Chıld Adolescent Development
Chıld Adolescent Development
3. Phallic (Penis) 3-6 years old Pervert Frigid resolved in order to develop a healthy direction.
impotence, too shy Genitalia as the source of Take note that the focus on Psychosocial
pleasure (masturbation). Develops Elektra and Development Theory is
Oedipus complex
an important sociocultural determinance of
4. Latency (school age) 6- puberty Workaholic human development.
Failing grades Energy directed to physical and
The Psychosocial Development Theory
intellectual activities. Sexual responses are
repressed. Normal homosexual stage
1. Infancy
(relationship with same sex or “barkada”
5. Genital Puberty onwards --- --- Energy Psychosocial conflict: Trust VS Mistrust
towards full sex maturity. Reappearance of
Oedipus and Elektra complex but directed to Task: attachment to the mother/caregiver
opposite sex.
If successful: trust in persons/faith and hope about the
Prime – Supplemental Material Page 3 environment and future
*Oedipus Complex means that the son is more If unsuccessful: difficulties in relating to persons
into the mother while Elektra Complex means
effectively. Fear of the future
that the daughter is more into the father.
*Overstimulation means that when the child 2. Toddlerhood (18 months – 3 years)
during the given age of a particular stage is
given something too much may result to Psychosocial conflict: Autonomy VS Shame and Doubt
something negative. For example, during the
Oral stage, if the baby doesn’t need a breastfeed Task: gaining some basic control over self and
but the mother still gives him milk he will environment
become too used to it resulting to being gullible
when he grow up. On the other hand, if the If successful: sense of self-control
baby is understimulated or wants milk to the
point that he/she is crying but the mother If unsuccessful: severe feeling of self-doubt. Always
always ignore him/her, then the baby will grow thinking that he cannot do something.
up as if he/she always wanted to have
something in his mouth for he/she was 3. Preschool Age (3 – 6 years)
deprived of it. This may result for him/her to be
a drinker, a smoker or gossiper. Psychosocial conflict: Initiative VS Guilt
Sigmund Freud also developed the differences Task: children areasked to assume more responsibilities,
between our id, ego, and superego. becoming purposeful and directive
(moral principle; conscience) EGO, SUPEREGO
If successful: ability to initiate one’s activities
(reality principle; balances id and ego)
If successful: ability to give and care for others Cannot accept defeat
If unsuccessful: self-absorption, inability to grow as a Animism (considering that objects have life)
person
Role of playing is emphasized (enhances imagination)
8. Late Adulthood (65 years – death)
No sense of conservation and reversibility
Psychosocial conflict: Integrity VS Despair
3. Concrete – Operational Stage (7 – 12 years)
Task: looking back over one’s life and accepting its
meaning Knows how to reason out
If unsuccessful: Dissatisfaction with life Learns to follow abstract reasoning but limited
LAWRENCE KOHLBERG based his ideas on the findings of Knowing the Moral Developement Theory, teachers can
Jean Piaget in studying Cognitive Development and be guided on making disciplinary measures in the
proposed the Moral Development Theory. According to classroom and managerial processes.
him, our ability to choose right from wrong is tied with
LEV VYGOTSKY proposed the Socio-Cultural Theory. He
our ability to understand and reason logically. emphasized that social interaction plays a very important
The Moral Development Theory role in cognitive development. He also believed that
individual development could not be understood without
Level 1. Pre-Conventional (Authority figures are obeyed)
(birth – 9 years) looking into the social and cultural context within which
development happens.
Stage 1. Punishment-Obedience Orientation
Scaffolding is Vygotsky’s term for appropriate assistance
[if you do good, no punishment] given by the teacher to assist the learner accomplish a
[if you do wrong, there will be punishment] specific task.
Stage 2. Instrumental-Relativist Language Development *the best definition of the word
[I will do good to you if you are good to me] is based on how it is being used.
[I will do bad to you if you are bad to me] There are four (4) major theorists on Language
Developement.
Level 2. Conventional (9 – 13 years)
1. BURRHUS FREDERICK SKINNER
Stage 3. Interpersonal Concordance (Good Boy Nice Girl
Orientation; Morality of Cooperation) Proposed Operant Conditioning
[I am doing this because everyone is doing the same Involves reinforcements (rewards)
thing] “Talk to the child in an adult way”
Stage 4. Law and Order Orientation Playing Damn Technique – let the child talk
Morality of Constraints 2. NO NOAAM CHOMSKY developed the Language
Behavior is right when it conforms to the Law Acquisition Device or Mother Tongue-Based Technique.
He is
Level 3. Post Conventional (13 years onwards)
also the major proponent of the Innatist Theory, which
Stage 5. Social Contratc Orientation (Morality of postulates that humans have innate ability to acquire
Cognition)
language; they are genetically preprogrammed for it. All
Respect the differences in ideas, concepts, orality and normally developing children acquire language. He also
religious affiliation
maintains that language and thought are separate.
3. SOCIAL CONTEXTUAL THEORY. This theory is primarily then the child relates it to what he already know (Theory
proposed by Lev Vygotsky which states that social of Constructivism).
interaction influences both language and cognitive THEORIES OF INTELLIGENCE AND LEARNING STYLES
development
1. Two-Factor Theory by Charles Spearman. It supports
Prime – Supplemental Material Page 6 that intelligence has two factors: a general mental ability
4. COGNITIVIST THEORY (Jean Piaget) maintained that factor (g) which represents what different cognitive tasks
language acquisition cannot take place until cognitive have in common; and many specific factors (s) which
development has paved the way for it. It asserts taht include mental abilities (mathematical, mechanical or
children develop knowledge of the world and then “map” verbal skills). Spearman is also the first one to use
thixs knoowledge onto language categories and relations. Psychometric approach to measure or quantify cognitive
From this viewpoint, language development depends on abilitiesm or factors taht are thought to be involved in
cognitive development, but not vice versa. intellectual performance. Let me give you an example:
Who are the Exceptional Children? They are children with Who is more intelligent, an examinee who garnered Top
the following conditions and difficulties: 1 in the Licensure Examination for Teachers or a dancer
1. Aphasia – impairment of any language modality (sound who won champion in a national dance competition?
production)
From the example given, we can see that both have
2. Dysphasia – partial impairment of language exceptional abilities. But in terms of asking who is
3. Dyslexia – special learning disability with written more intelligent then it depends on how intelligence is
language defined. If intelligence is defined in terms of cognitive
4. Dyscalculia – special learning disability with numerical abilities, we should say that the examinee who topped
operations the LET is more intelligent. However, if intelligence is
5. ADHD (Attention Deficit Hyperactivity Disorder) – defined in terms of motor skills and bodily kinesthetics,
impulsivity in attention and being hyperactive. then the champion dancer is more intelligent.
Ritalin – medicine for ADHD. It makes the hyperactive 2. Multiple Intelligence Theory by Howard Gardner. It
child more hyperactive to make him/her tired and tend to argues that there are different kinds of mental abilities
that
take a rest.
make up different kinds of intelligence. Instead of having
PAULO FREIRE proposed the Banking Concept of only two factors, there are 9 kinds which include verbal
Education. According to him, a child is like a bank which
the intelligence, musical intelligence, logico-mathematical
intelligence, spatial intelligencce, body kinesthetics
teacher deposits knowledge. This is almost the same with
John Locke’s Theory of Tabula Rasa wherein the child is intelligence, intrapersonal and interpersonal intelligence,
naturalistic intelligence and existential or moral
like a blank tablet which during the learning process
becomes filled with knowledge. Apparently, Jean Piaget intelligence.
opposed these for according to him, the child has prior 3. Sternberg’s Triarchic Theory of Intelligence. This is
knowledge already and the teacher gives new knowledge divided into three sub theories:
a. Experiential intelligence which is the ability to in Fraternities, Sororities, and Other Organizations and
formulate new ideas; Providing Penalties Therefore.”
b. Contextual intelligence which is the ability to adapt to 6. Republic Act No. 8353. Also known as “The Anti-Rape
a changing environment; and Law of 1997”. An act expanding the definition of Rape,
c. Componential intelligence which is the ability to think Reclassifying the same as Crime Against Person,
abstractly and process information. amending the purpose Act No. 3815, as amended,
otherwise
4. Jean Piaget’s Dynamic View. According to him, a
person’s intelligence is dynamic, that is, it changes as a known as the Revised Penal Code.
person’s