CONCEPT OF

DEVELOPMENTAL TASKS
It is a task/s expected of every individual.
It is define as one that “arises at a certain period
in our life, the successful achievement of which
leads to happiness and success with later tasks
while failure leads to unhappiness, social
disapproval, and difficulty with later
tasks”.(Havighurst)
Developmental stages
(Santrock, 2002)
 Prenatal Period
(from conception to birth)
Development happens quickly during the Prenatal
Period, which is the time between conception and
birth. This period is generally divided into three
stages: the germinal stage, the embryonic stage, and
the fetal stage.
It involves tremendous growth- from single
cell to an organism complete with brain and
behavioral capabilities
Stage 1: The Germinal Stage
The two-week period after conception is called the Germinal
Stage. Conception occurs when a sperm cell combines with an
egg cell to form a Zygote. About thirty-six hours after
conception, the zygote begins to divide quickly. The resulting ball
of cells moves along the mother’s fallopian tube to the uterus.
Stage 1: The Embryonic Stage

The Embryonic Stage lasts from the end of the germinal stage to
two months after conception. The developing ball of cells is now
called an Embryo. In this stage, all the major organs form, and
the embryo becomes very fragile. The biggest dangers are
teratogens, which are agents such as viruses, drugs, or radiation
that can cause deformities in an embryo or fetus. At the end of the
embryonic period, the embryo is only about an inch long.
Stage 1: The Fetal Stage
The last stage of prenatal development is the Fetal Stage, which
lasts from two months after conception until birth. About one
month into this stage, the sex organs of the fetus begin to form.
The fetus quickly grows as bones and muscles form, and it begins
to move inside the uterus. Organ systems develop further and
start to function. During the last three months, the brain increases
rapidly in size, an insulating layer of fat forms under the skin, and
the respiratory and digestive systems start to work independently.
 Infancy
(from birth to 18-24 months)
A time of extreme dependence on adults. Many
psychological activities are just beginning-
language, symbolic thought, sensorimotor
coordination and social learning.
Children will first learn to hold their head up. Little
by little, they will learn to roll and to sit (usually by
six months). Usually by 24 months, children learn
to creep, then crawl, pull themselves up, walk while
holding onto furniture, stand, and then walk two or
three steps without help.
 Early Childhood
(End of Infancy to 5-6 years)
These are the preschool years. Young children
learn to become more self-sufficient and to care
for themselves, develop school readiness skills
and spend many hours in play with peers.
► Physical
• dresses and undresses but still needs a little help
• hops, jumps and runs with ease
• climbs steps with alternating feet
• gallops and skips by leading with one foot
• transfers weight forward to throw ball
• attempts to catch ball with hands
• climbs playground equipment with increasing agility
• holds crayon/pencil etc. between thumb and first two fingers
• exhibits hand preference
• imitates variety of shapes in drawing, e.g. circles
• independently cuts paper with scissors
• toilet themselves
• feeds self with minimum spills
• dresses/undresses with minimal assistance
• walks and runs more smoothly
• enjoys learning simple rhythm and movement routines
► Social
• enjoys playing with other children
• may have a particular friend
• shares, smiles and cooperates with peers
• jointly manipulates objects with one or two other peers
• develops independence and social skills they will use for learning and getting
on with others at preschool and school
► Emotional
• develops respect for feelings
• understands when someone is hurt and may attempt to comfort them
• may show stronger preference for particular playmates
• becomes independent and assertive
• likes to give and receive affection
• may praise themselves and be boastful
► Cognitive
• understands opposites (e.g. big/little) and positional words (middle, end)
• uses objects and materials to build or construct things, e.g. block tower, puzzle, clay, sand and water
• builds tower eight to ten blocks
• answers simple questions
• counts five to ten things
• has a longer attention span
• talks to self during play - to help guide what
• follows simple instructions
• follows simple requests and enjoys helping
• may write some numbers and letters
• engages in dramatic play, taking on pretend character roles
• recalls events
• touches objects to count - starting to understand relationship between numbers and objects
• can recall and tell a recent event or story
• copies letters and may draw some unprompted
• can match and name some colours
Language
• speaks in sentences and use many different words
• answers simple questions
• asks many questions
• tells stories
• enjoys talking and may like to experiment with new words
• takes part in conversations
• enjoys jokes, rhymes and stories
• will assert self with words
 Middle and Late Childhood
(6-11 years of age)
The fundamental skills of reading, writing and arithmetic
are mastered. The child is formally exposed to the larger
world and its culture. Achievement becomes a more
central theme of the child’s world and self-control
increases.
• 6- to 7-year-olds:
• Enjoys many activities and stays busy
• Likes to paint and draw
• May lose first tooth
• Vision is as sharp as an adult's vision
• Practices skills in order to become better
• Jumps rope
• Rides a bike
• 8- to 9-year-olds:
• More graceful with movements and abilities
• Jumps, skips, and chases
• Dresses and grooms self completely
• Can use tools (i.e., hammer, screwdriver)
• 10- to 12-year-olds:
• Remainder of adult teeth will develop
• Likes to sew and paint
• 6- to 7-year-olds:
• Understands concept of numbers
• Knows daytime and nighttime
• Knows right and left hands
• Can copy complex shapes, such as a diamond
• Can tell time
• Can understand commands with three separate instructions
• Can explain objects and their use
• Can repeat three numbers backwards
• Can read age-appropriate books and/or materials

• 8- to 9-year-olds:
• Can count backwards
• Knows the date
• Reads more and enjoys reading
• Understands fractions
• Understands concept of space
• Draws and paints
• Can name months and days of week, in order
• Enjoys collecting objects

• 10- to 12-year-olds:
• Writes stories
• Likes to write letters
• Reads well
• Enjoys using the telephone
• 6- to 7-year-olds:
• Cooperates and shares
• Jealous of others and siblings
• Likes to copy adults
• Likes to play alone, but friends are becoming important
• Plays with friends of the same gender
• May have occasional temper tantrums
• Modest about body
• Likes to play board games
• 8- to 9-year-olds:
• Likes competition and games
• Starts to mix friends and play with children of the opposite gender
• Modest about body
• Enjoys clubs and groups, such as Boy Scouts or Girl Scouts
• Becoming interested in boy-girl relationships, but does not admit it
• 10- to 12-year-olds:
• Friends are very important; may have a best friend
• Increased interest in the opposite gender
• Likes and respects parents
• Enjoys talking to others
 Adolescence
(12- 18 years)
Begins with rapid physical changes – dramatic
gains in height and weight, changes in body
contour, and the development of sexual
characteristics such as enlargement of the breast,
development of pubic and facial hair, and
deepening of the voice. Pursuit of independence
and identity are prominent. Thought is more
logical, abstract and idealistic. More time is spent
outside of the family.
 Early adulthood
(early 2o’s lasting through the 30’s)
It is a time of establishing personal and economic
independence, career development, selecting a
mate, learning to live with someone in an
intimate way, starting a family and rearing
children.
If you are in your early twenties, you are probably at the
peak of your physiological development. Your body has
completed its growth, though your brain is still developing
(as explained in the previous module on adolescence).
Physically, you are in the “prime of your life” as your
reproductive system, motor ability, strength, and lung
capacity are operating at their best.
► Havighurst (1972) describes some of the developmental tasks of young adults. These include:
1. Achieving autonomy: trying to establish oneself as an independent person with a life of one’s
own
2. Establishing identity: more firmly establishing likes, dislikes, preferences, and philosophies
3. Developing emotional stability: becoming more stable emotionally which is considered a sign
of maturing
4. Establishing a career: deciding on and pursuing a career or at least an initial career direction
and pursuing an education
5. Finding intimacy: forming first close, long-term relationships
6. Becoming part of a group or community: young adults may, for the first time, become involved
with various groups in the community. They may begin voting or volunteering to be part of
civic organizations (scouts, church groups, etc.). This is especially true for those who
participate in organizations as parents.
7. Establishing a residence and learning how to manage a household: learning how to budget and
keep a home maintained.
8. Becoming a parent and rearing children: learning how to manage a household with children.
9. Making marital or relationship adjustments and learning to parent.
 Middle adulthood
(40 to 60 years of age)
It is time of expanding personal and social
involvement and responsibility; of assisting the
next generation in becoming competent and
mature individuals; and of reaching and
maintaining satisfaction in a career.
► Margie Lachman (2004) provides a comprehensive overview of the challenges
facing midlife adults, outlining the roles and responsibilities of those entering
the “afternoon of life” (Jung). These include:
1. Losing parents and experiencing associated grief.
2. Launching children into their own lives.
3. Adjusting to home life without children (often referred to as the empty nest).
4. Dealing with adult children who return to live at home (known as boomerang
children in the United States).
5. Becoming grandparents.
6. Preparing for late adulthood.
7. Acting as caregivers for aging parents or spouses.
 Late adulthood
(60s and above)
It is a time for adjustment to decreasing strength
and health, life review, retirement, and
adjustment to new social roles.
• Healthy and active lifestyle
• Adequate income
• Revised work roles
• Acceptable living conditions
• Meaningful identity and social status
• Good companionship and friendship
• Leisure time
• Rewarding new family roles
• Acceptance of one’s life
Like all psychosocial tasks, this one has two potential resolutions: Integrity,
or a sense of self-acceptance, contentment with life and imminent
death versus Despair, or a lack of fulfillment or peace and the inability to
come to terms with life, aging, and approaching death. Development during
elderhood, as during all developmental periods, is a bio-psycho-social process that
takes place in specific societal and historical contexts. But this task, at the end of
life, offers offers us the prospect of lifting off of those geographical, societal, and
temporal limitations. We have the potential to transcend them, to establish a
sense of wholeness and acceptance by getting in touch with our universal
connection to humanity, past, present, and future. Like birth, death is a journey
that every single one of us will take.