Professional Education Child and Adolescent Development

CHILD AND ADOLESCENT DEVELOPMENT

 Interpret theories and findings related to child and adolescent development along
the biological, linguistic, cognitive, social and psychological dimensions.

A. Basic Concepts
 Growth
 Pertains to the physical change and increase in size
 Can be measured quantitatively
 Indicators of growth are height, weight, bone size and definition
 The growth rate is rapid during the
a. Prenatal c. Infancy
b. Neonatal d. Adolescence
 Slows during childhood
 Minimal during adulthood
 Development
 Involves increase in the complexity of function and skill progression
 The capacity and skill of a person to adapt to the environment
 Pertains to the behavioral aspect of growth
 Maturation
 Consists of changes that occur relatively independent of the environment
 Usually considered to be genetically programmed- the result of heredity
 ZPD
 Zone of proximal development wherein the child acquires new skills and
information with help or assistance of an adult or an adult peer
 Heredity
 The process of transmitting biological traits from parents to offspring
 Environment
 Refers to the surrounding condition that influences growth and development
 Theory
 Ideas based on observations and other kinds of evidences which are organized
in a systematic manner
 Used to explain and predict the behaviors and development of children and
adults
 Ethological Theory
 Views development in terms of evolutionary concepts
 Attachment
 Refers to the emotional bond to another person
 Lasting psychological connectedness between human beings
 An innate human survival mechanism
 A control system that achieves these specific goals:
1. Helps that infant maintain proximity (closeness to the caretaker)
2. Provides the young child with security as base from which to explore the
world
3. Helps the child regulate his/her emotions
 John Bowly focused on how attachment difficulties were transmitted from one
generation to the next.
 Psychosexual Theory
 Sigmund Freud’s theory of personality development that focuses on the
changing seat of sensual pleasure of the individual
 Psychological Theory
 Erik Erikson’s theory of personality which focuses on the individual’s
interactions with the society.
 Ecological Theory
 Eric Brofenbrenner’s theory of development in which the process is a joint
function of the person and all levels of the environment
 Sociohistoric – Cognitive / Linguistic Theory
 Lev Semanovich Vygotsky’s belief that the child is socially dependent at the
beginning of his cognitive life
 Development is concerned as dependent on social interaction
Professional Education Child and Adolescent Development
Environment System
The Microsystem – the setting in which the individual lives
The Mesosystem – relations between the Microsystems or connections between contexts
The Exosystem – when experiences in another social setting which the individual do not
have an active role influences what s/he experiences in an immediate context
The Macrosystem – involves the culture in which individuals live
 Culture refers to the behavior patterns, beliefs and all other products of a group of
people that are passed on from generation to generation.
The Chronosystem – the patterning of environmental events and transitions over one’s
life-span includes sociohistorical circumstances

THEORIES
1. Freud’s Psychosexual Development Theory
STAGE AGE CHARACTERISTICS
1. Oral Birth to 1 Center of pleasure: mouth (major source of gratifications
½ y/o and exploration)Major conflict
Primary need: security
Major conflict: weaning
2. Anal 1 to 3 y/o Source of Pleasure: anus and bladder (sensual satisfaction
and self-control)
Major conflict: toilet training
3. Phallic 4 to 6 y/o Center of pleasure: child’s genital (masturbation)
Major conflict: Oedipus and Electra Complex
4. Latency 6 to Energy directed to physical and intellectual activities
puberty Sexual impulses repressed
Relationship between peers of same sex
5. Genital Puberty Energy directed towards full sexual maturity and function
onwards and development of skills to cope with the environment

2. Erikson’s Stages of Psychosocial Development Theory

STAGE AGE CENTRAL TASK (+)RESOLUTION (-)RESOLUTION
1. Infancy Birth – Trust vs. Learn to trust Mistrust,
18 Mistrust others withdrawal,
mos. estrangement
2. Early 1 ½ to Autonomy vs. Self-Control w/o Compulsive, self-
childhood 3 y/o Shame and loss of self-esteem restraint or
doubt Ability to compliance,
cooperate and Willfulness and
express oneself defiance
3. Late 3 to 5 Initiative vs. Learns to become Lack of self-
childhood y/o guilt assertive confidence
Ability to evaluate Pessimism, fear of
one’s behavior wrong doing
Over-control and
over restriction
4. School age 6 to Industry vs. Learns to create, Loss of hope, sense
12 y/o Inferiority develop and of being mediocre
manipulate Withdrawal from
Develops sense of school and peers
competence and *Those who ignore,
perseverance rebuff, deride their
*Parents, teachers effort are
who support, strengthening
reward and praise feelings of
children are inferiority
encouraging and
helping children
develop their
sense of industry
5. Adolescence 12 – Identity vs. Coherent sense of Feelings of
20 y/o Role Confusion self confusion,
Professional Education Child and Adolescent Development
Plans to actualize indecisiveness and
one’s ability possible anti-social
*Seeking to find anbehavior
identity, *When the
adolescents try on adolescents fail to
many new roles. If develop a sense of
they experience identity, he/she
continuity in theirexperiences role
perception of self,confusion or a
identity develops. negative identity
6. Young 18-25 Intimacy vs. Intimate Impersonal
adulthood y/o Isolation relationship with
relationships
another person Avoidance of
Commitment to
relationship, career
work and
or lifestyle
relationships commitments
*Center intimacy is*Failure to establish
the ability to share
close and intimate
with and care for relationship results
others. to feeling of
isolation
7. Adulthood 25-65 Generativity Creativity, Self-indulgence,
y/o vs. Stagnation productivity, self-concern, lack of
concern for others interests and
commitments
8. Maturity 65 y/o Integrity vs. Acceptance of Sense of loss,
to Despair worth and contempt for others
death uniqueness of
one’s own life
Acceptance of
death

3. Havighurst’s Development Stage and Tasks

DEVELOPMENTAL DEVELOPMENTAL TASK
STAGE
1. Infancy vs. Early  Eat solid Foods
Childhood  Walk
 Control elimination to others
 Relate emotionally to others
 Distinguish right from wrong through development of
conscience
 Learn sex differences and sexual modesty
 Achieve personal independence
 From simple concepts of social and physical reality
 Talk
2. Middle Childhood  Learn physical skills required for games
 Build healthy attitudes towards oneself
 Learn to socialize with peers
 Learn appropriate masculine or feminine role
 Gain basic reading, writing and mathematical skills
 Develop concepts necessary for everyday living
 Formulate a conscience based on a value system
 Achieve personal independence
 Develop attitudes toward social groups and
institutions
3. Adolescence  Establish more mature relationships with same-age
individuals of both sexes
 Achieve a masculine or feminine social role
 Accept own body
 Establish emotional independence from parents
 Achieve assurance or economic independence
Professional Education Child and Adolescent Development
 Prepare for an occupation
 Prepare for marriage and building of family
 Acquire skills necessary to fulfill civic responsibilities
 Develop a set of values that guides behavior
4. Early Childhood  Select a partner
 Learn to live with a partner
 Start a family
 Manage a home
 Establish self in a career/occupation
 Assume civic responsibilities
 Become part of a social group
5. Middle Adulthood  Fulfill civic and social responsibilities
 Maintain an economic standard of living
 Assist adolescent children to become responsible,
happy adults
 Relate one’s partner
 Adjust to physiological changes
 Adjust to aging parents
6. Later Maturity  Adjust to physiological changes and alterations in
health status
 Adjust to retirement and altered income
 Adjust to death of spouse
 Develop affiliation with one’s age group
 Meet civic and social responsibilities
 Establish satisfactory living arrangements

4. Sullivan’s Interpersonal Model of Personality Development

STAGE AGE DESCRIPTION
1. Infancy Birth to ½ Infant learns to rely on caregivers to meet needs
yrs & desires
2. Childhood 1 ½ to 6 yrs Child begins to learn and to delay immediate
gratification of needs & desires
3. Juvenile 6 to 9 yrs Child forms to fulfilling peer relationship
4. Preadolescence 9 to 12 yrs Child relates successfully to same-sex peers
5. Early 12 to 14 yrs Adolescent learns to be independent & forms
adolescence relationship with members of the opposite sex.
6. Late 14 to 21 yrs Person establishes an intimate, long lasting
adolescence relationship with someone of the opposite sex.

5. Piaget’s Phases of Cognitive Development

PHASE AGE DESCRIPTION
A. Sensorimotor Birth to 2 yrs Sensory-organs & muscles become more
functional
Stage 1: Use of Birth to 1 Movements are primarily reflexive
reflexes month
Stage 2: Primary 1 – 4 months Perceptions center around one’s body. Objects
circular reaction are perceived as extension of the self.
Stage 3: Secondary 4 – 8 months Becomes aware of external environment
circular reaction initiates acts to change the movement
Stage 4: Coordination 8 – 12 Differentiates goals and goal-directed activities
of secondary months
schemata
Stage 5: Tertiary 12 – 18 Experiments with methods to reach goals.
circular reaction months Develops rituals that become significant
Stage 6: Invention of 18 – 24 Uses mental imagery to understand the
new means months environment
Uses fantasy
Preoperational 2 – 7 years Emerging ability to think
*Children use symbolism (images and language)
to represent and understand various aspects of
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environment
Pre – conceptual stage 2-4 years Thinking tends to be egocentric
Exhibits use of symbolism
Intuitive stage 4 – 7 years Unable to break down a whole into separate
parts
Able to clarify objects according to one trait
B. Concrete 7 – 11 years Learns to reason about events between here-
Operations and-now
*Can understand the basic properties of and
relations among objects and events in the
everyday world
*Able to solve concrete (hands-on) problem in
logical fashion

C. Formal 11 + years Able to see and to reason in the abstract

Operations *Becomes more scientific in thinking
*Capable of systematic, deductive reasoning

6. Kohlberg’s Stages of Moral Development

LEVEL AND STAGE DESCRIPTION
Level I: Pre- Authority figures are obeyed.
conventional
(Birth to 9 years) Misbehavior is viewed in terms of damage done.
Stage 1: Punishment A deed is perceived as “wrong” if one is punished; the activity
and Obedience is right if one is not punished.
Orientation
Stage 2: Instrumental- “Right” is defined as that which is acceptable to and approved
Relativist Orientation by the self.
When actions satisfy one’s needs, they are “right”.
Level II: Conventional Cordial interpersonal relationships are maintained.
(9-13 years) Approval of others is sought through one’s actions.
Stage 3: Interpersonal Authority is respected.
Stage 4: Law and Order Individual feels “duty bound” to maintain social order.
Orientation Behavior is “right” when it conforms to the rules.
Level III: Post – Individual understands the morality of having
Conventional democratically established laws.
(13+years)
Stage 5: Social Contract It is “wrong” to violate others’ right.
Orientation
Stage 6: Universal The person understands the principles of human rights and
Ethics personal conscience. The person believes that trust is a basis
relationship.

7. Gilligan’s Theory of Moral Development

LEVEL AND STAGE DESCRIPTION
A. Orientation of Concentrates on what is best for self
individual Survival Selfish
Transition Dependent on others
Transition 1: From Recognizes connections to others
Selfishness to Makes responsible choices in terms of self and others
Responsibility
II. Goodness and Self- Puts needs of others ahead of own
sacrifice Feels responsible for others
Is independent
May use guilt to manipulate others when attempting to help
Transition 2: From Decision based on intentions and consequences, not on other’s
Goodness to Truth responses
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Considers needs of self and others
Wants to help others while being responsible to self
III. Morality of Sees self and others as morally equal
Assumes responsibilities for own decisions
Basic tenet to hurt no one including self
Conflict between selfishness and selflessness
Self-judgment is not dependent on other’s perceptions but
rather on consequence and intentions of actions.

8. Fowler’s Stages of Faith

STAGE AGE DESCRIPTION
Pre-Stage: Infant Trust, hope and love complete with
Undifferentiated environmental inconsistencies or threats
Faith abandonment
Stage 1: Intuitive Toddler-Pre- Imitates parental behaviors and attitudes
Projective Faith schooler about religion and spiritually
Has no real understanding of spiritual
concepts
Stage 2: Mythical-Literal School-Aged Accepts existence of a deity
Faith Child Religious and moral beliefs are symbolized
by stories
Appreciate others viewpoints
Accepts concepts of reciprocal fairness
Stage 3: Synthetic- Adolescent Questions values and religious beliefs in
Conventional Faith an attempt to form own identity
Stage 4: Individuative- Late Adolescent Assumes responsibility for own attitudes
Reflective Faith and Young Adult and beliefs
Stage 5: Conjunctive Adult Integrates others perspectives about faith
Faith into own definition of truth
Stage 6: Universalizing Adult Makes concept of “I”

Principles of Growth and Development

1. Nature and Nurture
 Development in influenced by both heredity (nature) and environment
(nurture).
 The nature (heredity) is responsible for many of our physical characteristics
such as hair, and eye color, facial features and to some extent the height and
weight.
 Many of our characteristics can be influenced by environment (nurture).
2. Growth and Development is a continuous process.
 As a child develops, he or she adds to the skill already acquired and the new
skills become the basis for further achievement and mastery of skills.
 Most children follow a similar pattern.
 Also, one stage of development lays the foundation for the next stage of
development.
3. Development proceeds from the head downward.
 This is called the cephalocaudal principle.
 This principle describes the directions of growth and development.
 According to this principle, the child gains control of the head first, then the
arms and then the legs.
4. Development proceeds from the center of the body outward.
 This is the principle of proximodistal development that also describes the
direction of development.
 This means that the spinal cord develops before outer parts of the body. The
child’s arms develop before the hands and the hands and feet develop before
the fingers and toes.
5. Development depends on maturation and learning.
 Maturation refers to the sequential characteristics of biological growth and
development.
 The biological changes occur in sequential order and give children new abilities,
Changes in the brain and nervous system account largely for maturation.
Professional Education Child and Adolescent Development
6. Developmental proceeds from the simple (concrete)to the more complex.
 Children use their cognitive and language skills to reason and solve problems.
For example, learning relationships between things (how things are similar) or
classification is an important ability in cognitive development.
7. Growth and development proceed from general to specific.
 In motor development, the infant will be able to grasp an object with whole
hand before using only the thumb and forefinger.
 The infant’s first motor movements are very generalized, undirected and
reflexive, waving arms or kicking before being able to reach or creep toward an
object.
 Growth occurs from large muscle movements to more refined movements to
more refined (smaller) muscle movements.
8. There are individual rates of growth and development.
 Each child is different and the rates at which individual children grow, is
different. Although the patterns and sequences for growth and development are
usually the same for all children, the rates at which individual children reach
developmental stages will be different.

Stages of Human Development: These pertain to the number of period in a man’s life
cycle. Although the focus of discussion is on individuals of school age, a brief description
of those in other stages of development is also given.
1. Prenatal Stage (conception-birth)
The prenatal period in many aspects is considered as one of the most-if not the most,
important period of all in the life span of a person. This person begins at conception
and ends at birth and approximately 270 to 280 days in length or nine calendar
months.

Prenatal period is divided into three major phases:

a. Germinal Stage (fertilization to 2 weeks)
 This is also known as the period of the zygote.
 Zygote refers to the newly formed cell after the union of the egg cell and the
sperm cell, a process which is also known as fertilization.
 Cell division begins in a time no longer than 36 hours after fertilization.
 Subsequently, for 3 to 4 days the zygote from the oviduct travels down to the
fallopian tube and then to the uterus where the implantation begins.

b. Embryonic Period ( 2 weeks to 2 months or 8 weeks)

 Also known as the period of the embryo
 The cell known as zygote before is now known as embryo.
 By the 14thn day after fertilization, the blastocyst is already implanted in the
uterus.
 The umbilical cord attaches the placenta functionally to the mother
 The foundations for the eyes, ears, nose, mouth extremities (upper and lower) and
the digestive system have been laid on the 8 th week
 The 1 ½ inches long embryo, weighing one-tenth to one-fifteenth of an ounce,
develops at the end of the first month
 This period is considered as the most critical period for the reason that the embryo
is most vulnerable to damage and defect
 During the first trimester ( 3 months of pregnancy) almost all birth defects occur
and chances are, the defects will be permanent

c.Fetal Period ( 8 weeks to birth)

 Also called as the period of the fetus
 The embryo before is now known as fetus in this stage
 The fetal stage begins with the formation of the first bone cells.
 Various organs grow functionally and take the appearance of the human body
 The fetus can now kick and can manipulate its extremities (upper and lower) and
can open its mouth, frown, and turn its head, as well as take a few “breaths” by
the end of the third month.
 By the end of the fifth month, the fetus is one foot long and weighs a pound.
Professional Education Child and Adolescent Development
 At the end of the sixth month, the fetus’ eyelids can be opened; it develops grasps
and more than enough taste buds.
 The fetus weighs two pounds and its all organ systems have become functional at
the end of the seventh month.
 During the eighth and ninth month, the fetus becomes round and heavy and is
able to lift its head.

2. Infancy Stage (birth-two weeks of life)

Infancy is the transition period intervening between birth and two weeks of life and
identified as the shortest of all developmental period.
 The word “infant” suggests extreme helplessness.
 Subdivisions of Infancy include the a). period of the partunate or from the time the
fetal body has emerged from the mother’s body and lasts until the umbilical cord
has been cut and tied; and the b). period of the neonate or from the cutting and
tying of the umbilical cord to the end of the second week of the postnatal life
 Newborns up to two days are typically unattractive and are extremely feeble due
to regular muscular restraints.
 Most often, he is asleep, drowsy, cries and gets excited easily.
 The neonate is sensitive to brightness as indicated by his response to change in
illumination; his visual images are likely to be blurred because of failure of the lens
to focus on the object.
 The roots of language are crying, cooing and babbling.

3. Babyhood Stage (2nd week to second year of life)

Compared to infancy, babyhood stage is characterized by decreasing dependency for
the reason that this is the time when the babies achieve enough body control to
become independent.
 Development tasks include: learning to walk, learning to take solid foods, having
organs of elimination under partial control, achieving reasonable psychological
stability and especially in hunger rhythm and sleep, relating emotionally to parents
and siblings, and learning the foundations of speech
 Babyhood skills fall under two categories; hand skills and leg skills.
 Crying, cooing, babbling, gesturing and emotional expressions are examples or
prespeech forms of communication.
 Common emotional patterns involve anger, fear, curiosity, joy and affection.
 Babies are also capable of establishing or forming friendships.
 Considered non-moral due to their lack of a scale of values and conscience and
they demonstrate obedience to rules without question

4. Early Childhood Stage (two to six years of life)

Iames given to describe the stage are: problem or troublesome age toy age,
preschool age, pre-gang age, exploratory and the questioning age.
 Developmental tasks include: control of illumination, self-feeding, self-dressing and
doing some things without much help, development of motor skills that allow him
to explore and do things to satisfy his curiosity and acquisition of adequate
vocabulary to communicate his thoughts and feelings with those around him
 Intellectual development as described by Piaget encompass the two sub periods:
a). the preconceptual period (2-4 years) and includes egocentrism, animism and
transductive reasoning; and b). intuitive period (4-6 years) and includes inattention
to transformations, centration and irreversibility.
 Early childhood is also characterized by heightened emotionality.
 The presence of the significant others or the primary group is also given
importance because they serve as models for the child who usually identifies with
them and patterns his behavior after them.
 The preschool child should be given as much as physical experience as possible
and play activities to learn by doing and to develop his intellectual capacity.
 This stage is also regarded as the teachable moment for acquiring skills because
children enjoy the repetition essential to learning skills; they are adventuresome
and like to try new things and have already learned skills to interfere with the
acquisition of the new ones.
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 Because speech development advances rapidly this time, as seen in the
improvement in comprehension as well as in the different speech skills, talking to
young children will leave a strong impact.
 The concept of morality emerges as a result of interactions with adults and peers.
 Other common interests include interest in religion, in the human body, in self, in
sex and in clothes.
5. Late Childhood Stage (six to ten or twelve years of life)
Late childhood is the period for learning the basic skills in life.
 It coincides with the child’s elementary school years, entering Grade 1 at six
years and graduating at age 12.
 Names used to describe the stage are: troublesome age, sloppy age,
quarrelsome age, elementary school age, critical period in the achievement
drive, gang age and age of conformity.
 Physical growth is at slow and relatively even rate because of the influence of
health, nutrition, immunization, sex and intelligence.
 Children in this stage win recognition by being able to do things.
 Developmental tasks include: learning physical skills necessary for group and
organized games; learning to get along with age-mates and members of his
family and community; learning fundamental skills in reading, writing and
numeracy; develop appropriate masculine or feminine social roles; develop
healthy self-concept and conscience: achieve personal independence by being
able to perform life skills; learn to perform the different roles expected of him
and think rationally to adjust to situations make decisions and solve problems.
 There is a rapid increase in understanding and in the accuracy of concepts
during this stage as a result of increased intelligence and partly as a result of
increased learning opportunities.
 The child’s social development is enhanced by his interaction with his peers in
work or in play.
 In resolving moral conflicts, it is necessary for the significant others to teach the
child the values of respect for others and set themselves as examples or
models.
 Most children develop moral codes influenced by moral standards of the groups
with which they are identified, and a conscience which guides their behavior in
place of the external controls needed when they were younger.
 It is also necessary for parents and teachers to understand the child’s thinking
and to facilitate his intellectual growth and development.
 Healthy relationships with himself and others could be brought about by the
child’s understanding of his emotions and his ability to express his emotions, as
well.

6. Preadolescence or Puberty Stage (ten or twelve or thirteen or fourteen

years of life)
Derived from the Latin word pubertas which means age of manhood
 The word growth spurt refers to the rapid acceleration in height and weight that
marks the beginning of adolescence.
 Considered as unique and distinctive period and characterized by certain
developmental changes that occur at no other time in the life span
 An overlapping period because it encompasses the closing years of childhood
and the beginning years of adolescence
 A relatively short period, lasting from two to four years or less
 Manifested in both internal and external changes in the body with both the
primary and secondary sex characteristics.
 Primary sex characteristics include the menarche for the girls or the first
menstrual flow and the nocturnal emissions for the boys.
 Secondary sex characteristics on the other hand include the physical features
which distinguish males from females and may be the source of appeal among
the members of the opposite sex.
 Puberty is divided into three stages: a). prepubescent – secondary sex
characteristics begin their development but their reproductive organs are not
yet fully developed, b).pubescent – characterized by menarche for girls and
nocturnal emissions in boys, c).post pubescent – secondary sex characteristics
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become well developed and the sex organs begin to function in a mature
manner.
 The onset of puberty has an important implication in the personality
development of the individual.
 A critical period for the development of positive attitudes towards one’s body
and oneself in general

7. Adolescence Stage (thirteen or fourteen to eighteen years of life)

Adolescence is the age when the individual becomes integrated into society of adults;
the age when the child no longer feels that he is below the level of his elders but
equal, at least in rights.
 Came from the Latin word adolescence meaning to grow or to grow to maturity
 Early adolescence extends roughly from thirteen to sixteen or seventeen years,
and late adolescence covers the period then until eighteen, the age of legal
maturity.
 The developmental tasks of adolescence are focused on the developing
independence in preparation for adulthood and in establishing a sense of identity.
 Adolescence is a period of heightened emotionally, a time of “storm and stress”.
 The important social changes in adolescence include increased peer-group,
influence, more mature patterns of social behavior, new social groupings and new
values in the selection of friends and leaders and social acceptance.
 Relationships between adolescents and members of their families tend to
deteriorate in early adolescence though these relationships often improve as
adolescence grows to close, especially among adolescent girls and their family
members.
 Peer groups become the general source of behavior, desire for greater
independence shown.
 Great concern about what others think of them.
 Have increased ability to engage in mental manipulations and test hypotheses;
thinking becomes more abstract, liberal and knowledge

8. Adulthood Stage (twenty to sixty-five years of life)

 The need for love and intimacy are met in adult life, becomes more fulfilling in
marriage, with the involvement of commitment
 The need for generativity is through achievement
 Burn out and alienation become a problem with work.
 Moral development possesses responsibility for the welfare of others.
 Changes in the primary senses and the organ reserve decline upon growing older.
 Menopause for women and climacteric for men signify the decline of sex and
reproduction.

9. Old Age (sixty-five years of life)

 Composed of individuals at and over the age of 65, most of whom have retired
from work
 Most individuals in these late years begin to show slow, physical, in tellectual and
social activities.
 While there is a gradual decline of cognition in older life, older people see art and
nature in a deeper, more appreciative way.
 Symptoms of senility which include severe memory loss, rambling conversation,
disorientation and personality change occurs because of dementia, a pathological
loss of intellectual functioning.
 In late adulthood, affiliation needs are more important than achievement needs.
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PART II – ANALYZING ITEMS

Directions: Read and analyze each item and select the correct option that answers each
question. Analyze the items using the first 5 items as your sample. Write only the letter
of your choice in your answer sheet.

1. Dr. Escoto, the school physician conducted a physical examination in Ms. Manuel’s
class. What concept best describes the quantitive increase observed by Dr. Escoto
among the learners in terms of height and weight?
A. Development C. Learning
B. Growth D. Maturation
Analysis: Option A: is not the correct answer because development refers to the
systematic and orderly changes in organisms’ experiences. Option B: The best
answer because it refers to the quantitative changes or the observable
changes in humans. Option C: An incorrect answer because it refers to the portion of
development that is the result of experience and the interaction with the environment.
Option D: Not the correct answer because maturation refers to the unfolding of traits
potentially present in the individual because of heredity.

2. Which situation best illustrates the concept of growth?

A. A kinder pupil gains 2 pounds within two months.
B. A high school student gets a score of 85 in a mentally ability test.
C. An education student has gained knowledge on approaches and strategies in
teaching different subjects.
D. An elementary grader has learned to play piano.
Analysis: Option A: This is the best answer because it refers to the progressive
increase and continuous advancement of the child from birth to maturity.
Option B: Is not a correct answer because it does not refer to any increment or increase
in human beings. Option C: An incorrect option because it refers to the development of
learning as a result of experience. Option D: Cannot be considered because this refers to
a skill.

3. Which statement below best describes development?

A. A high school student’s height increased from 5’2” to 5’4”
B. A high school student’s change in weight from 110 lbs. to 125 lbs.
C. A student had learned to operate the computer.
D. A student’s enlargement of hips.
Analysis: Option A and B: Both options cannot be considered because these refer to the
quantitative and continuous changes from birth to maturity. Option C: Is the correct
answer because development is the process in the life of a human being by
which the individual’s potentialities unfold and appear. Option D: Cannot be
considered as the correct answer because it refers to the increment of the bodily parts.

4. What concept can be describes Francisco’s ability to walk without a support at age
12 months because of the “internal ripening” that occurred in his muscles, bones
and nervous system development?
A. Development C. Learning
B. Growth D. Maturation
Analysis: Option A: This refers to the qualitative increase in human functioning through
the life span. Option B: is not a correct answer because it refers to the easily measurable
and sometimes obvious features of human beings. Option C: An incorrect option because
it refers to the acquisition of knowledge, emotions, values and skills. Option D: This is
Professional Education Child and Adolescent Development
the best answer because it refers to the state of the body and its readiness for
the behavior.

5. Teacher Jesus is now 69 years old has been observing changes in him such as the
aging process. Which term refers to the development change in the individual?
A. Development C. Learning
B. Growth D. Maturation
Analysis: Option A: Not a best option because this pertains to the continuous qualities
that occurred in our advancement from birth to maturity. Option B: Is not a correct
answer because this refers primarily to the physical changes such as increase in height,
weight and size. Option C: An incorrect option because learning refers to the change in
behavior as a result of some form of experience. Option D: This is the best option
because maturation refers to the state of the body and its readiness for behavior.

6. Manuel, a five-year old boy can hold his pen and write his name with his right
hand. Which term describes Manuel’s action/behavior?
A. Development C. Learning
B. Growth D. Maturation

7. Which of the following theory can help Miss Samson determine the readiness of her
learners by administering a readiness test?
A. Conditioning Theories C. Maturation Theory
B. Cognitive Development Theory D. Ethological Theory

8. Mr. Francisco was very much worried about the thumb sucking of his son. A friend
of him says that certain behavior among infants. Who presented that notion that
certain behavior like thumb-sucking is normal behavior?
A. Sigmund Freud C. John Bowly
B. Erick Erickson D. Urie Bronfrenbenner

9. A newborn infant move his whole body at one time, instead of moving part of it.
Which of the following principles is illustrated by this behavior?
A. Development proceeds from specific to general.
B. Development proceeds from general to specific.
C. Development follows an orderly pattern.
D. Development follows a general pattern.

10. “Train up a child in the way he should be; when he grows up, he will not
depart from it”. Which principle supports this?
A. Development is determined by the heredity.
B. Development is determined by the environment.
C. Early development is more critical that the late development.
D. Early development is less critical that late development.

11. Which stage of the psychosexual theory does young boys experience
rivalry with their father for their mother’s attention and affection?
A. Oral C. Phallic
B. Anal D. Latency

12. Angela focuses her attention on the school work and vigorous play that
consume most of her physical energy. Which stage of psychosexual theory
illustrates her behavior?
A. Oral C. Phallic
B. Anal D. Latency

13. Which of the following is likely to be developed if infants are shown

genuine affection?
A. Trust C. Initiative
B. Autonomy D. Industry
Professional Education Child and Adolescent Development
14. Christian develops an integral and coherent sense of self. He seeks
answers to the question. “Who am I?” Which of the following is Christian likely to
develop?
A. Initiative C. Intimacy
B. Identity and Role confusion D. Autonomy

15. Ms. Cruz uses images and language to represent and understand her
various lessons to preschool learners. What stage in the cognitive theory of
development explains this?
A. Sensorimotor C. Concrete Operational
B. Preoperational D. Formal Operation

16. Connie develops concepts necessary for everyday living, builds healthy
attitudes towards oneself, and achieve personal independence. These are among
the attributes of an individual in what particular stage?
A. Infancy and early childhood C. Adolescence
B. Middle childhood D. Early adulthood

17. Some children are more active than the others, as everyone knows-
extremely high levels of activity or hyperactivity are considered problematic. How
may a teacher help a child who is hyperactive?
A. Make him the leader of the class.
B. Transfer him to another class.
C. Give him challenging activities that are appropriate to his ability level and
interests.
D. Allow him to spend lonmger at the playground until he gets tired.

18. Marivic gets jealous whenever she sees her father showing love and
affection to her mother. Which of the following is she showing according to Freud?
A. Complex C. Electra Complex
B. Phallic D. Oedipus complex

19. In Piaget’s Theory of Cognitive Development, which of the following

statements would illustrate Edward who is 11 years old?
A. Able to see relationship and to reason in the abstract.
B. Unable to breakdown a whole into separate parts.
C. Differentiates goals and goal-directed activities.
D. Experiments with methods to reach goals.

20. Violeta goes with her mother in school. She enjoys the workplace of her
mother. Which of the following ecological theories is illustrated by the situation?
A. Microsystem C. Exosystem
B. Mesosystem D. Macrosystem

21. Danilo wants to seek independence by separating from his family. He

had finished his tertiary level. In what Levinson’s season of adult development is
manifested by Danilo?
A. Early adult transition C. Transition
B. Entrance to adult world D. Setting down

22. Anna believes that authority is respected. She is now in what particular
level in the moral development theory of Lawrence Kohlberg?
A. Social Contract
B. Law and Order Orientation
C. Interpersonal concordance
D. Universal ethics orientation

23. What level has a four year old learner like Maryann reached when she
acquired new skills such as putting the same shapes and the same colors
together?
A. Development B. Maturation
Professional Education Child and Adolescent Development
C. Zone of Proximal Development D. Learning

24. Which of the following principles can be the basis of the growing
realization of the significance of the early childhood education?
A. The young children are capable of doing many things at an early stage.
B. The child should be seen and should learn.
C. The first five years of life are formative years of the child.
D. Early childhood experiences can be interesting and challenging.

25. Which of the following learner’s characteristics will affect most of the
learners learning in the academic areas?
A. His affective characteristics D. His socio-emotional
B. His cognitive characteristic characteristics
C. His psychomotor characteristics
PART III – ENHANCING TEST TAKING SKILLS
Directions: Enhance your test taking skills by answering the items below. Write only the
letter of the best answer.

1. Which of the following is true about human development?

A. Human development considers both maturation and learning.
B. Development refers to the progressive series of changes of an orderly coherent
type toward the goal of maturity.
C. Development is the gradual and orderly unfolding of the characteristics of the
individuals as they go through thw successive stages of growth.
D. All of the above.

2. What do you call the quantitative increase in terms of height and weight as
observed by the school physician during the physical examination of the students?
A. Development C. Learning
B. Growth D. Maturation

3. Mrs. Alvarez conducts research on the psychosocial domain of development. In

what particular area of the child’s development is Mrs. Alvarez most likely to be
interested with?
A. Perceptual abilities C. Emotions
B. Brain-wave patterns D. Use of language

4. Which of the following is the correct order of psychosexual stages proposed by

Sigmund Freud?
A. Oral stage, anal stage, phallic stage, latency stage, genital stage
B. Anal stage, oral stage, phallic stage, latency stage, genital stage
C. Oral stage, anal stage, genital stage, latency stage, phallic stage
D. Anal stage, oral stage, genital stage, latency stage, phallic stage

5. What is the best description of Erikson’s psychosocial theory of human

development?
A. Eight crises all people are thought to face
B. Four psychosocial stages in the latency period
C. The same number of stages as Freud’s but with different names
D. A stage theory that is not psychoanalytic

6. In Erikson’s theory, what is the unresolved crisis of an adult who has difficulty
establishing a secure, mutual relationship with a life partner?
A. Initiative vs. Guilt C. Intimacy vs. Isolation
B. Autonomy vs. Shame and Doubt D. Trust vs. Mistrust

7. Alyssa is eight years old, and though she understands some logical principles, she
still has troubles in understanding hypothetical concepts. According to Piaget,
Alyssa belongs to what particular stage of cognitive development?
A. Sensorimotor C. Concrete operational
B. Preoperational D. Formal operational
Professional Education Child and Adolescent Development

8. Which of the following provides the best broad description of the relationship
between heredity and environment in determining height?
A. Heredity is the primary influence, with environment affecting development only
in severe situations.
B. Heredity and environment contribute equally to development.
C. Environment is the major influence on physical characteristics.
D. Heredity directs the individual’s potential and environment determines whether
and to what degree the individual reaches that potential.

9. What is the correct sequence of prenatal stages of development?

A. Embryo, germinal, fetus C. Germinal, embryo, fetus
B. Germinal, fetus, embryo D. Embryo, fetus, germinal
10. When a baby realized that a rubber duck which has fallen out of the tub
must be somewhere on the floor, he is likely to achieved what aspect of cognitive
development?
A. Object permanence
B. Deferred imitation
C. Mental combinations
D. Goal-directed behavior

11. Which of the following will be Freud’s description of the child’s behavior
if he has a biting, sarcastic manner?
A. Anally expulsive
B. Anally retentive
C. Fixated in the oral stage
D. Experiencing the crisis of trust vs. mistrust

12. What is Freud’s idea about a young boy’s guilt feelings brought about
by jealousy of his father’s relationship with his mother?
A. Electra complex
B. Oedipus complex
C. Phallic complex
D. Penis envy complex

13. When a little girl who says she wants her mother to go on vacation so
that she can marry her father, Freud believes that he is voicing a fantasy
consistent with?
A. Oedipus complex
B. Electra complex
C. Theory of the mind
D. Crisis of initiative vs. Guilt

14. Which of the following can best describe the preschooler’s readiness to
learn new tasks and play activities?
A. Emerging competency and self-awareness
B. Theory of the Mind
C. Relationship with parents
D. Growing identification with other

15. Erikson noted that when the preschoolers eagerly begin many new
activities but are vulnerable to criticism and feelings of failure, they are
experiencing what particular crisis?
A. Identity vs. role confusion
B. Initiative vs. Guilt
C. Basic trust vs. mistrust
D. Efficacy vs. helplessness

16. What stage of Piaget’s Cognitive Development does a person belong to

when he can understand specific logical ideas and apply them to concrete
problems?
Professional Education Child and Adolescent Development
A. Preoperational thought
B. Operational thought
C. Concrete operational thought
D. Formal operational thought

17. What is the best explanation of Piaget’s concrete operational thought to

describe the school-age child’s mental ability?
A. A child can reason logically about things and events he or she perceives.
B. A child’s ability to think about how he thinks
C. Can understand that certain characteristics of an object remain the same when
other characteristics are changed.
D. Can understand that moral principles may supersede the standards of society.

18. Elisa who is in between 9 to 11 years of age are most likely to

demonstrate moral reasoning at which Kohlberg’s stage?
A. Pre-conventional
B. Conventional
C. Post-conventional
D. None of the above

19. According to Kohlberg, a dutiful citizen who obeys the laws set down by
society is at which level of moral reasoning?
A. Pre-conventional Stage One
B. Pre-conventional Stage Two
C. Conventional
D. Post – Conventional

20. Joy, who is low-achieving, shy and withdrawn, is rejected by most of her
peers. Her teacher wants to help Joy increase her self-esteem and social
acceptance. What can Joy’s teacher suggest to her parents?
A. Transfer her to different school
B. Help their daughter improve her motor skills
C. Help their daughter learn to accept more responsibility for her academic failures
D. Help their daughter improve her skills in relating to peers

21. What is the most accurate definition of the puberty stage?

A. Rapid physical growth that occurs during adolescence
B. Stage when sexual maturation is attained
C. Rapid physical growth and sexual maturation that ends childhood
D. Stage when adolescents establish identities separate from their parents

22. Fifteen year old Marie is preoccupied with her “disgusting appearance”
and seems depressed most of the time. What is the best thing her parents can do
to help her get through this difficult time?
A. Ignore her self-preoccupation because their attention would only ignore it
B. Encourage to “shape up” and not give in to self-pity
C. Kid her about her appearance in the hope that she will see how silly she is
acting.
D. Offer practical advice, such as clothing suggestions, to improve her body image.

23. What can be the best comparison of the behavior of a 17-year-old girl
to that of her 13-year-old brother?
A. She is more likely critical about herself.
B. She tends to be more egocentric.
C. She had less confidence in her abilities.
D. She is more capable of reasoning hypothetically.

24. According to Erikson, what is the primary task of adolescent?

A. To establish trust
B. To search for his identity
Professional Education Child and Adolescent Development
C. To be more intimate with others
D. To establish integrity

25. What is the main source of emotional support for most of young people
who are establishing independence from their parents?
A. Older adolescents of the opposite sex
B. Older sibling
C. Teachers
D. Peer groups