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Concepts of Concepts of Growth and Growth and

DevelopmentDevelopment

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Growth and DevelopmentGrowth and Development

Growth Growth - Physical change and Physical change and

increase in sizeincrease in size- Measured quantitativelyMeasured quantitatively- Indicators include bone Indicators include bone

size, height, weight and size, height, weight and dentitiondentition

- Patterns are similar to Patterns are similar to all people all people

Development Development - Increase in the Increase in the

complexity of function complexity of function and skill progressionand skill progression

- Capacity and skill of a Capacity and skill of a person to adapt to the person to adapt to the environmentenvironment

- Behavioral aspect of Behavioral aspect of growthgrowth

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Principles of growth and Principles of growth and DevelopmentDevelopment

Growth and Development are Growth and Development are continuous, orderly, sequential continuous, orderly, sequential process influenced by maturational, process influenced by maturational, environmental and genetic factorsenvironmental and genetic factors

All humans follow the same pattern All humans follow the same pattern of growth and development of growth and development

The sequence of each stage is The sequence of each stage is predictable, however the length of predictable, however the length of stages may vary with the personsstages may vary with the persons

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Principles of growth and Principles of growth and DevelopmentDevelopment

Learning can either help or Learning can either help or hinder the maturational processhinder the maturational process

Each developmental stages has Each developmental stages has its own characteristicsits own characteristics

Growth and Development Growth and Development occurs in a cephalo-caudal and occurs in a cephalo-caudal and proximodistal directionproximodistal direction

Development proceeds from Development proceeds from simple to complex, or from simple to complex, or from single acts to integrated acts.single acts to integrated acts.

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Principles of growth and Principles of growth and DevelopmentDevelopment

Development becomes increasingly Development becomes increasingly differentiated. From a generalized response to differentiated. From a generalized response to a more skilled responsea more skilled response

Certain stages of growth and development are Certain stages of growth and development are more critical than the others more critical than the others

The pace of growth and development is The pace of growth and development is unevenuneven

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Stages of Growth and Stages of Growth and DevelopmentDevelopment

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Neonatal periodNeonatal period

Birth to 28 daysBirth to 28 days

Behavior is largely reflexive and develops to Behavior is largely reflexive and develops to more purposeful behavior.more purposeful behavior.

Assist parents to identify and meet unmet Assist parents to identify and meet unmet needs needs

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InfancyInfancy

1 month to 1 year1 month to 1 year

Physical growth is rapidPhysical growth is rapid

Control the infant’s environment so that Control the infant’s environment so that physical and psychological needs are met physical and psychological needs are met

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ToddlerhoodToddlerhood

1 to 3 years1 to 3 years Motor development Motor development

permits increased permits increased physical autonomy. physical autonomy. Psycosocial skills Psycosocial skills increaseincrease

Safety and risk taking Safety and risk taking strategies must be strategies must be balanced to permit balanced to permit growthgrowth

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Pre-schoolPre-school

3 to 6 years3 to 6 years Their world is Their world is

expandingexpanding New experiences and New experiences and

social role are tried social role are tried during playduring play

Physical growth is Physical growth is slowerslower

Provide opportunities to Provide opportunities to play and social activityplay and social activity

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School AgeSchool Age 6 to 12 years6 to 12 years Includes the pre-adolescent periodIncludes the pre-adolescent period Peer group increasingly influences Peer group increasingly influences

behaviorbehavior Physical, cognitive and social Physical, cognitive and social

development increases, and development increases, and communication skills improvecommunication skills improve

Allow time and energy for the school age Allow time and energy for the school age child to pursue hobbies and school child to pursue hobbies and school activities. Recognize and support child’s activities. Recognize and support child’s achievement achievement

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AdolescenceAdolescence

12 to 20 years12 to 20 years Self concept changes with Self concept changes with

biologic development. biologic development. Values are tested.Values are tested. Physical growth accelerates.Physical growth accelerates. Stress increases especially in Stress increases especially in

face of conflictsface of conflicts Assist adolescents to develop Assist adolescents to develop

coping behaviors. Help coping behaviors. Help adolescents develop strategies adolescents develop strategies for resolving conflictsfor resolving conflicts

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Young adulthoodYoung adulthood

20-40 yrs.20-40 yrs. A personal lifestyle develops.A personal lifestyle develops. Person establishes a relationship Person establishes a relationship

with a significant other and a with a significant other and a commitment to somethingcommitment to something

Assist adult’s chosen lifestyles and Assist adult’s chosen lifestyles and assist with necessary adjustments assist with necessary adjustments relating to health.relating to health.

Recognize the person’s Recognize the person’s commitmentscommitments

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Middle AdulthoodMiddle Adulthood

40-65 years40-65 years Lifestyle changes due to other Lifestyle changes due to other

changeschanges Occupational goal changeOccupational goal change Assist clients to plan for Assist clients to plan for

anticipated changes in life, to anticipated changes in life, to recognize the risk factors related recognize the risk factors related to health and to focus on strengths to health and to focus on strengths rather weakness.rather weakness.

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Older AdulthoodOlder Adulthood

1.1. Young old - 65 to 74 yearsYoung old - 65 to 74 years

2.2. Middle old – 75 to 84 yearsMiddle old – 75 to 84 years

3.3. Old-old – 85 and over Old-old – 85 and over

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Young OldYoung Old

65 to 74 yrs65 to 74 yrs Adaptation to retirement and changing Adaptation to retirement and changing

physical abilities is often necessaryphysical abilities is often necessary Chronic illness developsChronic illness develops Assist clients to keep physically and socially Assist clients to keep physically and socially

active and to maintain peer group interactions active and to maintain peer group interactions

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Middle oldMiddle old

75 to 84 years75 to 84 years Adaptation to decline in speed of movement, Adaptation to decline in speed of movement,

reaction time, and increasing dependence on reaction time, and increasing dependence on others may be necessaryothers may be necessary

Assists client to cope with loss (hearing, Assists client to cope with loss (hearing, eyesight, sensory abilities and death of a loved eyesight, sensory abilities and death of a loved one)one)

Provide necessary safety measuresProvide necessary safety measures

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Old-old Old-old

85 years and over85 years and over

Increasing physical problems may developIncreasing physical problems may develop

Assist clients with self care as requires and Assist clients with self care as requires and with maintaining as much independence as with maintaining as much independence as possible possible

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Theories of Growth and Theories of Growth and DevelopmentDevelopment

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Developmental Task TheoryDevelopmental Task Theory(Havighurst)(Havighurst)

Believed that learning is basic to life and that Believed that learning is basic to life and that people continue to learn throughout life.people continue to learn throughout life.

Developmental task – is a task which arises at Developmental task – is a task which arises at or about a certain period in life of an or about a certain period in life of an individual, successful achievement of which individual, successful achievement of which leads to his happiness and to success with later leads to his happiness and to success with later tasks while failure leads to unhappiness in the tasks while failure leads to unhappiness in the individual, disapproval by society and individual, disapproval by society and difficulty with later tasks.difficulty with later tasks.

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Havighurst Age Periods Havighurst Age Periods and Developmental taskand Developmental task

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Infancy and Early childhoodInfancy and Early childhood Learning to walkLearning to walk Learning to take solid foodsLearning to take solid foods Learning to talkLearning to talk Learning to control the elimination of body wastesLearning to control the elimination of body wastes Learning sex differencesLearning sex differences Achieving psychological stabilityAchieving psychological stability Forming simple concepts of social and physical realityForming simple concepts of social and physical reality Learning to relate emotionally to parents, siblings and Learning to relate emotionally to parents, siblings and

other peopleother people Learning to differentiate right and wrong and develops a Learning to differentiate right and wrong and develops a

conscienceconscience

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Middle ChildhoodMiddle Childhood Learning physical skills necessary for ordinary gamesLearning physical skills necessary for ordinary games Building wholesome attitudes toward oneself as a growing Building wholesome attitudes toward oneself as a growing

organismsorganisms Learning to get along with age-mateLearning to get along with age-mate Learning an appropriate male or female roleLearning an appropriate male or female role Developing fundamental skills in reading, writing and Developing fundamental skills in reading, writing and

calculatingcalculating Developing concepts necessary for everyday livingDeveloping concepts necessary for everyday living Developing conscience, morality, and a scale of valuesDeveloping conscience, morality, and a scale of values Achieving personal independenceAchieving personal independence Developing attitudes toward social groups andDeveloping attitudes toward social groups and institutions institutions

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AdolescenceAdolescence Achieving new and more mature relations with age-mates of both Achieving new and more mature relations with age-mates of both

sexessexes Achieving masculine or feminine social roleAchieving masculine or feminine social role Accepting one’s physique and using the body effectivelyAccepting one’s physique and using the body effectively Achieving emotional independence from parents and other adultsAchieving emotional independence from parents and other adults Achieving assurance of economic independenceAchieving assurance of economic independence Selecting and preparing for an occupationSelecting and preparing for an occupation Preparing for marriage and family lifePreparing for marriage and family life Developing intellectual skills and concepts necessary for civic Developing intellectual skills and concepts necessary for civic

competencecompetence Desiring and achieving socially responsible behaviorDesiring and achieving socially responsible behavior Acquiring a set of values and an ethical system as a guide to Acquiring a set of values and an ethical system as a guide to

behaviorbehavior

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Early AdulthoodEarly Adulthood

Selecting a mateSelecting a mate Learning to live with a partnerLearning to live with a partner Starting a familyStarting a family Rearing childrenRearing children Managing a homeManaging a home Getting started in an occupationGetting started in an occupation Taking on civic responsibilityTaking on civic responsibility Finding a congenial social groupFinding a congenial social group

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Middle AgeMiddle Age

Achieving adult civic and social responsibilityAchieving adult civic and social responsibility Establishing and maintaining an economic standard Establishing and maintaining an economic standard

of livingof living Assisting teenage children to become responsible Assisting teenage children to become responsible

happy adultshappy adults Developing adult leisure time activitiesDeveloping adult leisure time activities Relating oneself to ones spouse as a personRelating oneself to ones spouse as a person Accepting and adjusting to physiologic changes of Accepting and adjusting to physiologic changes of

middle agemiddle age Adjusting to aging parentsAdjusting to aging parents

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Later MaturityLater Maturity

Adjusting to decreasing physical strength and Adjusting to decreasing physical strength and healthhealth

Adjusting to retirement and reduced incomeAdjusting to retirement and reduced income Adjusting to death of a spouseAdjusting to death of a spouse Establishing an explicit affiliation with one’s Establishing an explicit affiliation with one’s

age groupage group Meeting social and civil obligationsMeeting social and civil obligations Establishing satisfactory physical living Establishing satisfactory physical living

arrangementsarrangements

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Psychosocial TheoriesPsychosocial Theories

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Psychosocial TheoriesPsychosocial Theories

Refers to the development of personalityRefers to the development of personality Personality – the outward expression of the Personality – the outward expression of the

inner self. inner self. Encompasses a the outward expression of the Encompasses a the outward expression of the

inner self. inner self. Encompasses a persons temperament, feeling, Encompasses a persons temperament, feeling,

character traits, independence, self esteem, self character traits, independence, self esteem, self concept, behavior, ability to interact with other concept, behavior, ability to interact with other and ability to adapt to life changes and ability to adapt to life changes

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FreudFreud

Unconscious mind – part of the person’s mental life that Unconscious mind – part of the person’s mental life that the person is unaware of.the person is unaware of.

IdId – resides in the unconscious mind, operates on the – resides in the unconscious mind, operates on the pleasure principlepleasure principle

EGO EGO - operating on the reality principle, balances - operating on the reality principle, balances gratification demands of the id with the limitations of gratification demands of the id with the limitations of social and physical circumstancessocial and physical circumstances

Defense mechanisms – the result of conflicts between the Defense mechanisms – the result of conflicts between the id’s impulses and the anxiety that attends these conflicts id’s impulses and the anxiety that attends these conflicts due to environmental restrictionsdue to environmental restrictions

SuperegoSuperego- contains the conscience and the ego idea, the - contains the conscience and the ego idea, the results of parental and cultural expectationsresults of parental and cultural expectations

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FreudFreud

Libido – a dynamic, psychic energy which is Libido – a dynamic, psychic energy which is the underlying motivation to human the underlying motivation to human developmentdevelopment

Fixation – the inability of the personality to Fixation – the inability of the personality to proceed to the next stage because of anxietyproceed to the next stage because of anxiety

If the individual does not achieve a If the individual does not achieve a satisfactory progression at each stage, the satisfactory progression at each stage, the personality becomes fixated at that stagepersonality becomes fixated at that stage

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Freud’s Five Stages of Freud’s Five Stages of DevelopmentDevelopment

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Oral – Birth to 1 ½ yearsOral – Birth to 1 ½ years

Mouth is the center of pleasureMouth is the center of pleasure Security is the primary need Security is the primary need Major conflict: weaningMajor conflict: weaning Feeding produces pleasure and sense of Feeding produces pleasure and sense of

comfort and safety. Feeding should be comfort and safety. Feeding should be pleasurable and provided when requiredpleasurable and provided when required

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Anal – 1 ½ to 3 yearsAnal – 1 ½ to 3 years

Anus and bladder are the sources of pleasureAnus and bladder are the sources of pleasure Major conflict: Toilet TrainingMajor conflict: Toilet Training Controlling and expelling feces provide Controlling and expelling feces provide

pleasure and sense of control. Toilet training pleasure and sense of control. Toilet training should be a pleasurable experience.should be a pleasurable experience.

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Phallic – 4 to 6 yearsPhallic – 4 to 6 years

The child’s genitals are the center of pleasure, The child’s genitals are the center of pleasure, masturbation offers pleasuremasturbation offers pleasure

Major conflict is the Electra and Oedipus Major conflict is the Electra and Oedipus conflictconflict

The child identifies with the parent of the The child identifies with the parent of the opposite sex and later takes on alone opposite sex and later takes on alone relationship outside the familyrelationship outside the family

Encourage identityEncourage identity

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Latency – 6 to pubertyLatency – 6 to puberty

Energy is directed to physical and intellectual Energy is directed to physical and intellectual activities. Sexual impulses tend to be activities. Sexual impulses tend to be repressed. Develop relationship with peers of repressed. Develop relationship with peers of the same sexthe same sex

Encourage a child with physical and Encourage a child with physical and intellectual pursuits. Encourage sports and intellectual pursuits. Encourage sports and other activities with same sex peers.other activities with same sex peers.

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Genital – Puberty and afterGenital – Puberty and after

Energy is directed toward full sexual maturity Energy is directed toward full sexual maturity and function and development of skills needed and function and development of skills needed to cope with the environmentto cope with the environment

Encourage separation from parents, Encourage separation from parents, achievement of independence and decision achievement of independence and decision makingmaking

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Erik EriksonErik Erikson

Adapted and expanded Freud’s theory of Adapted and expanded Freud’s theory of Development to include the entire lifespanDevelopment to include the entire lifespan

Envisions life as a sequence of levels of Envisions life as a sequence of levels of achievementachievement

He believes that the greater the task He believes that the greater the task achievement, the healthier the personality of achievement, the healthier the personality of the personthe person

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Infancy Infancy

Birth to 18 monthsBirth to 18 months Trust vs MistrustTrust vs Mistrust Indicator of positive resolution: Learning to Indicator of positive resolution: Learning to

trust otherstrust others Indicator of negative resolution: mistrust, Indicator of negative resolution: mistrust,

withdrawal, estrangement withdrawal, estrangement

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Early childhoodEarly childhood

18 months to 3 years18 months to 3 years Autonomy vs shame and doubtAutonomy vs shame and doubt Indicator of positive resolution: Self control Indicator of positive resolution: Self control

without loss of self-esteem, ability to without loss of self-esteem, ability to cooperate and to express oneselfcooperate and to express oneself

Indicator of negative resolution: Compulsive Indicator of negative resolution: Compulsive restraint or compliance, will fullness and restraint or compliance, will fullness and defiancedefiance

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Late childhoodLate childhood

3-5 years3-5 years Initiative vs. guiltInitiative vs. guilt Indicator of positive resolution: Learning the degree Indicator of positive resolution: Learning the degree

to which assertiveness and purpose influence the to which assertiveness and purpose influence the environment, beginning ability to evaluate one’s own environment, beginning ability to evaluate one’s own behaviorbehavior

Indicator of negative resolution: Lack of self Indicator of negative resolution: Lack of self confidence, pessimism, fear of wrong doing, Over confidence, pessimism, fear of wrong doing, Over control and over restriction of own activitycontrol and over restriction of own activity

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School age School age

6 to 12 years 6 to 12 years Industry vs. InferiorityIndustry vs. Inferiority Indicator of positive resolution: Beginning to Indicator of positive resolution: Beginning to

create, develop, and manipulatecreate, develop, and manipulate Developing sense of competence and Developing sense of competence and

perseverance perseverance Indicator of negative resolution: Loss of hope, Indicator of negative resolution: Loss of hope,

sense of being mediocre, withdrawal from sense of being mediocre, withdrawal from school and peersschool and peers

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AdolescenceAdolescence

12 to 20 years12 to 20 years Identity vs role confusionIdentity vs role confusion Indicator of positive Indicator of positive

resolution: Coherent sense of resolution: Coherent sense of one’s self, Plan to actualize one’s self, Plan to actualize owns abilityowns ability

Indicator of negative Indicator of negative resolution: Feelings of resolution: Feelings of confusion, indecisiveness and confusion, indecisiveness and possible anti-social behaviorpossible anti-social behavior

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Young adulthoodYoung adulthood

18-25 years18-25 years Intimacy vs. IsolationIntimacy vs. Isolation Indicator of positive resolution: Intimate Indicator of positive resolution: Intimate

relationship with another person, relationship with another person, commitment to work and relationshipscommitment to work and relationships

Indicator of negative resolution: Indicator of negative resolution: Impersonal relationships, avoidance Impersonal relationships, avoidance relationship, career, or lifestyle relationship, career, or lifestyle commitmentscommitments

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AdulthoodAdulthood

25 to 65 years25 to 65 years Generativity vs. StagnationGenerativity vs. Stagnation Indicator of positive resolution: Indicator of positive resolution:

creativity, productivity and creativity, productivity and concern for othersconcern for others

Indicator of negative Indicator of negative resolution: self indulgence, self resolution: self indulgence, self concern, lack of interests and concern, lack of interests and commitmentscommitments

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MaturityMaturity

65 years to death65 years to death Integrity vs. despairIntegrity vs. despair Indicator of positive resolution: Acceptance of Indicator of positive resolution: Acceptance of

worth and uniqueness of one’s own life, worth and uniqueness of one’s own life, acceptance of deathacceptance of death

Indicator of negative resolution: Sense of loss, Indicator of negative resolution: Sense of loss, contempt for otherscontempt for others

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Peck Peck

Theories and models about adult developmentTheories and models about adult development Believes that although physical capabilities Believes that although physical capabilities

and function decreases with old age, mental and function decreases with old age, mental and social capacities tend to increase in the and social capacities tend to increase in the latter part of lifelatter part of life

Proposes Proposes 3 developmental task during old age3 developmental task during old age

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Ego differentiation vs. work-role Ego differentiation vs. work-role preoccupationpreoccupation

Adult's identity and Adult's identity and feelings of worth are feelings of worth are highly dependent on highly dependent on that person’s work role.that person’s work role.

On retirement people On retirement people may experience feelings may experience feelings of worthlessness unless of worthlessness unless that derive their sense of that derive their sense of identity from a number identity from a number of rolesof roles

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Body transcendence vs. body Body transcendence vs. body preoccupationpreoccupation

This task calls for the individual to adjust to This task calls for the individual to adjust to decreasing physical capacities and the same decreasing physical capacities and the same time maintain feelings of well beingtime maintain feelings of well being

Preoccupation with declining body functions Preoccupation with declining body functions reduces happiness and satisfaction with life reduces happiness and satisfaction with life

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Ego transcendence vs. ego Ego transcendence vs. ego preoccupationpreoccupation

Ego transcendence is the acceptance without Ego transcendence is the acceptance without fear of one’s death as inevitablefear of one’s death as inevitable

This acceptance includes being actively This acceptance includes being actively involved in one’s own future beyond deathinvolved in one’s own future beyond death

Ego preoccupation results in holding onto life Ego preoccupation results in holding onto life and preoccupation with self gratificationand preoccupation with self gratification

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GouldGould

He believes that transformation is the central theme He believes that transformation is the central theme of adulthoodof adulthood

20s – a person assumes new roles20s – a person assumes new roles 30s – role confusion often occurs30s – role confusion often occurs 40s – the person becomes aware of time limitations in 40s – the person becomes aware of time limitations in

relation to accomplishing life's goalrelation to accomplishing life's goal 50s – acceptance of each stage as a natural 50s – acceptance of each stage as a natural

progression of life marks the path of adult maturityprogression of life marks the path of adult maturity

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Seven stages of adult developmentSeven stages of adult development

Stage 1 (16-18) – individuals consider themselves as Stage 1 (16-18) – individuals consider themselves as part of the family rather than individuals and want to part of the family rather than individuals and want to separate from parentsseparate from parents

Stage 2 (18-22) – established autonomy, they feel it is Stage 2 (18-22) – established autonomy, they feel it is jeopardy; they feel they can be pulled back into their jeopardy; they feel they can be pulled back into their familiesfamilies

Stage 3 ( 22-28) – individuals feel established as Stage 3 ( 22-28) – individuals feel established as adults and autonomous from their families. They see adults and autonomous from their families. They see themselves as well defined but still feel the need to themselves as well defined but still feel the need to prove themselves to their parentsprove themselves to their parents

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Seven stages of adult developmentSeven stages of adult development

Stage 4 (29 -34) – marriage and career Stage 4 (29 -34) – marriage and career are well established. Questions what life are well established. Questions what life is all about and wish to be accepted as is all about and wish to be accepted as they arethey are

Stage 5 (35-43) – This is a period of Stage 5 (35-43) – This is a period of self-reflection, individual questions self-reflection, individual questions values and life itself. Little time left to values and life itself. Little time left to shape lives of adolescent childrenshape lives of adolescent children

Stage 6 ( 43-50) – Personalities are seen Stage 6 ( 43-50) – Personalities are seen as set. Individuals are interested in as set. Individuals are interested in social activity with friends and spousesocial activity with friends and spouse

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Seven stages of adult developmentSeven stages of adult development

Stage 7 ( 50-60) – is a Stage 7 ( 50-60) – is a period of period of transformation, with transformation, with realization of mortality realization of mortality and concern for healthand concern for health

There is an increase in There is an increase in warmth and a decrease warmth and a decrease in negativismin negativism

The spouse is seen as The spouse is seen as valuable companionvaluable companion

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Cognitive theoryCognitive theory

Jean PIAGETJean PIAGET

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Cognitive DevelopmentCognitive Development

Refers to the manner in which people Refers to the manner in which people learn to think, reason and use languagelearn to think, reason and use language

Involves persons intelligence, perceptual Involves persons intelligence, perceptual ability to process informationability to process information

Progression of mental abilities from Progression of mental abilities from illogical thinking to logical thinking, illogical thinking to logical thinking, simple to complex problem solving, simple to complex problem solving, understanding concrete ideas to abstract understanding concrete ideas to abstract concepts concepts

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Jean PiagetJean Piaget

Cognitive development is an orderly Cognitive development is an orderly sequential process in which variety of new sequential process in which variety of new experiences must exist before intellectual experiences must exist before intellectual abilities can developabilities can develop

In each phase, the person uses three primary In each phase, the person uses three primary abilities: assimilation, accommodation and abilities: assimilation, accommodation and adaptationadaptation

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Jean PiagetJean Piaget

Assimilation – human react to new situations Assimilation – human react to new situations by using the mechanism they already possess.by using the mechanism they already possess.

Accommodation – process of change whereby Accommodation – process of change whereby cognitive processes mature sufficiently to cognitive processes mature sufficiently to allow the person to solve problems that were allow the person to solve problems that were unsolved before. (new knowledge have been unsolved before. (new knowledge have been assimilated)assimilated)

Adaptation – ability to handle demands made Adaptation – ability to handle demands made by the environmentby the environment

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Piaget’s Phases of Piaget’s Phases of Cognitive developmentCognitive development

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Sensorimotor Phase – birth to 2 yrs.Sensorimotor Phase – birth to 2 yrs.Stage 1 Use of reflexes Stage 1 Use of reflexes Birth to 1 monthBirth to 1 month Most action is reflexiveMost action is reflexive

Stage 2 Primary circular Stage 2 Primary circular actionaction

1 to 4 months 1 to 4 months Perception of events is Perception of events is centered on the body. centered on the body. Objects are extension of Objects are extension of selfself

Stage 3 secondary circular Stage 3 secondary circular reactionreaction

4- 8 months4- 8 months Acknowledges the Acknowledges the environment, makes environment, makes changes in the environmentchanges in the environment

Stage 4 Coordination of Stage 4 Coordination of secondary schematasecondary schemata

8-12 months8-12 months Can distinguish a goal from Can distinguish a goal from a means of attaining ita means of attaining it

Stage 5 Tertiary circular Stage 5 Tertiary circular reactionreaction

12-18 months12-18 months Tries and discovers new Tries and discovers new goals and ways to attain goals and ways to attain goal. Rituals are importantgoal. Rituals are important

Satge 6 Invention of new Satge 6 Invention of new meansmeans

18-24 months18-24 months Interprets the environment Interprets the environment by mental image. Uses by mental image. Uses make-believe and pretend make-believe and pretend play. play.

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Preconceptual phasePreconceptual phase

2- 4 years2- 4 years Uses egocentric approach to Uses egocentric approach to

accommodate the demands accommodate the demands of an environment.of an environment.

Everything is significant Everything is significant and relates to “me”and relates to “me”

Explores the environmentExplores the environment Language development is Language development is

rapidrapid Associates words with Associates words with

objectsobjects

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Intuitive thought phaseIntuitive thought phase

4-7 yrs.4-7 yrs. Egocentric thinking Egocentric thinking

diminishesdiminishes Thinks of one idea at a Thinks of one idea at a

timetime Includes others in the Includes others in the

environmentenvironment Word express thoughtsWord express thoughts

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Concrete Operations phaseConcrete Operations phase

7 to 11 years7 to 11 years Solves concrete problemsSolves concrete problems Begins to understand Begins to understand

relationships such as sizerelationships such as size Understand right and leftUnderstand right and left Cognizant of viewpoints Cognizant of viewpoints

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Formal Operational PhaseFormal Operational Phase

11 to 15 years11 to 15 years Uses rational thinkingUses rational thinking Reasoning is deductive Reasoning is deductive

and futuristicand futuristic

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Moral TheoriesMoral Theories

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Moral Development Moral Development

Involves learning what ought to be and not to Involves learning what ought to be and not to be donebe done

Moral – means “relating to right and wrong”Moral – means “relating to right and wrong” Morality – refers to the requirements necessary Morality – refers to the requirements necessary

for people to live together in societyfor people to live together in society Moral Behavior – the way a person perceives Moral Behavior – the way a person perceives

those requirements and respond to themthose requirements and respond to them Moral development – is the pattern of change Moral development – is the pattern of change

in moral behaviorin moral behavior

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Lawrence KohlbergLawrence Kohlberg

He focused on the reason an individual make a He focused on the reason an individual make a decisiondecision

Moral development progresses through three Moral development progresses through three levels and six stageslevels and six stages

Levels and stages are not always linked to a Levels and stages are not always linked to a certain developmental stagecertain developmental stage

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Level 1 - PreconventionalLevel 1 - Preconventional

Person is responsive to Person is responsive to cultural rules of labels of cultural rules of labels of good and bad, right and good and bad, right and wrong. Person reasons wrong. Person reasons in terms of punishment, in terms of punishment, reward, or exchange of reward, or exchange of favors.favors.

Egocentric FocusEgocentric Focus

1.1. Punishment and Punishment and Obedient Obedient Orientation – Fear Orientation – Fear of punishmentof punishment

2.2. Instrumental Instrumental Relativist Relativist Orientation – Orientation – Conformity is Conformity is based on egocentric based on egocentric and narcissistic and narcissistic needs. I’ll do needs. I’ll do something if I something if I something for it or something for it or it pleases you”it pleases you”

Toddler to 7 yearsToddler to 7 years

Preschooler through Preschooler through school ageschool age

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Level 2 - ConventionalLevel 2 - ConventionalPerson is concerned Person is concerned with maintaining with maintaining expectations and expectations and rules of the family, rules of the family, group, nation or group, nation or society, sense of society, sense of guilt has developed.guilt has developed.

Societal FocusSocietal Focus

3. Interpersonal 3. Interpersonal Concordance Concordance Orientation – decisions Orientation – decisions and behavior are based and behavior are based on concerns about on concerns about other’s reactions; the other’s reactions; the person wants other’s person wants other’s approval or a reward. “I approval or a reward. “I can put myself in your can put myself in your shoes”shoes”

4. Law-and Order 4. Law-and Order Orientation – Orientation – the the person wants established person wants established rules from authority “ Ill rules from authority “ Ill do something because do something because it’s the law and my it’s the law and my duty”duty”

School age through School age through adulthood adulthood

Adolescence and Adolescence and adulthoodadulthood

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Level 3 -PostconventionalLevel 3 -PostconventionalThe person lives The person lives autonomously autonomously and defines moral and defines moral values and values and principles that are principles that are distinct from distinct from personal personal identification identification with group with group values. values.

5. Social contract 5. Social contract legalistic Orientation – legalistic Orientation – the social rules are not the social rules are not the sole basis for the sole basis for decisions and behavior decisions and behavior because the person because the person believes a higher moral believes a higher moral principle applies such as principle applies such as equality, justice, or due equality, justice, or due processprocess

6. Universal Ethical 6. Universal Ethical Principle Orientation- Principle Orientation- decisions and behaviors decisions and behaviors are based on internalized are based on internalized rules, on conscience rules, on conscience rather than social laws, rather than social laws, and on self chosen and on self chosen ethical and abstract prin.ethical and abstract prin.

Middle – age or Middle – age or older adultolder adult

Middle age or Middle age or older adultolder adult

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Carol GilliganCarol Gilligan

Found that moral development proceeds Found that moral development proceeds through three levels and two transitions, with through three levels and two transitions, with each level representing a more complex each level representing a more complex understanding of the relationship of self and understanding of the relationship of self and others and each transition resulting in crucial others and each transition resulting in crucial evaluation of the conflict between selfishness evaluation of the conflict between selfishness and responsibilityand responsibility

Women see morality in the integrity of Women see morality in the integrity of relationships and caring relationships and caring

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Stage 1 : caring for oneselfStage 1 : caring for oneself

In this first stage of development, the person is In this first stage of development, the person is concerned only with caring for the selfconcerned only with caring for the self

The focus on this stage is survivalThe focus on this stage is survival Self is the most important Self is the most important

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Stage 2: Caring for others Stage 2: Caring for others

The individual recognizes the selfishness of The individual recognizes the selfishness of earlier behavior and begins to understand the earlier behavior and begins to understand the need for caring relationships with othersneed for caring relationships with others

Begins with responsibilityBegins with responsibility Good is considered to be caring for others Good is considered to be caring for others

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Stage 3 : Caring for self and othersStage 3 : Caring for self and others

A person sees a need fort a balance between A person sees a need fort a balance between caring for others and caring for the self.caring for others and caring for the self.

The concept of responsibility now includes The concept of responsibility now includes responsibility for the self and for other peopleresponsibility for the self and for other people

If one’s own needs are met other people may If one’s own needs are met other people may suffer suffer

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Spiritual theoriesSpiritual theories

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James FowlerJames Fowler

Development of faith as a force that gives Development of faith as a force that gives meaning to a person’s lifemeaning to a person’s life

Faith – a way of being in relation to an Faith – a way of being in relation to an ultimate environmentultimate environment

“ “ mode of being in relation” to another or mode of being in relation” to another or others in which we invest commitment, belief, others in which we invest commitment, belief, love, risk and hope.love, risk and hope.

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Fowler’s stages of Spiritual Fowler’s stages of Spiritual DevelopmentDevelopment

Stage 0. Stage 0. UndifferentiatedUndifferentiated 0-3 years0-3 years

Unable to formulate concepts of self and Unable to formulate concepts of self and environmentenvironment

1. Intuitive-1. Intuitive-projectiveprojective 4-6 yrs.4-6 yrs.

Images and beliefs given by trusted othersImages and beliefs given by trusted others

2. Mythic-literal2. Mythic-literal

7-12 yrs7-12 yrs

Private world of fantasy and wonder, Private world of fantasy and wonder, dramatic stories and myths used to dramatic stories and myths used to communicate spiritual meaningcommunicate spiritual meaning

3. Synthetic-3. Synthetic-conventionalconventional

Adolescent Adolescent or adultor adult

World and ultimate environment structured World and ultimate environment structured by the expectations and judgment of othersby the expectations and judgment of others

4. Individuating - 4. Individuating - reflexivereflexive

After 18 After 18 yearsyears

Constructing one’s own explicit system: Constructing one’s own explicit system: high degree of self consciousnesshigh degree of self consciousness

5. Paradoxical- 5. Paradoxical- consolidativeconsolidative

After 30 yrs.After 30 yrs. Awareness of truth from the variety of Awareness of truth from the variety of view pointsview points

6. Universalizing6. Universalizing Maybe neverMaybe never Becoming an incarnation of the principles Becoming an incarnation of the principles of love and justiceof love and justice

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WesterhoffWesterhoff

Experienced Experienced faithfaith

Infancy/early Infancy/early adolescence adolescence

Experiences faith through Experiences faith through interaction with others who interaction with others who are living a particular faith are living a particular faith traditiontradition

Affiliative Affiliative faithfaith

Late adolescence Late adolescence Actively participates in Actively participates in activities that characterizes a activities that characterizes a particular faith tradition; feel particular faith tradition; feel sense of belongingsense of belonging

Searching faithSearching faith Young AdulthoodYoung Adulthood Through a process of Through a process of questioning and doubting questioning and doubting owns faith, acquires a owns faith, acquires a cognitive as well as an cognitive as well as an affective faithaffective faith

Owned faithOwned faith Middle Middle adulthood/old ageadulthood/old age

Puts faith into personal and Puts faith into personal and social action and is willing to social action and is willing to stand up for what the stand up for what the individual believesindividual believes