Human Development PDF

**Human Development** -is the scientific study of these patterns of change and stability. Development is systematic and adaptive. **Developmental Scientist**- professionals who studied. Life Span Development- concept of human development as a lifelong process, which can be studied scientifically....

**Human Development** -is the scientific study of these patterns of change and stability. Development is systematic and adaptive. **Developmental Scientist**- professionals who studied. Life Span Development- concept of human development as a lifelong process, which can be studied scientifically. **GOAL OF HUMAN DEVELOPMENT** 1. **TO DESCRIBE**- the phenomenon and establish norms and averages. 2. **TO EXPLAIN**- the phenomenon came to be 3. **TO PREDICT**- future behavior 4. **TO INTERVENE**- developmental problem or use knowledge to enhance **DOMAINS OF DEVELOPMENT** **Physical Development-** Growth of the body and brains including pattern and change in sensory capacities, motor skills, and health. **Cognitive Development**- Patterns of change in mental abilities such as learning, attention, memory, language, thinking, reasoning, and creativity. **Psychosocial Development**- Pattern of emotions, personality and relationships. **[PITEcMcAdoEYAMALA]** Prenatal, Infancy and Toddlerhood, Early Childhood, Middle Childhood, Adolescence, Emerging Young Adulthood, Middle Adulthood and Late Adulthood. **Influence on Development** **Heredity-** Inborn traits or characteristics inherited from the biological parents. **Environment-** Totality influence of non-heredity, or experiential on influences on development. **Maturation- the** unfolding of a natural sequence of physical and behavioral changes. **Family** **Nuclear Family**- two generational kinship, economic, and household unit **Extended Family-** multigenerational kinship network of parents children and other relatives, sometimes living together in an extended family household. **Socioeconomic status-** a combination of economic and social factors describing an individual or family, including, income and occupation. **Culture-** a society or groups total way of life, including customs, traditions, beliefs, values, language, and physical **Products-** all learned behavior, passed on from parents of children. **Normative and Non-normative Influence** **Normative Influence**- characteristic of an event that occurs in a similar way for most people in the group. **(ang natabo sa imo, matabo man sa iya)** - **Normative age graded influence**- timing of events - **Normative History graded Influence**- significant events. 1. **Cohort-** it is a group of people that are born at the same time**.** 2. **Historical Generation-** Group of people who experience the same event. **Non-normative Influence-** Characteristic of an unusual event that happens to a particular person or typical events that happen**.( natabo ang indi dapat na matabo in that time)** **Timing of Influence: Critical or Sensitive Periods** **Imprinting -**Instinctive form of learning in which, during critical period in early development, a young animal forms an attachment to the first moving object it sees, usually the mother- Konrad Lorenz coined imprinting. **( makacopy iya kun unsa ang iya una nga makita)** **Critical Period -** Specific time when a given event or its absence has a specific impact on development**.** **Sensitive Period -** Times in development when a person is particularly open to certain kind of experiences. **Maubra pa nila ang ilang naubra pagbata. They are flexible** **PAUL B. BALTES'S LIFE SPAN DEVELOPMENT** Development is Lifelong Development is Multidimensional Development is multidirectional Relative influences of biology and culture shift over the life span Development involves changing resource allocation Development shows plasticity Development is influenced by the historical and cultural context +-------------+-------------+-------------+-------------+-------------+ | **John | **Tabusa | **Mechanist | **Continuou | **Quantitat | | Locke** | Rasa( blank | ic | s** | ive | | | slate)** | Model** | | Change** | | | | | **Gradual | | | | | **States | and | **-Change | | | | that people | incremental | in number | | | | are like | ** | or amount | | | | machines | | such as in | | | | that react | | height, | | | | to | | weight, or | | | | environment | | the size of | | | | al | | vocabulary* | | | | input** | | * | +=============+=============+=============+=============+=============+ | **Jean | **Noble | **Organismi | **Discontin | **Qualitati | | Jacques | Savages** | c | uous | ve | | Rousseau** | | Model** | Abrupt or | Change** | | | | | uneven** | | | | | **-states | | **Change in | | | | the people | | kind,struct | | | | are active, | | ure, | | | | growing | | or | | | | organisms | | organizatio | | | | that set | | n, | | | | their own | | such as the | | | | development | | change from | | | | in motion** | | nonverbal | | | | | | to verbal** | | | | **Discontin | | | | | | uous | | | | | | Abrupt or | | | | | | uneven** | | | | | | | | | | | | **43** | | | +-------------+-------------+-------------+-------------+-------------+ **5 THEORETICAL PERSPECTIVES** +-----------------------+-----------------------+-----------------------+ | **Perspective | **Freud\'s | **Behavior is | | Psychoanalytic** | Psychosexual theory** | controlled by | | | | powerful** | | | | | | | | **unconscious urges** | +=======================+=======================+=======================+ | | **Erikson\'s | **Personality is | | | Psychosocial theory** | influenced by society | | | | and develops through | | | | a series of crises** | +-----------------------+-----------------------+-----------------------+ | **Learning** | **Behaviorism, or | **People are | | | traditional learning | responders, the | | | theory (Pavlov, | environment controls | | | Skinner, Watson)** | behavior** | +-----------------------+-----------------------+-----------------------+ | | **Social | **Children learn in a | | | Learning/Social | social context by | | | Cognitive theory | observing and | | | (Bandura)** | imitating models, | | | | they are active | | | | contributors to | | | | leaming** | +-----------------------+-----------------------+-----------------------+ | **Cognitive** | **Piaget\'s | **Qualitative changes | | | Cognitive-stage | in thought occur** | | | theory** | | | | | **between infancy and | | | | adolescence:** | | | | | | | | **they are active | | | | initiators of** | | | | | | | | **development.** | +-----------------------+-----------------------+-----------------------+ | | **Vgotsky\'s | **Social interaction | | | Sociocultural | is central to | | | theory** | cognitive | | | | development** | +-----------------------+-----------------------+-----------------------+ | **Contextual** | **Bioecological | **Development occurs | | | theory** | through interaction | | | | between a developing | | | | person and five | | | | surrounding. | | | | interlocking | | | | contextual systems of | | | | influences, from | | | | microsystem to** | | | | | | | | **chronosystem.** | +-----------------------+-----------------------+-----------------------+ | **Evolutionary** | **Bowlby\'s | **Human beings have | | | Attachment theory** | the adaptive | | | | mechanisms to | | | | survive, critical of | | | | sensitive periods are | | | | stressed.** | | | | | | | | **evolutionary and | | | | biological bases | | | | for** | +-----------------------+-----------------------+-----------------------+ **PSYCHOSEXUAL STAGES ACCORDING TO FREUD** **Oral (birth to 12-18 months old)** **Baby\'s chief source of pleasure involves mouth-oriented activities (sucking and feeding)** ----------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------- **Anal (12-18 months to 3 years old)** **Child derives sensual gratification from withholding and expelling feces. Zone of gratification is anal region, and toilet training is important activity** **Phallic (3 to 6 years old)** **Child becomes attached to parent of the other sex and later identifies with same-sex parent. Zone of gratification shifts to genital region** **Latency (6 years to puberty)** **Time of relative calm between more turbulent stages** **Genital (puberty through adulthood)** **Reemergence of sexual impulses of phallic stage, channeled into mature adult sexuality** **ERIKSON PSYCHOSOCIAL STAGES** +-----------------------------------+-----------------------------------+ | **Basic trust VS mistrust (Birth | **Baby develops sense of whether | | to 12-18 months)** | world is a good and safe place** | +===================================+===================================+ | **Autonomy VS shame and doubt | **Child develops a balance of | | (12-18 months to 3 years)** | independence and self-sufficiency | | | over shame and doubt** | +-----------------------------------+-----------------------------------+ | **Initiative VS guilt (3 to 6 | **Child develops initiative when | | years)** | trying out new activities and is | | | not overwhelmed by guilt** | +-----------------------------------+-----------------------------------+ | **Industry VS Inferiority (6) | **Child must learn skills of the | | years to puberty)** | culture or face feelings of | | | incompetence** | +-----------------------------------+-----------------------------------+ | **Identity VS Identity Confusion | **Adolescent must determine own | | (puberty to young adulthood)** | sense of self or experience | | | confusion about roles** | +-----------------------------------+-----------------------------------+ | **Intimacy VS Isolation (young | **Person seeks to make | | adulthood; 20 to 40 years old)** | commitments to others; if | | | unsuccessful, may suffer from | | | isolation and self-absorption.** | | | | | | **\*For many people today, the | | | process of identity formation | | | extends well into adulthood, and, | | | thus, according to Erikson, the | | | achievement of intimacy also must | | | be postponed.** | +-----------------------------------+-----------------------------------+ | **Generativity VS Stagnation | **Mature adult is concerned with | | (middle adulthood; 40 to 60 years | establishing and guiding the next | | old)** | generation or else feels personal | | | impoverishment** | +-----------------------------------+-----------------------------------+ | **Integrity VS Despare (late | **Older adult achieves acceptance | | adulthood; 65 and over ars old** | of own life, allowing acceptance | | | of death, or else despairs over | | | inability to relive life** | +-----------------------------------+-----------------------------------+ **Perspective 2: Learning** **Behaviorism** **Learning theory** that emphasizes the predictable role of environment in causing observable behavior. Behavioral research focuses on associative learning, in which a mental link is formed between two events. **Classical Conditioning -- Ivan Pavlov** **Operant Conditioning- B.F Skinner** **Social Learning Theory- Albert Bandura** Theory that behaviors are learned by observing and imitating models. **Also called Social Cognitive Theory.** **Perspective 3: Cognitive** 1. **Jean Piaget's Cognitive Stage Theory** **Sensorimotor (birth to 2 years)** Infant gradually becomes able to organize activities in relation to the environment through sensory and motor activity ---------------------------------------------------- ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **Preoperational (2 to 7 years)** Child develops a representational system and uses symbols to represent people, places, and event. Language and imaginative play are important manifestations of this stage. **Concrete operations (7 to 11 years)** Child can solve problems logically if they are focused on the here and now but cannot think abstractly. **Formal operations (11 years through adulthood)** Person can think abstractly, deal with hypothetical situations, and think about possibilities 2. **Lev Vygotsky\'s Sociocultural Theory** A focus on the social and cultural processes that guide children\'s cognitive development. This theory stresses children\'s active engagement with their environment. Adults (or more advances peers) must help direct and organize a child\'s learning before the child can master and internalize it **Zone of Proximal Development (ZPD)** Vgotsky\'s term for the difference between what a child can do alone and what the child can do with help. **(the gap of a child cannot do, and the child can do).** **Scaffolding temporary support** to help a child master a task. **Perspective 4: Contextual** ***Bronfenbrenner: The Bioecological Theory*** **Microsystem *-***The everyday environment of home, schools, work, or neighborhood, including face-to-face relationships with spouse, children, parents, friends, classmates, teachers, employers, or colleagues ***( immediate environment***) **Mesosystem- Interlocking of various microsystems**-linkages between home and school, work and neighborhood. ***(Interconnection of microsystem)*** ***Exosystem-*** Consists of linkages between a microsystem and outside systems/institutions that affect a person indirectly. ***( wala ka labot pero naaepektohan ka) (indirect environment and indirect influence)*** **Macrosystem -**The overarching **cultural patterns**, such as dominant beliefs, ideologies, and economic and political systems. ( cultural and societal influence) **Chronosystem -** The dimension of time, change, or constancy in the person and the environment-this also includes larger cultural changes such **as wars** or **economic cycles**( Historical Events, world war and covid) **Perspective 5: Evolutionary** **Proposed by E.O Wilson** and influences by **Darwin\'s theory of evolution**, it draws on findings of anthropology, ecology, genetics, ethology, and evolutionary psychology to explain the adaptive, or survival, value of behavior for an individual or species. **Evolved mechanisms** are behaviors that developed to solve problems in adapting to an earlier environment **Ethology** is the study of the distinctive adaptive behaviors of animal species. **John Bowlby** applied ethological principles to aspects of human development. **Evolutionary psychology** applies Darwinian principles to individual behavior. ***Research Methods*** **Quantitative Research-** deals with measurable data. based on the scientific method, which generally characterizes scientific inquiry in any field. Its usual steps are \(1) identifying a problem to be studied \(2) formulating hypotheses to be tested by research \(3) collecting data \(4) analyzing the data \(5) forming tentative conclusions: \(6) disseminating findings **Qualitative Research -**involves the interpretation of nonnumerical data, such as the nature or quality of participants\' subjective experiences, feelings, or beliefs. Qualitative research is more open-ended and exploratory **Basic Research Designs** **Case Study** -In-depth study of **single individual.** **Ethnographic Study**- It seeks to describe the pattern of relationships, customs, beliefs, technology, arts, and traditions that make up a society\'s way of life. **Correlational Study-** Attempt to find positive or negative relationship between variables. - **Positive**- if one variable increases the other one also increases - **Negative**- if one variable decreases the other one also decreases **Experiment -** Controlled procedure in which an experimented controls the independent variable to determined its effect on the dependent variable; may be conducted in the laboratory or field ***Developmental Research Designs*** **Cross-sectional Study-**People of different ages are assessed at one point in time. **(Different age, same time)** **Longitudinal Study**- Researchers study the same person or group of people more than once, sometimes years apart. **( same age, different time**) **Sequential Study**- Study design that combines cross-sectional and longitudinal techniques**.(same age, same time)** Ethics of Research Issues are as follows: ➤ Informed consent consent freely given with full knowledge of what the research entails ➤ Avoidance of deception ➤ Protection of participants from harm and loss of dignity ➤ Guarantees of privacy and confidentiality The right to decline or withdraw from an experiment at any time ➤ The responsibility of investigators to correct any undesirable effects Ethics of Research There are three (3) principles researchers are expected to be guided by. **1. Beneficence** **2. Respect** for participants\' autonomy and protection of those who are unable to exercise their own judgment. **3. Justice**