•Since the embryo is still developing and very

HUMAN DEVELOPMENT fragile, most miscarriages occur in this stage and

when most major birth defects occur

MATURATION Fetal Stage

•Innately determined sequence of growth and
change that is relatively independent of external •Two months after
events conception until birth
•Refers to developmental changes that are
genetically or biologically programmed •Fetus develops vital organs and physical
rather than acquired through learning or life characteristics that are distinctly human
experiences.
•Human fetus develops according to fixed
schedule
• Maternal malnutrition, smoking and
consumption of alcohol and drugs can affect the
normal maturation of the fetus.

STAGES OF DEVELOPMENT

Pre-natal Period
•From conception to birth, lasting about 266 days
(nine months) Placenta
•Organ that connects
Germinal Stage the blood supply of the
mother to that of the
•Two-week period following fetus, acts as a filter,
conception allowing nutrients pass
through while keeping
•Conception/Fertilization: when out some toxic
one of the millions of sperm penetrates the substances
ovum, its outer membrane changes and becomes
impenetrable to the millions of the remaining Teratogens
sperm •Any agent that can harm a developing fetus
causing deformities or brain damage
•Zygote: fertilized ovum •May be a disease, drug or another
•When the zygote develops, it environmental agent
attaches itself to the wall of the
uterus. Once the zygote is
implanted, the embryonic stage NEWBORN’S ABILITIES
begins
Genetic Developmental Program

Embryonic Stage •23 chromosomes from each parent

•Involves the development of neural connections
•Two to eight weeks after in the brain
conception

•Cells divide and begin to

differentiate into bone, muscle and body organs

HUMAN DEVELOPMENT 1
SENSORY DEVELOPMENT
•Genetic program guides the development of a
number of motor and sensory functions
•Vision: at one month, an infant can distinguish
the mother’s face from that of a stranger,
provided that the infant also hears the mother’s
voice. At 3 months, even without the mother’s
voice. At 3 to 4 years old, visual abilities are
equal to those of an adult
•Hearing: one-month old infant have very keen
hearing. By 6 months, infants have developed
that ability to make all the sounds that are
necessary to learn the language in which they are
raised
•Touch: Newborns have well-developed sense of
touch. Touch will elicit a number of reflexes like
grasping and sucking
•Smell and Taste: Six-week-old infants can
smell the difference between their mother and a
stranger. Newborns have an inborn preference
for both sweet and salt and an inborn dislike of
bitter tasting things.
! Although genetic program is largely responsible
for the early appearance of these sensory
abilities, environmental stimulation
encourages the infant to use and further develop
these sensory abilities.
! Environment affects the rate at which the
children acquire the skills, not the ultimate skill
level
MOTOR DEVELOPMENT
•Refers to stages of motor skills that all infants
pass through as they acquire the muscular
control necessary for making coordinated
movements
•SITTING UP ALONE Ave 5.5 months
•CRAWLING Ave 10 months
•WALKING ALONE Ave 12.1 months
EMOTIONAL DEVELOPMENT
 results from our biological capacity to produce
emotional expressions which interact with the
positive or negative feedback we receive in
attempting to maintain or change our
environment
 Over the next two years, infants develop a
wide range of emotional expressions and
feelings.
 Social smiling (4-6 wks)
 Anger, surprise, sadness (3-4 mos)
 Fear (5-7 mos)
 Shame and shyness (6-8 mos)
 Contempt and guilt (24 mos)
Temperament: Individual differences in
attention, arousal and reactivity to new
situations. These differences appear early, are
relatively stable and long-lasting, and are
influenced in large part by genetic factors
• Easy babies (40%) happy, cheerful, had
regular sleeping and eating habits and
adapt quickly to new situations
• Slow-to-warm-up babies (15%)
withdrawn, moody, take longer to adapt
to new situations
• Difficult babies (10%) fussy, fearful,
more intense with their reactions
• No-single-category babies (35%)
variety of traits and could not be classified
into one of the three categories
Attachment: A close fundamental emotional
bond that develops between the infant and his or
her parents or caregiver
Separation Anxiety: Infant’s distress – as
indicated by loud protests, crying and agitation-
whenever the infant’s parents temporarily leave
•Secure attachment
Characteristics of infants who use their parent as
a safe home base from which they can wander off
and explore their environments
•Insecure attachment
Characteristic of infants who avoid or show
ambivalence or resistance toward their parent or
caregiver.
HUMAN DEVELOPMENT 2
COGNITIVE DEVELOPMENT
•Refers to how a person perceives, thinks and
gains understanding of his/her world through the
interaction and influence of genetic and learned
factors
Jean Piaget
Theory of Cognitive Development
•Each stage is more advanced than the preceding
stage because it involves new reasoning and
thinking abilities
•Each person may go through the stages at
different rates
ASSIMILATION: A mental process that occurs
when a child incorporates new knowledge into
existing knowledge.
ACCOMODATION: A mental process that occurs
when a child adjusts to new information.
Sensorimotor Stage
•Birth to about age 2
•Infants interact with and learn about their
environments by relating their sensory
experiences to motor actions
•OBJECT PERMANENCE: at around 9 months,
understanding that objects or events continue to
exist even if they can no longer be heard,
touched or seen
Pre-operational Stage
•About 2 to 7 years old
•Children learn to use symbols to solve simple
problems and to think or talk about things that
are not present
•EGOCENTRIC THINKING: refers to seeing and
thinking of the world only from your own
viewpoint and having difficulty appreciating
someone else’s viewpoint
Concrete Operational Stage
•About 7 to 11 years
•Children can perform a number of logical mental
operations on concrete objects (ones that are
physically present)
•CONSERVATION: refers to the fact that even
though the shape of some object or substance is
changed, the total amount remains the same
•CLASSIFICATION
•Grouping pieces according to a single category
Formal Operational Stage
•About 12 years old through adulthood
•Adolescents and adults develop the ability to
think about and solve abstract problems in a
logical manner
Key points:
1. Children gradually develop reasoning
abilities through the active process of
assimilation and accommodation.
2. Children are naturally curious and self-
motivated to explore their worlds and
develop numerous cognitive skills.
3. Children acquire different kinds of thinking
and reasoning abilities as they go through
different stages of cognitive development.
SOCIAL DEVELOPMENT
 Refers to how a person develops a sense of
self or self-identity, develops relationships
with others, and develops the kind of social
skills important in personal interactions
Sigmund Freud
Psychosexual Stages
•Five developmental periods during which the
individual seeks pleasure from different areas of
the body that are associated with sexual feelings.
•Emphasized that the child’s first five years were
most important to social and personality
development
•Presence of conflict between the parent and the
child: Child wants immediate gratification while
parent places restrictions
•Fixation: an arrest in development that can
affect adult personality
ORAL STAGE
•Period: early infancy- first 18 months
•Pleasure-seeking center: Mouth
•Sucking, chewing, biting
•Oral fixation may be manifested by gossiping or
talking too much, overeating, smoking and
alcoholism. Also, excessive childish dependence
on others.
HUMAN DEVELOPMENT 3
ANAL STAGE
•Period: late infancy - 1 ½ -3 years
•Pleasure-seeking center: Anus
•Retention vs Elimination
•Anal-fixation may be manifested by being
controlling, stingy, stubborn or excessively
concerned with cleanliness (anal-retentive) or
being messy, disorganized and impulsive (anal-
expulsive)
PHALLIC STAGE
•Period: early childhood - 3-6 years
•Pleasure-seeking center: Genitals
•Competing with the parent of the same-sex
•Alongside the pleasure that boys derive from
their penis, they develop a sexual desire for their
mothers, and a desire to eliminate their fathers
who are their competitors for their mother’s
affection. (Oedipus complex)
•Early masturbatory activity leads girls to
discover their lack of penis, resulting in the
experience of penis envy. As the mother is
blamed for anatomical “shortcoming”, the
daughter’s attachment to the mother is severed.
She then transfers her love to her father as
compensation for the lack of penis (Electra
complex)
•Persons who display extreme fear and other
difficulties in dealing with authority figures may
be demonstrating unresolved conflicts with the
same-sex parent. Uncertainty about one’s gender
identity and problems with maintaining a stable
love relationship may also stem from poorly
resolved phallic issues.
LATENCY STAGE
•Period: middle and late childhood – 6 years to
puberty
•Repression of sexual thoughts
•Engaging in nonsexual activities such as
developing social and intellectual skills
GENITAL STAGE
•Period: puberty to adulthood
•Renewed sexual desires that he or she seeks to
fulfill through relationships with members of the
opposite sex
•The quality of relationships, according to Freud,
are tied directly to the success of one had in
resolving conflicts during earlier stages.
Erik Erikson
Psychosocial Stages
•8 developmental stages during which the
individual’s primary goal is to satisfy desires
associated with social needs
TRUST VS. MISTRUST
•(0-2yrs.)
•Environmental influence: Mother
•Psychosocial strength: Hope
Child needs physical & psychological care;
healthy sense of attachment to someone
trustworthy
Cold parental care and rejection cause mistrust
and affect all later development
Attachment: behavior intended to keep a child in
close proximity to a significant other, if not
nurtured by the mother, or the caregiver, child
may not develop the trust necessary to establish
lasting relationships with others.
AUTONOMY VS. SHAME & DOUBT
•(2-3 yrs.)
•Environmental influence: Both parents or
caregivers
•Psychosocial strength: Willpower
Autonomy is Erikson’s term for child’s growing
sense of independence
Child encounters rules; supportive parents =
sense of self-control; overprotective parents =
shame & doubt (child’s will is broken)
Child must develop self-control without the loss
of self-esteem.
INITIATIVE VS. GUILT
•(4-5 yrs.)
•Environmental influence: Parents, family, friends
•Psychosocial strength: Purpose
Initiative is the child’s ability to explore the
environment and test their world.
Child experiences guilt feelings when they know
they have done something of which parents or
teachers disapprove of. If child faces too many
restrictions, they can acquire emotional problems
early in life.
PLAY is very important at this stage, helps them
develop a sense of purpose & direction, facilitates
social interaction and mentally stimulates the
child. If there is a lack of play, child becomes
passive with the world. This also helps them to
adjust to their environment.
HUMAN DEVELOPMENT 4
INDUSTRY VS. INFERIORITY
•(6-11 yrs.)
•Environmental influence: School
•Psychosocial strength: Competence
World of knowledge & work; School
Industry is the child’s sense of being able to do
things well and desire to win recognition by
producing things on his own.
Children who despair over their skills and their
status with their peers can acquire a sense of
inadequacy.
IDENTITY VS. ROLE CONFUSION
•(12-18yrs.)
•Environmental influence: Peers
•Psychosocial strength: Fidelity
Discover one’s own uniqueness; Fidelity by
making commitments to own values,
organizations and people
Peer opinion plays a large part in how they think
of themselves.
Adolescents search for something or someone to
be true to, yearn for stability in an age of change
and their search may lead to extremes.
INTIMACY VS. ISOLATION
•(19-39yrs.)
•Environmental influence: Friends, Partners
•Psychosocial strength: Love
Intimacy is defined as “true genitality” or ability
for self-sacrifice & compromise in a heterosexual
relationship. It is the ability to be involved with
another without fearing the loss of self-identity.
If the young adult fails to acquire a sense of
intimacy with others, a sense of isolation may
appear, relationships will be avoided and there is
a refusal to commit to others.
GENERATIVITY VS. STAGNATION/ SELF-
ABSORPTION
•(40-65 yrs.)
•Environmental influence: Family, society
•Psychosocial strength: Care
Generativity is Erikson’s term for productive and
creative responsibility for the next generation.
Mentors young generation & Contributes to the
welfare of society vs. Self-centeredness;
Reassessment of choices made in one’s life.
If sense of generativity is lacking, individual may
stagnate, suffering from morbid self-concern.
INTEGRITY VS. DESPAIR
•(66 & onwards)
•Environmental influence: All, society
•Psychosocial strength: Wisdom
Fulfillment vs. Regret
Integrity is the ability to look back and see
meaning in life.
Wisdom is a detached yet active concern with life
and its meaning.
Individual who is satisfied with his life can accept
death without morbid fears or feelings of failure.
Lawrence Kohlberg
Theory of Moral Development
PRECONVENTIONAL LEVEL: Person considers
right or wrong in terms of rewards and
punishment
Stage 1: Punishment & Obedience Orientation
Obey rules to avoid punishment
I don’t sleep late at night because
mommy will get mad at me
Stage 2: Individualism & Exchange Orientation
Conforms to obtain rewards
For a cookie, I will pick up my toys.
CONVENTIONAL LEVEL: Person considers right or
wrong based on expectations of others and the
effect of one’s action to his image in the
community
Stage 3: Good Boy or Girl Orientation
Conforms to avoid disapproval of others
I do not eat in class because my teacher
would not like it.
Stage 4: Authority Orientation
Upholds laws to avoid censure of
authorities and feelings of guilt about not
doing one’s duty
I do not talk during fire drills because that
is one of the rules.
POSTCONVENTIONAL LEVEL: Person considers
right or wrong based on principles
Stage 5: Social Contract Orientation
Actions guided by principles. Principles are
upheld to retain respect of peers and self
respect
I wear my uniform because it is the
regulation of our school.
Stage 6: Ethical Principle Orientation
Actions guided by self-chosen ethical
principles, which usually value justice,
dignity. Principles are upheld to avoid self
condemnation.
HUMAN DEVELOPMENT 5
 I wear my uniform not because it is the
regulation of the school but it is the right
thing to do.
HEINZ DILEMMA
A woman was near death from a special
kind of cancer. There was one drug that the
doctors thought might save her. It was a form of
radium that a druggist in the same town had
recently discovered. The drug was expensive to
make, but the druggist was charging ten times
what the drug cost him to produce. He paid $200
for the radium and charged $2,000 for a small
dose of the drug. The sick woman's husband,
Heinz, went to everyone he knew to borrow the
money, but he could only get together about
$1,000 which is half of what it cost. He told
the druggist that his wife was dying and asked
him to sell it cheaper or let him pay later. But the
druggist said: "No, I discovered the drug and I'm
going to make money from it." So Heinz got
desperate and broke into the man's store to steal
the drug for his wife.
Should Heinz have broken into the store to steal
the drug for his wife? Why or why not?
1. avoids punishment
a. if you let your wife die, you will get
into trouble, or
b. you shouldn’t steal the drug
because you’ll get caught and sent
in jail
2. gains concrete rewards
a. if you steal the drug, your wife will
live, or
b. you may not get much of the jail
terms if you steal the drug, but
your wife will probably die before
you get out.
3. gains approval
a. if you steal the drug, you wife will
live and you’ll be a hero, or
b. it isn’t just the druggist who will
think you’re a criminal, everyone
else will
4. does duty to society and avoids guilt
a. if you have any sense of honor,
you won’t let your wife die because
you’re afraid to do the only thing
that will save her, or
b. you’ll always feel guilty for your
dishonesty and lawbreaking
5. affirms agreed upon rights
a. your obligation to save your wife’s
life take precedence. Human life is
logically prior to the value of
property, or
b. it is so hard for people to live
together unless there are some
laws governing their actions
6. affirms own ethical principles
a. if you don’t steal the drug, you
would have lived up to the outside
rule of the law but you wouldn’t
have lived up to your own
standards of conscience, or
b. if you steal the drug, you won’t be
blamed by other people but you’ll
condemn yourself because you
won’t have lived up to your own
conscience and standards of
honesty.
*Kohlberg was not interested in whether
you judged Heinz behavior as right or wrong
because either answers could be justified.
References:
Plotnik, R. (2005). Introduction to Psychology. (7th ed.). Ca:
Wadsworth Publishing Company
Smith, E., Nolen-Hoeksema, S., Fredrickson, B. & Loftus, G.
(2003). Atkinson & Hilgard’s Introduction to
Psychology. Singapore: Thomson Learning.
Teh, L. & Macapagal, E. (Eds.) (2007). General Psychology.
Quezon City: The Ateneo De Manila University Press
Images:
http://www-rohan.sdsu.edu/dept/phil/hdevsum.gif
http://getpregnant.org/conception-articles/gallery-0-to-8-lbs-
in-9-months
http://www.mychildhealth.net/wp-
content/uploads/2009/06/children-motor-skills.gif
http://www.fertilityc.com/html/fertility_conception.html
http://www.digitaljournal.com/img/8/7/3/i/6/2/0/o/060614eg
g.jpg
http://www.laesieworks.com/spinal/pict/fetus.jpg
http://www.moonbattery.com/archives/20-Week_Fetus.gif
http://www.nlm.nih.gov/medlineplus/ency/imagepages/1968
1.htm
http://www.myuccedu.com/2008/08/erickson’s-psychosocial-
theory
HUMAN DEVELOPMENT 6
Summary of Erikson’s Psychosocial stages

Stage Psychosocial crisis Psychosocial Environmental influence

strength
Infancy Trust vs Mistrust Hope Maternal
Early childhood Autonomy vs Shame and Doubt Willpower Both parents/adult substitutes
Preschool Initiative vs Guilt Purpose Parents, family, friends
Middle childhood Industry vs Inferiority Competence School
Adolescence Identitiy vs Identity Confusion Fidelity Peers
Young adulthood Intimacy vs Isolation Love Friends, Partners: spouse/lover
Middle adulthood Generativity vs Stagnation Care Family, society
Old age Integrity vs Despair Wisdom All, society

HUMAN DEVELOPMENT 7
PHYSICAL DEVELOPMENT

HUMAN DEVELOPMENT 8
MOTOR DEVELOPMENT

HUMAN DEVELOPMENT 9