MODULE THE STAGES OF DEVELOPMENT
2 AND DEVELOPMENTAL TASKS
I. INTRODUCTION
The term growth and development are often used interchangeably or paired up in
a rather similar way, which causes ambiguity over their meaning. It is, therefore,
important to understand the difference between these two terms right and outset. As we
focus on the growth and development in this module, we draw upon the principles of life-
span development to inform our understanding.
II. OBJECTIVES
Identify the principles of human development and its implication to child care and
education; and
Describe developmental tasks in each developmental stage.
III. LEARNING ACTIVITIES
A. ENGAGE
Look for an available photo of yours that will represent most significant milestone of
you when you were still a child. Paste it here.
B. EXPLORE
Upon seeing your photo, what have you realized to what kind of person you have
become with regards to your physical, cognitive, and socio-emotional attributes?
C. EXPLAIN
PRINCIPLES OF HUMAN DEVELOPMENT
If you believe that you will show extensive change from birth to adolescence, little or
no change in adulthood and decline in late old age, your approach to development is
traditional. In contrast, if you believe that even in adulthood developmental change
takes place as it does during childhood, your approach is termed life-span approach.
What are the characteristics of human development from a life-span perspective?
Paul Baltes (Santrock, 2002), an expert in life-span development, gives the following
characteristics:
a. Development is lifelong. It does not end in adulthood.
b. Development is plastic. Plasticity refers to the potential for change.
Development is possible throughout the life span. No one is too old to learn. There
is no such thing as I am too old for that. Aging is associated with declines in certain
intellectual abilities. These declines can be prevented or reduced. In one research
study, the reasoning abilities of older adults were improved through retraining
(Willies & Schose, 1994 cited by Santrock J. 2005).
c. Development is multidimensional. Development consists of biological,
cognitive, and socio-emotional dimensions. Development as a process is complex
because it is the product of biological, cognitive and socioemotional processes
(Santrock, 2002). These biological, cognitive and socioemotional processes are
inextricably intertwined. While these processes are studied separately, the effect
of one process or factor on a person's development is not isolated from the other
processes.
d. Development is contextual. Individuals are changing beings in a changing
world. Individuals respond to and act on contexts. These contexts include the
individual's biological make up, physical environment, cognitive processes,
historical, social and cultural contexts. (Santrock, 2002).
e. Development involves growth, maintenance and regulation. Growth,
maintenance and regulation are three (3) goals of human development. The goals
of individuals vary among developmental stages. For instance, as individuals reach
middle and late adulthood, concern with growth gets into the back stage while
maintenance and regulation take the center stage.
D. ELABORATE
STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS
Let's describe the developmental tasks and outstanding trait of each stage as
described by Santrock (2002).
1. Prenatal period (from conception to birth) - It involves tremendous growth-
from a single cell to an organism complete with brain and behavioral capabilities.
2. 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.
3. 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.
4. Middle and late childhood (6-11 years of age, the elementary school
years) - 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.
5. Adolescence (10-12 years of age ending up to 18-22 years of age) -
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 breasts, 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.
6. Early adulthood (from late teens or early 20s lasting through the 30s) -
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.
7. Middle adulthood (40 to 60 years of age) - It is a 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.
8. 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.
E. EVALUATE
1. State the five characteristics of human development from a life-span perspective and
their implications to child care and education.
Characteristics of Human Implication to Child Care and
Development from a Life-span Education
Perspective
1.
2.
3.
4.
5.
2. Reflect on your early childhood, middle and late childhood days. Were you able to
acquire the developmental tasks expected for early, middle and late childhood? What
facilitated your acquisitions of the ability to perform such tasks? Write your reflections.
