THE CONCEPT OF DEVELOPMENTAL

PSYCHOLOGY
Development- refers to the progressive series of
changes of an orderly and coherent type toward the
goal of maturity.
Progressive- the changes are directional, leading
toward something positive.
Orderly and coherent suggest that development is
not a haphazard, usual type but rather that there is a
definite relationship among the stages in the
development sequence
Developmental Psychology- is a chronology of
different aspects of human development or a
lifelong process from conception to death.
The goal of developmental changes is enable people
to adapt to the environment in which they live. To
achieve this goal, sometimes called self-
actualization, is essential.
TYPES OF CHANGE IN DEVELOPMENT
Change in size
There is a change in physical and mental growth
Change in proportion
Physical development is not only limited to size. It is
also apparent in mental development. At first, a child is
interested in himself alone, and later in others and in toys.
Finally, his interests are directed toward members of the
opposite sex.
Disappearance of the old features
Some features that disappear are the thymus glands,
baby hair, Darwinian reflex, Babinski reflex, and baby forms
of locomotion such as creeping and crawling.
Acquisition of new features. New features are acquired such
as the primary and secondary sex characteristics as well as
new mental traits like curiosity, sex urge, knowledge, morals
and standards, religious beliefs, forms of language, and
types of neurotic tendencies.

FACTORS OF DEVELOPMENT
MATURATION- is the develop or unfolding of traits
potentially present in the individual considering his
hereditary endowment
Gesell(1977), it is the sum of the gene effects
operating in a self-limited life style.
Does not only refer to change in physical
characteristics but also in function, in the capacity to
perform or to behave, which are possible through
changes in any part of the organism.
Learning- is the result of activities or day-to-day
experiences on the child himself.
Maturation and learning complement one another in
the development of an individual.

Rate of Development
Rapid Development- is observed during
the prenatal period and continues
throughout babyhood(except for the first
two weeks which is known as plateau
stage when no physical development
takes place) up to the first six years.
Slow Development- starts from six years
to adolescence. In adolescene, the rate of
development is more accelerated.

IMPLICATIONS OF THE RATE OF DEVELOPMENT
Maturation, which depends upon the hereditary
endowment of an individual, sets a limit beyond
which development cannot go on even when learning
is encouraged.
Developmental Readiness- is the individuals
state of preparedness with respect to one or more
areas of his functioning.
The effectiveness of learning depends upon
maturation. A child cannot learn until he is ready. The
necessary physical and mental development must be
present before new skills or abilities can be built
upon the foundations.
Premature forcing of the child results in
negativistic, resistant behavior which militates
against successful learning and which often retards
learning.

FACTORS INFLUENCING ATTITUDES TOWARD
DEVELOPMENTAL CHANGES
Appearance- Changes that improve ones appearance are
welcome and lead to favorable attitudes while those that
detract from ones appearance are resisted and every
possible attempt is made to camouflage them.
Changes of behavior- Those that are disconcerting,
especially during puberty and senescene, affect attitude s
toward the changes unfavorably. The reverse is true when
changes are favorable, as when the helplessness of
babyhood gradually gives way to the independence of
childhood.
Cultural stereotypes- People learn cultural stereotypes
associated with different ages. Maximum productivity is
associated with young adulthood through early middle
adulthood in the Filipino culture of today; thus, attitudes
toward this age group are more favorable than attitudes
toward any other.
Cultural Values-Every culture has certain
values associated with young young
adulthood through early m idle adulthood
in the Filipino culture of today; thus,
attitudes toward this age group are more
favorable than attitudes toward any other.
Role Changes-Attitudes toward people of
different ages are greatly influenced by
the roles they play.
Personal experiences- These have a
profound effect an individuals attitude
toward developmental changes.
SIGNIFICANT FACTS ABOUT DEVELOPMENT

Early foundations are critical.
The role of maturation and learning in
development.
Development follows a definite and predictable
pattern.
All individuals are different.
Each phase of development has a characteristic
pattern of behavior.
Each phase of development has hazards.
Development is aided by stimulation.
Development is affected by cultural changes.
There is social expectation for every stage of
development.
There are traditional beliefs about people of all
ages.

LIFE SPAN
Life Span Psychology (often referred
to as developmental psychology) is a
lifelong process beginning at
conception and ending in death, is in
itself is a discipline worthy of study.
STAGES IN THE LIFE SPAN
The life span is arbitrary divided, for purposes
of research and speculation, into segments,
with each segment being a part of the whole.
It is divided into:
Prenatal Period from conception to birth.
Infancy from birth to the end of the second
week.
Babyhood from end of the second week to
end of the second year.
Early Childhood from two to six years.

Late Childhood from six to ten or twelve or
thirteen or fourteen years.
Preadolescence or Puberty from ten or
twelve or thirteen or fourteen years.
Adolescence from thirteen or fourteen to
eighteen years.
Early Adulthood from eighteen to thirty
five years.
Middle Adulthood - from thirty five to sixty
five years old.
Late Adulthood or Senescence (Old Age)
from sixty five years to death.

HAVIGHURSTS DEVELOPMENTAL TASKS DURING
THE LIFE SPAN (HURLOCK, 1982)
Babyhood and Early Childhood
Learning to take food
Learning to walk
Learning to talk
Learning to control the elimination of body
wastes
Learning sex differences and sexual
modesty
Getting ready to read
Learning to distinguish right and wrong and
learning to develop a conscience
Late Childhood
Achieving new and more mature relations with
agemates or both sexes
Achieving a masculine or feminine social role
Accepting ones physique and using ones body
effectively
Desiring, accepting, and achieving socially
responsible behavior
Achieving emotional independence from parents
and other adults
Preparing for an economic career
Preparing for marriage and family life
Acquiring a set of values and an ethical system
as a guide to behavior developing an ideology

Early Adulthood
Getting started in an occupation
Selecting a mate
Learning to live with a marriage partner
Starting a family
Rearing children
Managing a home
Taking on civic responsibility
Finding a congenial social group
Middle Age
Achieving adult, civic, and social
responsibility
Assisting teenage children to become
responsible and happy adults
Developing adult leisure time activities
Relating oneself to ones spouse as a
person
Accepting and adjusting to the
physiological changes of middle age
Reaching and maintaining satisfactory
performance in ones occupational career
Adjusting to aging parents
Old Age
Adjusting to decreasing physical strength
and health
Adjusting to retirement and reduced
income
Adjusting to death of spouse
Establishing an explicit affiliation with
members of ones age group
Establishing satisfactory physical living
arrangements
Adapting to social roles in a flexible way.