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

Freuds Psychosexual Development Theory STAGE 1. Oral AGE Birth to 1 y/o CHARACTERISTICS Center of pleasure: mouth (major source of gratification & exploration) Primary need: Security Major conflict: weaning

2. Anal

1 to 3 y/o

Source of pleasure: anus & bladder (sensual satisfaction & selfcontrol) Major conflict: toilet training

3. Phallic

4 to 6 y/o

Center of pleasure: childs genital (masturbation) Major conflict: Oedipus & Electra Complex

4. Latency

6 y/o to puberty

Energy directed to physical & intellectual activities Sexual impulses repressed Relationship between peers of same sex

5. Genital

Puberty onwards

Energy directed towards full sexual maturity & function & development of skills to cope with the environment

Eriksons Stages of Psychosocial Development Theory STAGE 1. Infancy AGE Birth-18 mos 1 to 3 y/o CENTRAL TASK Trust vs Mistrust Autonomy vs Shame & doubt (+) RESOLUTION (-) RESOLUTION

2. Early childhood

3. Late childhood

3 to 5 y/o

Initiative vs guilt

Learn to trust others Mistrust, withdrawal, estrangement Self control w/o Compulsive, selfloss of self esteem restraint or compliance. Ability of cooperate & express oneself Willfulness & defiance. Learns to become Lack of selfassertive confidence. Ability to evaluate ones own behavior Pessimism, fear of wrongdoing. Over-control & over-restriction. Loss of hope, sense of being mediocre.

4. School Age

6 to 12 y/o

Industry vs Inferiority

Learns to create, develop & manipulate.

5. Adolescence

1220 y/o

Develop sense of competence & perseverance. Identity vs Coherent sense of role confusion self. Plans to actualize ones abilities Intimate relationship with another person. Commitment to work and relationships. Creativity, productivity, concern for others.

Withdrawal from school & peers. Feelings of confusion, indecisiveness, & possible anti-social behavior. Impersonal relationships.

6. Young Adulthood

18-25 y/o

Intimacy vs isolation

7. Adulthood

25-65 y/o

Generativity vs stagnation

8. Maturity

65 y/o to death

Integrity vs despair

Avoidance of relationship, career or lifestyle commitments. Self-indulgence, self-concern, lack of interests & commitments. Acceptance of Sense of loss, worth & uniqueness contempt for of ones own life. others. Acceptance of death.

Havighursts Developmental Stage and Tasks DEVELOPMENTAL STAGE 1. Infancy & early childhood

DEVELOPMENTAL TASK 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 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 select a partner learn to live with a partner start a family manage a home establish self in a career/occupation assume civic responsibilities become part of a social group fulfill civic & social responsibilities maintain an economic standard of living assist adolescent children to become responsible, happy adults relate ones partner adjust to physiological changes adjust to aging parents - adjust to physiological changes & alterations in health status - adjust to retirement & altered income - adjust to death of spouse - develop affiliation with ones age group - meet civic & social responsibilities - establish satisfactory living arrangements

3. Adolescence

4. Early Adulthood

5. Middle Adulthood

6. Later Maturity

Levinsons Seasons of Adulthood AGE 18-20 yrs 21-27 yrs SEASON Early adult transition Entrance into the adult world Transition Settling down Pay-off years CHARACTERISTICS Seeks independence by separating from family Experiments with different careers & lifestyles

28-32 yrs 33-39 yrs 45-65 yrs

Makes lifestyle adjustments Experiences greater stability Is self-directed & engages in self-evaluation

Sullivans Interpersonal Model of Personality Development STAGE 1. Infancy AGE Birth to 1 yrs 1 to 6 yrs DESCRIPTION Infant learns to rely on caregivers to meet needs & desires Child begins learning to delay immediate gratification of needs & desires Child forms fulfilling peer relationships Child relates successfully to same-sex peers Adolescent learns to be independent & forms relationships with members of opposite sex Person establishes an intimate, long-lasting relationship with someone of the opposite sex

2. Childhood

3. Juvenile 4. Preadolescence 5. Early Adolescence

6 to 9 yrs 9 to 12 yrs 12 to 14 yrs

6. Late Adolescence

14 to 21 yrs

Piagets Phases of Cognitive Development PHASE a. Sensorimotor AGE Birth to 2 yrs DESCRIPTION Sensory organs & muscles become more functional

Stage 1: Use of reflexes Stage 2: Primary circular reaction

Birth to 1 month 1-4 months

Movements are primarily reflexive

Perceptions center around ones body. Objects are perceived as extensions of the self.

Stage 3: Secondary circular reaction

4-8 months

Becomes aware of external environment. Initiates acts to change the movement.

Stage 4: Coordination of secondary schemata Stage 5: Tertiary circular reaction

8-12 months

Differentiates goals and goal-directed activities.

12-18 months

Experiments with methods to reach goals. Develops rituals that become significant.

Stage 6: Invention of new means

18-24 months

Uses mental imagery to understand the environment. Uses fantasy.

b. Pre-operational Pre-conceptual stage

2-7 years 2-4 year

Emerging ability to think 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.

Kohlbergs Stages of Moral Development LEVEL AND STAGE LEVEL I: Pre-conventional (Birth to 9 years) Stage 1: Punishment & obedience orientation Stage 2: Instrumental-relativist orientation DESCRIPTION Authority figures are obeyed. Misbehavior is viewed in terms of damage done. A deed is perceived as wrong if one is punished; the activity is right if one is not punished. Right is defined as that which is acceptable to & approved by the self. When actions satisfy ones needs, they are right. LEVEL II: Conventional (9-13 years) Stage 3: Interpersonal concordance Stage 4: Law and order orientation Cordial interpersonal relationships are maintained. Approval of others is sought through ones actions. Authority is respected. 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.

Gilligans Theory of Moral Development LEVEL I. Orientation of Individual Survival Transition CHARACTERISTICS Concentrates on what is best for self. Selfish. Dependent on others. Transition 1: From Selfishness to Responsibility Recognizes connections to others. 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. Decisions based on intentions & consequences, not on others responses. Considers needs of self and others. Wants to help others while being responsible to self. Increased social participation.

Transition 2: From Goodness to Truth

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.

Fowlers Stages of Faith STAGE Pre-stage: Undifferentiated faith AGE Infant CHARACTERISTICS Trust, hope and love compete with environmental inconsistencies or threats if abandonment. Imitates parental behaviors and attitudes about religion and spirituality. Has no real understanding of spiritual concepts. Stage 2: Mythicalliteral faith School-aged child Accepts existence of a deity. Religious & moral beliefs are symbolized by stories. Appreciates others viewpoints. Accepts concept of reciprocal fairness. Questions values & religious beliefs in an attempt to form own identity. Assumes responsibility for own attitudes & beliefs. Integrates other perspectives about faith into own definition of truth.

Stage 1: Intuitiveprojective faith

Toddlerpreschooler

Stage 3: Syntheticconventional faith Stage 4: Individuativereflective faith Stage 5: Conjunctive faith

Adolescent

Late adolescent & young adult Adult

Stage 6: Universalizing faith

Adult

Makes concepts of love & justice tangible.