week 5 Flashcards
(70 cards)
1
Q
- is quantitative involving increase in the size of the parts of the body
A
Growth
2
Q
- which is qualitative involving gradual changes in character.
A
Development
3
Q
= refers to age related changes from birth throughout the persons life into and during old age
A
Lifespan development
3
Q
= arises or about a certain period in life, unsuccessful achievement of which leads to inability to perform task associated with the next period or stages in life.
A
Developmental task
3
Q
is only a relative indicator of someone’s physical, cognitive, psychosocial stage of development
A
Chronological age
4
Q
will be used based on the confirmation by psychologists that human growth and development are sequential but not always specifically age-related.
A
Developmental stage
4
Q
, the term coined by Knowles (1990) to
describe his theory of adult learning, is the art and
science of helping adults learn.
A
Andragogy
4
Q
is the art and science of helping children to
learn. The different stages of childhood are divided
according to what developmental theorists says.
A
Pedagogy
5
Q
,Management of teaching and learning for
older adults, the teaching of older persons is different
from teaching adults (andragogy) and children
(pedagogy).
A
Gregogy
6
Q
5 unique characteristics of older learners
A
- literaacy level
- sensory deficit
- cultural differences
- attention/concentration
- motivation
7
Q
- A complex process which
involves changes in mental
processing, development and
emotional functioning, and
social transactional skills which
develop and evolve from birth
to death
A
LEARNING
8
Q
- Includes bodily changes
which are primarily a result
of heredity or the traits that
a person inherits from his
parents which are genetically
determined.
A
MATURATION
9
Q
– sum total characteristics which are
biologically transmitted thru parents to offspring
A
HEREDITY
10
Q
HEREDITY– sum total characteristics which are
biologically transmitted thru parents to offspring
- Two types of cells in the body: (1) body or somatic
cells- diff part of the body and (2) germ or reproductive
cells- heredity
A
PRENATAL DEVELOPMENT
11
Q
– birth to 18-24 months
- Time of extreme dependence on adults
- (babyhood)
A
- INFANCY
12
Q
- end of infancy to 5-6 years
- Pre-school years
- Self-sufficient and care for themselves
- School readiness skills
- Spend many hours in play with peers/significant others
A
- EARLY CHILDHOOD
13
Q
A
14
Q
- School age, 6-11 years, elementary years
- Fundamental skills of reading, writing and arithmetic are
mastered - Achievement centered with increased self- control
A
- MIDDLE AND LATE ADULTHOOD
15
Q
- Transition from childhood to early adulthood
- 10-12 years and ending at 18-22 years
- “pubertal growth spurt”
- PUBERTY - development of sexual characteristics
- Pursuit of independence and identity
- Thoughts are more logical, abstract and idealistic
- Spend more time outside the family
A
- ADOLESCENCE
16
Q
- late teens or early twenties through
the thirties - Personal and economic independence
- Career development
- Selecting a mate
A
- EARLY ADULTHOOD
17
Q
- 65-80 years old lasting until death
- aka Senescence
- Time of adjustment to decrease in strength and health
- Life review
- Retirement
- Adjustment to new social roles
A
- LATE ADULTHOOD
18
Q
PERIODS OF LIFESPAN AND DEVELOPMENT
A
- PRENATAL DEVELOPMENT
- INFANCY
- EARLY CHILDHOOD
- MIDDLE AND LATE ADULTHOOD
- ADOLESCENCE
- EARLY ADULTHOOD
- MIDDLE ADULTHOOD
- LATE ADULTHOOD
18
Q
– 35-45 years old up to 65 years old
- Menopause and andropause
- Expansion of personal and social involvement and responsibility
A
- MIDDLE ADULTHOOD
19
Q
FOUR THEORIES OF HUMAN DEVELOPMENT
A
1.THEORY OF PSYCHOSEXUAL DEVELOPMENT: SIGMUND FREUD
2.ERIKSON’S PSYCHOSOCIAL STAGES OF DEVELOPMENT
3.PIAGET’S THEORY OF COGNITIVE DEVELOPMENT
4.MORAL DEVELOPMENT THEORY BY LAWRENCE KOHLBERG
20
( born on 6 May 1856 – 23
September 1939) was an
Austrian neurologist and the
father of psychoanalysis, a clinical
method for treating
psychopathology through
dialogue between a patient and a
psychoanalyst
Sigmund Freud
21
- Father of Modern Psychology
- Human beings pass through a
series of stages that are
dominated by the development
of sensitivity in the erogenous
zone or pleasure giving area in
the body.
- Must be able to resolve the
conflicts that each stage poses
before he can move on to the
next higher stage.
Sigmund Freud
22
Psychosexual Stages of Development
Sigmund Freud
oral
anal
phallic
latent
genital
23
In the first stage of personality
development, the libido is centered in
a baby's mouth. It gets much
satisfaction from putting all sorts of
things in its mouth to satisfy the
libido, and thus its id
demands. Which at this stage in life
are oral, or mouth orientated, such as
sucking, biting, and breastfeeding
Oral Stage (0-1 year)
24
The libido now becomes focused on
the anus, and the child derives great
pleasure from defecating. The child
is now fully aware that they are a
person in their own right and that
their wishes can bring them into
conflict with the demands of the
outside world (i.e., their ego has
developed).
Anal Stage (1-3 years)
25
Sensitivity now becomes concentrated in the
genitals and masturbation (in both sexes)
becomes a new source of pleasure. The child
becomes aware of anatomical sex differences,
which sets in motion the conflict between
erotic attraction, resentment, rivalry, jealousy
and fear which Freud called the Oedipus
complex (in boys) and the Electra
complex (in girls).
Phallic Stage (3 to 5 or 6 years)
26
No further psychosexual development
takes place during this stage (latent means
hidden). The libido is dormant. Freud
thought that most sexual impulses are
repressed during the latent stage, and
sexual energy can be sublimated
(re: defense mechanisms) towards school
work, hobbies, and friendships.
Latency Stage (5 or 6 to puberty)
27
This is the last stage of Freud's psychosexual
theory of personality development and begins
in puberty. It is a time of adolescent sexual
experimentation, the successful resolution of
which is settling down in a loving one-to-one
relationship with another person in our
20's. Sexual instinct is directed to heterosexual
pleasure, rather than self-pleasure like during
the phallic stage.
Genital Stage (puberty to adult)
28
(born on 15 June 1902 – 12 May 1994)
* He was a Germanborn American developmental
psychologist and
psychoanalyst known for
his theory on psychosocial
development of human beings.
* He may be most famous for
coining the phrase identity
crisis.
Erik Homburger Erikson
29
– a turning point, crucial
point of increased vulnerability
and heightened potential
CRISIS
30
Needs of infant must be met by caretakers who are responsive and sensitive. Infants should be cuddled and fondled.
a. Resolution: results to development of trust, sense of the world as a safe and dependable place.
b. Non Resolution: development of mistrust and fear of the future and a suspicious mind.
1. INFANT : TRUST VS. MISTRUST (Birth-1 yr.)
31
As a child begins to crawl, walk and explore his surroundings, the conflict is whether to assert their will or not.
a. Resolution: Children acquire sense of independence and competence when parents are patient and encouraging.
b. Non Resolution: Children develop excessive shame and
doubt when parents are overprotective and always curtail their child’s freedom of movement.
2. TODDLER: AUTONOMY VS. SHAME AND DOUBT (2-3y.o)
32
Development of mental and motor abilities.
a. Resolution: Children develop initiative if parents allow them freedom to run, slide, play with other children.
b. Non Resolution: Children develop sense of ineptness or
inadequacy and feel that they are intruders, “istorbo”, “pasaway”, they become passive recipients of whatever the environment brings
3. PRESCHOOL: INIATIVE VS. GUILT (4-5 y.o)
33
Children concern is “how things work” and “how they are made”.
a.Resolution: Children gain a sense of industry or accomplishment, if their efforts are recognized, rewarded and reinforced.
b.Non Resolution: Children acquire a sense of inadequacy and inferiority specially if parents/teachers ridicule, constantly scold or ignore the child effort to improve
4. SCHOOL AGE:INDUSTRY VS. INFERIORITY (6-11 yr.)
34
Entering adolescence, children experience “psychological
revolution” search for answers to “who am I” and “what do
I value”.
a. Resolution: Establishment of an integrated and
coherent image of oneself as a unique person resulting to a sense of centered identity.
b. Non Resolution: Role confusion or negative identity like a “hoodlum” or “delinquent”
5. ADOLESCENCE: IDENTITY VS.ROLE CONFUSION
(12-18 y.o)
35
a. Intimacy: The capacity to reach out and make contact to
other. Ex. Deep friendship, and lasting relationship
b. Rejection: Results to withdrawal, isolation and
formation of shallow relationship.
6. YOUNG ADULTHOOD: INTIMACY VS. ISOLATION
(18-40 y.o)
36
a. Generativity: Entails selflessness, reaching out beyond one’s own concerns to embrace the welfare of the society
and future generation.
b. Stagnation: People are pre occupied with their material
possessions or physical well-being. Ex. Self centered,
embittered individual.
7. MIDDLE ADULTHOOD: GENERATIVITY VS.
STAGNATION (40-65 y.o)
37
Towards twilight years, people tend to take stock of their lives or do a self- accounting. May result to a sense of satisfaction with their accomplishment or despair.
8. OLD AGE: EGO INTEGRITY VS. DESPAIR
38
During this time,
children must work
through their first
major dilemma of
developing a sense of
trust with their
primary caretaker
Trust vs. mistrust
39
Toddlers must learn
to balance feelings of
love and hate and
learn to cooperate
and control willful
desires
Autonomy vs. shame
39
Ability to be self starter o
initiate ones own activity
Initiative versus guilt.
39
* Begin to establish
their self-concept as
members of a social
group larger than
their own nuclear
family and start to
compare family
values with those of
the outside world
* Industry versus
inferiority
39
trust vs. mistrust
hope
40
During this
time, individuals work
to establish a trusting,
satisfying, and
permanent
relationship with
others They strive to
establish
commitment to others
in their personal,
occupational,
and social lives.
Intimacy versus
isolation.
40
* These children
indulge in comparing
their self-image with
an ideal image
* Adolescents find
themselves in a
struggle to establish
their own identity,
match their skills with
career choices,
and determine their
“self.”
Identity versus role
confusion.
41
initiative vs. guilt
purpose
42
autonomy vs. shame
will
43
INDUSTRY VS. INFERIORITY
COMPETENCY
43
EGO IDENTITY VS. ROLE CONFUSION
FIDELITY
44
INTIMACY VS. ISOLATION
LOVE
45
GENERATIVITY VS. STAGNATION
CARE
46
-the child constructs
reality by interacting with the
environment and that children have
predictable qualitative differences in
how they think about things at different
ages.
Universal Constructivist
Perspective
46
EGO INTEGRITY VS. DESPAIR
WISDOM
47
placed great importance on the
education of children. As the Director
of the Intern
Jean Piaget
48
* Ages: Birth to 2 Years
Major Characteristics and Developmental
Changes:
* The infant knows the world through their
movements and sensations
* Children learn about the world through basic
actions such as sucking, grasping, looking, and
listening
* Infants learn that things continue to exist
even though they cannot be seen (object
permanence)
* They are separate beings from the
people and objects around them
* They realize that their actions can cause
things to happen in the world around
them
The Sensorimotor Stage
48
Stages of Mental
Development.
* Sensorimotor stage
* Preoperational stage
* Concrete operational
stage
* Formal operational
stage
49
* Ages: 2 to 7 Years
Major Characteristics and Developmental
Changes:
* Children begin to think symbolically and learn
to use words and pictures to represent
objects.
* Children at this stage tend to be egocentric
and struggle to see things from the
perspective of others.
The Preoperational Stage
50
* Age 7 to 11
Major Characteristics and
Developmental Changes:
* Development of logical thought
* Begin using inductive logic or
reasoning
The Concrete Operational
Stage
50
* Ages 12 and up
Major Characteristics and Developmental
Changes:
* Abstract thought emerges
* Begin to use deductive logic or reasoning from
general principle to specific information
Formal operational stage
51
– Punishment-obedience orientation
§ Ego-centered, self centered, “survival of the
fittest”
§ Obedience to figure of authority brought
about by fear of physical punishment
Stage 1
51
– Good boy-nice girl orientation
§ The child becomes other-directed and
the concern is for social approval and
acceptance
§ Thus behavior conforms to accepted
social and traditional norms and
practices.
Stage 3
52
– Instrumental-relativist orientation
§ Concerned with satisfying oneself at the
expense of others
§ Doing something for others based on what
gain of benefit he/she can derive for a favor
done
Stage 2
53
– Law and order orientation
* Decisions are based on the rule of the
law, honor and commitment to duty.
Stage 4
54
– Social contract orientation
* Depends on social contracts, written
documents, abstract thing and highly
legalistic concerns
§ Believes in the saying, “The law m
Stage 5
55
– Universal ethical principle orientation
* Behaves according to concept of universal
social justice
* Respect for human rights and upholding of
the principles of dignity, equality and
justice.
Stage 6
56
1. PRE-CONVENTIONAL LEVEL
2. CONVENTIONAL LEVEL
3. POST CONVENTIONAL LEVEL
Stage 1& Stage 2
Stage 3 & Stage 4
Stage 5 & Stage 6
