PERSONAL DEVELOPMENT

Quarter 1- Module 3:
Developmental Tasks
According to Developmental Stages

Department of Education ● Republic of the Philippines

 Lesson
DEVELOPMENTAL TASKS ACCORDING
1 TO DEVELOPMENTAL STAGES
JOHN SANTROCK’S 8
JOHN SANTROCK’S 8
DEVELOPMENTAL STAGES WITH
DEVELOPMENTAL STAGES WITH
DEVELOPMENTAL TASKS
DEVELOPMENTAL TASKS

What’s In

According to John Santrock there are 8 developmental stages in a life span

development. His research focuses on family processes and children psychosocial
development. The following are the stages of development;

PRENATAL PERIOD

 Development happens quickly during this stage

(tremendous growth from a single cell to an
organism complete with brain and behavioral
capabilities) •
 Time between conception and birth
 Divided into 3 stages: -germinal -embryonic –fetal

INFANCY
 Birth to 18-24 months Time of extreme dependence on adults
 Many psychological activities are just beginning ( language, symbolic thought,
sensori- motor coordination & social learning)

EARLY CHILDHOOD
A. End of infancy to 5-6 years old (preschool
years-grade 1) Young children learn to
become more self- sufficient and care for
themselves, develop school readiness skills
and spend many hours in play with peers

MIDDLE & LATE CHILDHOOD

B. 6-11 years old (elementary school years)
C. Fundamental skills of reading, writing, and arithmetic are mastered
D. Child is formally exposed to larger world and its culture
E. Achievement becomes a more central theme of the child’s world and
self-control increases
ADOLESCENCE

 10-12 years old to 18-22 years old

 Begins with rapid physical changes (dramatic gains
in height in weight, changes in body contour, and
development of sexual characteristics such as
enlargement of breasts, development of pubic and
facial hair, deepening of voice)
 Pursuit of independence & identity are prominent
 Thought is more logical, abstract & idealistic
 More time is spent outside family

EARLY ADULTHOOD

 Late teens or early 20s to 30s

 Time of establishing personal & economic
independence, career development,
selecting a mate, learning to live with
someone in an intimate way, starting a
family & rearing children.

MIDDLE ADULTHOOD

 40 to 60 years old time of expanding personal & social involvement &

responsibility
 Assisting next generation in becoming competent & mature individuals,
reaching & maintaining satisfaction in a career

LATE ADULTHOOD

 60s and above

 Time for adjustment to decreasing strength
and health, life review, retirement and
adjustment to new social roles

1
 (ROBERT HAVIGHURST)
(ROBERT HAVIGHURST)
6 DEVELOPMENTAL STAGES
6 DEVELOPMENTAL STAGES
WITH DEVELOPMENTAL TASKS
WITH DEVELOPMENTAL TASKS

On the other hand Robert Havighurst identified six major age periods. Although many
theorists are responsible for contributing to the Developmental Tasks Theory, it was
Robert Havighurst who elaborated on this development theory in the most systematic
and extensive manner.

Robert Havighurst defines developmental tasks as one that “arises at certain period
in our life, the successful achievement of which leads to happiness and success
with later tasks while failure leads to unhappiness, social disapproval, and difficulty
with later task”. Havighurst, 1972)

Infancy and early childhood (birth till 6 years old) -in this stage, the child begins
to learn different physical activities like walking, crawling as well as starting to read
and forming concepts.

Middle childhood (6-12 years old) -middle childhood is then where the child learns
different physical skills for simple games; as well as developing concepts for
everyday living.

Adolescence (13-18 years old) -during the adolescence period, the child achieves
more mature relations with others. The child gets to knows oneself and prepares
himself for the coming years.

Early adulthood (18-30 years old) -here one is now ready to settle down and
begin a family as well as a new life. One looks for a career to help in raising himself
and his family; practicing as well socially

Middle age (30-60 years old) - the middle age, is where one is able to see clearly
to his future, here one is then able to help his children as well as other teenagers to
become more responsible. Here one also is able to adapt to everything that is
happening to him physically, emotionally even socially

Later maturity (60 years old and over) - in this stage, one is adjusting to the
happenings of his life. Here, one needs to adjust to understand everything
especially in death

https://www.slideshare.net/tin072787/module-2-the-stages-of-development-and-
developmental-tasks

2
 DEVELOPMENTAL
DEVELOPMENTAL STAGES
STAGES
(SANTROCH AND HAVIGURST)
(SANTROCH AND HAVIGURST)
What’s New

ACTIVITY 1: JOURNAL WRITING

1. How many developmental stages were described?

2. How do Santrock developmental stages compare to Havighurst’s developmental
stages?
3. What is an outstanding trait or behavior of each stage?
4. Does developmental task in a higher level require accomplishment of the lower
levek developmental task?
5. If you were given a chance, which developmental stage would you like to be in?
Why? Write your answer in your portfolio.

ACTIVITY 2: MY DEVELOPMENTAL
STAGES PHOTO GALLERY

Collect photos of your growing up years. If you don’t have a picture during a certain
stage draw a symbol to represent you. Make a gallery of your pictures according to
the 8 stages of developmental stage by Santrock. Label each picture and put a little
caption to describe your milestones. You may ask your help from you parents and
or older family member to help put a description in your picture.

MY GALLERY

PRE NATAL PERIOD INFANCY

EARLY CHILDHOOD MIDDLE & LATE CHILDHOOD

ADOLESCENCE EARLY ADULTHOOD

MIDDLE ADULTHOOD LATE ADULTHOOD

3
 What’s More

ACTIVITY 3: IT’S A MATCH

Column A is composed of the developmental stages while column B is composed of

the developmental tasks according to Santrock. Match Column A with Column B

COLUMN A COLUMN B

1. PRE NATAL A. Puberty occurs and traumatic life stage

PERIOD for child and parent
B. Embryonic stage-2 weeks- 2 months-
formation of vital organs and systems
2. INFANCY C. Beginning psychological activities; like
language, symbolic thought,
sensorimotor coordination and social
learning
3. EARLY
D. Vocabulary and pronunciation continue
CHILDHOOD
to expand, climbs stairs with alternating
feet and can briefly stand on one foot
E. Both large and small muscle well-
4. MIDDLE & LATE
developed and developed complex
CHILDHOOD
motor skills
F. Physical changes begin to occur; hair
begins to thin and gray, wrinkles appear,
5. ADOLESCENCE hearing and vision decrease and muscle
lose tone
6. EARLY G. Physical deterioration (brittle bones,
ADULTHOOD poor coordination, some memory
problems) and coping with retirement
and forms of entertainment
H. Physical development complete,
7. MIDDLE
emotional maturation continues to
ADULTHOOD
develop and usually learned to accept
8. LATE responsibility for actions and accept
ADULTHOOD criticism

4
 (ROBERT HAVIGHURST)
What’s More (ROBERT HAVIGHURST)
6 DEVELOPMENTAL STAGES
6 DEVELOPMENTAL STAGES
WITH DEVELOPMENTAL TASKS
WITH DEVELOPMENTAL TASKS

ACTIVITY 4: MY LABEL

Put a label on each group of developmental task according to Robert Havighurst 6

developmental stages and developmental tasks.

Infancy and Early Childhood Middle Childhood Adolescence

Early Adulthood 1. ________________________

Middle Adulthood Late Adulthood
Developmental stage

Learning physical skills necessary for ordinary games

Building a wholesome attitude toward oneself
Learning to get along with age mates
Learning an appropriate sex role
Developing fundamental skills in reading, writing and calculating
Developing conepts necessary for everyday living
Developing conscience, morality, and a scale values
Achieving personal independence
Developing acceptable attitudes towards society

2. ________________________
Developmental stage

Achieving mature relations with both sexes

Achieving masculine or feminine social role
Accepting one’s physique
Achieving emotional independence of adults
Preparing for marriage and family life
Preparing for an economic career
Acquiring values and an ethical system to guide behavior
Desiring and achieving socially responsible behavior

5
 3. ________________________
Developmental
TESTstage
YOUR UNDERSTANDING
Helping teenage children to become happy TEST
and YOUR UNDERSTANDING
responsible adults
Achieving adult and social responsibility
Satisfactory career achievement
Developing adult leisure time activities
Relating to one’s spouse as a person
Accepting the physiological changes of middle age
Adjusting to aging parent

4. ________________________
Developmental stage

Adjusting to decreasing strength and health

Adjusting to retirement and reduced income
Adjusting to death of spouse
Establishing relations with one’s own age group
Meeting social and civic obligations
Establishing satisfactory living quarters
What’s More
5. ________________________
Developmental stage

Learning to walk
Learning to take solid foods
Learning to talk
ACTIVITY
Learning 5: the
to control CHECK MATEof body wastes
elimination
Learning sex differences and sexual modesty
Acquiring concepts and language to describe social and physical reality
Readiness for reading
Learning to distinguish right from wrong and developing a conscience

6. ________________________
Developmental stage

Selecting a male
Learning to live with a partner
Starting a family
Rearing children
Managing a home
Starting an occupation
Assuming civic responsibility

6
Lesson
2 DEVELOPMENTAL TASK AND CHALLENGES BEING
EXPERIENCE DURING ADOLESCENCE

Put a check (/) beside those statements that are correct and an (X) beside those
that are wrong. If your answer is an X explain why.

________1. Developmental tasks are only for the first 3 stages of human
development.

________2. Failure of achieving developmental tasks in an earlier stage means

failure for the learner to master developmental task in the next level

________3. Preschool age corresponds to early childhood stage.

________4. Adolescence is middle and late childhood stage.

________5. Teenage is middle childhood.

________6. Mastery of fundamental skills is a major concern during early childhood

________7. Play is a great need of children in middle childhood.

________8. Preparing children for school readiness is the major concern of middle
childhood

________9. More time is spent outside family for adolescent stage.

________10. In early childhood one developmental task is earning to distinguish

right from wrong and developing a conscience.

DEVELOPMENTAL TASK
DEVELOPMENTAL TASK
What’s In FACING ADOLESCENTS
FACING ADOLESCENTS

Adolescents have one foot in childhood and one foot in adulthood.

7
A developmental task represents our culture's definition of “normal" development at
different points in the life span. By understanding the developmental tasks that
adolescents face, parents and adults become better equipped to support adolescents
as they strive to accomplish these tasks.

The many developmental tasks facing adolescents are challenging, but they
are achievable. Adolescents are getting their first taste of independence, yet they are
not, and do not want to be, totally independent. Parents and adults need to provide a
supportive environment in which adolescents may discover and explore their
identities.
Parents and other adults who work with adolescents walk a tightrope.
Adolescents need them to play an active role in their lives. However, adults also
need to provide adolescents some room to make their own decisions and to be
accountable for the consequences of those decisions.
When adolescents make the wrong decisions, they need the support and guidance of
parents and adults to help them learn from these experiences. By understanding the
developmental tasks of adolescents, parents and adults can help turn mistakes made
by adolescents into educational opportunities that enhance adolescents' mastery of
life skills.
At times, the interaction between parents/adults and adolescents will be
challenging and uncertain, but it is essential that parents and adults remain steadfast
in their commitment to adolescents. Parents and adults have an important role to
play in, and can have a positive impact on, the lives of adolescents.

What Are the Developmental Tasks Facing Adolescents?

Achieving mature relations with both sexes
Achieving masculine or feminine social role
Accepting one’s physique
Achieving emotional independence of adults
Preparing for marriage and family life
Preparing for an economic career
Acquiring values and an ethical system to guide behavior
Desiring and achieving socially responsible behavior

DEVELOPMENTAL
DEVELOPMENTAL TASK
TASK FACING
FACING
What’s New
ADOLESCENTS
ADOLESCENTS

ACTIVITY 6: FILL ME

Fill in the developmental task faced by an adolescent being describe in each

paragraph. Choose the main development tasks that adolescents must
complete in order to establish an identity.

8
 Achieving mature relations with both sexes
Achieving masculine or feminine social role
Accepting one’s physique
Achieving emotional independence of adults
Preparing for marriage and family life
Preparing for an economic career
Acquiring values and an ethical system to guide behavior
Desiring and achieving socially responsible behavior

1. __________________________________________________________
Adolescents learn through interacting with others in more adult ways. Physical
maturity plays an important role in peer relations. Adolescents who mature at a
slower or faster rate than others will be dropped from one peer group and
generally will enter a peer group of similar maturity. For early-maturing girls (girls
whose bodies are fully developed at a young age), entering into a peer group of
similar physical maturity can mean a greater likelihood of early sexual activity.
Parental monitoring can be a useful boundary-setting tool during the
accomplishment of this developmental task because it allows parents to place
limits on adolescents' outside activities.

2. ____________________________________________________________
Each adolescent develops his or her own definition of what it means to be male
or female. Most adolescents conform to the sex roles of our cultural view of male
(assertive) and female (passive) characteristics. Yet these roles have become
more relaxed in the last 30 years. As adults, we need to provide opportunities for
adolescents to test and develop their masculine and feminine social roles. For
example, we need to encourage males to express their feelings and encourage
females to assert themselves more than they have in the past.

3. _____________________________________________________________
The time of the onset of puberty and the rate of body changes for adolescents
vary greatly. How easily adolescents deal with these changes will partly depend
on how closely their bodies match the well-defined stereotypes of the “perfect"
body for young women and young men. Adolescents whose bodies do not match
the stereotypes may need extra support from adults to improve their feelings of
comfort and self-worth regarding their physiques.
4. _____________________________________________________________
Children derive strength from internalizing their parents' values and attitudes.
Adolescents, however, must redefine their sources of personal strength and
move toward self-reliance. This change is smoother if adolescents and parents
can agree on some level of independence that increases over time. For example,
parents and adolescents should set a curfew time. That curfew should be
extended as the adolescent matures.

9
5. _____________________________________________________________
Sexual maturation is the basis for this developmental task. Achievement of this
developmental task is difficult because adolescents often confuse sexual
feelings with genuine intimacy. Indeed, this developmental task is usually not
achieved until late adolescence or young adulthood. Until that time comes, the
best way for parents to help is to set aside time to talk to their early and middle
adolescents about sex and relationships.
6. _____________________________________________________________
In American society, adolescents reach adult status when they are able to
financially support themselves. This task has become more difficult now than in
the past because the job market demands increased education and skills. Today,
this developmental task is generally not achieved until late adolescence or
young adulthood, after the individual completes his/her education and gains
some entry-level work experience.
7. _____________________________________________________________
Adolescents gain the ability to think abstractly and to visualize possible
situations. With these changes in thinking, the adolescent is able to develop his
or her own set of values and beliefs. Discussing these newly forming ethical
systems with parents and other adults can be a great help to adolescents in
accomplishing this developmental task. In addition, parents may want to provide
adolescents with hypothetical situations that challenge their emerging values, to
help the adolescents evaluate the strength and appropriateness of those values.
8. ________________________________________________________
The family is where children learn to define themselves and their world.
Adolescents must learn to define themselves and their world in the context of
their new social roles. Status within the community beyond that of family is an
important achievement for older adolescents and young adults. Adolescents and
young adults become members of the larger community through financial and
emotional independence from parents, which in turn teaches them the value of
socially responsible behavior.

Ways
Ways to
to become
become a
a Responsible
Responsible
What is It Adolescent
Adolescent
Prepared
Prepared for
for Life
Life

It may not be easy to be a teenager. There may be lots of things going on in various
facets of your lives. The demands and expectations of your parents and other people
around you can also be stressful. But the good news is, you can treat these
‘difficulties’ as ‘challenges’ which can make your life exciting. Having that mindset is
also an indication of becoming a responsible and mentally mature adolescent.

10
The following are eight (8) simple rules which could help you, teenagers, to become
a responsible adolescent prepared for adult life:

1. Focus on your studies and do well in all of your endeavors. There is time for
everything.

2. Take care of your health and hygiene. Healthy body and mind are important as
you journey through adolescence.

3. Establish good communication and relation with your parents or guardian. Listen to
them. This may be easier said than done at this stage, but creating good relationship
with them will do you good as they are the ones you can lean on especially in times
of trouble.

4. Think a lot before doing something. Evaluate probable consequences before

acting. Practice self-control and self-discipline.

5. Choose to do the right thing. There are plenty of situations in which it is better to
use your mind rather than your heart.

6. Do your best to resist temptations, bad acts, and earthly pleasures and commit to
being a responsible adolescent.

7. Respect yourself. You are an adult in the making. Do not let your teenage
hormones get into you. If you respect yourself, others will respect you too.

8. Be prepared to be answerable or accountable for your actions and behavior. It is a

part of growing up and becoming an adult.

Ways
Ways to
to become
become a
a Responsible
Responsible
Adolescent
What I can Do Adolescent
Prepared
Prepared for
for Life
Life

.
ACTIVITY 7: JOURNAL WRITING

In your own ways list the things that you think will help you become capable and
responsible adolescent prepared for adult life

11
 REFLECTION
REFLECTION

https://ourhappyschool.com/social-sciences/ways-become-responsible-
adolescent-prepared-adult-life

10
10 TASK
TASK FOR
FOR ADOLESCENT
ADOLESCENT
What is It DEVELOPMENT
DEVELOPMENT

During the teen years, adolescents grow in size, sexual maturity,

emotional development, and thinking capacity. The developmental
changes during adolescence rival those of infancy and early childhood. Research
indicates that the human brain does not reach full maturity until at least the mid 20s.

12
Most milestones occur gradually, with frustrating starts and stops along the way.
Each task depends on others to be fully accomplished, and all are part of underlying
developmental forces propelling adolescents toward maturity.

In addition, many researchers see human development as a lifelong process, with

parents developing alongside their adolescents.

In order to help parents influence healthy adolescent growth, the Raising Teens
Project identified 10 critical developmental tasks that teenagers need to undertake to
make a successful transition to adulthood:
Adjust to sexually maturing bodies and feelings
Teens are faced with adjusting to growing bodies and newly acquired sexual
characteristics. They must learn to manage sexual feelings and to engage in
healthy sexual behaviors. This task includes establishing a sexual identity and
developing the skills for romantic relationships.
Develop and apply abstract thinking skills
Teens typically undergo profound changes in their way of thinking during
adolescence, allowing them more effectively to understand and coordinate
abstract ideas. They begin to think about possibilities, try out hypotheses, plan
ahead, think about thinking, and construct philosophies.
Develop and apply new perspective on human relationships
Teens typically acquire a powerful new ability to understand human relationships.
Having learned to “put themselves in another person’s shoes,” they begin to take
into account both their perspective and another person’s at the same time. They
learn to use this new ability to resolve problems and conflicts in relationships.
Develop and apply new coping skills in areas such as decision making,
problem solving, and conflict resolution
Teens begin to acquire new abilities to think about and plan for the future, to
engage in more sophisticated strategies for decision-making, problem solving,
and conflict resolution, and to moderate their risk-taking to serve goals rather than
jeopardize them.

Identify meaningful moral standards, values, and belief systems

Teens typically develop a more complex understanding of moral behavior and
underlying principles of justice and caring for others. They question beliefs
from childhood and adopt more personally meaningful values, religious views,
and belief systems to guide their decisions and behavior.
Understand and express more complex emotional experiences
Teens shift toward an ability to identify and communicate more complex
emotions, to understand the emotions of others in more sophisticated ways,
and to think about emotions in abstract ways.

Form friendships that are mutually close and supportive

13
 Teens develop peer relationships that play powerful roles in providing support
and connection in their lives. They tend to shift from friendships based largely
on shared interests and activities to those based on sharing ideas and
feelings, mutual trust, and understanding.

Establish key aspects of identity

Forming an identity is a lifelong process, but crucial aspects of identity are
typically forged during adolescence, including developing an identity that
reflects a sense of individuality as well as connection to valued people and
groups. Another part of this task is developing a positive identity around
gender, physical attributes, sexuality, ethnicity, and (if appropriate) having
been adopted—as well as sensitivity to the diversity of groups that make up
American society.
Meet the demands of increasingly mature roles and responsibilities
Teens gradually take on the roles that will be expected of them in adulthood.
They learn to acquire the skills and manage the multiple demands that allow
them to move into the labor market as well as meet expectations regarding
commitment to family, community, and citizenship.
Renegotiate relationships with adults in parenting roles
Although the task of adolescence has sometimes been described as
“separating” from parents and other caregivers, it is more widely seen now as
adults and teens working together to negotiate a change in the relationship
that balances autonomy and ongoing connection. The emphasis on each
depends in part on the family’s ethnic background
https://hr.mit.edu/static/worklife/raising-teens/ten-tasks.html

What I Have Learned GENERALIZATION

Developmental Task Nature of Task

1. Learning to get along with To learn to look upon girls as women and boys as men; to
friends of both sexes become an adult among adults; to learn to work with others
for a common purpose, disregarding personal feelings; to
lead without dominating
2. Accepting one's physical To accept one's body; to keep it healthy through good
body and keeping it healthy nutrition, exercise, disease prevention, and other health
practices.
3. Becoming more self- To develop affection for parents without dependence upon
sufficient them; to develop respect for older adults without dependence
upon them.

14
4. Making decisions about To explore attitudes toward family life and having children; to
marriage and family life. acquire the knowledge necessary for home management
and, if desired, child rearing.
5 Preparing for a job or To develop career/vocational goals and ways to reach these
career. goals; to be able to make a living.
6. Acquiring a set of values To develop an outlook toward life based on what is important.
to guide behavior.
7. Becoming socially To participate as a responsible person with friends at home,
responsible. and in the community; to develop personal moral values to
guide behavior.

ACTIVITY 8: JOURNAL WRITING

WORKSHEET ON DEVELOPMENTAL TASKS OF BEING IN GRADE 11

Using the Havighurst’s Developmental Tasks During a Life Span assess your
own level of development as a Grade 11 Student
What are the expected What are expected tasks What are the expected task
tasks you have successfully you have partially you have not
accomplished? accomplished accomplished?

Processing Questions:
1. Being in Grade 11, what are the developmental tasks expected of you? Rate
yourself from 1-10 (10 as the highest) on whatever you have accomplished
those expected tasks.
2. As you are in Grade 11, you are in transition from high school to college,
from being an adolescent to young adult. How do you feel about this
transition?
3. Do you think you are ready for this transition which may mean more
responsibilities and greater accountability? If not what are the expected tasks
you need to work on? If yes, what are the ways to take so you can better
plan for the future?

MY PERSONAL TIMELINE
Additional Activities MY PERSONAL TIMELINE

ACTIVITY 9: JOURNAL WRITING

15
Reflect on your early childhood, middle and late childhood days. Were you able to acquire the
developmental tasks expected of early, childhood, middle and late childhood and adolescence? What
facilitated you in the acquisitions of the ability to perform such task? Write your reflection.

REFLECTION
REFLECTION

16