Enriching Knowledge for the Health Management and
Social Care Curriculum Series (9) : Individual Health and
Well-being (Compulsory Part) (Refreshed)
27 Jan 2015
Personal Needs and
Development across
Lifespan
Booklet(1)
1
Curriculum Framework
S4 – Concepts and Framework
Booklet (1) Personal development
Booklet (2) Health and well-being
S4 – Holistic Health
Booklet (3) Physical
Booklet (4)Mental
Booklet (5) Social
S5 – Macro Level
Health Management
Social Care
Booklet (6) (8) (9) (10)
Booklet (7) (11)
Round-up：Booklet(13) Health and Social Care Policies
Learning Targets
Values and
and adversities
attitudes
Skills
• Develop positive attitude towards changes, life events
• Learn how to deal with life events that affect health and
personal development
• Recognize the lifespan perspectives on physical growth
Knowledge
1.1 / 1.3
and development
• Identify the features of physical, intellectual, emotional
and social development at different stages of life
Learning Targets
Knowledge
1.2
Knowledge
1.4 / 1.5
• Understand the needs and care of people at
various stages of life
• Explore how the family, peers, school education and the
community influence personal health and development
• Identify and understand the positive factors and risk
factors towards personal development
• Understand that transitions and changes across
Knowledge
1.6 / 1.7
lifespan are inevitable
• Realize that real-life problems often have more
than one solution
Key Questions
• What are the important features of
Life Stages
personal growth and development
at various stages of life?
• What are the factors affecting
Factors
personal growth and
development?
• How do human relationships
Relationships
influence personal growth and
development?
• How do life events influence
Life Events
personal growth and
development?
Booklet(5)
Social
Well-being
Booklet (4)
Mental
Well-being
6
Scenario
Gordon is a primary 2 student. Gordon spends around
3 hours every day on computer games after school,
and is often not able to complete his homework
before midnight. Sometimes his mother will help him
complete his homework, despite she is not happy
with his behavior.
7
1. Physical growth and development
Curriculum and Assessment Guide
Topic 1 - Personal Development, Social Care and
Health Across the Lifespan
1C Transitions and changes in the course of the lifespan
•
•
1C1 - 1. The various stages of life：infancy, childhood,
adolescence, adulthood and elderly
To recognise the lifespan perspectives on human development
and the important features at different stages of life
8
1.1Physical Growth and
Development– Features
Personal
Development
Physical
Growth
Intellectual
Emotional
Social
Skills
development
Important features
P
S
I
E
9
Personal Growth and Development
Stages
Infancy
Childhood
Adolescence
Adulthood
Elderly
Physical
development
Intellectual
development
Social
development
Emotional
development
10
Personal Growth and Development
Stages
Infancy
Childhood
Adolescence
Adulthood
Elderly
Physical
development
Intellectual
development
Social
development
Emotional
development
Different features of a life stage
Sequence of growth / development
11
Physical Development
Physical development
Infancy
Childhood
Adolescence
The senses are
developed early at
the fetal stage of
prenatal
development.
 Physical growth in
the first year is the
marked by quickly
gaining in body
height and weight.
 Assimilation in
metabolism is
greater than
alienation – need
for sufficient intake
of nutrients for
rapid growth and
development
 Control body
movement and
develop better
balance / muscle
grows with better
coordination
 Improper sitting,
standing or walking
postures can cause
scoliosis, humpback
and other skeletal
deformities
 Rapid growth of
the skeletal and
muscular systems
caused by hormonal
activities
The upper part of
the body grows
faster than the
other parts. A child
is expected to learn
to control his/her
body and its
movements.
 Secondary sexual
characteristics and
maturity of the
reproductive organs
as a result of
increased hormone
production
 Girls show
puberty signs earlier
while boys last
longer
Adulthood
 20 to 30 is the
golden period as
the body systems
and conditions (e.g.
physical functioning,
brain and body
coordination,
reproductive organs)
are the fittest。
By the age of 40,
there are signs of
decline of
metabolism and
deteriorating body
functions
 Menopause are
typical for women
who are in the age
range of 45 to 55
years old.
Elderly
 Deterioration of
body systems
leading to higher
risks of chronic
diseases
Signs of
deterioration in
terms of vision,
hearing, smell and
taste, eye-hand
coordination and
the like
 Changes in
appearance：
wrinkles, grey hair
Poor balance due
to weak muscles
leading to risk of fall
Being harder for
the body to keep
warm
12
Intellectual Development
Intellectual development
Infancy
Childhood
Adolescence
Adulthood
Elderly
 Language
development
from single
words to
combined words,
simple questions
and short
sentences
Babies
understand the
world through
senses and
motor actions.
They think that
objects do not
exist if they do
not see them. By
the end of
infancy, a child
learn that the
objects continue
to exist even
when they
cannot be seen.
Able to use
simple reasoning
to figure out how
things work and
why things
happen
Able to work
out logical
problems only if
concrete
examples are
given / only able
to understand
familiar
situations or
concrete
examples
 Imaginative
and more able to
understand
abstract ideas
 Develop
problem solving
skills like adults
 Need to learn
decision making
skills
 Wisdom
accumulated
through plenty of
experience.
 Some elderly
may become less
able at solving
problems and
coping with
intellectual
challenges due
to their
deteriorating
health
 Elderly with
good health
often retain their
mental abilities
and are able to
make sensible
decisions and
judgements.
13
Emotional Development
Infancy
Emotional development
 Need to
develop sense of
security
 Become
depressed or
frustrated when
being separated
from parents or
care givers if
they lack sense
of security
Childhood
Do not know
how to explain
their own
feelings and
emotions as
their language
and thinking
abilities are not
fully developed
 Feelings of
self-worth and
self-esteem:
feeling of being
valuable to
friends and
family is
important
Adolescence
Adulthood
Elderly
 High
emotional
tension due to
the influence of
physical and
hormonal
changes
 Become
emotionally
unstable and
easily aroused by
selfconsciousness
 Search for
intimate and
secure
relationship
 Separation
often creates
severe emotional
strain, stress and
depression
 Positive
attitude: after
retirement,
spending more
time with people
and enjoying life
 Negative
attitude:
stereotyped by
others as useless
or a burden of
the family /
negatively
impact on
emotion and
self-esteem
14
Social Development
Infancy
Social development
 Develop
attachment with
family members/
care givers
 rely entirely on
adults, usually
parents or
caregivers in the
first 18 months
 unable to
receive proper
care or being
abused
negatively
impacts on the
ability to form
other
relationships
later in life
Childhood
 Develop
relationships
outside family
 Most children
engage in samesex friendship
groups
Friendship
groups influence
the individual
child’s values,
beliefs and
behavior.
Adolescence
Adulthood
 Peers become
more influential
in shaping their
social values,
attitudes and
behaviour than
family members
 Try to build
intimate
relationship
 Establish own
social networks
 Choose life
partners and
develop into
marriage and
parenthood
 Adapt to
different roles
and relationships,
such as being a
partner, parent
and an employee
Elderly
 Able to spend
more time on
taking care of
grandchildren and
young members
in the family
 Retirement
provides them an
opportunity to
establish new
social
relationships and
expand their
social network
 Some who are
disabled or have
poor health
condition may not
be able to
maintain a healthy
social life
 Inadequate
social support due
to death of
relatives or lost of
social network
15
1.1Physical Growth and
Development– Theories
Personal
Development
Physical
Growth
Intellectual
Skills
development
Piaget
Emotional
Social
Erikson
Moral
Freud
Kohlberg
16
Physical Development
Infancy
Childhood
Physical
development
The senses are
developed early at the
fetal stage of prenatal
development.
 Physical growth in the
first year is the marked by
quickly gaining in body
height and weight.
Freud’s stages of
psychosexual development
Oral Stage
Mouth is the focus
of the drive for
physical pleasure.
For example, sucking.
Anal Stage
Libido becomes
focused on the anus.
For example, toilet
training.
Phallic Stage
Libido becomes
focused on the
genitals.
Identification with
same-sex parents
can help resolve the
Oedipus Complex
and Electra Complex
The upper part of the
body grows faster than
the other parts. A child
is expected to learn to
control his/her body
and its movements.
Adolescence
Adulthood
 Assimilation in
metabolism is greater than
alienation – need for
sufficient intake of
nutrients for rapid growth
and development
 Control body movement
and develop better balance
/ muscle grows with better
coordination
 Improper sitting, standing
or walking postures can
cause scoliosis, humpback
and other skeletal
deformities
 Rapid growth of the
skeletal and muscular
systems caused by
hormonal activities
 20 to 30 is the golden
Latency Stage
Libido on genitals has
been suppressed.
Genital Stage
Achieving mature
sexual intimacy
characteristics and
maturity of the
reproductive organs as a
result of increased
hormone production
period as the body systems
and conditions (e.g. physical
functioning, brain and body
coordination, reproductive
organs) are the fittest。
By the age of 40, there are
signs of decline of
metabolism and
deteriorating body functions
 Girls show puberty
 Menopause are typical for
 Secondary sexual
signs earlier while boys
last longer
women who are in the age
range of 45 to 55 years old.
Elderly
 Deterioration of body
systems leading to higher
risks of chronic diseases
Signs of deterioration in
terms of vision, hearing,
smell and taste, eye-hand
coordination and the like
 Changes in appearance：
wrinkles, grey hair
Poor balance due to weak
muscles leading to risk of
fall
Being harder for the body
to keep warm
17
Intellectual Development
Infancy
Childhood
Intellectual
development
 Language development
from single words to
combined words, simple
questions and short
sentences
Babies understand the world
through senses and motor
actions. They think that
objects do not exist if they do
not see them. By the end of
infancy, a child learn that the
objects continue to exist even
when they cannot be seen.
Able to use simple
reasoning to figure out how
things work and why things
happen
Able to work out logical
problems only if concrete
examples are given / only
able to understand familiar
situations or concrete
examples
 Imaginative and
more able to
understand abstract
ideas
 Develop problem
solving skills like
adults
 Need to learn
decision making
skills
Piaget’s theory of cognitive
development
 Sensorimotor (Aged
 Concrete
 Formal
0-2 )
 The baby
understands the
world through
his/her sense and
motor actions.
 Preoperational (Aged
2-7)
 The child can use
symbols both to
think and
communicate
 Self-centered: use
personal views to
understand and
explain things
operational (Aged 711)
 Begins to think
logically and
becomes capable of
solving problems.
However, these
abilities are confined
to things that he/she
could see in daily life.
They could not think
through imagination
of things which they
have not
encountered before.
Adolescence
Adulthood
 Wisdom
accumulated
through plenty
of experience.
Elderly
 Some elderly may
become less able at
solving problems and
coping with
intellectual challenges
due to their
deteriorating health
 Elderly with good
health often retain
their mental abilities
and are able to make
sensible decisions and
judgements.
operational
(Aged 11-16)
 Able to
manipulate
ideas and think
hypothetically /
Able to manage
a variety of
“what-if”
questions,
analysis and
recall of things,
abstract ideas
and logical
thinking
18
Emotional and Social Development
Infancy
Childhood
Adolescence
Adulthood
Emotional
development
 Need to develop
sense of security
 Become depressed or
frustrated when being
separated from
parents or care givers if
they lack sense of
security
Do not know how to
explain their own
feelings and emotions
as their language and
thinking abilities are
not fully developed
 Feelings of self-worth
and self-esteem:
feeling of being
valuable to friends and
family is important
 High emotional
tension due to the
influence of physical
and hormonal changes
 Become emotionally
unstable and easily
aroused by selfconsciousness
 Search for intimate
and secure relationship
 Separation often
creates severe
emotional strain, stress
and depression
 Positive attitude:
after retirement,
spending more time
with people and
enjoying life
 Negative attitude:
stereotyped by others
as useless or a burden
of the family /
negatively impact on
emotion and selfesteem
Social development
Elderly
 Develop attachment
with family members/
care givers
 rely entirely on adults,
usually parents or
caregivers in the first
18 months
 unable to receive
proper care or being
abused negatively
impacts on the ability
to form other
relationships later in
life
 Develop
relationships outside
family
 Most children engage
in same-sex friendship
groups
Friendship groups
influence the individual
child’s values, beliefs
and behavior.
 Peers become more
influential in shaping
their social values,
attitudes and behaviour
than family members
 Building intimate
relationship with
opposite sex
 Establish own social
networks
 Choose life partners
and develop into
marriage and
parenthood
 Adapt to different
roles and relationships,
such as being a partner,
parent and an
employee
 Able to spend more
time on taking care of
grandchildren and
young members in the
family
 Retirement provides
them an opportunity to
establish new social
relationships and
expand their social
network
 Some who are
disabled or have poor
health condition may
not be able to maintain
a healthy social life
 Inadequate social
support due to death of
relatives or lost of social
network
19
Emotional and Social Development
Childhood
Adolescence
Adulthood
Elderly
Emotional
development
 Need to develop sense
of security
 Become depressed or
frustrated when being
separated from parents
or care givers if they lack
sense of security
Do not know how to
explain their own
feelings and emotions
as their language and
thinking abilities are
not fully developed
 Feelings of selfworth and self-esteem:
feeling of being
valuable to friends and
family is important
 High emotional
tension due to the
influence of physical
and hormonal
changes
 Become emotionally
unstable and easily
aroused by selfconsciousness
 Search for intimate
and secure relationship
 Separation often
creates severe
emotional strain, stress
and depression
 Positive attitude: after retirement,
spending more time with people
and enjoying life
 Negative attitude: stereotyped
by others as useless or a burden of
the family / negatively impact on
emotion and self-esteem
Social development
 Develop attachment
with family members/
care givers
 rely entirely on adults,
usually parents or
caregivers in the first 18
months
 unable to receive
proper care or being
abused negatively
impacts on the ability to
form other relationships
later in life
 Develop
relationships outside
family
 Most children
engage in same-sex
friendship groups
Friendship groups
influence the individual
child’s values, beliefs
and behavior.
 Peers become more
influential in shaping
their social values,
attitudes and
behaviour than family
members
 Building intimate
relationship with
opposite sex
 Establish own social
networks
 Choose life partners
and develop into
marriage and
parenthood
 Adapt to different
roles and relationships,
such as being a partner,
parent and an employee
 Able to spend more time on
taking care of grandchildren and
young members in the family
 Retirement provides them an
opportunity to establish new social
relationships and expand their
social network
 Some who are disabled or have
poor health condition may not be
able to maintain a healthy social
life
 Inadequate social support due
to death of relatives or lost of social
network
Trust versus
mistrust
Autonomy
versus shame
and doubt
Initiative
versus guilt
Industry
versus
inferiority
Identity
versus role
confusion
Intimacy
versus
isolation
Generativity
versus
stagnation
Integrity versus
despair
Erikson’s stages of
psychosocial
development
Infancy
20
Moral Development
Infancy
Childhood
Adolescence
Adulthood
Elderly
Kohlberg
Pre-conventional
•
concentrate on personal
benefits and satisfying his/her
own needs
Conventional
•
Rules or norms of a group
to which the individual
belongs become the
basis of moral judgments,
whether the group is the
family or peer group.
Adolescents identify
themselves with others.
Heinz Dilemma - Kohlberg's stages of
Moral Development (Interactive
Animation)
https://www.youtube.com/watch?v=5czp9S4u26M
Post-Conventional
• an individual makes
choices and judgments
based on self-chosen
principles
21
Scenario
Gordon is a primary 2 student. Gordon spends around 3
hours every day on computer games after school, and is
often not able to complete his homework before midnight.
Sometimes his mother will help him complete his
homework, despite she is not happy with his behavior.
According to the theory suggested by
Jean Piaget, what is Gordon’s current
stage of cognitive development? State
TWO distinct features of this stage of
development.(3 Marks)
22
1.2 Human needs
Curriculum and Assessment Guide
• Topic 1 - Personal Development,
Social Care and Health Across the
Lifespan
– 1C Transitions and changes in the course
of the lifespan
•
•
1C7 - Special needs and care throughout the
life cycle
To understand the needs and care of people
at various stages of life
23
Maslow - Hierarchy of Human Needs
24
Needs at different stages across lifespan– Examples
Need
Physiological Needs
Infancy
Childhood
Adolescence
Adulthood
Elderly
 Physical
growth in the
first year is the
marked by
quickly gaining
in body height
and weight.
(growth)
 Regular checks
by professionals
to keep track of
the pace of
growth (care)
 Assimilation in
metabolism is
greater – need for
sufficient intake
of nutrients for
rapid growth and
development
(growth)
 Diets that are
rich in protein and
calcium are
essential for rapid
growth (care)
 Rapid growth
of the skeletal
and muscular
systems caused
by hormonal
activities
(growth)
 Balanced
diets for growth
needs (care)
 By the age of 40,
there are signs of
decline of
metabolism and
deteriorating
body functions
(physical)
 Develop
healthy lifestyle –
i.e. healthy diets
and regular
aerobic exercises
to prevent chronic
diseases(care)
 Poor balance
due to weak
muscles leading
to risk of fall
(physical)
 Knowledge of
home safety
should be learnt
at this stage,
including
getting up
slowly (care)
25
Needs at different stages across lifespan– Examples
Need
Infancy
Safety
Love and
Belongingness
 If secure
attachment is
developed in
the first year,
the babies will
have sense of
security with
their family
members.
(emotional)
 Training and
seminars on
parenting skills
/ familyfriendly
policies (care)
Childhood
 Develop
relationships
outside family
(Social)
 Provide group
activities to
develop social
skills (care)
 Enjoy social
activities (social)
 Develop social
skills such as
interpersonal
skills /
communication
skills / conflict
management
skills (care)
Adolescence
Adulthood
Elderly
 Emotional
tension due to
the influence of
physical and
hormonal
changes
(emotional)
 Anger
management training and
counselling
(care)
Adapt to new
roles and
relationships in
family and
society (social)
 Stress
management /
Learn to strike a
balance
between family
and work (care)
 Deterioration in
body systems
results in the
changing roles –
from care giver to
being cared (social)
 Counselling and
training – to adapt
the changes in
physical health and
the roles (care)
Establish own
social networks
(Social)
 Relationship
building skills
(care)
 Inadequate
social support due
to death of
relatives or lost of
social network
(social)
 Activities to
extend social
network(care)
26
Needs at different stages across lifespan– Examples
Childhood
Adolescence
Adulthood
Elderly
Esteem
/
Feeling of being
valuable to friends
and family
(emotional)
Provide help /
guidance to
learning (care)
Selfactualisation
/
/
 Becoming
independent from
family (social) as
well as exploring
and learning
different values to
form self concepts
(emotional)
 Counselling and
training on
parenting skills –
how to allow and
encourage
adolescents to
think
independently
and express their
opinions (care)
 Securing
economic stability
for the present
and future,
maintaining a
positive selfimage, and
evaluating or
redesigning career
options (social)
 Strategies in
promoting mental
wellness,
appropriate stress
management and
social supporting
network are
essential (care)
 Retirement / no
income stereotyped by
others as useless
or a burden of the
family, negatively
impact on
emotion and selfesteem (social)
 Spending more
time for own
hobby (care)
Integrate
achievements in
earlier life stages
and develop a
sense of integrity
and selfacceptance (care)
Need
Infancy
27
Maslow - Hierarchy of Human Needs
Self-concept
Interpersonal
Relationships
28
1.4 Interpersonal relationships
(Booklet 5 – Social Well-being)
Curriculum and Assessment Guide
Topic 4 - Promotion and Maintenance of
Health and Social Care in the
Community
•
4D Social care, healthy relationships, social
responsibility and commitment in the family,
community and groups
•
•
•
4D1 Healthy relationships - Positive and negative
effects of relationships on personal development
To respect each and every relationship
29
1.4 Self Concept
Curriculum and Assessment Guide
• Topic 1 – Personal Development, Social Care
and Health Across the Lifespan
– 1A Biological, social, psychological, spiritual,
ecological and cultural perspectives and
dimensions
•
Self-esteem
1A4 – Psychological perspective：
and self concept
30
Self-concept – 3 dimensions
How one
perceives and
understand
oneself
How one feels
and judges
oneself (feeling)
3. Selfesteem
A person that one
would like to be
1. Selfimage
2. Ideal self
31
Self-image
(How one perceives and understands oneself)
Looking-glass Self
Significant other
How we feel
towards the
criticism by
others
Imagine
how
others
see us
Perceive how
others criticize
us
32
1.5Factors influencing self-concept
and interpersonal relationship
Curriculum and Assessment Guide
Topic 1 – Personal Development, Social
Care and Health Across the Lifespan
– 1B Factors which influence personal
development
• Family /education and
schooling/Peer/community influence
• To explore how the family, peers, school
education and the community influence
personal health and development
33
Concept ：Socialization
Curriculum and Assessment Guide
•
Topic 1 – Personal Development, Social
Care and Health Across the Lifespan
– 1BFactors which influence personal
development
•
1B1 Family
•
Family as a socializing agent and the role of family
34
Socialisation
• The process of inheriting and
performing the roles (e.g. as a
student / gender / occupation)
necessary for participating in the
society with “appropriate”
actions and behaviours.
Significance: Each stage has its own standard of behavior,
enabling people to understand and express themselves.
Through socialization, people understand their roles and
others’ expectations on them in the culture they grow up. 35
Socialisation
• The relationships formed in the first few years of life
Primary
• Family
• The relationships formed with friends or peers
Secondary
outside home
• the relationships formed within other formal
Tertiary
groups in the society
36
Concept：Parenting Style
Curriculum and Assessment Guide
•
Topic 1 – Personal Development, Social
Care and Health Across the Lifespan
– 1BFactors which influence personal
development
•
1B1 family：Parenting Style
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Impacts on Personal Development
Low Demand
High Demand
Low response
High response
Neglecting
Authoritarian
Parents
•
Neither demanding nor responsive
•
Even actively reject and neglect
their responsibilities of rearing
children
Children
•
Not concerned about their own
growth and development
•
Less competent and easily give up
Parents
• High levels of demand and control but relatively
low levels of warmth and communication
• Focus on obedience – provide orderly
environment with a clear set of regulations / all
activities of children are monitored
Children
• High self-expectation and work hard
continuously
• Poor in expressing themselves if being overly
obedient
• More negative self-concepts and a stronger
sense of inferiority
Permissive
Authoritative
Parents
• Responsive but with relatively low
levels of control
Children
• More self-centered
• Confident in exploring their
surrounding
• Rank low in self-regulation
Parents
• High levels of control and acceptance
• Setting clear regulations but also responding to
the child’s individual needs
Children
• Better logical thinking
• High in self-regulation
• More cooperative
• Are achievement oriented
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Scenario
Gordon is a primary 2 student. Gordon spends around 3
hours every day on computer games after school, and is
often not able to complete his homework before midnight.
Sometimes his mother will help him complete his homework,
despite she is not happy with his behavior.
• Name and describe the parenting
styles Gordon's mother has adopted.
Give evidence to support your answer.
• State ONE pros and cons of this
parenting style.
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1.6 Effects of life events on
personal development
Curriculum and Assessment Guide
• Topic 1 – Personal Development, Social
Care and Health Across the Lifespan
– 1C Transitions and changes in the course of
the lifespan
• 1C4 –Crucial examples of life events /
experience
• To understand that transitions and
changes across life span are inevitable
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Concept：Life events
• life experiences or events that have positive
or negative effects on personal development
• Childhood and adolescence：education
• Adulthood：employment、change of
Anticipated
job、promotion and resignation
• Elderly：retirement
Personal
development
• Illnesses leading to disabilities
Unanticipated
• Separation and reunion
• Bereavement
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1.7 Responses to life events
across lifespan
Curriculum and Assessment Guide
• Topic 1 – Personal Development, Social
Care and Health Across the Lifespan
– 1C Transitions and changes in the course of
the lifespan
• 1C5 – Positive responses to different
life events
– To develop positive attitude towards changes and life events
– To learn how to deal with life events that affect personal
development and health
– To realize that real-life problems often have more than one solutions
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1.7 Responses to life events across
lifespan
1.7A Coping strategies
Identifying the reactions,
1.7 B Hopson – seven stags
thoughts and feelings that
in building up positive
the change is bringing
thinking
Do something to support /
cope with the change
Adapt to the life after the
change
1.7B Adopt the positive
thinking instead of the
negative thinking
Related Topic：
Booklet 4 – Stress
management
/maintenance of good
mental health
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