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MODULE 3: Developmental Stages in Middle and Late Adolescence
DEVELOPMENTAL STAGES
Human Development focuses on human growth and changes across the lifespan, including physical, cognitive,
social, intellectual, perceptual, personality and emotional growth.
The study of human developmental stages is essential to understanding how humans learn, mature and adapt.
Throughout their lives, humans go through various stages of development.
The human being is either in a state of growth or decline, but either condition imparts change. Some aspects of
our life change very little over time, are consistent. Other aspects change dramatically. By understanding these changes,
we can better respond and plan ahead effective.
Developmental Stage Characteristics
1. Pre-natal Age when hereditary endowments and

(conception to birth) sex are fixed and all body features, both
internal and external are developed.
2. Infancy Foundation stage when basic behaviour
(Birth to 2 years) are organized and many ontogenetic
maturation skills are developed
3. Early Childhood Pre gang age, exploratory, and
(2 to 6 years) questioning. Language and elementary
reasoning are acquired and initial
socialization is experienced.
4. Late Childhood Gaining and creativity age when self-
(6 to 12 years) helped skills, social skills, school skills,
and play are developed.
5. Adolescence Transition age from childhood to

(puberty to 18 years) adulthood, sex maturation and rapid
physical development.
6. Early Adulthood Age of new adjustments to new patterns

(18 to 40 years) of life and roles such as spouse, parents
and bread winner
7. Middle Age Age when adjustments to initial physical
(40 to retirement) and mental decline are experienced
8. Old Age Retirement age when increasingly rapid
(Retirement to death) physical and mental decline are
experienced
HAVIGHURST`S DEVELOPMENTAL TASKS DURING THE LIFE SPAN
Robert J. Havighurst elaborated on the Developmental Tasks Theory in the most systematic and extensive
manner. His main assertion is that development is continuous throughout the entire lifespan, occurring in stages,
where the individual moves from one stage to the next by means of successful resolution of problems or performance of
developmental tasks. These tasks are those that are typically encountered by most people in the culture where the
individual belongs. If the person successfully accomplishes and masters the developmental task, he feels pride and
satisfaction, and consequently earns his community or society’s approval. This success provides a sound foundation
which allows the individual to accomplish tasks to be encountered at later stages. Conversely, if the individual is not
successful at accomplishing a task, he is unhappy and is not accorded the desired approval by society, resulting in the
subsequent experience of difficulty when faced with succeeding developmental tasks. This theory presents the
individual as an active learner who continually interacts with a similarly active social environment.
Havighurst proposed a bio psychosocial model of development, wherein the developmental tasks at each stage
are influenced by the individual’s biology (physiological maturation and genetic makeup), his psychology (personal
values and goals) and sociology (specific culture to which the individual belongs).
THE DEVELOPMENTAL TASKS SUMMARY
Infancy and Early Childhood Middle Childhood (6-12) Adolescence (13-18)
(0-5)
• Learning to walk • Learning physical skills • Achieving mature
• Learning to take for ordinary games relations with both
solid foods • Building attitude sexes
• Learning to talk towards oneself • Achieving masculine or
• Learning to control • Learning to get along feminine social roles
the elimination of • Learning an appropriate • Accepting ones
body wastes sex roles physique
• Learning sex • Developing skills in • Achieving emotional
differences and reading, writing and independence of
sexual modesty calculating adults
• Acquiring concepts • Developing concepts for • Preparing for marriage
and language to everyday living and family life
describe social and • Developing conscience, • Preparing for an
physical reality morality, and values economic career
• Readiness for • Achieving personal • Acquiring values and
reading independence an ethical system to
• Learning to • Developing acceptable guide behaviour
distinguish right attitudes towards • Desiring and achieving
from wrong society social responsibility
behaviour
Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)

LIVING
• Selecting a • Helping teenage • Adjusting to MINDFULLY
mate children to become decrease strength Living
• Learning to live a responsible and health mindfully is
with a partner adults • Adjusting to like being an
• Starting a • Achieving adult retirement and artist: you
family social and civic reduce income need the right
• Raising a responsibility • Adjusting to death tools to
children • Satisfactory career of spouse practice your
• Managing a achievement • Establishing craft, and you
home • Developing adult relations with need to
• Starting an leisure time one’s own age constantly
occupation activities group refine your
• Assuming civil • Retailing to one’s • Meeting social technique to
responsibility spouse as a person and civil achieve your
• Accepting the obligations creative
physiological • Establishing potential. In
changes of middle satisfactory living the same way,
age quarters using the
• Adjusting to aging present
parent moment tools
below will
help you to hone a consistent mindfulness practice that will in time lead to a more aware, compassionate and fulfilling
way of life.
Tool 1: Breathe Mindfully. Use your breath as an anchor to still your mind and bring your focus back to the present
moment.
Tool 2: Listen Deeply. Listen with intention; let others fully express themselves and focus on understanding how they
think and feel.
Tool 3: Cultivate Insight. See life as it is, allowing each experience to be an opportunity for learning.
Tool 4: Practice Compassion. Consider the thoughts and feelings of others and let tenderness, kindness and empathy be
your guides.
Tool 5: Limit Reactivity. Observe rather than be controlled by your emotions. Pause, breathe, and choose a skillful
response based on thoughtful speech and nonviolence under every condition.
Tool 6: Express Gratitude. Practice gratitude daily and expand it outward, appreciating everyone and everything you
encounter.
Tool 7: Nurture Mutual Respect. Appreciate our common humanity and value different perspectives as well as your
own.
Tool 8: Build Integrity. Cultivate constructive values and consistently act from respect, honesty and kindness.
Tool 9: Foster Leadership. Engage fully in life and in community. Share your unique talents and generosity so that
others can also be inspired.
Tool 10: Be Peace. Cultivate your own inner peace, becoming an agent for compassionate action and social good.

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MODULE 3: Developmental Stages in Middle and Late Adolescence

Developmental Stage Characteristics

1. Pre-natal Age when hereditary endowments and

5. Adolescence Transition age from childhood to

6. Early Adulthood Age of new adjustments to new patterns

Early Adulthood (19-30) Middle Adulthood (30-60) Later Maturity (61-)

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