PSYCHOLOGY 2A:

DEVELOPMENTAL PSYCHOLOGY
Module I:
INTRODUCTION TO DEVELOPMENTAL PSYCHOLOGY

SCOPE OF THE MODULE

Module I of this subject contains four lessons:
Lesson 1 Meaning and goals of developmental psychology
Lesson 2 Importance of studying developmental changes
Lesson 3 Developmental tasks during the life span of man
Lesson 4 Factors affecting longevity of human life

OVERVIEW OF THE MODULE

The module aims to familiarize the student with important terminology in
developmental psychology. The study will stress on the importance of studying this
subject using a life-span approach.
The student will be familiarized with the developmental tasks associated with these
changes, what tasks are expected at a given period in our life. The module concludes
with factors that will help prolong life.

OBJECTIVES OF THE MODULE

After completing Module 1, the student is expected to have learned and understood:
1. the important terminology generally used in developmental psychology such
as growth, development, and decline;
2. the goals in studying developmental psychology;
3. the different developmental tasks during the life span of human; and
4. the factors affecting longevity.

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 PSYCHOLOGY 2A:
DEVELOPMENTAL PSYCHOLOGY
Module I, Lesson 1:
Meaning and Goal of Developmental Psychology

LESSON OBJECTIVES:
After this lesson, the student expected to:
1. understand the important terminology in developmental psychology;
2. identify developmental changes; and
3. explain the goals of developmental psychology

INTRODUCTION

The interest in the study of developmental psychology was formerly confined to

mare ages and stages. The emphasis was dominantly on the preschool and school age
children. In recent years, because of the problems identified with the prenatal stage,
babyhood, period of puberty and even adulthood and senility, the study has been made
to cover the entire life span.
In the Philippine setting, stressing problems touch almost all stages of human
development. Primitive concepts about the prenatal stage still prevail in the rural sectors
of our society. It is about time that scientific and psychological concepts be
disseminated

There are six major objectives in the study of developmental psychology:

1. To determine what are the characteristics age changes in appearance, in
behavior, in interest and in goals from one stage to another.
2. To know when these changes will occur.
3. To determine what causes these changes.
4. To understand how these changes affect behavior,
5. To know if these changes can be predicted.
6. To determine if these changes are universal.

Developmental changes defined

Development implies qualitative changes or unfolding as contrasted to growth which
is quantitative. It can also be defined as a continuous series of changes that take place
as a result of maturation and experience. In the process of development, two contrary
phenomena take place – growth or evolution, and atrophy or involution. These two

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begin at conception and end at death.
The function of the human being is never static. Changes are constant throughout
life. Apparent, or observable, changes can be seen in the person’s height and increase
in size. This is called growth. Emotional and intellectual changes are labeled as
development. Hence, the individual manifests fear, anger, love, envy, and other
emotions as he develops psychologically. Decline is manifested in atrophy as in
intellectual and perceptual decline. This is caused by the degeneration of the brain cells
and sense organs.

Goals of developmental changes

Developmental changes occur to enable people to adapt to the environment. The
goal for self-realization is never static. It becomes an urge to do what one is fitted to do,
or what one wants to be. The expression of this urge depends upon one’s innate
abilities and the effect of training.
Lack of opportunities for self-realization results in frustration and negative attitude
towards life in general.

Nature of developmental changes

Changes, under normal conditions, occur as a part of development. Thus, babies
start to suck and swallow food, to gain control of the large and small muscles, to replace
reflexes with specific movements, to communicate through gestures and oral
communications, to crawl, to sit, to stand, to walk and to run. These changes or
improvement in behavior occur as a part of the development process. These changes
can also be construed as the result of maturation and training. In effect, the mass
behavior becomes specific responses. Development can be predicted. However, if the
scheduled changes come late, it is because of the baby’s late maturity level. On the
other hand, some babies may directly learn to stand without learning to sit. Depending
upon the baby’s weight and physical capability, they may also sit without first learning to
crawl. This is attributed to individual differences.
Developmental changes are universal, but they may not follow a fixed pattern.

A SUMMARY

Definitions:
1. Development refers to qualitative changes in the person occasioned by biological
maturation or unfolding process. It can also be regarded as a progressive series of
changes as a result of training and maturation.
2. Atrophy is involution or decline, as for example, decline in intellectual and physical
capabilities.
3. Growth is physical increase in size and weight.

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4. maturation is the natural unfolding or development as a result of age not related to
training or experience. It is a process whereby the organism may achieve a full-
grown status.
5. Training refers to the consistent practice done by the individual.

Goals of developmental changes:

1. To enable the person to adapt to his environment.
2. To facilitate self-realization and to become the person one wants to be.
3. To cope up with new environmental demands as a result of maturation and growth.
4. Advanced knowledge of these changes will help one minimize frustrations and
negative attitudes towards life.

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PSYCHOLOGY 2A, Module 1, Lesson 1
SELF-PROGRESS CHECK TEST

Test I. True or False

_____ 1. Developmental changes occur from conception to death.
_____ 2. Developmental changes in persons end in old age.
_____ 3. After maturation, there are no more changes that will take place.
_____ 4. Atrophy and growth are both developmental changes and both mean the
same thing.
_____ 5. The replacement of cells is called atrophy.
_____ 6. The present emphasis of developmental psychology rests on ages and
stages.
_____ 7. Changes in our body are essential in coping up with adaptation.
_____ 8. Development is quantitative while growth is qualitative.
_____ 9. Maturation is an unfolding process.
_____ 10. At old age, the function of the human being becomes static.

Test II. Identification

_____ 1. In the process of development, this is the contrast of growth.
_____ 2. This takes place as a result of maturation and experience.
_____ 3. This implies qualitative changes.
_____ 4. Development begins at this stage.
_____ 5. This implies quantitative change.
_____ 6. Two factors which promote developmental changes
_____ 7.
_____ 8. This refers to the full-grown status.
_____ 9. As opposed to nature, this is oftentimes referred to as nurture.
_____ 10. This is a contrast to atrophy.

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 PSYCHOLOGY 2A:
DEVELOPMENTAL PSYCHOLOGY
Module I, Lesson 2:
The Importance of Studying Developmental Changes

LESSON OBJECTIVES:
By the end of the lesson, the student should be able to:
1. identify the reasons for studying developmental psychology;
2. explain the early theories on developmental psychology; and
3. discuss the approaches in studying developmental psychology.

INTRODUCTION

We have studied earlier the objectives in studying developmental psychology. In this

lesson, we will identify the reasons for studying this course and discuss the approaches
used in this study.
Reasons for studying developmental psychology:
1. To know how and why people change throughout their lives.
2. To shed light on the nature-nurture controversy.
3. To evaluate the early developmental theories in the same manner that we
need to evaluate the early Filipino concepts.
4. To shed light on how the early events in our life influence the kind of person
we want to be.
5. To be able to assist children attain their maximum potentials.
6. To understand why children respond differently to similar events.

Early theories on development.

1. Locke: Children enter into this world with a blank mind, comparable to a blank tablet,
Hence, it is labeled Blank Tablet Theory or Tabula Rasa. Results of learning and
experience are recorded in the blank tablet, segment by segment.
2. Rousseau: Children are born with a natural set of knowledge as basic learning.
Examples of these are the instinctive behavior and reflexes. This is in contradiction
to the Tabula Rasa Theory.
3. G. Stanley Hall. Children were surveyed by asking them questions and by observing
their behavior. The observed behavior is recorded and relevance to future
adjustment is studied. He considers adolescence as a very important period since it
serves as a transition stage between childhood and adulthood.

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4. Piaget. The infant develops from a human being who responds instinctively to
another person who relates with him actively. The emphasis on development is on
the way a child thinks and on his interaction with his environment. Piaget’s theory is
known as the Stage Theory. A stage is built upon the information one has gathered.
This is followed by building another stage on what was built before. Learning is
compared to the laying of bricks in a building construction.
5. Erickson. The Erickson Theory centers on development as an interaction between
the person’s individual characteristics and his interaction with the social environment
and any support from there. The person is confronted with different environments-
social and cultural problems. A balance has to be achieved between positive and
negative forces. This theory is more inclined to positive approaches.
These theories are studied world-wide by scholars interested in Developmental
Psychology. A particular theory may be applicable to specific cases but not to all. Each
one has its own merit and cannot be dismissed entirely.
Filipino culture places much emphasis on the period of conception as having strong
effect on the child’s development. Conceiving mothers are told of superstitious beliefs
such that they should refrain from eating fish eggs as this will be disastrous to the
baby’s mathematical ability; Mothers should not look at eclipses because this will cause
ugly birthmarks on the baby; they should not eat dark-colored food as this will result to a
black complexion of the baby; they should not eat twin bananas as this will also result to
twins and to ensure that the baby will become beautiful or handsome, they should avoid
looking at ugly persons while they are conceiving.
The nature-nurture controversy, in plan language, inquires as to which is more
influential in determining the total make-up of the individual – the effect of heredity, or
the effect of environment. Can environment which is composed of training and practice
overrule what we were endowed at birth?
The problem should be faced from a different perspective. It is heredity that supplies
us the core of our being. It is environment that develops whatever we were endowed at
birth. Therefore, the two forces do not quarrel with each other to prove which is
stronger. Each will complement the other. We cannot develop that which we do not
have at birth.

The four approaches in studying developmental changes are through:

1. Physical. The emphasis in this study is on all changes as a result of growth, or
increase in size and weight.
2. Musculature. The focus of the study is in the development of the nervous system
and motor skills and the effect on the individual.
3. Cognitive. This involves the study of the mental process, as for example, perception,
learning, memory, language and thinking.
4. Psychosocial. This approach encompasses personality, social and emotional

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 factors.
These four domains are interrelated and any malfunction of one leads to the
malfunction of the other domains.

A SUMMARY

1. People need to welcome change to enable them to the new demands or shifting
trends of the environment.
2. Heredity and environment do not complete with each other in developing the
individual, rather, they complement each other.
3. Developmental theories cannot be accepted without reference to real-life situations.
No hard-core rules, however, can be established when it comes to regulations
affecting human behavior and development,
4. The effect of childhood experience is significant even up to our present stage of life.
5. Knowledge of developmental changes can help individuals achieve their full
potentials.
6. Developmental changes can help people understand why children respond
differently to similar situations.
Approaches in the study of development:
1. Physical – study the changes as a result of growth.
2. Musculature – study through the development of motor skills.
3. Cognitive – study of development through perception, thinking, learning, memory
and the use of language.
4. Psycho-social – study of the development through social and emotional factors,
including personality.

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PSYCHOLOGY 2A, Module 1, Lesson 2
SELF-PROGRESS CHECK TEST

Test I. True or False

_____ 1. All persons change during their life span.
_____ 2. In developmental change, the effect or influence of environment is
believed to be stronger than heredity.
_____ 3. The emergence of numerous theories on developmental change has
discouraged further studies on the subject.
_____ 4. Our behavior today is hardly influenced by events in our childhood life.
_____ 5. Studies on developmental psychology help us support and uphold the
early theories.
_____ 6. Locke believes that children are born with an empty mind.
_____ 7. Rousseau supports Locke in saying that learning is fed on a blank tablet.
_____ 8. Increase in height is an example of musculature change in.
_____ 9. Language and memory are classified as cognitive.
_____ 10. The four approaches in studying developmental change are separate and
do not influence each other.

Test II. Identification

_____ 1. The person who believes that children are born with a blank mind.
_____ 2. The transition period between childhood and adulthood.
_____ 3. He believed that children are born with natural or endowed knowledge.
_____ 4. The approach in studying developmental change as a result of growth.
_____ 5. This involves the mental process of perception, learning, memory and
thinking.

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 PSYCHOLOGY 2A:
DEVELOPMENTAL PSYCHOLOGY
Module I, Lesson 3:
Developmental Tasks During the Life Span

LESSON OBJECTIVES:
By the end of this lesson, the student is expected to:
1. identify the different stages in the life span and the labels associated with
them; and
2. explain the focus of interest in studying the life span.

INTRODUCTION

This lesson studies the different stages of the life span and identifies the
developmental tasks for each stage. With this knowledge, an individual can anticipate
the normal changes that occur or will occur.

The Developmental Tasks During the Life Span

1. Babyhood. (from birth up to the end of the second year)
Neonate is a term given to a newborn. Infancy is a stage up to two weeks. Babyhood
is a general term used up to two years. The movement of the infant is dominantly a
reflex act, as for example, the palmar reflex (grasping) and the Babinsky reflex (joint
aimless movement of arms and legs). Towards the later part of the stage, the baby
learns to take solid food, learns to walk, to talk, to control the call of nature, and to
follow simple instructions.
2. Childhood. (From 2 to 4 years)
The child learns physical skills and appropriate masculine or feminine roles. He
develops fundamental skills in reading, writing, counting, and a sense of morality
and independence.
3. Puberty. (From 10-12 up to 14 years)
He develops attitude towards social groups, achieving a feminine or masculine
social role. This is also marked with psychological and physical sexual development.
4. Adolescence. (From 13-14 up to 18 years)
This is a period when one accepts his physique. He uses his body effectively. He
achieves responsible social behavior, emotional independence, and prepares
himself for a career. He also prepares himself for marriage and family life and starts

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 developing an ideology. Some authors classify this stage into three subdivisions:
early, middle, and late adolescence.
5. Adulthood. (From 18-40 up to 60 years)
The adult gets a start for an occupation, selecting a mate, starts a family, and
achieves adult, civic, and social responsibility. This stage can further be subdivided
into early adulthood, middle age and late adulthood. At this stage the person has
already attained the maximum physical growth which an individual can ever attain.
6. Old Age. (From 60 up to death)
The person adjusts himself to decreasing physical strength and health. He adjusts
his life to retirement and reduced income. He may also adjust himself to the death of
a spouse. He begins to establish affiliations with members of the same age group.

These developmental tasks are important because of these reasons:

1. They serve as guidelines that will enable a person to know what society expects of
him/her at a given age.
2. These tasks motivate persons to do what society expects them to do at a certain
stage.
3. They show individuals what lies ahead when they reach a certain stage.
Adjustment to new situations is accompanied by tensions. However, if one is aware
of coming event in his future life, he can prepare and plan him action or decision as the
event unfolds.
Specific development changes which need to be anticipated with understanding and
concern are the menopausal period for women and the climacteric stage for men. Some
cases on record reveal that women resort to drastic actions like committing suicide
when they reach the menopausal stage. Filipino women, most specially, should be
aware of the hormonal changes which can cause some adjustment, and at its worst can
result to behavioral problems to decreasing virility. Many undergo experiments and
drastic moves to sustain their lost vigor. The use of sex-enhancing drugs has been
recently popular despite many reports that the drug causes hypertension or heart
failure. An equivalent drug for women was also recently available at the counter.
However, it did not gain much popularity and acceptance as the drug for males.

A SUMMARY

The Life Span:

1. Babyhood: From birth up to two years. The baby is dependent in all its needs.
2. Childhood: From the second up to the 12th year. This is a period of rapid growth and
development. The child learns the essential skills and begins to achieve a sense of

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 personal independence.
3. Puberty: From 10-12 up to 4 years. The individual achieves a masculine or feminine
role, sexually and socially.
4. Adolescence: From 13-14 up to 18 years. The individual starts to use his body
efficiently. He tends to be emotional and he develops a personal “philosophy.”
5. Adulthood: From 18 up to 40-60 years. He gets started in an occupation, starts a
family, and achieves an adult, civic and social responsibility. This period may be
subdivided into early middle, or late adulthood. Recently, psychologists suggest
adding midlife as an input stage before adulthood.
6. Old Age: From 60 up to death. The person adjusts himself to decreasing physical
strength and health. He is retired and may have to adjust to the death of a spouse.
Usually, he affiliates with social or religious institutions with membership of the same
age. The later part of this stage may be labeled as a period of senescence or
regression where the person may manifest behavior ascribed to as second
childhood.
A study of these developmental stages is important because it gives the individual a
guide on the kind of life he will expect during each stage of life, and thereby anticipate
these changes with appropriate life adjustments.

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PSYCHOLOGY 2A, Module 1, Lesson 3
SELF-PROGRESS CHECK TEST

Test I. True or False

_____ 1. The age bracket in the life span is not absolute or fixed, but is changeable.
_____ 2. Usually persons behave in consonance with what society expects them to
do.
_____ 3. In a normal life situation, it is not advisable to know before hand the bodily
changes that occur.
_____ 4. Learning to distinguish between right and wrong starts at babyhood.
_____ 5. At two years old, individuals are considered babies.
_____ 6. The sense of morality starts its development at childhood.
_____ 7. Puberty is a stage of sexual development.
_____ 8. At age 18, a person is already classified as adult.
_____ 9. The right time to get married is during adolescence.
_____ 10. Adjustment to new and unfamiliar situations is an enjoyable task.

Test II. Identification

_____ 1. The stage of maturity.
_____ 2. The age at which a person is classified as old age.
_____ 3. The right age to consider a career.
_____ 4. The stage at which a person begins to build ideologies in life.
_____ 5. The development of masculine or feminine social roles starts here.

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 PSYCHOLOGY 2A:
DEVELOPMENTAL PSYCHOLOGY
Module I, Lesson 4:
Factors Affecting Longevity of Life

LESSON OBJECTIVES:
After studying this lesson, the student should have:
1. understood the factors that influence long life and
2. described the effects of these factors in the prolongation of life.

INTRODUCTION

One of the most important desires of man is to be able to prolong his life. It is highly
significant, therefore, that we know what these factors are, and understand how they
prolong life.

Conditions influencing longevity:

1. Heredity. The tendency to have a long life runs in the family. There are families
whose ancestors live up to a hundred years. There are also families noted for short
span of live.
2. Physical characteristics. People of average size tend to live longer than those who
are overweight, or who are very tall or very short.
3. Gender. According to statistics, women live longer lives than men. This could be
attributed to the role of men in the family, or to the kind of occupation men generally
engage in.
4. General physical condition. Persons with good physical condition, especially during
childhood and adolescence, live longer lives. Persons who are sickly are prone to
illness and death.
5. Race. Generally speaking, black and brown races have shorter life span compared
to the white race.
6. Geographic locations. Life expectancy is generally longer in urban or suburban
areas. This could be traced to the availability of specialists and medical practitioners
in the city. Medicines and other life sustaining machines may not be available in the
rural areas.
7. Socioeconomic level. The higher the socioeconomic level, the longer is the life
expectancy of the people because they can afford to hire the services of the best
doctors and they can purchase the most effective and expensive medicines.

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8. Intelligence. The less intelligent the person, the shorter is the life expectancy.
Intelligent persons have better mental hygiene, better mental set, and better outlook
in life that may contribute to healthy living.
9. Education. Persons with high level of education tend to live longer than those with
meager or limited learning. Life adjustment, healthy life attitude, and wholesome
interests contribute to a healthy life. Educated persons can adjust easily to problems
in life and can rationalize with reality than the less educated.
10. Smoking and drinking. Chain smokers and heavy drinkers have shorter life span
compared to those who do not have these vices.
11. Marital status. Studies reveal that married people have a longer life span than those
who never married at all. Single women are prone to illnesses which are not
common to married women.
12. Efficiency. Persons who are efficient in pursuing a difficult task prove to have longer
lives than those who are not efficient in their undertakings.
13. Anxiety. Persons who suffer from anxieties in life due to their work, family problems
or other troubles, develop hypertensions which will tend to shorten their lives.
14. Occupation. The occupation of a person affects the length of his life. Occupations
which are stressful tend to shorten one’s life, too. Miners, policemen, soldiers and
pilots are always prone to danger. Those exposed to harmful chemicals and those
whose jobs are full of tension tend to have shorter lives.
15. Happiness. People who are most often happy and have fewer problems in their lives
live longer than those who are always sad or unhappy.
As a result of the interest in having longer life expectancy, two areas of scientific
studies were developed:
1. Gerontology. This is the science of aging and it is concerned with all aspects off old
age. It aims to prolong the usefulness and happiness of the elderly.
2. Geriatrics. This is a branch of medicine which is concerned with the diseases of the
elderly. It deals with the health of the aged in the same manner as the pediatrician is
concerned with the health and welfare of the babies.
Researches in developmental psychology have contributed much in the work of
psychiatrists and clinical psychologists in their efforts to sustain and prolong life
expectancy.

A SUMMARY

Factors affecting longevity are:

1. Heredity

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2. Physical characteristics
3. Sex
4. General physical condition
5. Race
6. Geographic location
7. Socioeconomic level
8. Intelligence
9. Education
10. Smoking and drinking
11. Marital status
12. Efficiency
13. Anxiety
14. Occupation
15. Happiness

Two branches of science directly involved in the study of old age:

1. Gerontology, Study of the elderly
2. Geriatrics. Medical science concerned with the diseases of old age.

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PSYCHOLOGY 2A, Module 1, Lesson 4
SELF-PROGRESS CHECK TEST

Test I. True or False

_____ 1. Longevity runs in the family.
_____ 2. Usually, people who are very tall or fat live longer.
_____ 3. Women have generally longer lives than men.
_____ 4. The black race has a longer life expectancy than the whites.
_____ 5. People who live in remote rural areas have a longer life span than the city
folks.
_____ 6. Generally rich people live longer.
_____ 7. Intelligence has no relation with the life span.
_____ 8. Smoking, and not drinking, affects the life span.
_____ 9. Married people usually live longer lives.
_____ 10. Educated people live longer than the uneducated.

Test II. Identification

_____ 1. The branch of science that deals with the illness of the elderly.
_____ 2. The science of aging.
_____ 3. Anxiety in the elderly leads to this kind of illness which has claimed many
lives during the old age.
_____ 4. The term which refers to a prolonged life.
_____ 5. The race which has the longest life span.

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PSYCHOLOGY 2A, Module I
ANSWER KEYS TO THE SELF-PROGRESS CHECK TESTS

Lesson 1
Test I
1. True 3. False 5. True 7. True 9. True
2. False 4. False 6. False 8. False 10. False
Test II
1. Atrophy 6. Maturation
2. Changes 7. Training
3. Development 8. Maturity
4. Conception 9. Training
5. Growth 10. Evolution

Lesson 2
Test I
1. True 3. False 5. False 7. False 9. False
2. False 4. False 6. True 8. False 10. False
Test II
1. Locke 2. Adolescence 3. Rousseau 4. Physical 5. Cognitive

Lesson 3
Test I
1. True 3. False 5. True 7. True 9. False
2. True 4. True 6. True 8. True 10. False
Test II.
1. Adulthood 2. 60 3. Adolescence 4. Adolescence 5. Puberty

Lesson 4
Test I
1. True 8. False
2. False 9. True
3. True 10. True
4. False
5. False
6. True
7. False

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Test II.
1. Geriatrics 2. Gerontology 3. Hypertension 4.
Longevity 5. White race

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