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The term growth and development both refers to dynamic process. Often used interchangeably,

these terms have different meanings. Growth and development are interdependent, interrelatedprocess. 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 skillprogression.

2.  It is the capacity and skill of a person to adapt to theenvironment.

3.  Development is the behavioral aspect of growth.

THEORIES: 

1. Freud’s Psychosexual Development Theory 

STAGE  AGE  CHARACTERISTICS 

1. Oral Birth to 1½y/o

Center of pleasure: mouth (major source of gratification& exploration)

Primary need: Security

Major conflict: weaning

2. Anal 1½ to 3 y/o Source of pleasure: anus & bladder (sensual satisfaction

& self-control)

Major conflict: toilet training

3. Phallic 4 to 6 y/o Center of pleasure: child’s genital (masturbation) 

Major conflict: Oedipus & Electra Complex

4. Latency 6 y/o topuberty

Energy directed to physical & intellectual activities

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Sexual impulses repressed

Relationship between peers of same sex

5. Genital Pubertyonwards

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

 2.  Erikson’s Stages of Psychosocial Development Theory 

STAGE AGE CENTRALTASK

(+) RESOLUTION (-) RESOLUTION

1. Infancy Birth-18

mos

Trust vs

Mistrust

Learn to trust others Mistrust,

withdrawal,

estrangement

2. Early

childhood

1½ to 3 y/o Autonomy vs

Shame &

doubt

Self control w/o

loss of self esteem

Ability of cooperate& express oneself 

Compulsive, self-

restraint or

compliance.

Willfulness &defiance.

3. Late

childhood

3 to 5 y/o Initiative vs

guilt

Learns to become

assertive

Ability to evaluate

one’s own behavior  

Lack of self-

confidence.

Pessimism, fear of 

wrongdoing.

Over-control &

over-restriction.

4. School Age 6 to 12 y/o Industry vs

Inferiority

Learns to create,

develop &manipulate.

Develop sense of competence &

perseverance.

Loss of hope,

sense of beingmediocre.

Withdrawal fromschool & peers.

5.Adolescence

12 – 20 y/o Identity vsrole confusion

Coherent sense of self.

Plans to actualizeone’s abilities 

Feelings of confusion,

indecisiveness, &

possible anti-social

behavior.

6. Young

Adulthood

18-25 y/o Intimacy vs

isolation

Intimate

relationship withanother person.

Commitment towork and

Impersonal

relationships.

Avoidance of 

relationship, careeror lifestyle

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relationships. commitments.

7. Adulthood 25-65 y/o Generativity

vs stagnation

Creativity,

productivity,

concern for others.

Self-indulgence,

self-concern, lack 

of interests &

commitments.

8. Maturity 65 y/o todeath

Integrity vsdespair

Acceptance of worth & uniqueness

of one’s own life. 

Acceptance of death.

Sense of loss,contempt for

others.

3. Havighurst’s Developmental Stage and Tasks

DEVELOPMENTAL

STAGE 

DEVELOPMENTAL TASK 

1. Infancy & early childhood - 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

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- formulate a conscience based on a value system

- achieve personal independence

- develop attitudes toward social groups & institutions

3. Adolescence - establish more mature relationships with same-ageindividuals 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

4. Early Adulthood - 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

5. Middle Adulthood - fulfill civic & social responsibilities

- maintain an economic standard of living

- assist adolescent children to become responsible,

happy adults

- relate one’s partner  

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- adjust to physiological changes

- adjust to aging parents

6. Later Maturity - adjust to physiological changes & alterations in healthstatus

- adjust to retirement & altered income

- adjust to death of spouse

- develop affiliation with one’s age group 

- meet civic & social responsibilities

- establish satisfactory living arrangements

 4. Levinson’s Seasons of Adulthood  

AGE  SEASON  CHARACTERISTICS 

18-20 yrs Early adulttransition

Seeks independence by separating from family

21-27 yrs Entrance into the

adult world

Experiments with different careers & lifestyles

28-32 yrs Transition Makes lifestyle adjustments

33-39 yrs Settling down Experiences greater stability

45-65 yrs Pay-off years Is self-directed & engages in self -evaluation 

4. Sullivan’s Interpersonal Model of Personality Development 

STAGE  AGE  DESCRIPTION 

1. Infancy Birth to 1½

yrs

Infant learns to rely on caregivers to meet needs

& desires

2. Childhood 1½ to 6 yrs Child begins learning to delay immediate

gratification of needs & desires

3. Juvenile 6 to 9 yrs Child forms fulfilling peer relationships

4. Preadolescence 9 to 12 yrs Child relates successfully to same-sex peers

5. Early Adolescence 12 to 14 yrs Adolescent learns to be independent & forms

relationships with members of opposite sex

6. Late Adolescence 14 to 21 yrs Person establishes an intimate, long-lasting

relationship with someone of the opposite sex

 5.  Piaget’s Phases of Cognitive Development 

PHASE  AGE  DESCRIPTION 

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 a. Sensorimotor   Birth to 2 yrs  Sensory organs & muscles become more functional  

Stage 1: Use of 

reflexes

Birth to 1

month

Movements are primarily reflexive

Stage 2: Primary

circular reaction

1-4 months Perceptions center around one’s 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

8-12 months Differentiates goals and goal-directed activities.

Stage 5: Tertiary

circular reaction

12-18

months

Experiments with methods to reach goals.

Develops rituals that become significant.

Stage 6: Invention of new means 18-24months Uses mental imagery to understand theenvironment.

Uses fantasy.

 b. Pre-operational    2-7 years   Emerging ability to think 

Pre-conceptual stage 2-4 year 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. 

6.  Kohlberg’s Stages of Moral Development  

LEVEL AND STAGE  DESCRIPTION 

 LEVEL I: Pre-conventional    Authority figures are obeyed. 

(Birth to 9 years) Misbehavior is viewed in terms of damage done.Stage 1: Punishment & obedience

orientationA deed is perceived as “wrong” if one is punished;the activity is “right” if one is not punished. 

Stage 2: Instrumental-relativistorientation

“Right” is defined as that which is acceptable to &approved by the self.

When actions satisfy one’s needs, they are “right.” 

 LEVEL II: Conventional   Cordial interpersonal relationships are

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 maintained. 

(9-13 years) Approval of others is sought through one’s actions. 

Stage 3: Interpersonal concordance Authority is respected.

Stage 4: Law and order orientation Individual feels “duty bound” to maintain socialorder.

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.

7. Gilligan’s Theory of Moral Development  

LEVEL  CHARACTERISTICS 

I. Orientation of Individual Survival

Transition

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 andothers.

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.” 

Transition 2: From Goodness to

Truth

Decisions based on intentions & consequences, not

on others’ responses. 

Considers needs of self and others.

Wants to help others while being responsible to

self.

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Increased social participation.

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.

8. Fowler’s Stages of Faith 

STAGE  AGE  CHARACTERISTICS 

Pre-stage:Undifferentiated faith 

Infant Trust, hope and love compete withenvironmental inconsistencies or threats if abandonment.

Stage 1: Intuitive-

 projective faith Toddler-

preschoolerImitates parental behaviors and attitudesabout religion and spirituality.

Has no real understanding of spiritualconcepts.

Stage 2: Mythical-

literal faith School-aged child Accepts existence of a deity.

Religious & moral beliefs are symbolized

by stories.

Appreciates others’ viewpoints. 

Accepts concept of reciprocal fairness.

Stage 3: Synthetic-

conventional faith 

Adolescent Questions values & religious beliefs in an

attempt to form own identity.

Stage 4:

 Individuative-

reflective faith 

Late adolescent &

young adult

Assumes responsibility for own attitudes

& beliefs.

Stage 5: Conjunctive faith 

Adult Integrates other perspectives about faithinto own definition of truth.

Stage 6:

Universalizing faith 

Adult Makes concepts of love & justice tangible.