3. MODULE 1
THE LEARNER
Growth, Development and
Maturation
Aspects of Development
Issues of Development
Theories of Development
Theories of Cognitive Development
Theories of Moral Development
5. LIFE is a process of growth and
development.
Growth and Development
The term growth and development
are both refer to dynamic process.
They often used changeably, these
terms have different denotations.
6. Growth: is physical change and
increase in size and it can be
measure.
Indicators of growth include height,
weight, bone size and dentition.
7. Development
Is an increase in the complexity of
function and skill progression.
It is a capacity and skill of person to
function.
Development: is a behavior
e.g: the person develop their
ability to walk, talk, to run.
8. Growth and development: are
independent, interrelated processes.
e.g an infant muscles, bones and
nervous system must grow to a certain
point before, the infant sit up or walk.
Growth: generally takes place during
the first 20 years of life, development
continue after that.
9. Maturation
Is the sequence of physical
changes that are related to
genetic influences.
10. Maturation: is independent on
the environment but its timing can
be influenced by environmental
factors.
The rate of person growth and
development is highly
individualized, however the
sequence is predictable.
11. Factors influencing the growth
and development
The factors that influencing the
growth and development are both
genetic and environmental.
Genetic factors determine such
characteristics such as sex,
physical, status and race.
12. Environmental factors affect an
individual growth and development,
some of these are: family, religion,
climate, culture, school, community
and nutrition.
Poorly nourished child is more likely
to have infection than a well fed child
and may not attain his or her potential
height.
13. Aspects of Development
When used in relation to human
development, the word “domain”
refers to specific aspects of growth
and change. The major domains of
development are physical, cognitive,
language, and social-emotional.
14. PHYSICAL DEVELOPMENT
The physical domain covers the
development of physical changes,
which includes growing in size and
strength, as well as the development of
both gross motor skills and fine motor
skills.
15. Cognitive Development
The cognitive domain includes
intellectual development and creativity.
Kids gain the ability to process
thoughts, pay attention, develop
memories, understand their surroundings,
express creativity, as well as to make,
implement, and accomplish plans.
16. Social and Emotional Development
The social-emotional domain includes a
child's growing understanding and control
of their emotions.
They also begin to identify what others
are feeling, develop the ability to
cooperate, show empathy, and use moral
reasoning.
17. Language Development
Language development is dependent on
the other developmental domains.
The ability to communicate with others
grows from infancy, but children develop
these abilities at different rates. Aspects of
language include: Phonology, Pragmatics,
Semantics, Syntax.
18. Issues of Development
1. Receptive Language Disorder
The first type of speech development
issue a child may display comes in the
form of a receptive language disorder.
In this case, a child is unable to
identify colors, shapes, and other body
parts because they don’t understand
these concepts.
19. Even when they are taught these
terms and may be able to notice them
one by one, they are not going to pick
up the connection over time.
2. Expressive Language Disorder
This is the second type of speech
development issue that comes up from
time to time.
20. For example, a person may notice
their child is unable to come up with
larger words based on their age.
They may be able to say a few
things such as “Ma!” but that is
about it. Even as they get older, this
is where their development will get
stuck.
21. 3. Speech Production
The final developmental delay
when it comes to speech involves
speech production.
This entails a child not having the
ability to generate the words due to
their physiological structure.
22. 4. Cognitive Delay
In some children, this is about
understanding learned concepts,
while others simply lack the
intellectual awareness to piece
information together.
Children with these delays are
known to find it hard to keep up in
school as their peers learn.
23. 5. Gross Motor Delays
This is one of those common issues
in child development that are noted by
many parents around the world.
This is when a child is unable to
coordinate his/her large muscles or
even their small muscles. This can be
something like their arms or their legs.
24. 6. Fine Motor Delays
A fine motor delay is when the
child can’t do simple tasks such as
brushing his/her teeth.
This becomes a real challenge
for them, and they refuse to do it
over time. This is why it’s best to
work on these motor delays as
soon as possible.
25. 7. Emotional or Behavioral Delays
A child with autism may display
this behavioral delay.
They are unable to pick up on
some of the emotions around them
as a child their age would. This
means if they are having a two-way
conversation with a child their age,
the reaction is not going to be as
expected.
26. Theories of Development
Developmental Theories
are comprehensive explanations,
based on research, about why people
act and behave the way they do and
how they change over time.
27. These theories can be categorized as
emotional, cognitive and moral.
1. Erik Erikson developed the most
common theories of emotional
development.
2. Jean Piaget developed the most
common theories of cognitive
development.
3. Lawrence Kohlberg developed the
dominant theories of moral development.
28. Theories of Emotional Development
Erik Erikson was an ego psychologist
who developed one of the most popular
and influential theories of development.
Erikson's theory described the impact
of social experience across the whole
lifespan. He was interested in how social
interaction and relationships played a role
in the development and growth of human
beings.
29. Stages of Psychosocial Development
Theory of Personality
Erikson proposed a lifespan model of
development, consisting of five stages up
to the age of 18 years and another three
stages further into adulthood.
According to the theory, successful
completion of each stage results in a
healthy personality and the acquisition of
basic virtues (McLeod, 2008).
30.
31. 1. Trust vs. Mistrust (Birth-1yr)
In this stage children begin to learn the
ability to trust others. This is established
from the consistency of their caregivers.
When trust develops well, the child
achieves confidence and security in the
world and is capable of feeling secure.
Unsuccessful achievement of this stage
can result in failure to trust, and can bring
about a sense of fear about the
inconsistent world (Heffner, 2001).
32. 2. Autonomy vs. Shame and Doubt
(18months-3yrs)
Children begin to become mobile and
develop physically at this age; they proclaim
their independence by walking away from
their caregiver, choosing toys to play with,
and by choosing what they like to wear, to
eat, etc.
The child starts to discover that it has
many skills and abilities. These skills depict
the child's developing independence and
autonomy (McLeod, 2008).
33. 3. Initiative vs. Guilt (3yrs-5yrs)
During the above ages, children
begin to claim their power and control
through leading play and other social
interactions. Children who are fruitful at
this stage feel adequate and capable to
direct others.
Those who fail to acquire these
abilities possess feelings of guilt, self-
doubt, and lack of initiative (Cherry, n.d).
34. 4. Industry vs. Inferiority (6yrs-12yrs)
This is the stage where children
establish self-confidence in their
achievements. They begin tasks, finalise
them, and feel good about what they
have accomplished.
Teachers play a heightened role in the
child’s development in this stage.
(Heffner, 2001).
35. 5. Identity vs. Role Confusion
(12yrs-18yrs)
Throughout adolescence, children
examine their independence and explore
their sense of self.
Children that are shown encouragement
and reinforcement through personal
examination will appear from this stage
with a strong sense of self and a feeling of
independence and control (Cherry, n.d).
36. 6. Intimacy vs. Isolation (18yrs- 40yrs)
As we begin to mature into adulthood
we start to explore ourselves more
intimately with others.
We seek relationships which lead to
longer term commitments with someone
other than a family member (McLeod, 2008).
37. 7 Generativity vs. Stagnation
(40yrs-65yrs)
In this stage, we begin to establish
careers, settle down within a relationship
and start our own families.
We give back to society through
raising our children, working, and getting
involved with community activities and
organisations (McLeod, 2008).
38. 8. Ego Integrity vs. Despair
(65yrs and up)
When have grown older and have
become senior citizens, we usually slow
down our productivity, and live life as a
retired person.
During this time we start pondering
our accomplishments and we develop
integrity if we see ourselves as leading
a successful life (Heffner, 2001).
39. Theories of Cognitive Development
Jean Piaget's theory of cognitive
development suggests that children move
through four different stages of mental
development.
His theory focuses not only on
understanding how children acquire
knowledge, but also on understanding the
nature of intelligence.
40. Piaget's stages are:
Sensorimotor stage: birth to 2 years
Preoperational stage: ages 2 to 7
Concrete operational stage: ages 7 to 11
Formal operational stage: ages 12 and up
41. SENSORIMOTOR STAGE
The child will:
Explore the world through senses &
motor activity
Early on, baby can’t tell difference
between themselves & the environment
If they can’t see something then it
doesn’t exist
Begin to understand cause & effect
Can later follow something with their
eyes
42. Better speech communication
Can imagine the future & reflect on the
past
Develop basic numerical abilities
Still pretty egocentric, but learning to be
able to delay gratification
Can’t understand conservation of matter
Has difficulty distinguishing fantasy from
reality (ex: cartoon characters are real
people).
PREOPERATIONAL STAGE
43. Conservation of matter –
understanding that something doesn’t
change even though it looks different,
shape is not related to quantity
Ex: Are ten coins set in a long line
more than ten coins in a pile?
Ex: Is there less water if it is poured
into a bigger container?
44. Abstract reasoning ability &
ability to generalize from the
concrete increases
Understands conservation of
matter
CONCRETE
OPERATIONAL STAGE
45. Be able to think about hypothetical
situations
Form & test hypotheses
Organize information
Reason scientifically
FORMAL
OPERATIONAL STAGE
46. Theories of Moral Development
Lawrence Kohlberg's theory of moral
development is a theory that focuses on
how children develop morality and moral
reasoning.
Kohlberg's theory suggests that moral
development occurs in a series of six
stages. The theory also suggests that
moral logic is primarily focused on seeking
and maintaining justice.
47.
48. Stages of Moral Development
Level 1. Preconventional Morality
Stage 1 (Obedience and
Punishment): The earliest stages of
moral development, obedience and
punishment are especially common in
young children, but adults are also
capable of expressing this type of
reasoning.
49. Stage 2 (Individualism and
Exchange): At the individualism and
exchange stage of moral
development, children account for
individual points of view and judge
actions based on how they serve
individual needs.
50. Level 2. Conventional Morality
Stage 3 (Developing Good
Interpersonal Relationships): Often
referred to as the "good boy-good girl"
orientation, this stage of the
interpersonal relationship of moral
development is focused on living up
to social expectations and roles.
51. Stage 4 (Maintaining Social Order):
This stage is focused on ensuring that
social order is maintained. At this stage
of moral development, people begin to
consider society as a whole when
making judgments.
The focus is on maintaining law and
order by following the rules, doing one’s
duty, and respecting authority.
52. Level 3. Post conventional Morality
Stage 5 (Social Contract and
Individual Rights): The ideas of a social
contract and individual rights cause
people in the next stage to begin to
account for the differing values, opinions,
and beliefs of other people.
Rules of law are important for
maintaining a society, but members of
the society should agree upon these
standards.
53. Stage 6 (Universal Principles):
Kohlberg’s final level of moral
reasoning is based on universal
ethical principles and abstract
reasoning.
