Hong Duong’s Developmental Matrix
Domain
Cognitive
Theories/
Major Concepts
Piaget p.54
Typical Dev.
Vygotsky p.56
Gardner p.350
Developmental Stages
BIRTH-2 Sensory
Motor Stage Physical
motor skills, object
permanence,
immature usage of
symbols & language
Years: 2-7 -PreYears 7-11- Concrete Years 12-UP
Operational
Operational
Formal
Symbolic
The child
Operational
thinking. Learns
demonstrates
Demonstrates
to use language
conservation,
abstract
to represent
reversibility, serial
thinking,
objects by images ordering, and a
including logic,
and words.
mature
deductive
Egocentric-they
understanding of
reasoning,
assume that
cause-and-effect
comparison, and
everyone else
relationships.
classification.
sees things from
Thinking at this stage
the same
is still concrete.
viewpoint as they
do.
Children acquire their culture’s values, beliefs, and problem-solving strategies through collaborative dialogues with knowledgeable
members of society. Development depends on interaction with people and the tools that the culture provides to help form their
own view of the world. He believes that the community plays a central role in the process of "making meaning." Believes that
social and cultural influences help with intellectual growth. Tools of intellectual adaptation- each culture transmit beliefs, values,
and preferred methods of thinking or problem-solving from generations to generations. Scaffold- learning happens best when it is
model.
Development should be assessed with 4 interrelated levels in relations.
1.) Mircogentic-changes that happens over a brief periods of time
2.) Ontogenetic- development over a lifetime
3.) Phylogenetic –changes over evolutionary time (thousand and millions of years)
4.) Sociohistorical-changes that have occurred in one’s culture and the values, norms, and technologies such a history has
generated.
Types of Intelligence
Linguistic (Language) - involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use
language to accomplish certain goals. Ability to effectively use language to express oneself.
Spatial (Cognitive) - involves the potential to recognize and use the patterns of wide space and more confined areas.
Logical-mathematical (Cognitive) - able to analyze problems logically, carries out mathematical operations, and investigates
issues scientifically. The ability to detect patterns, reason deductively and think logically. Associated with scientific and
mathematical thinking.
Musical (Cognitive) - involves skill in the performance, composition, and appreciation of musical patterns. Recognize and compose
musical pitches, tones, and rhythms.
Bodily-kinesthetic (Physical) -using one's whole body or parts of the body to solve problems. Uses mental abilities to coordinate
bodily movements.
Interpersonal intelligence (Social-Emotional) - is concerned with the capacity to understand the intentions, motivations and
Hong Duong’s Developmental Matrix
desires of other people. It allows people to work effectively with others.
Intrapersonal intelligence (Social-Emotional) - capacity to understand oneself, to appreciate one's feelings, fears, motivations.
Naturalist- influence by organisms in the natural environment.
Spiritual/Existential- sensitivity to issues related to the meaning of life, death, and other aspects of the human condition.
Dev. Differences
Intellectual
Disabilities
Autism
Mental
Retardation
(Down Syndrome)
Dyslexia
Dyspraxia
Social/Emotional Erikson p.45
“Classic” autism: Characterized by repetitive or routine behavior. Asperger syndrome: Typically high functioning with social and
communication problems. Dislike any changes in routines. Appear to lack empathy. Eccentric or repetitive behaviors Rett
syndrome: Childhood disintegrative disorders, inappropriate speech. Inability to have feelings and actions does not pick up social
skills specifically taught and practice.
There are different levels. I.Q. level of 70 or below. Have a hard time communication and taking care of themselves. Social skills
cause slow development. Need individual help. Trouble crawling and sitting up at a young age. Does not pick up social skills. Very
rigid and usually have to have a daily routine.
Difficulty processing language (sounds, letters), problems with reading, writing, spelling, speaking, organization, and visual
processing.
Affects motor skill development. Trouble planning and completing fine motor tasks. Inability to complete single-step motor tasks
such as combing hair and waving goodbye. Difficulty with multi-step tasks like brushing teeth, making a bed, putting clothes on in
order, as well as buttoning and buckling. Difficulties coordinating the muscle movements needed to pronounce words. Being able
to accurately position or move objects from one place to another
Birth - 1
1 - 3 years:
3 - 6 years:
6-12 years:
12-20 years: 20-40 years: 40-65 years: Old age
year: Trust Autonomy vs. Initiative vs. Quilt
Industry vs.
Identity vs.
Intimacy vs.
Generativity Look back
vs.
shame and
Children need to
Inferiority
Role
isolation
vs.
on life and
Mistrust
doubt
begin asserting
Children need
confusion
Young adults stagnation
feel a
Children
Children need control and power to cope with
Teens need
need to
Success
sense of
develop a
to develop a
over the
new social and
leads to
fulfillment
to develop a form
sense of
sense of
environment.
academic
intimate,
feelings
of
. Success
sense of self
trust when personal
Success in this
demands.
loving
usefulness
at this
and personal
caregivers
control over
stage leads to a
Success leads
relationships and
stage
identity.
provide
physical skills
sense of purpose.
to a sense of
with other
accomplish
leads to
Success
reliability,
and a sense
Children who try
competence,
people.
ment, while
feelings of
leads to an
care, and
of
to exert too much
while failure
Success
failure
wisdom,
affection.
independence power experience
results in
leads to
results in
while
ability to
A lack of
. Success
disapproval,
feelings of
strong
shallow
failure
stay true to
this will
leads to
resulting in a sense inferiority.
relationships
involvement
results in
yourself,
lead to
feelings of
of guilt
, while
in the world. regret,
while failure
mistrust.
autonomy,
failure
bitterness
leads to role results in
failure results
, and
confusion
in feelings of
loneliness
despair.
and a weak
shame and
and
doubt.
isolation.
Hong Duong’s Developmental Matrix
sense of self.
Bandura p. 48-49
Bronfenbrenner
p.63-64
Typical Dev.
Dev. Differences
Behavioral
Emotional
Disabilities
Skinner p.47-48
Watson p.46-47
Bandura p.48-49
Typical Dev.
Dev. Differences
Social Cognitive Theory- Explains how people acquire and maintain certain behavioral patterns, while also providing the basis for
intervention strategies. Evaluating behavioral change depends on the factors environment, people and behavior. Observational
learning- learning that results from observing the behavior of others. Environmental determinism- children are passive creatures
who are molded by their environments. Reciprocal determinism- the flow of influence between children and their environments is
a 2-way street; the environment may affect the child, but the child’s behavior also influences the environment.
Ecological System Theory - the developing person is embedded in a series of environmental systems that interact with one
another and with the person to influence development.
Four Types of Environment:
Microsystem- Immediate settings
Mesosystem- Interconnection among an individual’s immediate settings
Exosystem- children and adolescents do not directly experience but influences their development
Macrosystem- The larger cultural or subcultural context in which development occurs
External behaviors: hyperactivity and aggression. Internalizing behaviors: anorexia, depression, anxiety. Low incident disorders:
schizophrenia- ability to smile or express emotion through the face. Staring, while in deep thought, with infrequent blinking.
Animals and humans repeat acts that lead to favorable outcomes and suppress those that lead to unfavorable outcomes.
Operant learning- the initially voluntary act that becomes more or less probable of occurring depending on the consequence that
it produces.
Reinforcer- any consequence of an act that increases the probability that the act will recur.
Punisher- any consequence of an act that suppresses that act and/or decreases the probability that it will recur.
Ex: Rat presses bar to receive more food.
Ex: A young girl may form a habit of showing compassion toward distresses playmates if her parent consistently reinforce her
kindly behavior with praise (positive reinforcement).
Ex: A teenage boy may become more studious of his efforts are rewarded by a reduction in his chores (negative reinforcement).
Believed that well-learned association between external stimuli and observable responses (habits) are the building blocks of
development. Fears and other emotional reactions are acquired rather than inborn. Ex: Baby Albert and the rat- initially Albert
pets the white rat. 2 months later when Albert tries to pet rat, Watson banged a steel pot and scared the boy. The boy associated
the fear of the sound to the rat and was scared of the rat.
Social Cognitive Theory- Explains how people acquire and maintain certain behavioral patterns, while also providing the basis for
intervention strategies. Evaluating behavioral change depends on the factors environment, people and behavior. Observational
learning- learning that results from observing the behavior of others. Environmental determinism- children are passive creatures
who are molded by their environments. Reciprocal determinism- the flow of influence between children and their environments is
a 2-way street; the environment may affect the child, but the child’s behavior also influences the environment.
Hong Duong’s Developmental Matrix
Physical
Typical Dev.
Dev. Differences
Freud p.43
States that maturation of the sex instinct underlies stages of personality development, and that the manner in which parents
manage children’s instinctual impulses determines the traits that children display.
Birth -1 year (Oral)
1-3 years
3-6 years (Phallic)
6-11 years
Age 12 onward
A child derives
(Anal)
Genitals become the
(Latency)
(Genital)
pleasure through
Voluntary urination and
center of gratification
Traumas of the phallic
Puberty triggers a
mouth by sucking,
defecation become the
and children develop
stage causes sexual
reawakening of sexual
biting, and
primary methods of
attraction towards the conflicts to repressed
urges. Adolescents must
swallowing Conflict
gratifying the sex
parent of opposite
and sexual urges to be learn how to express
arises when the oral
instinct. Toilet-training
sex. Boys suffer from
rechanneled into
these urges in socially
needs of child are
produces major conflicts
Oedipus complex and
schoolwork and
acceptable ways. If
not met.
between children and
girls suffer from
vigorous play. The ego development has been
parents. The emotional
Electra conflict.
and superego to
healthy, the mature sex
climate that parents
develop as the child
instinct is satisfied by
create can have lasting
gains more problemmarriage and raising
effects. For example,
solving abilities at
children.
children who are
school and internalizes
punished for toileting
societal values.
“accidents” may become
inhibited, messy, or
wasteful.
Muscular
Disability
Affects: Vision, hearing, mobility, chronic alignment and can be cause by head trauma. Affects bone and gradually bone
deteriorating. Hunting disease: Involuntary jerking or writhing movements Involuntary jerking or writhing movements.
Involuntary, sustained contracture of muscles. Slow, uncoordinated fine movements and slow or abnormal eye movements.
Difficulty with the physical production of speech and swallowing. Impaired posture and balance. Parkinson’s disease: Tremor- A
back-and-forth rubbing of your thumb and forefinger. Reduce ability to initiate voluntary movement. Muscle stiffness and
Impaired posture and balance. Loss of automatic movements.
Weaken Bones
Skeletal Disability
Learning
Disability
ADD/ADHD
Developmental
Delay
Language
Typical Dev.
Dev. Differences
Communication
Disorder
Fails to pay attention or focus, messy writing or forming letters, has difficultly sustaining attention in activities, doesn’t finish work
or chores, can’t remain still, and forgetful in daily routines.
Has not reached a specific milestone (Ex: 20 month baby has not started walking). Warning signs: ears deformity, speech
impairment, does not pay attention, avoid eye contact, rocks body, violent behavior, use one side more than the other, clumsy
manner, vision-have difficultly following objects, people and bring objects close to see and difficulty to respond.
Speech disorders, cluttering, stuttering, lisp, speech, sound disorder, specific language impairment. This area can also be impacted
by hearing disorders and cognitive disorders that impair languages processing.
Hong Duong’s Developmental Matrix
Gender
Typical Dev.
Dev. Differences
Moral
Gender Identity
Disorder
Kohlberg p.590
Describe persons who experience significant discontent with the biological sex they were born with
Pre-Conventional Morality
Conventional Morality
Stage 1: Obedience or
Punishment Orientation: This
Stage 3: Social
Conformity Orientation:
is the stage that all young
children start at (and a few
adults remain in). Rules are
seen as being fixed and
absolute. Obeying the rules is
important because it means
avoiding punishment.
By adolescence, most
individuals have developed
to this stage. There is a
sense of what "good boys"
and "nice girls" do and the
emphasis is on living up to
social expectations and
norms because of how they
impact day-to-day
relationships.
Stage 2: Self-Interest
Orientation: As children grow
older, they begin to see that
other people have their own
goals and preferences and that
often there is room for
negotiation. Decisions are made
based on the principle of "What's
in it for me?" For example, an
older child might reason: "If I do
what mom or dad wants me to
do, they will reward me.
Therefore I will do it.
Stage 4: Law and Order
Orientation: By the time
individuals reach
adulthood, they usually
consider society as a whole
when making judgments.
The focus is on maintaining
law and order by following
the rules, doing one's duty
and respecting authority.
Post-Conventional
Morality
Stage 5: Social Contract
Orientation:
At this stage, people
understand that there are
differing opinions out
there on what is right and
wrong and that laws are
really just a social contract
based on majority
decision and inevitable
compromise. People at
this stage sometimes
disobey rules if they find
them to be inconsistent
with their personal values
and will also argue for
certain laws to be
changed if they are no
longer "working".
Stage 6: Universal
Ethics Orientation:
Few people operate at
this stage all the time. It is
based on abstract
reasoning and the ability
to put oneself in other
people's shoes. At this
stage, people have a
principled conscience and
will follow universal ethical
principles regardless of
what the official laws and
rules are.