The term 

growth and development both refers to dynamic process. Often used interchangeably,

these terms have different meanings. Growth and development are interdependent, interrelated
process. Growth generally takes place during the first 20 years of life.; development continues
after that.
Growth:
1. Is physical change and increase in size.
2. It can be measured quantitatively.
3. Indicators of growth includes height, weight, bone size, and dentition.
4. Growth rates vary during different stages of growth and development.
5. The growth rate is rapid during the prenatal, neonatal, infancy and adolescent stages and
slows during childhood.
6. Physical growth is minimal during adulthood.
Development:
1. Is an increase in the complexity of function and skill progression.
2. It is the capacity and skill of a person to adapt to the environment.
3. Development is the behavioral aspect of growth.

THEORIES:
1. Freud’s Psychosexual Development Theory

STAGE AGE CHARACTERISTICS

1. Oral Birth to 1½ y/o Center of pleasure: mouth (major source of gratification &
exploration)
Primary need: Security
Major conflict: weaning

2. Anal 1½ to 3 y/o Source of pleasure: anus & bladder (sensual satisfaction & self-
control)
Major conflict: toilet training
3. Phallic 4 to 6 y/o Center of pleasure: child’s genital (masturbation)
Major conflict: Oedipus & Electra Complex
4. Latency 6 y/o to Energy directed to physical & intellectual activities
puberty Sexual impulses repressed
Relationship between peers of same sex
5. Genital Puberty Energy directed towards full sexual maturity & function &
onwards development of skills to cope with the environment

2. Erikson’s Stages of Psychosocial Development Theory

STAGE AGE CENTRAL (+) RESOLUTION (-) RESOLUTION

TASK
1. Infancy Birth-18 Trust vs Learn to trust others Mistrust, withdrawal,
mos Mistrust estrangement
2. Early 1½ to 3 y/o Autonomy vs Self control w/o loss Compulsive, self-
childhood Shame & of self esteem restraint or
doubt Ability of cooperate & compliance.
express oneself Willfulness &
defiance.
3. Late 3 to 5 y/o Initiative vs Learns to become Lack of self-
childhood guilt assertive confidence.
Ability to evaluate Pessimism, fear of
one’s own behavior wrongdoing.
Over-control & over-
restriction.
4. School Age 6 to 12 y/o Industry vs Learns to create, Loss of hope, sense of
Inferiority develop & manipulate. being mediocre.
Develop sense of Withdrawal from
competence & school & peers.
perseverance.
5. 12–20 y/o Identity vs Coherent sense of self. Feelings of confusion,
Adolescence role Plans to actualize indecisiveness, &
confusion one’s abilities possible anti-social
behavior.
6. Young 18-25 y/o Intimacy vs Intimate relationship Impersonal
Adulthood isolation with another person. relationships.
Commitment to work Avoidance of
and relationships. relationship, career or
lifestyle commitments.
7. Adulthood 25-65 y/o Generativity Creativity,productivity Self-indulgence, self-
vs stagnation , concern for others. concern, lack of
interests &
commitments.
8. Maturity 65 y/o to Integrity vs Acceptance of worth Sense of loss,
death despair & uniqueness of one’s contempt for others.
own life.
Acceptance of death.

3. Havighurst’s Developmental Stage and Task

DEVELOPMENTAL STAGE DEVELOPMENTAL TASK

1. Infancy & early childhood - eat solid foods
- walk
- talk
- control elimination of wastes
- relate emotionally to others
- distinguish right from wrong through development of a
conscience
 - learn sex differences and sexual modesty
- achieve personal independence
- form simple concepts of social & physical reality

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 & mathematical skills
- develop concepts necessary for everyday living
- formulate a conscience based on a value system
- achieve personal independence
- develop attitudes toward social groups & 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 of economic independence
- prepare for an occupation
- prepare for marriage & establishment of a family
- acquire skills necessary to fulfill civic responsibilities
- develop a set of values that guides behavior

4. Levinson’s Seasons of Adulthood

AGE SEASON CHARACTERISTICS

18-20 yrs Early adult transition Seeks independence by separating from family
21-27 yrs Entrance into the Experiments with different careers & lifestyles
adult world
28-32 yrs Transition Makes lifestyle adjustments
33-39 yrs Settling down Experiences greater stability
45-65 yrs Pay-off years Is self-directed & engages in self-evaluation

5. Sullivan’s Interpersonal Model of Personality Development

STAGE AGE DESCRIPTION

1. Infancy Birth to Infant learns to rely on caregivers to meet needs &
1½ yrs desires
2. Childhood 1½ to 6 yrs Child begins learning to delay immediate
gratification of needs & desires
3. Juvenile 6 to 9 yrs Child forms fulfilling peer relationships
4. Preadolescence 9 to 12 yrs Child relates successfully to same-sex peers
5. Early Adolescence 12 to 14 yrs Adolescent learns to be independent & forms
 relationships with members of opposite sex
6. Late Adolescence 14 to 21 yrs Person establishes an intimate, long-lasting
relationship with someone of the opposite sex

6. Piaget’s Phases of Cognitive Development

PHASE AGE DESCRIPTION

a.  Sensorimotor Birth to 2 Sensory organs & muscles become more
yrs functional
Stage 1: Use of reflexes Birth to 1 Movements are primarily reflexive
month
Stage 2: Primary 1-4 months Perceptions center around one’s body.
circular reaction Objects are perceived as extensions 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 of 8-12 months Differentiates goals and goal-directed activities.
secondary 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.
b.  Pre-operational 2-7 years Emerging ability to think
Pre-conceptual stage 2-4 year 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 classify objects according to one trait.
c. Concrete Operations 7-11 years Learns to reason about events in the here-and-
now.
d.  Formal Operations 11+ years Able to see relationships and to reason in the
abstract.

7. Kohlberg’s Stages of Moral Development

LEVEL AND STAGE DESCRIPTION

LEVEL I: Pre-conventional Authority figures are obeyed.
(Birth to 9 years) Misbehavior is viewed in terms of damage done.
Stage 1: Punishment & obedience A deed is perceived as “wrong” if one is punished;
orientation the activity is “right” if one is not punished.
Stage 2: Instrumental-relativist “Right” is defined as that which is acceptable to &
orientation approved 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 concordance Authority is respected.
Stage 4: Law and order orientation Individual feels “duty bound” to maintain social
order.
Behavior is “right” when it conforms to the rules.
LEVEL III: Post-conventional Individual understands the morality of having
democratically established laws.
(13+ years)
Stage 5: Social contract orientation It is “wrong” to violate others’ rights.
Stage 6: Universal ethics orientation The person understands the principles of human
rights & personal conscience.
Person believes that trust is basis for relationships.

8. Gilligan’s Theory of Moral Development

LEVEL CHARACTERISTICS
I. Orientation of Individual Survival Concentrates on what is best for self. Selfish.
Transition Dependent on others.
Transition 1: From Selfishness to Recognizes connections to others.
Responsibility Makes responsible choices in terms of self and others.
II. Goodness as Self-sacrifice Puts needs of others ahead of own. Feels responsible
for others. Is dependent.
May use guilt to manipulate others when attempting to
“help.”
Transition 2: From Goodness to Decisions based on intentions & consequences, not on
Truth others’ responses.
Considers needs of self and others.
Wants to help others while being responsible to self.
Increased social participation.
III. Morality of Nonviolence 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 others’ perceptions
but rather on consequences & intentions of actions.

9. Fowler’s Stages of Faith

STAGE AGE CHARACTERISTICS

Pre- Infant Trust, hope and love compete with
stage:Undifferentiated environmental inconsistencies or threats if
faith abandonment.
Stage 1: Intuitive- Toddler- Imitates parental behaviors and attitudes about
projective faith preschooler religion and spirituality.
Has no real understanding of spiritual concepts.
Stage 2: Mythical-literal School-aged Accepts existence of a deity.
faith child Religious & moral beliefs are symbolized by
stories.
Appreciates others’ viewpoints.
Accepts concept of reciprocal fairness.
Stage 3: Synthetic- Adolescent Questions values & religious beliefs in an
conventional faith attempt to form own identity.
Stage 4: Individuative- Late adolescent Assumes responsibility for own attitudes &
reflective faith & young adult beliefs.
Stage 5: Conjunctive faith Adult Integrates other perspectives about faith into
own definition of truth.
Stage 6: Universalizing Adult Makes concepts of love & justice tangible.
faith