHOOL
✦ Language skills usually blossom between four and five years of age. Children of this age can
do the following:
✦ verbalize extensively
✦ communicate easily with other children and adults
✦ articulate most English sounds correctly
✦ know 1,500 to 2,500 words
✦ use detailed six to eight-word sentences
✦ can repeat four-syllable words
✦ use at least four prepositions
✦ tell stories that stay on topic
✦ can answer questions about stories
SCHOOL AGE
✦ At age five most children can do the following:
✦ follow three consecutive commands
✦ talk constantly
✦ ask innumerable questions
✦ use descriptive words and compound and complex sentences
✦ know all the vowels and consonants
✦ use generally correct grammar
✦ Six-year-olds usually can correct their own grammar and mispronunciations. Most children double
their vocabularies between six and eight years of age and begin reading at about age seven. A
major leap in reading comprehension occurs at about nine. Ten-year-olds begin to understand
figurative word meanings.
✦ Adolescents generally speak in an adult manner, gaining language maturity throughout high school.
Noam Chomsky's theory
of the Language ✦ According to this theory, the process is
development (Language biologically determined - the human species
Acquisition Device) has evolved a brain whose neural circuits
contain linguistic information at birth.
✦ The child's natural predisposition to learn
language is triggered by hearing speech and
the child's brain is able to interpret what s/he
hears according to the underlying principles
or structures it already contains.
✦ "Language Acquisition Device"
COMPARE THE CONCEPTS OF VYGOTSKY AND CHOMSKY
VYGOTSKY VS. CHOMSKY

Similarities
⚫ Language influenced in child's development
⚫ Vygotsky and Chomsky believed that language plays an
important role in child's development
Chomsky's theory about the
Vygotsky's Sociocultural language development
Theory (Language Acquisition
⚫ Argues thatlanguage development is both Device)
biological and social-"children are born with a ⚫ Argues that humans are biologically
powerful brain and mature slowly and programmed to gain knowledge
predisposes them to acquire new ⚫ All humans have a language acquisition
understandings that they are motivated to share device (LAD)
⚫ Argued that humans are biologically
with others.
prewired to learn language
⚫ Zone of proximal development
⚫ Language is inborn; language is a
⚫ Language is central in social interaction
specific skills that develops according to
transmission of culture and internal regulation of its own laws.
thinking
⚫ Learn by doing,by becoming involved in
meaningful with more knowledgeable person.
PSYCHOLOGICAL AND
——
MORAL DEVELOPMENT
THEORY
🔹Psychological
Development
▪️Psychological development, the development

of human beings' cognitive, emotional,
intellectual, and social capabilities and
functioning over the course of a normal life
span, from infancy through old age. It is the
subject matter of the discipline known as
developmental psychology.
🔹Moral
Development
▪️Moral development refers to the process w hereby

people form a progressive sense of w hat is right and
w rong, proper and improper.
▪️Moral decisions are based on either being good by
following the rules or being bad by breaking them.
🔹 L aw re n c e Ko h l b e rg' s
▪️ K o h l b e r g ' s t h e o r y o f m o r a l d e v e l o p m e n t i s a
theory that focuses on how children develop
morality and moral reasoning. He opines that the
child cognitive capabilities determine the grow th
of his moral reasoning. Kohlberg's theory
suggests that moral development occurs in a
series of six stages. The theory also suggests
that moral logic is primarily focused on seeking
and maintaining justice.
🔹 STAG ES O F M O R A L
D E V E LO P M E N T
Kohlberg's theory can be divided into three tiers.

There are tw o stages of moral development at each
level. Kohlberg argued that not everyone proceeds
to the highest stages of moral growth, just as
Piaget believed that not everyone reaches the
highest levels of cognitive development.
LEVEL 1:
PRECONVENTIONAL MORALITY
🔹Actions are determined to be good or bad depending

on how they are rewarded or punished.
Stage 1 (Obedience and Punishment):

The earliest stages of moral development, obedience and punishment
are especially common in young children, but adults are also capable of
expressing this type of reasoning. According to Kohlberg, people at this
stage see rules as fixed and absolute.Obeying the rules is important
because it is a way to avoid punishment.
LEVEL 2:
Conventional Morality
🔹The morality of an action depends heavily on peer approval.
Stage 3 (Developing Good Interpersonal

Relationships):
Often referred to as the "good boy-good girl" orientation, this
stage of the interpersonal relationship of moral development
is focused on living up to social expectations and roles.There
is an emphasis on conformity, being "nice," and consideration
of how choices influence relationships.
S ta g e 4 ( M a i n t a i n i n g S oc i a l O r d e r ) :
This stage is focused on ensuring that social order is

maintained. At this stage of moral development, people
begin to consider society as a whole when making
judgments. The focus is on maintaining law and order by
following the rules, doing one’s duty, and respecting
authority.
LEVEL 3:
Postconventional Morality
🔹A person who justified a decision on the basis of principled
reasoning in one situation.
Stage 5 (Social Contract and Individual

Rights):
The ideas of a social contract and individual rights cause people in the
next stage to 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):
Kohlberg’s final level of moral reasoning is based on

universal ethical principles and abstract reasoning. At
this stage, people follow these internalized principles of
justice, even if they conflict with laws and rules.
——
ECOLOGICAL SYSTEM THEORY
Ecological system theory was developed by

Urie Bronfenbrenner. It offers a framework
through which community psychologist examine
individual's relationships within communities and
wider society.
URIE
BRONFENBRENNER
◼ Urie Bronfenbrenner, ( born April
29, 1917 - died September 25,
2005 ) was a Russian- born
American psychologist who is most
known for his ecological system
theory of child development.
◼ Bronfenbrenner’s ecological
systems theory views child
development as a complex system
of reletionships affected by multiple
levels of the sorrounding
environment, from immediate
settings of family and school to
broad cultural values, laws and
customs.
◼ During his time, he saw developmental psychology as only
studying individual influences on development in unnatural
settings; in his own words, developmental psychology was,
"...the science of strange behaviour of children in strange
situations with strange adults for the briefest possible
periods of time."
◼ Bronfenbrenner recognized there are multiple aspects of a

developing child’s life that interacts with and affects the child. His
work looked beyond individual development, taking into account
wider influencing factors and the context (or ecology) of
development. He proposed the ‘Ecological Systems Theory’
based on these dynamic interactions that the environments have
on the developing child.
◼ Bronfenbrenner’s (1974) perspective has some
resemblance to the works of Albert Bandua’s social
learning theory and Lev Vygotsky’s sociocultural theory in
which the environment is explicitly or implicitly considered
as a crucial mechanism in development.
THE FIVE ECOLOGICAL SYSTEM

Bronfenbrenner (1977) suggested that the environment
of the child is a nested arrangement of structures, each
contained within the next. He organized them in order of
how much of an impact they have on a child.
◼ He named these structures the microsystem,
mesosystem, exosystem, macrosystem and the
chronosystem.
◼ Because the five systems are interrelated,

the influence of one system on a child’s
development depends on its relationship
with the others.
THE MICROSYSTEM
◼ The microsystem is the ﬁrst level of
Bronfenbrenner's theory, and are the things that
have direct contact with the child in their
immediate environment, such as parents, siblings,
teachers and school peers.
THE MESOSYSTEM
◼ The mesosystem encompasses the interactions between
the child’s microsystems, such as the interactions
between the child’s parents and teachers, or between
school peers and siblings.
◼ For instance, if a child’s parents communicate with the
child’s teachers, this interaction may influence the
child’s development. Essentially, a mesosystem is a
system of microsystems.parents
THE EXOSYSTEM
◼ The exosystem is a component of the ecological systems theory
developed by Urie Bronfenbrenner in the 1970s. It incorporates other
formal and informal social structures, which do not themselves contain
the child, but indirectly influence them as they affect one of the
microsystems.
◼ Examples of exosystems include the neighborhood, parent’s

workplaces, parent’s friends and the mass media. These are
environments in which the child is not involved, and are external to their
experience, but nonetheless affects them anyway.An instance of
exosystems affecting the child’s development could be if one of the
parents had a dispute with their boss at work.
THE
MACROSYSTEM
◼ The macrosystem is a component of
Bronfenbrenner's ecological systems theory that
focuses on how cultural elements affect a child's
development, such as socioeconomic status,
wealth, poverty, and ethnicity.
◼ For example, a child living in a third world

country would experience a different
development than a child living in a
wealthier country.
THE
CHRONOSYSTEM
◼ This system consists of all of the
environmental changes that occur over the
lifetime which influence development,
including major life transitions, and historical
events.
◼ These can include normal life
transitions such as starting school but
can also include non-normative life
transitions such as parents getting a
divorce or having to move to a new
house.
URIE BRONFENBRENNER ECOLOGICAL SYSTEM
FAITH DEVELOPMENT
THEORY
Faith Development Theory is an
interdisciplinary approach to
understanding the evolutionary
process of the development of
——
religious/spiritual values and
behavior in the human life cycle.
Faith development theory has
also been the subject of cross -
cultural study investigation and
comparison as well.
What is faith?
❑is a trust to a person , thing , or concept.
❑In the context of religion, one can define faith as
confidence or trust in a particular system of
religious belief.
❑Religious people often think of faith based on
perceived degree of warrant, while others who
are more skeptical tend to think of faith as simply
belief without ev idence.
JAMES W. FOWLER
❑ James William Fowler III
(1940–2015) was an American
theologian who was Professor
of Theology and Human
Development at Emory
University.
❑ He was director of both the
Center for Research on Faith
and Moral Development, and
the Center for Ethics until he
retired in 2005. He was a
minister in the United Methodist
Church.
❑ Identified seven “stages” or
types of faith which tend, as a
general rule, to emerge as
individuals grow and mature.
o For Fowler, faith is a universal quality of
human life. “Faith” is dynamic, changing
evolving process, a way of being a Fowler’s
stages are not meant to be an evaluate scale.
There are individuals at each stage who are
persons of serenity, courage and genuine
faith.
FOWLER’S STAGES OF
FAITH
❑developed a faith development

theory based on the notion of
discontinuous stages of spiritual
development .
PRE-STAGE: UNDIFFERENTIATED FAITH
(Generally children from birth through about 2 years old age)
✦ characterized by an early learning of the safety of their environment
(i.e. warm, safe and secure vs. hurt, neglect and abuse).
✦ If consistent nurture is experienced, one will develop a sense of trust
and safety about the universe and the divine. Conversely, negative
experiences will cause one to develop distrust about the universe and
the divine.
✦ Transition to the next stage begins with integration of thought and
language which facilitates the use of symbols in speech and play.
STAGE 1: INTUITIVE-PROJECTIVE FAITH
(Ages of 3 to 7)
✦ characterized by the psyche's unprotected exposure to the Unconscious , and
marked by a relative fluidity of thought patterns . Religion is learned mainly
through experiences, stories, images, and the people that one comes in contact
with.
( D o m i n a n t i n ch i l d re n A g e s 6 t o 1 2 )
• is characterized by persons have a strong belief in the justice and reciprocity

of the univ erse, and their deities are almost always anthropomorphic . During
this time metaphors and symbolic language are often misunderstood and are
t a k e n l i t e r a l l y.
STAGE 3: SYNTHETHIC-CONVENTIONAL FAITH
(Arising in adolescents; Age 12 to Adulthood)
✦ characterized by conformity to authority and the religious development of a
personal identity. Any conflicts with one's beliefs are ignored at this stage
due to the fear of threat from inconsistencies.
STAGE 4: INDI VIDUATI VE-REFLECTI VE FAI TH

(Dominant in Adults Age 20 and Older)
• a stage of angst and struggle.
• The indiv idual takes personal responsibility for his or her beliefs and feelings . As
one is able to reflect on one's own beliefs, there is an openness to a new complexity
of faith, but this also increases the awareness of conflicts in one's belief.
STAGE 5: CONJUNCTIVE OR MYSTICAL FAITH
(Mid-life Crisis)
✦ acknowledges paradox and transcendence relating reality behind the symbols
of inherited systems. The individual resolves conflicts from previous stages by a
complex understanding of a multidimensional, interdependent "truth" that
cannot be explained by any particular statement.
—— ATTACHMENT
THEORY
WHAT IS ATTACHMENT ?
Attachment is a special emotional relationship
that involves an exchange of comfort, care, and
pleasure. The roots of research on attachment
began with Freud's theories about love, but
another researcher is usually credited as the
father of attachment theory.
◼ John Bowlby devoted extensive research to the concept of
attachment, describing it as a "lasting psychological
connectedness between human beings." Bowlby shared
the psychoanalytic view that early experiences in childhood
are important for influencing development and behavior
later in life.
◼ Our early attachment styles are established in childhood
through the infant/caregiver relationship. In addition to
this, Bowlby believed that attachment had an
evolutionary component; it aids in survival. "The
propensity to make strong emotional bonds to particular
individuals is a basic component of human nature," he
explained.
CHARACTERISTICS
OF ATTACHMENT
Bowlby believed that there
are four distinguishing
characteristics of
attachment:
• Proximity maintenance
• Safe haven
• Secure base
• Separation distress
1. Proximity Maintenance
*The need to be physically close to the attachment
figure. For example, a teenager discusses peer
problems with his mother.
2. Safe Haven
*Retreating to the attachment figure when scared. For
example, if a child is given a toy that he doesn't like, he'd
cry and his mother would remove the toy and hug the
child so he would stop crying.
3. Secure Base
* A feeling of being able to explore the world because of
the dependability of the attachment figure. For example,
a child would ask questions to his mother about why
his dad got sick and can't play with him at the moment.
4.Separation Distress
* Anxiety that occurs in the absence of the
attachment figure.For example, an infant cries loudly
when his mother leaves for work.
Bowlby also made three key propositions about
attachment theory. First, he suggested that when children
are raised with confidence that their primary caregiver will
be available to them, they are less likely to experience fear
than those who are raised without such conviction.
Secondly, he believed that this confidence is forged during a

critical period of development, during the years of infancy,
childhood, and adolescence. The expectations that are
formed during that period tend to remain relatively
unchanged for the rest of the person's life.
Finally, he suggested that these expectations
that are formed are directly tied to experience.
In other words, children develop expectations
that their caregivers will be responsive to their
needs because, in their experience, their
caregivers have been responsive in the past.
STAGES OF ATTACHMENT
——
By Jhon Bowlby
Pre attachment Phase
( Birth - 6 weeks)
• The innate signals attract the caregiver
(grasping, gazing, crying, smiling while
looking into the adult’s eyes).
• When the baby responds in a positive
manner ,the caregivers remain close by.
The infants get encouraged by the adults
to remain close as it comforts them.
• Babies recognize the mother’s
fragrance, voice and face.
• They are not yet attached to the mother
and don’t mind being left with unfamiliar
adults as they have no fear of strangers.
"Attachment in the making "
phase ( 6 weeks - 6 to 8
months)
• Infants responds differently to familiar
caregivers than to strangers. The baby
would smile more to the mother and
babble to her and will become quiet more
quickly, whenever picked by the mother.
• The infant learns that his/her actions
affect the behavior of those around.
• They tend to develop a “Sense of Trust”
where they expect the response of
caregiver, when signaled.
• They do not protest when they get
separated from the caregiver.
"Attachment in the making " phase
( 6 weeks - 6 to 8 months)
• The attachment to familiar caregiver

becomes evident.
• Babies show “separation anxiety”, and
get upset when an adult on whom they
rely, leaves them.
• This anxiety increases b/w 6 -15
months, and its occurrence depends on
the temperament and the context of the
infant and the behavior of the adult.
• The child would show signs of distress,
in case the mother leaves, but with the
supportive and sensitive nature of the
caretaker, this anxiety could be reduced.
Formation of Reciprocal
Relationship
( 18 months - 2 years and on )
• The child can negotiate with the
caregiver to alter his/her goals via
requests and persuasions.
• Child depends less on the
caregiver along with the age.
EMOTIONAL
——
DEVELOPMENT
Emotion
A natural instinctive Development
state of mind
deriving from one’s Development is a
circumstances, process that creates
mood, or growth, progress,
relationships with positive change or the
others addition of physical,
economic,
environmental, social
and demographic
components.
CONTENTS 01. Early Infancy
02 Late Infancy
.
03. Toddler Hood
04. Pre-school
05. Middle Childhood
06. Adolescence
What is Emotional
Development?
• Emotional development is the emergence of
child’s experience, expression, understanding and
regulation of emotions from birth through late
adolescence.
• Emotional development involves learning what
feelings and emotions are, understanding how and
why they occur, recognizing your own feelings and
those of others, and developing effective ways for
managing those feelings.
EARLY INFANCY
(BIRTH- 6 MONTHS)
• As infants become more aware of

their environment, smiling occurs in
respond of a wider variety of contexts.
They may smile when they see a toy.
They may smile when they are being
complimented. Such as these, like
social smiles are considered to serve
as developmental function of a child.
In this age social smiles emerges
usually accompanied by other
pleasure indicative action and sounds
including cooing and mouthing. The
social smiles occurs to adults smiles
and interaction.
LATE INFANCY
(7-12 MONTHS)
• During the last half of the first year, infants begin

expressing fear, disgust and anger because of
maturation of cognitive abilities. Anger often express by
crying which is a frequent emotion express by infants.
Fear also emerges during this stage as children become
able to compare an unfamiliar event of what they know.
Unfamiliar situations or objects often elicit fear
✦ responses to infants.
• At this age a babies emotional development are

developing they can be able to let you know or inform
you of what they are feeling it is either they are happy or
upset. At this age they also tend to feel separation
anxiety when the parents or babysitter are not around.
TODDLER HOOD
(1- 2 YEARS)
Toddlers have started to feel

emotions like fear, embarrassment,
empathy, envy, guilt and shame.
Toddler is also learning about a big
new emotion – frustration. They are
likely to: get frustrated and cry, yell
or hit out when they don’t get their
way
PRE-SCHOOL
(3-6 YEARS)
• Beginning at this age, children require the

ability to alter their emotional expression, a skill
of high value in cultures that needs frequent
disingenuous social display. It requires that
children understand the need to alter emotional
display, take perspective of another, and know
the external states.
• Preschool-age children are learning to talk

about their feelings and the feelings of others. It
entails taking turns, becoming independent in
following routines, interacting more with peers,
engaging in meaningful relationships with
others, controlling emotions, and developing a
positive self-image.
MIDDLE CHILDHOOD
(7-11 YEARS)
• During middle childhood, children make

great strides in terms of their ability to recognize
emotions in themselves and others, control their
own emotions, and communicate about emotions,
both expressively and with language. By this age,
most children have developed their capacity for
regulating their own emotions.
• During middle childhood, children are

likely to show more independence from their
parents and family, think more about the future,
understand more about their place in the world,
pay more attention to friendships, and want to be
accepted by their peers.
ADOLESCENCE
(12-18 YEARS)
• Adolescents tend to experience

more extreme emotions, both negative
and positive, than their parents even in
response to the same event. The rise in
negative emotional experiences during
early adolescence emerges in
conjunction with the capacity for abstract
thinking.
REFERENCES
Internet
Gender and development concept

▪ https://www.downtoearth-indonesia.org/story/gender-and-development-basic-concepts
▪ https://gsdrc.org/topic-guides/gender/understanding-gender/
▪ http://www.fao.org/3/y5608e/y5608e01.htm
▪ https://eige.europa.eu/thesaurus/terms/1184
▪ https://www.international.gc.ca/world-monde/funding-financement/gender_analysis-analyse_comparative.aspx?lang=eng
▪ https://zrc.pshs.edu.ph/gender-and-development-gad-corner/
Cognitive and Language Development
• https://study.com/academy/lesson/what-are-cognitive-skills-in-children-development-definition-training.html
• https://www.webmd.com › children Piaget Cognitive Stages of Development – WebMD
• https://www.massey.ac.nz/~wwpapajl/evolution/assign2/DD/theory.html#:~:text=Assimilation%20is%20the%20process
%20of,simultaneously%20and%20alternat
• https://www.scribd.com/doc/60459772/Compare-and-Contrast-Vygotsky-n-Chomsky
• https://files.eric.ed.gov › fullt...PDF MAJOR THEORIES IN LANGUAGE LERNING – ERIC
• http://www.healthofchildren.com
• Lev Vygotsky's Sociocultural Theory | Simply Psychology
Psychological and Moral Development Theories
• https://link.springer.com/eferenceworkentry/10.1007%2F978-0-387-79061-9_1831
• https://courses.lumenlearning.com/teachereducationx92x1/chapter/kohlbergs-stages-of-moral-development/
• https://www.verywellmind.com/kohlbergs-theory-of-moral-development-2795071Guy-Evans, O. (2020, Nov 09). Bronfenbrenner's
ecological systems theory. Simply Psychology
Ecological System Theory

• https://www.simplypsychology.org/
• https://www.slideshare.net/CLMontecarlo/bronfenbrenner-ecological-theory-54149823
Faith theory
▪ Faith Development Theory | SpringerLink
▪ James W. Fowler – Wikipedia
▪ Handout 1: Stages of Faith Development | A Place of Wholeness | Tapestry of Faith | UUA.org
Attachment Theory
• https://explorable.com/Bowlby-attachment-
theory#:~:text=Characteristics%20of%Attachment,a%20child%20and%20his%20caregiver.
Faith theory
▪ Faith Development Theory | SpringerLink
▪ James W. Fowler – Wikipedia
▪ Handout 1: Stages of Faith Development | A Place of Wholeness | Tapestry of Faith | UUA.org
Emotional Development
• https://www.gracepointwellness.org/1272-child-development-theory-middle-childhood-8-11/article/37687-emotional-and-social-
development#:~:text=During%20middle%20childhood%2C%20children%20make,for%20regulating%20their%20own%20emotion
s.
• https://courses.lumenlearning.com/wmopen-lifespandevelopment/chapter/emotional-and-social-development-in-middle-childhood/
• https://raisingchildren.net.au/toddlers/play-learning/play-toddler-development/emotions-play-
toddlers#:~:text=become%20more%20aware%20of%20being,emotions%20at%201%2D2%20years
• https://www.education.vic.gov.au/parents/child-development/Pages/toddlers-social-
emotional.aspx#:~:text=By%20the%20age%20of%20three,don't%20get%20their%20way
• https://www.healthyfamiliesbc.ca/home/articles/social-and-emotional-changes-adolescence-teens
• https://www.webmd.com/parenting/preschooler-emotional-development
• https://studiousguy.com/john-bowlby-attachment-
theory/#:~:text=PRE%20ATTACHMENT%20PHASE%20(BIRTH%20%2D6,close%20as%20it%20comforts%20them.

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Understanding Human

Prof. Ma. Teresa I. Magdasoc

Understanding Human Development: Approaches and Theories.

Understanding Human Development: Approaches and Theories. https://us.sagepub.com/

Understanding Human Development: Approaches and Theories. https://us.sagepub.com/

Prenatal Conception Shortly after conception, a single-celled organism

Understanding Human Development: Approaches and Theories. https://us.sagepub.com/

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Understanding Human Development: Approaches and Theories.

Advances in physical, cognitive, and socioemotional development

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Understanding Human Development: Approaches and Theories.

Understanding Human Development: Approaches and Theories.

Understanding Human Development: Approaches and Theories.

Understanding Human Development: Approaches and Theories. (2019).

Understanding Human Development: Approaches and Theories. (2019).

Understanding Human Development: Approaches and Theories. (2019).

Understanding Human Development: Approaches and Theories. (2019).

Understanding Human Development: Approaches and Theories. (2019).

Understanding Human Development: Approaches and Theories. (2019).

Oral 0 to 18 Basic drives focus on the mouth, tongue, and gums,

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Phallic 3 to 6 Basic drives shift to the genitals. The child develops

Latency 6 years to This is not a stage but a time of calm between

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Industry 6 to 12 Children learn to be hard working, competent, and

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Intimacy Early Young adults seek companionship and close

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02. COGNITIVE AND LANGUAGE

05. FAITH THEORY

06. ATTACHMENT THEORY

03. GENDER POWER RELATIONS

04. GENDER ISSUES

05. GENDER ANALYSIS

06. GENDER EQUALITY VS. GENDER EQUITY

07. GENDER AND DEVELOPMENT

RELEVANCE OF GENDER AND

The pattern of biological,

Internal uterus, ovaries testes

Hormones Estrogen Testosterone

As a women we are expected to be the

❖ Ways in which gender shapes

Father – responsible for the material and well

Mother – responsible for the emotional and

Son – should assist and protect and protect the

Daughter - responsible for the household

In nursery and kindergarten classes boys

Trucks, airplanes, and heavy blocks are

▪ More men are serving the altars than

• Church groups are mostly composed of

❑ They prevent people from attaining their