Stages of Human

Development
The Human
Life Cycle
 Human Life Cycle

It is the series of stages in

form and functional activity through
which man passes between
successive recurrences of a
specified primary stage.
 Stages of Life

I. P r e - Na t a l S t a g e
II. Infancy Stage
III. Babyhood Stage
IV. Childhood Stage
V. Puberty Stage
V I . Ad o l e s c e n c e S t a g e
V I I . Ad u l t h o o d S t a g e
 Stages of Life

I. P r e - Na t a l S t a g e ( G ro u p 1 )
II. Infancy Stage
I I I . B a b y h o o d S t a g e ( G ro u p 2 )
IV. Childhood Stage
V. P u b e r t y S t a g e ( G ro u p 3 )
V I . Ad o l e s c e n c e S t a g e ( M s . P i t e l )
V I I . Ad u l t h o o d S t a g e
 Stages of Human Life
Guidelines
_______ Stage
Sub-stages:
Time Period:
➢ D e ve l o p m e n t a l C h a r a c t e r i s t i c
➢ N o t a b l e d e ve l o p m e n t a l C h a n g e s
* Physical Changes
* Emotional Changes
* C o g n i t i ve C h a n g e s
 I. Foetus

The fetal stage of development

usually begins nine weeks after
fertilization.
It is also characterized by the
presence of all the major body
organs, though they will not yet be
fully developed and functional.
 I. Pre-Natal Stage

The pre-natal stage of

development begins from day 1 up
to 9 months
It is also characterized by the
presence of all the major body
organs, though they will not yet be
fully developed and functional.
 II. Infancy Stage

I t i s t yp i c a l l y a p p l i e d t o yo u n g
c h i l d r e n u n d e r o n e ye a r o f a g e ; h o w e v e r,
definitions may vary and may include
c h i l d r e n u p t o t w o ye a r s o f a g e .
When a human child learns to walk,
the term "toddler" may be used instead.
 II. Infancy

A . P h ys i o l o g i c a l D e v e l o p m e n t
Head - A newborn's head is very large in
proportion to the body.

Hair – Some newborns have a fine, downy

body hair called lanugo.

Vision – Newborn infants have unremarkable

vision, being able to focus on objects only
about 18 inches (46 cm) directly in front of
their face.
 II. Infancy

B. Social Development
Infants cry as a form of basic instinctive
communication. A crying infant may be trying
to express a variety of feelings including
hunger, discomfort, overstimulation, boredom,
wanting something, or loneliness.
 II. Infancy

C. Cognitive Development
Infants respond to the sound of snake hissing,
angry voices of adults, the crackling sound of a fire,
thunder, and the cries of other infants.
They have a drop in heart rate, their eyes
blinking, increased turning toward the speakers or
parent, all of these indicating that they were paying
more attention. This is believed by some to be
evolutionary response to danger.
 II. Infancy

D. Emotional Development
B e n e f i t s o f To u c h – S t u d i e s h a v e
shown that infants who have been the
recipients of positive touch experience
have more benefits as they develop
e m o t i o n a l l y a n d s o c i a l l y.
 II. Infancy

D. Emotional Development
Attachment Theory – The infant or
child seeks proximity to a specified
attachment figure in situations of alarm
or distress for the purpose of survival.
 III. Childhood

A . P h ys i o l o g i c a l D e v e l o p m e n t
It is divided up into the
developmental stages of toddlerhood
(learning to walk), early childhood (play
age), and middle childhood (school age).
 III. Childhood

B. Social Development
They are at a stage where they make
new friends and gain new skills, which
will enable them to become more
independent and enhance their
i n d i v i d u a l i t y.
 III. Childhood

C. Cognitive Development
They develop the ability to think in
concrete, such as how to combine (addition),
separate (subtract or divide), order
(alphabetize and sort), and transform objects
and actions.
These processes are called concrete
because they are performed in the presence of
the objects and events being thought about.
 III. Childhood

D. Emotional Development
Children begin to develop a sense of
self, more complex emotions like
s h yn e s s , s u r p r i s e , e l a t i o n ,
embarrassment, shame, guilt, pride and
empathy emerge.
 IV. Adolescence

I t i s a t r a n s i t i o n a l s t a g e o f p h ys i c a l
a n d p s yc h o l o g i c a l d e v e l o p m e n t t h a t
generally occurs during the period from
puberty to legal adulthood (age of
m a j o r i t y.
 IV. Adolescence

A . P h ys i o l o g i c a l D e v e l o p m e n t
Puberty is a period of several years in
which rapid physical growth and psychological
c h a n g e s o c c u r, c u l m i n a t i n g i n s e x u a l m a t u r i t y.
The average age of onset of puberty is at
11 f o r g i r l s a n d 1 2 f o r b o y.
 IV. Adolescence

B. Social Development
The relationships adolescents have
w i t h t h e i r p e e r s , f a m i l y, a n d m e m b e r s o f
their social sphere play a vital role in the
social development of an adolescent.
 IV. Adolescence

III. Cognitive Development

By the time individuals have reached age 15 or
so, their basic thinking abilities are comparable to
those of adults. These improvements occur in five
areas during adolescence:
1. Attention - Improvements are seen in selective
attention, the process by which one focuses on one
s t i m u l u s w h i l e t u n i n g o u t a n o t h e r. D i v i d e d a t t e n t i o n ,
the ability to pay attention to two or more stimuli at
the same time, also improves.
2. Memory - Improvements are seen in both
w o r k i n g m e m o r y a n d l o n g - t e r m m e m o r y.
 IV. Adolescence

III. Cognitive Development

3. Processing speed – They think more
quickly than children. Processing speed improves
sharply between age five and middle adolescence;
it then begins to level off at age 15 and does not
appear to change between late adolescence and
adulthood.
4. Organization – They are more aware of
their thought processes and can use mnemonic
devices and other strategies to think more
e f f i c i e n t l y.
5. Metacognition – They have higher order
thinking skills.
 IV. Adolescence

D. Emotional Development
They show strong feelings and intense
emotions at different times. Moods might seem
unpredictable. These emotional ups and downs
can lead to increased conflict. Their brain is
still learning how to control and express
e m o t i o n s i n a g r o w n - u p w a y.
 V. Adulthood

A human being or other organism

that has reached sexual maturity.
Early Adulthood (ages 20 – 40)
Middle Adulthood (ages 40 – 65)
 V. Adulthood

A . P h ys i o l o g i c a l D e v e l o p m e n t
Yo u n g / p r i m e a d u l t h o o d c a n b e
considered the healthiest time of life and
young adults are generally in good health,
subject neither to disease nor the problems
of senescence.
Strength and physical performance
reach their peak from 18 –35 years of age.
Flexibility may decrease with age
throughout adulthood.
 V. Adulthood

A . P h ys i o l o g i c a l a n d C o g n i t i v e
Development
Yo u n g / p r i m e a d u l t h o o d c a n b e
considered the healthiest time of life and
young adults are generally in good health,
subject neither to disease nor the problems
of senescence.
Strength and physical performance
reach their peak from 18 –35 years of age.
Flexibility may decrease with age
throughout adulthood.
 V. Adulthood

B. Emotional Development
Three vital factors of emotional
d e v e l o p m e n t f o r yo u n g a d u l t s i n c l u d e
love and relationships, living on their
own, and career development.
 VI. Old Age

It refers to ages nearing or

surpassing the life expectancy of
human beings, and is thus the end of
the human life cycle.
 VI. Old Age

A . P h ys i o l o g i c a l D e v e l o p m e n t
A basic mark of old age that affects
both body and mind is “slowness of
b e h a v i o r. ”
This “slowing down principle” finds a
correlation between advancing age and
s l o w n e s s o f r e a c t i o n a n d p h ys i c a l a n d
mental task performance.
 VI. Old Age

A . P h ys i o l o g i c a l D e v e l o p m e n t
A basic mark of old age that affects
both body and mind is “slowness of
b e h a v i o r. ”
This “slowing down principle” finds a
correlation between advancing age and
s l o w n e s s o f r e a c t i o n a n d p h ys i c a l a n d
mental task performance.
 VI. Old Age

B. Social Development
Many older adults contend with feelings
of loneliness and isolation as their loved
o n e s p a s s a w a y, w h i c h c a n n e g a t i v e l y
impact their health and well -being. Staying
active and involved in life can help to
counteract these challenges.
 VI. Old Age

C. Cognitive Development
Memory loss is common in old age
due to the decrease in speed of
information being encoded, stored, and
retrieved. It takes more time to learn new
information.
 VI. Old Age

D. Emotional Development
As people age, they become more
dependent on others. Older adults may
struggle with feelings of guilt, shame, or
depression because of their increased
d e p e n d e n c y, e s p e c i a l l y i n s o c i e t i e s w h e r e
the elderly are viewed as a burden.