dch r or tiaina s i f e r

DEVELOPMENT deeooa ralso fard Yebe

AND STAGES OF Institute Stady, the Berkelcy Groath and Guidance Studies and the Cz~iard Adolescert Groah on he tire huran fe
pn nd
xgympr
Unit I: PRINCIPLES Sdy. Thee studies have given mch infomation on long-tem derelopet The Modern Life-Span Perspective
The stuty of life-pen dvelopment is nterdiciplinary wtich n eve evolring endesv 114
n ceop b e to brezko 2
Dring be 20h he sciee of or cld deeoprnet oth
Costess Is. Due to dvances in technology znd çhanges in cultural attitudes, the questions that focused on f
deveiopretal scictiss seck to nswer, themetbods ttey use, znd the crplartions they propse
Drorss n
nde *ee Wcy-tVe years back. These changes reflot the peiald
SDE ivestigztions build oa or challen2e carier ones nee P l Baites (1939-206) ad
ASDeglo n tdeeloe
LLI Life Span Development fced brr the reseches to
pn pepectve Dfrtdhallgs
1.11
Deseicp
LI2 Goais ofLÉS also discussed
LL3 Eriy Aprohs Ifdevelopnet cocsists of systemaic changes nd coritinties fum cocepioa to death, DEVELOPMMENT
LL4 The M a i e e S P e e e the sieoce of deveiopnet consists of the stuty of those changes 2d ontirnitis dttet MEANING OF GROWTH AND
cas Mos developmetal scientists reoogize thadeeopanet goes on trongtot ife This 1.2
Meng ofG Decio COOCpt of ife long process ofdeveopet that cn be stued scientifaly is noRn 3 ife
21 The C o n c e é span deeopnert segshed f o n s y by
h£
A
I22 e CocefDeeo Ll2 Goals of Life span Development eof fe As ste n b e o e y e
i23 D E s b e G D e v e i o p e t = o sartof he poceso s for egoaád
Tree majograls of tedevelopaertal scicnces e to desaribe, to cpain, d o optinize l of be te. The noe's
Decioenns derelopeet To achieve the goal of deseription developmental scientists observe znd ofe edtsniy fer
chaceriz tte fnctiocing of armans of iffereat 2ges znd trace hoæ it changes ith age deeo
13I Deeo D rd zs 2 born d s r l p i d zd is Say
Akhogh thee at typical petrwzys of deveopoet tha vitaly all people folloR, |s dez
tta o ta people, ictng idetical twins, evea wien rzised in the sne home, opalong The peiod spe
ctedaeopon of coesc
2 a s l scg nb
G c i s o f Deveo precisety the sarne pattrwzys. Ts, to dequzely describe developnent, it is necessy to
foczs boáa typical paens of change(ornormative developmen) dn intvidal vziis he p r l peiod r ngtir The procsbyá
P s fGt&Decc inptTS of change (or ideographic development). stoned a e dp a - e t d b
nddeeelopmeteS
Ss S Deveiopnetal sciertiss et seck to erplain the changes they bzve observed. Stiving d d e l n T e ocess of
tet secod gal of erplznation, they try to ndesand wty hnans delop s
s r b r g bot c a s e g.
esPpton obnsdianeabty d dsyocoS
boi oa Domative canosikirE Sndetopnertbetween i£nk ddeopmet s oced by
ei 0 o 0 ot
The hid grel is optintration oftmn derelopanet Developretal scitis bopeto v
soclooeindoipesovz e's
l
dedopetal problens
1.0
OBJECTIVES
S a L TTbe ie L.13 Fatr Approaches
121 The Concept of Growth:
Dese r i f r t R æ â e i o n Eziy forerns of the citifc sady ofdevepmet were baby biogrphies jorals
kporecd te ceiy developaert ofa cild Oae eaty journal, publisted in I787 n Gemy. T s beiat of2 peson pericla ge
corted Diericà Teien2n's obsevzions of his son Several schozrs begzn to carefuly F
S e r s feo observe ie gomi addelopnet of ier oan chilien nd to pubish thei f s a t e
form ofbaby biographies. Peizps the nost infheial baby biogrepber W2s Charies Darin oncepioniy. Weieed
Taiely, biooiss ined
baeb eoeboloivndsnn
(1809-18), wto mede deily records of ssoa's sensory, cogniive, nd emotional deeopet
NTRODUCTION s tee m s ad rpcszed the deveopnental a e of infat behavior. the iypt of tge
L1 Becase affebaby Biclogial ging s he deeiorinof org
s s nesei t o a .
raieor TR f i
ERCo aone The man nos ofa cieds te fozde of deve'onealscbologr is G
Srznley Hal (1846-1924), tte frst presdeat of the Ameican Psycholozical Asociin Hal] krisoam ofpsial o g e
v o v s e a bioioãal2ginz
ito colle oe obiecive datz on arge samples of indiias He dveloped a po# Ad aging he n
afl-200-ETareseacá too!e questiornaire 0eplore the conterts ofchlten's mis ndSchosocialchangs positve
ivohosses l ngs d or
bal, al's deeopeal psycolog wS inited y modern stards He wzs ainy
concerned i á sibng developnet, whas today's dvelopneral scicniss
conceed ih epaig His idezs zbot eolion nd its reain o priods of hmen
 1.2.2 The concept of 'Development': 1.3.1 Developmental Domains
These systematic
Development can be defined as the sequence of age related changes that occur as a Change and stability occur in various domains, or dimensions, of the self. psycho-social.
person progresses ffom conception to death. It is areasonably orderly and cumulative proces. changes and continuities fall into three broad domains: physical, cognitive añd
This includes both the biological and behavioral changes that take place as people grow organs, the functioning of
older. Physical development: The growth of the body and itschanges in:motor abilities, and
Development involves orderly, patterned, and relatively enduring changes in the individual physiological systems including the brain, physical signs of aging,
and also involves continuities, ways in which we remain the same or continue to development. This may influence other domains of development.
reflect our past so on are part of physical menopause affect the emotional state of women.
selves. Dramaticphysical and hormonal changes during
continuities in mental abilities like attention,
1.2.3 Differences between Growth and Development Cognitive development: Changes,stability and soBving, and other mental processes
perception, language, learning, memory, thinking, problem to physical and emotional development.
constitute cognitive development. This is closely related
GROWTH Psychosocialdevelopment: Changes, stability and carryover in personal as well as
DEVELOPMENT motives, emotions, personality traits, social
The term growth is used in a purely interpersonal aspects of development, such as larger socicty together constitute psychosocial
physical sense. It generally refers to
Developmnent implies overall changes in relationships and roles played in the family and in the
shape, fam or structure resulting in functioning.
an increase in size, length, height and improved working or functioning,. development. This can affect physical and cognitive aspects of
weight. Changes in the quantitative though developmental scientists often specialize in one of these three affect
Qualitative changes come to this Even whole beings and that changes in one area
aspects come into the domain of growth domain. development, they appreciate that humans are contribute greatly to self esteem and can affect
capacities
Growth is part of development process. the others. Physical and cognitive of above isolated
Development is a wider and occupation. A person is more than a bundle
In strict sense development in its comprehensive term. It refers to overall social acceptance and choice of
domains. Developmnent is a unified process.
quantitative aspect is termed as growth. changes in the individual, both quantitative
and qualitative. 1.3.2 Influences on Development at
3 Growth describes the changes, which endowment inherited from a person's parents
Development describes the changes in the Heredity: Heredity is the genetic called
take place in particular aspects of organism as a whole and does not list the The inborn characteristics inherited from biological parents at conception are the
the body and behavior of an organism. conception. originate primarily with heredity. Majority of
changes in parts. heredity. Some influences on development
heredity.
|4. Changes are specific Changes are complex. physical characteristics are acquited through beginning in the womb,, and the learning
5. Growth does not continue throughout life. Development is a continuous lifelong Environment: It is the world outside the self
It stops when maturity has been attained. process. It starts from womb and experience. The environment constitutes all of the nonhereditary, or experiential,
that comes from
influences the development of m¡ny psychosocial
continues till tomb. influences on development. Environment
characteristics of the individual.
6
The changes produced by growth are Development implies improvernent in unfolding ofa natural sequence
measurable. They may be quantified functioning and behavior and hence bring Maturation: Maturation ofbody and mind is the process of master new psycho physical
and are observable in nature. changes and behavioral patterns, including readiness to
qualitative changes, which are difficult to of physical responsible for many changes of infancy and
be measured directly. abilities such as walking and talking. Maturation is
7 Growth may or may not bring early childhood.
Development is also possible without
development. growth
1.4
CHARACTERISTICS OF DEVELOPMENT
8 Growth is not cumulative. Development is cumulative perspective on human development set forth by
Baltes,
By adopting the modern life-span throughout the life span, (2) can take many different
it is assumed that development (1)occurs plasticity,
losses at every age, (4) is charactrized by
1.3 DEVELOPMENTAL CHANGES directions, (3) involves gains and interlinked context, (6) is influenced by multiple interacting
affected by its historical and cultural disciplines join forces to
(5) is understood if scholars from multiple
There are two kinds of developmental changes: qualitative and quantitative. causal factors, and (7) can best be
Qualitative Change: Qualitative change is a change in kind, structure or understand it.
is marked by the emergence ofnew phenomena that cannot be anticipated easily organization. It
carlier functioning but can be observable, such as transformation on the basis of 1. Development is a lifelong process through middle
of neonate into a social being.
Development takes place throughout one'sthat life that stretches ever onward,
development is best
Quantitative Changes: Quantitative change is a change in number or amount, such as culminating in the final change is death. In sum, human
age and beyond, the changes
growth in height, weight, vocabulary or frequency of emotional out bursts, which are not only process. The one constant is change, and
observable but also measurable. described as a continual and cumulativebave important implications for the future. Development
major phase of life can
that occur at each
7:
 n any period of life is best secen in the DEVELOPMENT
context of the whole life span. The first 12 years of age PRINCIPLES OF GROWTH AND
are extremely important years that set the stage for 1.5
adolescence and adulthood. sequential and follow cegtain patterIs. By
2. Development s In every species, growth and development are fornulated. They help in predicting the
multidirectional observing these patterns certain principles can bedevelopmental norms. These principles are
Development a universal process leading in one direction of mature
is
development at each stage of life and formulate
recognized that different
late adulthood, some skillscapacities show different pattems of change over time;funcioning. It is
for example, in explained below.
decline faster than others; some don't change much; and some even
continue to improve. Different aspects human functioning have different critical
of [Link] (womb to tomb)
change. periods of conception and is lifelong process. It
Development is a continuous stream that starts from
3. Development involves However, growth stops usually at adulthood. At every age, some
both gain and loss stops only at the time of death.
process are just beginning, some are at their
of the changes that occur during the
developmental
Development is not just gain in childhood and loss in old age. These are decline. These changes may be divided into four major
every phase of the life span. Baltes believed interlocked during peak, and some are in the process of in proportions; Disappearance of
and loss brings gainthat gain and loss that gain inevitably brings with it loss of some kind, categories: Changes in size, ex: changes in height; Changes
occur jointly. Choosing to sharpen certain in
career can mean losing command of other skills. skills one's old features and Acquisition of new features.
and starts)
4. Development is Speed of change is not Uniform (fits
characterized by lifelong plasticity speed throughout life. There are phases of
The process of development is not uniform insaid to occur in fits and starts. The pace of
Plasticity refers to a capacity for change in response to is
At times the course of
development can change abruptlypositive or negative life experiences. sudden change and slack periods also. Hence, it Developmental
if in infancy (first two years after birth).
change. Developmental scholars have long known that child important aspects of one's life growth and development is very fastweek in healthy babies. Parents feel wonder
and happiness
deprived environment and optimized by an eniched development can be damagedby a
one. Even when children have a gruesome
changes can be observed week after
this stage is sometimes described as
wondrous and
past, their future can be made green with on seeing these sudden changes. Hence childhood), growth and development are very slow.
stimulating environment. fanciful infancy'. From the third year (earty weight in
5. Development is shaped by its are quick. Height in boys,
historical-cultural context Again in the adolescence, between l1-13 years, changes
quick succession. Growth and development
As societies change, the girls and secondary sex development both appear in
developmental experiences also change. No single sketch of
development is accurate for all cultures, social classes, will never be so fast after this stage.
instill a unique pattern of beliefs, values, customs, andor racial and ethnic groups. All of these [Link] (One on top of the other)
transition from a traditional society to a more modern,skills tó its younger generations. The
urbanized society; societal changes: after another and hence earlier developrment
influences
historical events technological beakthroughs Development takes place one
affect cultural values and leaming environments effect. For example, the baby first articulates
and, in tun, human
development. later development. This is called curmulative speaks grammatically corTect! sentences. If
sounds and words, then sentences and then
6. influence in the development of next stage.
Development is influenced by multipl factors development at one stage is retarded, it will have its
child first develops sounds, then words, then
Today's developmental scientists share Urie As we have noted in the above examples, the
at any stage in this process of
development is the product of many interacting causesBronfenbrenner' s belief that human sentences and then speaking of languages. If the child is retarded
both biological and environmental. It is the both inside and outside the person, speaking language it will affect the next stage.
between a changing person and her changing often-unpredictable outcome of ongoing interactions
world. Some influences are experienced by all 4. Critical (early foundations)
humans at similar ages, others are common to people of a particular and vital for later development.
generation, and still others Each and every phase of development is indeed important
are unique to the individual (Baltes, 1987). development and hence considered to be critical. It is
It is the base and major influence for later
7. Development must be studied by multiple to be noticed that early development is more
critical than later development. Most child
disciplines ages 2 to 5 are among the most
psychologists have said that the preschool years, from aboutperiod
In the earlier days, developmental scientists were divided into three the during which the foundations
groups (1) those who
studied physical growth and development, including bodily changes and the sequencing of important ofthe stages ofdevelopment. It is unquestionably
built in a child's life time.
are
are laid for the complex behavioral structures that
motor skills; (2) those who studied cognitive aspects of development, including
language, learning, and thinking; and (3) those who concentrated on psychosocial perception, aspects of 5. Coordinated and Harmonious (general and specific)
responses, later he can
development, including emotions, personality, and the growth of interpersonal Though the child first learns general response and then particular
classification is misleading because human development is influenced byrelationships: This
everything from on the situation. For instance, a one month baby
also respond by coordinating both, dependingexpresses
biochemical reactions to historical events, it is impossible for one discipline to have a<l the answers. moves the whole body when it is bappy, but its happiness specifically with its eyes and
Researchers who work in any of these areas have found that changes in one aspect of development tickled, he responds by combining both.
lips at six months. However, when a child of 6 years is
have important implications for other aspects. A full understanding of human development will
come only when many disciplines, cach with its own perspectives and tools of study, join forces. the child first exhibits general
While developing in relation to any aspect of personality,
responses afterwards. For example, a
responses and learns to show specific and goal directed
9
 baby starts by waving his arms in a general movement and afterwards those general motor to fall. For example, with the knowledge of the development of the bones of achild, it is possible
responses are converted into specific responses like grasping or reaching out. to predict his adult structure and size. Similarly, the appraisalof one's mental ability, emotionality
6. Product of Heredity and Environment (Interaction directly or indirectly) and sociability can tellalot about the future trends of one's development.
Both heredity and environment pl¯y avital role in the growth and developihent process. 12. Interrelated (one dimensions of development affects the other)
The potentiality aad the training, bóth influence development in an obvious and in a hidden way Though development is of various dimensions i.e. phyysical, mental, social, moral, and
ie. directiy and indirectly. Development during the pre-natal period comes mainly from maturation emotional, all these aspects are intertwined and influence the development of each other either
and is very little dependent on activity. Postnatal maturation and learning are closely interrelated directly or indirectly. For example, concept development is related to the development of sense
and influences the other. Development thus depends on the interaction ofthis heredity endownent organs. When physical development is rapid, so is mental development, just as physical
and the social and cultural forces of the environment. While stimulation to the development of development is marked by changes in body proportions as well as by increase in size, so mental
genetic potentials usually comes from the environment, it may also come from within. development is characterized by diferent rates of grovwth for memory, reasoning, association
and othe mental abilities.
7. Individual differences
Each and every individual is unique in growth and development due to combination of 13. Direction (exercise of control of motor development)
heredity and environment. With in the general pattern of growth, there can be individual variations. Development in the way of exercise of control on muscles and limbs always takes place
'cephalocaudal'
For instance, babies begin to talk between 6th and &h month generally. Actually some babies in a pattem and direction i.e. frorn the head to the foot, which is also known as
development. Children tend
differ by a month this way or that. In exceptional cases a few children do not talk until 2nd year. and from the centre to periphery, which is known as proximodistal'
part (cephalocaudal).
Individual differences are caused by both internal and external conditions- As a result, the to gain control over the upper parts of their bodies before the lower thenselves while
pattern of development will be different for every child, even though it is similar in its major Infants gradually shift from using their arms to using their legs for propelling
before their extremities.
aspects to the pattern followed by other children.. There is evidence that physical and mental crawling. In the proximodistal pattern children gain control over their torso gradually they learn to
differences exists between the sexes and in children of different racial back grounds., These Thus infants initialy reach for things by twisting their entire body, but
differences are due in part to hereditary factors, and in part, to environmental factors. extend just their arms or legs.
8. Spiral development (advances, turns back, then moves forward) 14. Orderly sequence (a pattern in a disordery uniform pattern)
in indivicuals, it is seen to take
The total pattern of development is seen to be spiral ie. there is forward movement In spite of various discrepancies in the rate of development
orderly in disorderly growth for
followed by regression and thenadvancement again. At a particular stage of his development, place in orderly sequence among human beings. It is said to be the 4h month
after the child has developed to a certain level, there is likely to be a period ofrest for consolidation instance,everyone first crawls and then walks, though one may start crawling in
of the developmental progress achieved tillthen. In advancing further, therefore, development and another in the 5th month.
turns back and then moves forward again in spiral pattern.
9. Retardation (times when there is slow or no 15. Every stage of development has potential hazards
growth) Even wher the developmental patterns are progressing normally,normal there are likely to be, at
Though development is seen in different rates and patterns, there are also phases where areas of development that interfere with pattern. Some of
every age, hazards in some
there is no growth or very slow growth. For example, the individual's height stops after 18th hazards are. environmental in origin while others originate from within. Regardless of their
these
social adjustments the child is
year, no gain in brain (intelligence) after 30 or 35, Development may be retarded by childhood origin, hazards can and do affect the physical, psychological and problems and, is said
diseases and emotional shocks at early stage of life. Successfiul adjustment predisposes the attempting to make. When this happens, the child encounters adjustnent
child to grow normally, but unhappy early experiences tend to produce rebellion and thus prevent to be 'poorly adjusted' or immature'.
growth and development.
10. Each stage is special 1.6 STAGES OF LIFE SPAN
scientists regard as distinct.
Each stage of development is considered crucial. It has both
advantages as well as Table 1.1 lists the periods that many of today's developmental corresponding ages are
disadvantages. For example, the adolescent phase is critical and a phase of stress and storm; It should be kept mind while speaking of different stages, the
status. Improvements in the standard
yet it is also an age of maximum mental development and an age of
immense philosophical approximate. Age is only arough indicator ofdevelopmental 65-year-olds are not as "old" physically,
approach to life. Though development is a continuous process, yet each stage has certain special ofliving and health, for example, have meant that today's
characteristics. According to Dr. Earnest Jones, the stages are: Infancy, Childhood, ago. There are also huge diferences
cognitively, or psychosocially as 65-year-olds a few decades age;
and Maturity. In all these stages, special characteristics pertaining to each Adolescence of the same while some adults are bedridden
stage can be found. in functioning and personality among individuals much younger people.
the physical abilities of
11. Predictable (Knowledge of present helps predict at age 90, others are displaying
ultimate)
Development is a sequential process and the prediction of the future is possible. Based
on the study of the past and present state, predictions and
any individual is possible. Not only is such prognosis of future development of
prediction possible
possible to predict the range within which the future developmentalong general. lines but it is also
of an individual child is going
10 11
 2to 6
An Overview of Stages of the Life Span 4. Early Childhood (two to six years)
Period of Life end ofbabyhood till the
Age Range Childhood is divided into early childhood and late childhood. The
Prenatal period Conception to birth child enters school marks early childhood. This is the period between two to six years of life. As
parents consider earlychildhood as a problean
Infancy Birth to }nd week child portrays lot of behavioral problems, most
Babyhood age or troublesome are.
end of 2nd week to 2 years pre-schoolers. As children are learning
Early childhood .Aschildren go to preschool, educators label them as
between 2to 6years of age behavior and also want to know their environment at this age,
the foundations of social
Late childhood
between 6 to 10 or 12 years of age Psychologists refer this period as "Pre gang" age and "exploratory" age. Children imitate speech
"imitative age". The toddler strives
Puberty between l10 or 12 to 13 or 14 years of age and actions of others; hence this stage is also known as the
over-reaching and needing parent's help, at
Adolescence between l13 or 14 to 18years of age at gaining autonony and independence - at times
times needing the freedom from parent's protection.
Early adulthood between 18to 40 years of age (to
Middle age 5. Late Childhood (six to ten or twelve years)
between 40 to 60 years of age after completing five years of
Old age from 60 years and above This stage starts with the child formally enters the school troublesome" stage because,
Many parents call late childhood also as
early parts of childhood. willing to do what they are told to do by
the children prefers to be independent, hence no longer
their peers. They tend to be careless even about
1. Prenatal period their parents. Rather they are more intluenced by
(Conception to birth) their appearance, hence it is called sloppy age. There will be frequent fights between siblings, as a
The prenatal period has six important from pleasant, Thus it is called as quarelsome age.
on development during the life span. It is the characteristics, each of which has a lasting effect result emotional climate of home is far
period at which the hereditary endowment which well as extra-curricular activities and habits.
serves as the foundation for the later development It is a critical age for acquiring academic as
capacity tend to persist into adulthood.
Once formed, habits of workingbelow, above or up to one's
is fixed. Favorable or
in the mother's body can help the unfavorable conditions is an important characteristic of this
can stunt their development. Thedevelopment ofhereditary potentials while and membership in a gang
sex of the newly created individual isunfavorable conditions Acceptance by their age mates
approved standards in aspects of appearance, speech and
conception and conditions within the mother's body will not affect it. fixed at the time of age. They show conformity to group
behavior.
Proportionally greater growth and development take place during the prenatal period. Itis
the time when environment or psychological hazards can have a marked effect on the pattern of 6. Puberty (ten or twelve to thirteen or fourteen years)
later development. The prenatal period is the time when years. It encompasses the
Puberty is a relatively short period, lasting for two to four Puberty
newly created individuals. Positive attitudes towards thesignificant people form atitudes towards adolescence. is characterized by
child yet to be bom help in the creation closing years of childhood and the beginning years of
of congenital prenatal and postnatal environment. growth and marked changes in body proportions. Children take an anti" attitude towards
rapid developed.
2. Infancy (Birth to 2nd week) life or seem to be losing some of the good qualities previously
"age of manhood It refers to the physical rather than the
The first two weeks of life-the time needed for newborn to adjust to the The word puberty is the mature and is capable of
new environment behavioral changes which occur when the individual becomes sexually
outside its mother's body the period of infancy. This period is
usually divided into two producing offspring. Secondary sexual characteristics develop, which make them appealing to
subdivisions. First one, the period of the partunate, starts from the time the fetus emerges from members of opposite gender. Development ofuifavorable self concepts and lack of preparation
the mother's body and lasts till the umbilical cord has been cut and tied, and hazards of puberty.
the
period of the neonate, starts from the cutting and tying of the cord and ends bysecond one, the for puberty changes are some of the important psychological
the end of the second week of life. The neonate has to learn to make approxinately 7. Adolescence (thirteen or fourteen to eighteen years)
adjustments with the
fluctuating temperature. The infants must begin to breathe on their own and get nourishment by At this period the indivihual is neither a child nor an adult. It is an important transitional
period
sucking and swallowing, instead of receiving it through the umbilical cord. These reflexes are boys and girls show conformity
imperfectly developed at birth, and the infant often gets less nourishment than is needed during which rapid physical and behavioral changes take place. Both
begin to crave for identity.
socialization. They
of which the infant loses weight. The infant organs of elimination begin to because to group standards which is important to their
work soon after birth. attitudinal dissonance between their needs
As adolescents are not able to cope with their a dreaded
3. Babyhood (end of 2nd week to the end of 2nd year) it makes adolescence
and problems and the influence of popular stereotypes, Unrealistic aspirations of adolescents are
period both for themselves as well as to their parents.
Babyhood is also known as toddler-hood especially in the second approach legal maturity, they begin
year of infancy, lot of changes occurs in the body and brain to support theyear of life. Inofthe fifst responsible for their heightened emoionality. As adolescents
and psychological capacities. The child attempts to acquire emergence motor to concentrate on behavior that is associated with the
adult status.
language and learms to develop
intimate ties with others. The child changes the status from asocial to social. 8. Early Adulthood (eighteen to forty years)
In the second year also babies grow rapidly both physically and This period stretches from the
period for the beginning of socialization, sex role typing psychologically. It is the Early adulthood is a settling down and reproductive age. to the point which the person
and creativity. Certain hazards like legally adult (at eighteen years)
illness and accidents are common during this period. point at which the person is
12 13
 period, infarncy, babyhood, earty childhood,
The human life span is divided into prenatal middle age and old age. It should be kept
atually undertakes adult work and family roles. Choosing avocation, getting appropriate cducation early adulthood,
or training, and formulating ideas about selection of a mate or someone with whom to have a late childhood, puberty, adolescence,stages, the corresponding ages are approximate. Age is for
only
close relationship characterize this stage. With the entrance in: adnli iêe patte1n, associations in mind while speaking of different Improvements in the standard ofliving and health,
indicator of developmental status.
a rough are not as "old" physically, cognitively, or
with the peer grougs of adolescence gradually disappear. Cofthe weny adjustments young adults example, have meant that today's 65-year-olds
TUSt make to new life styles, the most com1non are adjusanenis to sex roles, new fan1iy There are also huge differences in functioning
responsibilities and new vocational patterns. psychosocially as 65-year-olds a few decades ago.
of the same age.
and personality among individuals
9. Middie age (forty to sixty years) MODEL EXAMNATION QUESTIONS
Middle adulthood or middle age is the time when men and women undergo menopause. 1.8
So it is called a drcaded period. Radical adjustments to changed familial and'social roles 40 lines each.
I. Answer the following questions in about
accompanied by physical changes lead to stress during middle age. They should maintain a
pleasant and comfortable home; assure security for later years, financially and emotionally. 1. Explain the stages of life span.
People of this age participate in community life beyond the family and reaffim the values of life 2. Explain principles of growth and development.
that have real meaning -philosophical, religious, and social. It is atime for not only financial and about 20 lines each.
social succes, but also for authority and prestige. Middle age is the time when children no II. Answer the following questions in
longer want to live under the parental roof and men become bored with daily routine of work 1 What are the characteristics of development?
and women with family life. Middle aged persons generally hold leadership roles. Differentiate between growth and development.
2
10. Old age (sixty years and above)
Old age, the last stage of life span is characterized by decline in individual's physical and 1.9 GLOSSARY
psychological capabilities. The ten "senility" is used to refer to the period of old age when childhood and aculthood that begins with
Adolescence: The transitional period between
there is physical breakdown and mental disorganization. This is the period where individuals find 1. adult competencies and resposibilities.
puberty and ends when the individual has acquired
a satisfactory home or living arrangement and establish a safe, comfortable household routine to
Adolescent: growth spurt:The rapid inerease in physical growth that occus during
fit their bealth and economic status. They try to adjust their living standards to retirement income; 2,
maintain maximum level of health and care for self, physically and emotionally. They maintain adolescence.
negative, and neutral changes in the mature
contact with children, grandchildren, and other relatives - finding emotional satisfaction with
3. Aging: To most developmentalists, positive,
them. Individuals of this age maintain interest in people outside the family and in social, civic, organism; different from biological aging.
and political responsibilities. Elderly occupy a minority group status in the family and society due observations of the growth and development of
to unfavorable social attitudes towards the aged. As a result there is a reduction in the number 4 Baby biographies: Carefully recordedthe frst scientifc investigations of development.
of roles the elderly play. Poor adjustment is the characteristic of old age and their desire for children by their parents over a period;
2 years
rejuvenation are wide spread in all cultures. 5 Babyhood: Period from the end of 2nd week to
organisms that leads inevitably to their death.
6 Biological aging: The deterioration of
1.7 SUMMARY individual occuring between conception and
7 Development: Systematic changes in the
death; such changes can be positive, negative, or neutral.
The formal study of human development is relatively new field of scientific inquiry. Since remain stable over time or continue to
the early century, efforts to understand children's development have gradually expanded to include 8 Developmental continuities: ways in which we
the whole life span. Most developmental scientists recognize that development goes on throughout reflect our past.
of a large group of infants or children
life. This concept oflife long process of development that can be studied scientifically is known as Developmental norm: The age at which half in
life-span development. Thre major goals ofthe developmental sciences are to describe, to explain, 9.
display a behavior: the average age for achieving a milestone
master a skill or
and to optimize development. Eariy forerunners of the scientific study of development were baby development.
biographies, journals kept to record the eariy development of a chiid. In the 1960s and 197Os, ofpsychology devoted to identifying and explaining
however, a true life-span perspective on human development began to emerge. 10. Developmental psychology: branch display over time.
individuals
Growth and development is an ongoing process that begins at conception and continues the continuities and changes that development; a
within a larger sequence of
through the remainder of our lives. There is a broad spectrum of physical and psychological 11 Developmental stage: a distinct phase motives, behaviors, or emotions that
particular set of abilities,
changes, that are part of the maturation and life of the individual. Growth is a physical change period characterized by a coherent pattern.
that can be weighed and measured. Development is psychological and social changes iD the occur together and form a
discipline, who seeks to understand the
individual such as behaviors and thinking patterns. Growth and development áre two
12. Developmentalist: any scholar, regardless ofbiologists, sociologists, anthropologists,
complimentary processes that together make up the individual. Development is a lifelong process, developmental process (e.g., psychologists,
multidirectional, involves both gain and loss, characterized by lifelong plasticity and is shaped by educators).
its historict 0- cultural context. It must be studied by multiple disciplines. to 40 years
13. Early adulthood: Period from the 18
15
14
 14. Early childhood: Period from the 2 to 6 years DEVELOPMENTAL
15 Emerging adulthood: Newly identified period of the life span exteriding from about age UNIT-2: CHARACTERISTICS AND
18 to age 25, when young people are neither adolescents nor adults and are TASKS OF EACH STAGE
theiridentities, careers, and relationships. exploring
16.
Environment: The nonhereditary, or cxperiential, influences on
world outside the self beginning in the womb, and the learning thatdevelopment from the
comes from it.
Contents
17. 2.0 Objectives
Gerontology: The study of aging and old age.
2.1 Introduction
18. Growth: It refers to observable physiological changes that appear in diferent stages of
life. 2.2 Purposé of Developmental Tasks
19. Hazards of Developmental Tasks
Heredity: The inborn characteristics inherited from biological parents through genetic 2.3
endowment at the time of conception are called heredity. 2.4 Consequences of Failure to Master Developmental Tasks
20. Infancy: The period from the birth to the end of 2nd week of human life. 2.5 Characteristics and Developmental Tasks of Each Stage
21. Late childbood: Period from the 6 to 10 or 12 years 2.6 Summary
22 Life span Development: The scientific study of systematic changes and Model Examination Questions
2.7
from conception to death. continuities
2.8 Glossary
23
Life-span perspective: A perspective that views development as a lifelong, multi 2.9 References
directional process that involves gain and loss, is characterized by
is shaped by its historical-cultural context, has many causes, andconsiderable plasticity,
is best viewed from a OBJECTIVES
2.0
multidisciplinary perspective.
24. Maturation: Developmental changes in the body or behavior that result from the aging After going through this lesson you will be able to:
process rather than from learning, injury, illness, or some other life experience Understand the meaning of developmental tasks
Comprehend the characteristics of each developnental stage in human life
25. Middle age: Period from the 40 to 60 years i1
Midlife crisis: aperiod of major questioning, inner struggle, and re-evaluation hypothesized Describe the developmental tasks of each developrnental stage in human life
26.
to occur in an adult's early 40s. stage
iv) Explain the importance of mastering the developrnental tasks at each
27. Menarche: the first occurrence of menstruation.
28. Old age: Period from the 60 years and older 2.1 INTRODUCTION
29. Partunate: Period from the time the fetus emerges from the mother's body and lasts till undertake various activities
the umbilical cord has been cut and tied Every society expects its members to acquire skills and
to him,
throughout their life span. Havighurst named them as developmental tasks. Accoding
Plasticity: A capacity for change in response to positive or negative life experiences in life of the individual,
a developmental task is a task which arises at or about a certain period
30.
to happiness and to success with later tasks, while
31. Prenatal stage: The period between the moment of conception and the beginning of the successful achievement of which leads
developmental tasks are the
birth process. failure leads to unhappiness and difñculty with later tasks". These
aspirations. Most of
32 Proximodistal development: a sequence of physical maturation and growth that result of physical maturation, cultural pressures and personal values and physical maturation.
the developmental tasks of physical nature like learning to walk stem from
proceeds from the center of the body (the proximal region) to the extremities (distal Personal values
regions). Language learning is influenced by culture in which a person is brought up.
Most of the time
and aspirations have a lot of say in choosing a hobby or a vocation.
33. Puberty: The point at which a person reaches sexual maturity and is physically capable developmental tasks arise from these three forces working together.
of conceiving a child.
2.2 PURPOSE OFDEVELOPMENTAL TASKS
1.10 REFERENCES
There are three important uses of developmental tasks.
1. Elizabeth Hurlock Developmental Psychology, McGraw Hill
1. Guide: They guide individuals to know what the society expects them to do at a particular
2 paves way for
Levin, M.J, Psychology -A Biographical Approach, New York: McGraw Hill stage of life. Successful accomplishment of these developmental tasks
3 Symonds, P., The Dynamics of Human Adjustment, New York: Appleton healthy adjustment of the individuals.
- DRG. Bhadramani 2 Motivate: Developmental tasks motivate individuals to do what the social group expects
them to do at certain ages during their lives.

16 17
 3 Fore tell: Developmental tasks show individuals what lies ahcad and what
they will be Characteristics:
expected to when they reach their next stage of development.
The timetable inside the womb differs drastically from what is observed externally as
2.3 HAZARDSOFDEVELOPMENTAL TASKS the three familiar trimesters that a pregnant woman experiences. The prenatal period is a time
of growth, developing function, and the refinement of organs and structures that already exist.
Anything that interferes with th¿ mastery of developmental tasks at any The prenatal period has six important characteristics, each of which has a lasting effect on
may be regarded as a potential hazard related given stage
to that development during the life span. (1) It is the period at which the hereditary endowment which
hazards involved in achieving these developmental [Link] task. There are many serves as the foundation for the later development is fixed. (2) Favorable conditions the
Inappropriate expectations from the part of individuals themselves or the, people around mother's body can help the development of hereditary potentials while unfavorable conditions
them. They may expect behavior that is impossible at the time can stunt their development. (3) The sex of the newly created individual is fixed at the time of
psychological limitations. because of physical or conception and conditions within the mother's body will not affect it. (4) Proportionally greater
Bypassing of a stage of development as a result of failure to master the task growth and development take place during the prenatal period. (5) It is the time when environment
of development. for that stage or psychological hazards can have a marked effect on the pattern of later development. (6) The
The crises the individual experiences while prenatal period is the time when significant people form atitudes towards newly created
the next stage obviously brings tension and mastering a new set of tasks appropriate for individuals. Positive attitudes towards the child yet to be bora help in the creation of congenital
stres. prenatal and postnatal environment.
The awareness that they are supposed to master the
period itself will affect their own attitudes and behaviordevelopmental tasks at particular;
as well as others towards them.
Infancy (birth to end of 2nd week)
Aretarded developmental level may Characteristics:Characteristics:
hinder acquisition of
Lack of opportunity to learn the developmental tasks or lack developmental tasks.
of guidance in their mastery. During infancy, the first two weeks after birth, the child learns to make adjustments to
Lack of motivation makes individuals to lag
behind in mastering developmental tasks. the new environment out side its mother's body. There are five major characteristics in this
Poor health will endanger acquisition of stage. They are, 1) this is the shortest of all developmental stages, 2) it is the time for critical
Physical, mental and emotional defects and
developmental tasks. adjustments, 3) the pace of developnent is at stand still, 4) it foretells the future development
maladjustments will adversely affect the and 5) it is the period of hazards. Because of these special conditions, the infants lose birth
mastering of developmental tasks. weight, shows disorganized behavior and has high mortality rate. The infant has disproportionate
Hence a normal or accelerated developmental level,
opportunities to learn, guidance, body which lacks homeostasis showing more mass muscular and retlex activities. Its ability to
motivation, good health, absence of physical defects, high level of intelligence and créativity communicate is restricted to crying. The infant's sensitivities, learning and emotions are
are necessary for the mastery of underdeveloped and it experiences blurred state of consciousness. The prenatal environment,
developmental tasks.
length of gestation period and the type of birth influences on development of infant.
2.4
CONSEOUENCES OF FAILURE TO MASTER The important developmental tasks of infancy are
DEVELOPMENTAL TASKS Learming to breath on their own
There are two consequences of failure to master developmental tasks. Adjustment to termperature changes
1 Failure to master developmental tasks leads to unfavorable social Learning to suckle to take milk and liquids
individuals. People regard them as immature. Individuals makejudgments towards the
an unfavorable self Learning to Swallow liquids
judgment, which in turn leads to unfavorable concepts of self. Learning to focus both eyes at a single image
Failure to master developmental tasks at a stage form inadequate
foundations for the
mastery of later developmental tasks. As a result individuals fall behind Able to eliminate body ánd digestive waste through defecation
will further increase their feelings of inadequacy. They must try to their peers which Showing mass activity when any area of the body is stimulated
tasks appropriate for the next stages of development at the same time master developmental
that they are trying Showing reflexes in limited areas of the body
to complete the mastery of the tasks appropriate for the age
just emerged. This condition will intensify their feelings oflevel from which they have communicate the needs of hunger, sleep, discomfort or pain through crying
Learn

judgments of their immaturity. inadequacy and reinforce Babyhood (End of 2nd week to two years)
2.5 Characteristics:
CHARACTERISTICS AND DEVELOPMENTAL TASKS OF
EACH STAGE People geneally believe that babyhood is a tine for igidly and mechanically handling
the baby because he seems to have so little capability as an adapting human being. Far from
Prenatal period (conception to birth) this assumption, the baby has accomplish the following developmental tasks. In the first
year, dramatic changes occur in the body and brain to support the emergence of motor, perceptual
18
and intellectual capacities. Attempts to acquire language and first intimate ties with others also
19
0Ccur to mark the initiative of the child to change the status from asocial to social. The toddler
strives at gaining autonomy and independence - at times over-reaching and needing parent's Learning elementary facts about sex differences
help, at times needing the freedom from parent's protection. His future personality and Ataining the ability to communicate and to comprehend to some extent
health
will depend partially on how opportunities during this stage are handled. It is the period for the Communicates needs, wants, and thoughts in their primary language.
beginning of socialization, sex role typing and creativity. Certain hazards like illness and Learning to distinguish right and wrong
accidents are common during this period.
Development tasks ofbabyhood are Beginning to develop conscience
learning to take solid foods Developing more mature emotional relationships with parents, siblings and others
Achieve physical health.
Leaning to walk and talk
Ability to finish tasks and can sit stilland pay attention
Learning tocontrol the elimination of body wastes
Knows the letters of the alphabet, count to 20 or more, identifies primary colors amd
Achieving reasonable physiological stability in the form of hunger, hythm and sleep basic shapes and learn problem-solving skills
patterm
Take turns and share and is sensitive to other children's feelings.
Relate to their parents and siblings emotionally to some extent.
.Is enthusiastic and curious when approaching new activities.
Establish self as a dependent person but separate from others
Develop hand and finger dexterity
Become aware of the "alive versus the inanimate and familiar versus unfamiliar" and
develop rudimentary social interaction Can follow directions.
Develop a feeling of and desire for affection and response from others Late Childhood (6 to 10 or 12 years)
Adjust somewhat to the expectations of others Characteristics:
Manage the changing body and learm new motor skills, develop equilibrium, begin hand This stage coincides with the child' first entrance to school after completing four years of
eye coordination, and establish rest-activity and rhythm with increasing
earty parts of childhood. Many parents call late childhood as "troublesome" because
Learn to nderstand and control the physical world through exploration attitudes towards independence children in late childhood are no longer willing to do what they
Children
Develop a beginning symbol system, conceptual abilities, and preverbal communication are told to do by their parents. They are more infuenced by their peers, than their parents. sloppy
Direct emotional expression to indicate needs and wishes. in late childhood tend to be careless and slovenly about their appearance, hence it is called from
climate of home is far
age. Frequent fights between siblings are common and the emotional
Most of these development tasks will not be completely mastered when infancy draws pleasant for all family members. Thus it is called as quarelsome age.
close, but the foundations for them should be laid. It is time for the child to learn certain skills both curicular and extracuricular, Educators
Early Childhood (2 to 6 years) also regard late childhood as a critical period in the achievement drive- a time when children
below,
form aptitude to achieve, underachieve, or over achieve. Once formed, habits of working
Characteristics: above or up to one's capacity tend to persist into adulthood. "Gang behavior" is an important
Certain characteristics of early childhood set it apart from other periods. These characteristic of this age. Children's major concerm in this stage is acceptance by their age
mates and membership in a gang, They are willing to conform to group approved standards in
characteristics are reflected in the names that parents, educators and psychologists commonly terms of appearance, speech and behavior.
apply to this period. Behavioral problems become more frequent and more troublesome. So
most parents consider carly childhood as a problem age or troublesome are. As children go to Developmental Tasks during Late Childhood
nursery school or kindergarten, educators label fhem as pre-schoolers rather than school children. confronted
Psychologists refer this period as "Pre gang" age. This is the time when children are learning While the school child continues working on past developmental tasks, he isa foundation
the foundations of social behavior. Psychologists refer this period as Exploratory age" also - with a series of new ones. The accomplishment of these tasks gives the school child
alable which implies that children want to know what their environment is. The speech and for entering adolescence, a period filled with dramatic growth and changing attitudes.
actions of others are imitated by children during this period. For this reason, it is also known as Decreasing dependence upon family and gaining some satisfacion from peers and other
the "imitative age". adults.
with others.
Developmental tasks of carly childhood: Developmental tasks of early childhood: Increasing neuromuscular skills, so that he can participate in games and work
Learning basic adult concepts and knowledge to be able to reason and engage in the
While the preschool child and his siblings are achieving their developmental tásks, the
parents are struggling with childrearing and their own personal developmental tasks: Following tasks of everyday living.
are some of tbe developmental tasks of early childhood. Learning ways to comnunicate with others realisticaly.
Achievement of reasonable degree of physiological stability Becoming a more active and cooperative family participant.
Attainment of good control over the elimination of body wastes

20 21
 Giving and receiving affection family and fiends without immediately seeking or Adolescence (13 or 14 to 18 years)
giving a gift in returm.
Characteristics:
Learning socially acceptable ways of getting money and saving it for later satisfaction.
entered when the child becomes 13 and the
Lcarning how to handle strong feelings and impulses appropriately. The teenage stage of the farmily life cycle is
role as a young adult through work,
stage ends when he leaves the family circle to assurne his this time is to allow the adolescent
Adjusting his changing body image and self-concept to come to tens with the masculine marriage, or military service. The overall family goal at
and feminine social role.
greater freedom and responsibility to prepare him for young adulthood Although each family
Discovering healthy ways of becoming acceptable as a person. member has personal developmental tasks, the family unit as a whole also has developmental
tasks for a family t this time involve maintaining
Developing a positive attitude toward his own and other social, racial, economic, and tasks. Generally speaking, the developmental
a grasp of those facets of life which continue to have meaning, while striving for a deeper
religious groups.
Learning physical skills necessary for games. awareness 'and understanding of the present situation.
It is an important transitional
The adolescent at this period is neither a child nor an adult.
Begirning to develop appropriate masculine / feminine roles. period during which rapid physical and behavioural changes take place. Conformity to group
Developing aconscience, a sense of morality and value. standards is important to both boys and girls. Gradually they begin to crave for identity. As
adolescents are not able to cope with problems and the influence of popularsteeotypes makes
Achieving personal independence. Unrealistic aspirations of adolescents are responsible for
adolescence as a dreaded period.
Puberty (10 or 12 to 13 or 14 years) emotionality. As ado<escents approach legal matuity, they bezin to concentrate
their heightened status.
Characteristics: on behavior that is associated with the adult
Developmental tasks of adolescence:
The word puberty is derived from the Latin word "pubertas", which means, " age of
the demands of
manhood". It refers to the physical rather than the behavioural changes which occur when the Adolescence is a sressful time for both individuals and farnilies given
immat1re
individual becomes sexually mature and is capable of producing an offspring. changes taking place. Until these tasks are accomplished, the person remains
Puberty is a relatively short period, lasting for two to four years. Children who pass adolescent regardless of chronological age.
through puberty in two years or less are regarded as "rapid matures" while those who require Accepting and achieving socially rsponsible behavior
three to four years to complete the transformation into adults are regarded as Slow matures".
Achieving emotional independence from parents and other adults
Puberty must be regarded as an overlapping period, because it encompasses the closing yeas
of childhood and the beginning years of adolescence. Puberty is characterized by rapid growth Preparing for an economic career
and marked changes in body proportions. During this period, the individual takes an "anti" Preparing for marriage and family life
meaning
attitude towards life or seems to be losing some of the good qualities previously developed.
Accepting the changing body-size, shape, and fumction and understanding the
The menarche or the first menstruation among gids and nocturnal emissions among of physical maturity.
boys are commonly used as criteria of sexual maturity. The major physical changers at puberty Achieving independence from parents and other aults while maintaining a mature
are the growth and development of the primary and secondary sex characteristics, which make affecion and interdependence with them.
members of one sex appealing to members of the other sex. Development of unfavorable self Selecting a satisfying occupation in lne with interests and abilities and preparing
for
concepts, lack of preparation for puberty changes are some of the important psychological
hazards of puberty. economic independence.
aclose relationship
Preparing to settle down, frequently for marriage and family life, or forknowledge,
Some of the developmental tasks of puberty are: with another by developing a responsible attitude, acquiring needed making
infatuation.
Achieving new and mature relations with age mates of both sexes. appropriate decisions, and forming a relationship based on love rather than
citizen.
Achieving a masculine or feminine social role Developing the intellectual and work skills and social sensitivities of a competent
Accepting one's physique Developing a workable philosophy, a mature set of values, and worthy ideals.
Acquiring a set of values and developing an ideology Early Adulthood (18 to 40 years)
Learning to handle the body in a variety of physical skills and to maintain good health.
Characteristics:
Finding the self as a member of one or more peer groups and developing skills in relating period. It is
to a variety of people, including those of the opposite sex. Eariy adulthood can be divided into youth and adulthood. Youth is an opional'settle down'
take a long time to
only an extension of adolescence only. Those young people whostretches
Achieving a satisfying and socially accepted feminine or masculine role, recognizing from the point at which
are said to have entered the period of youth. Thus, this period
how these roles have similarities and distinctions. which the person actually undertakes
the person is legally adult (at eighteen years) to the pointdown
adult work and family roles. Early adulthood is a settling and reproductive age. Choosing a
formulating ideas about selection of a
vocation, getting appropriate education or training, and
23
22
 mate or someone with whom to have aclose relationship characterize this stage. With the entrance Characteristics:
into adult life pattern, associations with the peer groups of adolescence gradually disappear. Of decline in individual's physical
the many adjust1ments young adults must make to new life styles, the most'common are adjustment Old age, the last stage of life span is characterized byrefer to the period old age when
sex roles, new family responsibilities and new vocational patterns. and psychological capabilities. The term 'senility" is used to occupy a minority group status
there is physical breakdown and mental disorganizatíon. Elderly
the aged. As a result there
The important developmental tasks 'of early childhood are: in the family and society due to unfavourable social attitude toward
adjustment is the characteristic of
Accepting self and stabilizing selfconcept and body image. isa reduction in the number of roles the elderly play. Poor
cultures.
old age and their desire for rejuvenation is wide spread in all
Establishing independence from parental home and financial aid.
Developmental tasks of late adulthood (old age) are:
Becoming established in a vocation or profes_ion that provides personal satisfaction,
economic independence, and a feeling of making a worthwhile contribution to society. Adjusting to decreasing physical strength and health.
Finding a mate, Adjusting to retirement and reduced income.
Deciding on parenthood Adjusting to death of a spouse.
Learning to appraise and express love, responsibly through more than sexual contact. Establishing affiliation with members of one's age group.
Establishing an intimate bond with another, either through marriage or with a close Establishing satisfactory physical living arrangements.
friendship. Adapting to social roles in a flexible way.
Establishing and managing a residence or home.
Finding a congenial social group. 2.6 SUMMARY
various activities
Deciding whether or not to have a family. Every society expects its members to acquire skills and undertake
developmental
Formulating a meaningful philosophy of life. throughout their life span. Havighurst named them developmental tasks. These
tasks are the result of physical maturation, cultural pressures and personal values and aspirations.
Becoming an involved citizen in the community. working together. There are
Most of the time developmental tasks arise from these three forces and fore tell
rearing children three important uses of developmental tasks. They are to Guide, Motivate
development. Anything that interferes with the mastery of developmental tasks at any given
Middle Age (40 to 60 years) task Hence a normal
stage may be regarded as a potential hazard related to that developmental health,
Characteristics: or accelerated developmental level, opportunities to learn, guidance, motivation, good
Middle adulthood or middle age is the time when men and women undergo menopause. So absence ofphysical defects, high level of intelligence and creativity are necessary for the mastery
it is called a dreaded period. Radical adjustments to changed familial and social roles accompanied of developmental tasks.
by physical changes lead to stress during middle age. They should maintain a pleasant and. 2.7 MODEL EXAMIINATION QUESTIONS
comfortable home; assure security for ater years, financially and emotionally. People of this age
participate in community life beyond the family and reaffim the values of life that have real
meaning-philosophical,religious, and social. It is a time for not only financial and social success, Answer the following questions 40 lines each.
but also for authority and prestige. Middle age is the tine when children no longer want to live 1 Deseribe nature of developmental tasks.
under the parental roof and men become bored with daily routine of work andwomen with family 2 Illustrate developmental tasks at each stage.
life. Middle aged persons generally bold leadership roles.
II. Answer the following questions in 20 lines each.
Developmental tasks of middle adulthood are:
1. What are the hazards of developmental tasks?
Achieving adult civic and social responsibility.
2 Write about the consequences of failure to master the developmental tasks.
Assisting teenage children to become responsible adults.
Developing adult leisure timne activities. 2.8 GLOSSARY
Relating oneself to one's spouse as a person. of
1 Development: systematic continuities and changes in the individual over the course
Accepting and adjusting to physiological changes of middle age. life.
Reaching and maintaining perfornance in one's occupational career. 2 Developmental stage: Adistinct phase within a larger sequence of development; a period
Adjusting to aging parents. characterized by a particular set of abilities, motives, behaviors, or emotions that occur
together and formm a coherent patterm.
Old age (60 years and above)

24 25