Child and Adolescent

Development
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 dentition
- The growth rate is rapid during:
-prenatal - infancy
-neonatal - 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
the help or assistance of an adult or an adult
peer.
*Heredity
- The process of transmitting biological traits from
parents to offspring through genes, basic units of
heredity
*Environment
- Refers to the surrounding condition that influences
growth and development
*Theory
- Ideas based on observation 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 to another person
- Lasting psychological connectedness between human beings
- An innate human survival mechanism
- A control system that achieves these specific goals:
- helps the infant maintain proximity (closeness to the
caretaker)
- provides the young child with security as base from which
to explore the world.
- helps the child regulate his/her emotions
*Psychosexual Theory
- Sigmund Freud’s theory of personality
development that focuses on the
changing seat of sensual pleasure of the
individual
*Psychosocial 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
*The Environment System
-Microsystem – the setting in which the individual
lives
-Mesosystem – relations between the
Microsystems or connections between context.
-Exosystem – when experiences in another social
setting in which the individual does not have an
active role influences what s/he experiences in
an immediate context.
-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.
- Chronosystem – the patterning of
environment events and
transformations over one’s life-span
includes sociohistorical circumstances.
1. Freud’s Psychosexual Development Theory
STAGE AGE CHARACTERISTICS
1. Oral Birth to 1 ½ y/o Center of pleasure: mouth (major source of gratifications
and exploration)
Primary need: security
Major conflict: weaning

2. Anal 1 ½ 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 6y/o to puberty Energy directed to physical and intellectual activities

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. InfancyBirth - Trust vs Mistrust Learn to trust others Mistrust, withdrawal,

18mos estrangement
2. Early 1 ½ to Autonomy vs Self Control w/o loss Compulsive, self restraint
Childhood 3y/o Doubt of self-esteem or compliance
Ability to cooperate Willfulness and defiance
and express oneself
3. Late 3 to 5y/o Initiative vs Guilt Learns to become Lack of self-confidence,
childhood assertive Pessimism, fear of wrong
Ability to evaluate doing, Over-control and
one’s own behavior over restriction
4. School 6 to 12y/o Industry vs Learns to create, Loss of hope, sense of
Age Inferiority develop and being mediocre.
manipulate. Withdrawal from school
Develops sense of and peers. *those who
competence and ignore, rebuff, deride their
perseverance, effort are strengthening
Parents, teachers feelings of inferiority
who support, reward
and praise
Stage Age Central (+) Resolution (-) Resolution
Task
Children are encouraging and
helping children develop their
sense of industry
5. 12- Identity Coherent sense of self Feeling of confusion,
Ado- 20y/o vs Plans to actualize one’s indecisiveness and
Les- Role abilities possible anti social
cence Diffusion *Seeking to find an identity, behavior.
adolescents try on many new *When the adolescents
roles. If they experience fall to develop a sense of
continuity in their perception identity, s/he experiences
of self, identity develops role confusion or
“negative identity”.
6. 12- Intimacy Intimate relationship with Impersonal relationships
Young 20y/o vs another person. Commitment Avoidance of relationship,
Adult- Isolation to work and relationships career or lifestyle
hood *Center to intimacy is the commitments
ability to share with and care *Failure to establish close
for others. and intimate relationship
results to a feeling of
isolation
Stage Age Central (+) Resolution (-) Resolution
Task

7. Adult- 25- Generati Creativity, productivity, Self-indulgence, self

hood 65y/o vity vs concern for others concern, lack of interests
Stagna- and commitments
tion
8. Matu- 65 to Integrity Acceptance of worth Sense of loss, contempt for
rity death vs and uniqueness of others
Despair one’s own life
Acceptance of death
 3. Havighurt’s Developmental Stages and Task
Developmental Stage Developmental Task

1. Infancy vs Early Childhood *Eat solid food,

*Walk
*Talk
* Control Elimination of wastes,
*Relate emotionally to others,
*Distinguish right from wrong through development of
conscience
*Learn sex differences and sexual modesty,
*Achieve personal independence,
*Form concepts of social and physical reality
2. Middle Childhood *Learn physical skills required for games,
*Build healthy attitudes towards oneself,
*Learn to socialize with peers,
*Learn appropriate masculine and feminine role,
*Gain basic reading, writing and mathematical skills,
*Develop concepts necessary for everyday living,
*Achieve personal independence,
* Develop attitudes toward social groups and institutions
Developmental Stage Developmental Task

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
*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 Adulthood •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
Developmental Stage Developmental Task

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 Infants learn to rely on caregivers to meet
½ years needs & desires
2. 1 ½ yrs to Child begins to learn and to delay immediate
Childhood 6 yrs gratification of needs & desires
3. Juvenile 6 to 9 yrs Child forms fulfilling peer relationship
4. 9 to 12 Child relates successfully to same-sex peers
Preadoles- yrs
cence
5. Early 12-14 yrs Adolescent learns to be independent & forms
Adolescen relationships with members of the opposite
ce sex
6. Late 14-21 yrs Person establishes an intimate, long lasting
Adolescen relationship with someone of the opposite
ce sex.
 5. Piaget’s Phases of Cognitive Development
PHASE AGE DESCRIPTION

A. Sensorimotor Birth to 2 years Sensory organs & muscles become more functional

Stage 1: Use of Birth to 1 month Movements are primarily reflexive

Reflexes

Stage 2: Primary 1-4 months Perceptions center around one’s body.

circular reaction Objects are perceived as extension of the self

Stage 3: 4-8 months Becomes aware of external environment

Secondary circular Initiates acts to change the movement
reaction

Stage 4: Coordina- 8-12 months Differentiates goals and goal-directed activities

tion of secondary
schemata

Stage 5: Tertiary 12-18 months Experiments with methods to reach goals,

circular reaction Develops rituals that become significant

Stage 6: Invention 18-24 months Uses mental imagery to understand the environment
of new means Uses fantasy
PHASE AGE DESCRIPTION

B. 2-7 yrs Emerging ability to think

Preoperational *Children use symbolism (images and language) to
represent and understand various aspects of
environment

1. Pre- 2-4 yrs Thinking tends to be egocentric

conceptual Exhibits use of symbolism
stage

2. Intuitive 4-7 yrs Unable to break down a whole into separate parts
stage Able to classify objects according to one trait
C. Concrete 7-11 yrs Learns to reason about events between here-and-
Operations now
*Can understand the basic properties of and relations
among objects and evens in the everyday world
*Able to solve concrete (hands-on) problem in logical
fashion
D. Formal 11 + Able to see relationships and to reason in the abstract
Operations years *Becomes more scientific in thinking
*Capable of systematic, deductive reasoning
6. Kohlberg’s Stages of Moral Development
Level and Stage Description
Level 1: Pre-Conven- Authority figures are obeyed
tional

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 is right
and Obedience if one is not punished.
Orientation

Stage 2: Instrumental “Right “ is defined as that which is acceptable to and approved by the
Relativist Orientation self.
When actions satisfy one’s needs, they are “right”.

Level 2: Conventional Cordial interpersonal relationships are maintained

9-13 years old Approval of others is sought through one’s action

Stage 3: Authority is respected.

Interpersonal
Concordance
Level and Stage Description

Stage 4: Law and Order Individual feels “duty bound” to maintain social order.
Behavior is “right” when it conforms to the rules.

Level 3: Post Conven- Individual understands the morality of having democratically

tional (13 + years) established laws.

Stage 5: Social Contract It is “wrong” to violate other’s rights.

Orientation

Stage 6: Universal Ethics The person understands the principles of human rights and
Orientation personal conscience. The person believes that trust is a basis
for relationship.
 7. Gilligan’s Theory of Moral Development
Level and Stage Description
1. 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
2. Goodness and Puts needs of others ahead of own
Self 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 others’
Goodness to Truth responses
Considers needs of self and others
Wants to help others while being responsible to self
3. Morality of Non- Sees self and others as morally equal
violence Assumes responsibilities for own decisions
Basic tenet to hurt no one including self
Conflict-judgment is not dependent on others’ perceptions but rather
on consequence and intentions of actions
 8. Fowler’s Stages of Faith
STAGE AGE DESCRIPTION

Pre-Stage: Undifferen- Infant Trust, hope and love complete with environmental
tiated Faith inconsistencies or threats abandonment

Stage 1: Intuitive-Pro- Toddler – Imitates parental behaviors and attitudes about

jective Faith Pre Schooler religion and spirituality
Has no real understanding of spiritual concepts

Stage 2: Mythical – School – Accepts existence of a deity

Literal Faith Aged Child Religious and moral beliefs are symbolized by stories
Appreciate others’ viewpoints
Accepts concepts of reciprocal fairness

Stage 3: Synthetic – Adoles- cent Questions values and religious beliefs in an attempt
Conventional Faith to form own identity

Stage 4: Inviduative – Late Assumes responsibility for own attitudes and beliefs
Reflective Faith Adolescent
and young
adult
Stage Age Description

Stage 5: Conjuctive Adult Integrates others perspectives about faith into own
Faith definition of truth

Stage 6: Adult Makes concepts of “I”

Universalizing Faith
 Principles of Growth and Development
1. Nature and Nurture
-Development is 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 skill already
acquired and the new skills become the basis
for their achievement and mastery of skill.
- 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 arm 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.
6. Development 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 form general
to specific.
- In motor development, the infant will be able to
grasp an object with whole and 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 defined movements to more redefined
(smaller) muscle movements
8. There are individual rate of growth and
development.
- Each child is different and the rates at
which individual children grow
differently. 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 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 none calendar months.
Prenatal Period is divided into three 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 3-4 days the zygote from the
oviduct travels down 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 14th day after fertilization, the blastocysts 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 8th 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 (3months of
pregnancy) almost 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 the 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 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.
- 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 system have become functional at
the end of the 7th month.
- During the 8th and 9th months, 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 of from the time the fetal
body has emerged from the mother’s body and lasts
until the umbilical cord has been cut and tied;
b. period of the neonate of from the cutting and
tying of the umbilical cord to the end of the 2nd
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.
- Neonate is sensitive to brightness as indicated by
his papillary 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 2nd year of life)
Compared to infancy, babyhood stage is
characterized by decreasing dependency for the
reason that his is the time when babies achieve
enough body control to become independent.
- Developmental tasks include: learning to walk,
learning to take solids, having organs of elimination
under partial control, achieving reasonable
psychological stability 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 of pre speech form of
communications.
- 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 (2-6years of life)

Names given to describe the stage are: problem or

troublesome age, toy age, pre school age, pre
gang age, exploratory and the questioning age.
- Developmental tasks include: control of
elimination, 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
behaviour after them.
- The pre school 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.
- 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 emerge as a result of
interactions with adults and peers.
- Other common interests include interests in religion, in
the human body, in self, sex and in clothes.
 5. Late Childhood Stage (6-10 or 12 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 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 skill 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
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 group with which they are
identified, and a conscience which guides their
behavior in a 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 ( 10-12vrs-or 13-
14yrs 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 2 to 4
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 3 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
become well developed and the sex organs begin to
function in a mature manner.
- The onset of puberty has an important implication in
the personal ability development of the individual.
- A critical period for the development of positive
attitudes towards one’s body and oneself in general.
 7. Adolescence Stage (13-18 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 adolecere 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 or adolescence are focused on
the developing independence in preparation for
adulthood and in establishing a sense of identity.
- Adolescence is a period of heightened
emotionality, 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 becomes the general source of
behaviour; 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 (20-65yrs 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 (65yrs of life)
- Composed of individuals at and over the age of 65, most
of whom have retired from work.
- Most individuals in this late years begin to show slow,
physical, intellectual 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 conversations, 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.
Analyzing Test Item

1. Dr. Escoto, the school physician

conducted a physical examination in Ms.
Manuel’s class. What concept best
describes the quantitative increase
observed by Dr. Escoto among the
learners in terms of height and weight?
a. Development
b. Growth
c. Learning
d. Maturation
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 mental 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.
3. Which statements below best describes
development?
a. A high school student’s height increased
form 5’2” to 5’4”
b. A high school student’s change in weight
from 110lbs to 125lbs
c. A student had learned to operate the
computer
d. A student’s enlargement of hips.
4. What concept can best describes
Francisco’s ability to walk without a
support at age of 12 months because of
the “internal ripening” that occurred in
his muscles, bones and nervous system
development?
a. Development
b. Growth
c. Learning
d. Maturation
5. Teacher Jesus is now 69 years old has
been observing changes in himself such
as the aging process. Which term refers
to the development change in the
individual?
a. Development
b. Growth
c. Learning
d. Maturation
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
b. Growth
c. Learning
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
b. Cognitive development theory
c. Maturation 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
b. Erik Erikson
c. John Bowly
d. Urie Bronfrenbenner
9. A new born infant moved 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 patter
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 than the
late development
d. Early development is less critical than the 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
b. Anal
c. Phallic
d. Latency
12. Angela focuses her attention on
the school work and vigorously play
than consume most of her physical
energy. Which stage of psychosexual
theory illustrates her behavior?
a. Oral
b. Anal
c. Phallic
d. Latency
13. Which of the following is likely
to be developed if infants are
shown genuine affection?
a. Trust
b. Autonomy
c. Initiative
d. Industry
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 is
likely to develop?
a. Initiative
b. Identity and role confusion
c. Intimacy
d. Autonomy
15. Mrs. Cruz uses images and language to
represent and understand her various
lessons to pre school learners. What
stage in the cognitive theory of
development explains this?
a. Sensorimotor
b. Preoperational
c. Concrete operation
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
b. Middle childhood
c. Adolescence
d. Early childhood
17. Some children are more active than others, as
everyone knows-extremely high levels of activity
or hyperactivity are considered problematic.
How may a teacher help a child 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 longer 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 the showing according to
Freud?
a. Complex
b. Phallic
c. Electra complex
d. Oedipus comples
19. In Piaget’s Theory of Cognitive Development,
which of the following statement would
illustrate Edward who is 11 years old?
a. Able to see relationships 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
b. Mesosystem
c. Exosystem
d. Macrosystem
21. Danilo wants to seek independence by
separating from his family. He ha just
finished his tertiary level. In what
Levinson’s season of adult development
is manifested by Danilo?
a. Early adult transition
b. Entrance to adult world
c. Transition
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 hear 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
c. Zone of Proximal Development
d. Learning
24. Which of the following principles can be the
basis off 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 the 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
b. His cognitive characteristics
c. His psychomotor characteristics
d. His socio-emotional characteristics
 Enhancing Test Taking Skills
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
change 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 the 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
b. Growth
c. Learning
d. maturation
3. Mrs. Alvares conducts research on the
psychosocial domain of development . In
what particular area of the child’s
development is Mrs. Alvares most likely
to be interested?
a. Perceptual abilities
b. Brainwave patterns
c. Emotions
d. Use of language
4. Which of the following is the correct order of
psychosexual stages as proposed by Sigmund
Freud?
a. Oral stage, anal stage, phallic stage, latency
stage, genital stage
b. Anal stage, oral stage, phallic stage, latency,
genital stage
c. Oral stage, anal stage, genital stage, latency
stage, phallic
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 psyhoanalytic
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
b. Autonomy vs shame and doubt
c. Intimacy vs isolation
d. Trust vs mistrust
7. Alyssa is eight years old, and although 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
b. Pre-operational
c. Concrete operational
d. Formal operational
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 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
b. Germinal, fetus, embryo
c. Germinal, embryo, fetus
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
achieve what aspect of cognitive
development?
a. Object permanence
b. Deferred imitation
c. Mental combinations
d. Goal-directed behaviour
11. Which of the following will be
Freud’s description of the child’s
behaviour 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 she is voicing a
fantasy consistent with?
a. Oedipal 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 others
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
idea and apply them to concrete
problems?
a. Preoperational thought
b. Operational thought
c. Concrete operational thought
d. Formal operational thought
17. What is the best description 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 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 and 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, withdrawn, is
rejected by most of her peers. Her teacher
wants to develop Joy increase her self –
esteem and social acceptance. What can Joy’s
teacher suggest to her parents?
a. Transfer her to a 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 skill 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
identifies 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 through this difficult time?
a. Ignore her self-preoccupation because their
attention would only reinforce 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 best comparison of the
behavior of a 17-year old girl to that f her
13-year old brother?
a. She is more likely critical about herself
b. She tends to more egocentric
c. She had less confidence in her abilities
d. She is more capable of reasoning
hypothetically
24. According to Erickson, what is
the primary task of adolescent?
a. To establish trust
b. To search for his identity
c. To be more intimate with others
d. To establish integrity
25. What is the main source of
emotional support for most young
people who are establishing
independence from their parents?
a. Older adolescents of the opposite
sex
b. Older sibling
c. Teachers
d. Peer groups