Module 2: Human Development PDF

**MODULE 2: Human Development** Topic 1- **Principles of Heredity** Topic 2**- Periods/Stages of Human Development** +-----------------------------------+-----------------------------------+ | **Topic 1 & 2 :** | **Principles of Development and | |...

**MODULE 2: Human Development** Topic 1- **Principles of Heredity** Topic 2**- Periods/Stages of Human Development** +-----------------------------------+-----------------------------------+ | **Topic 1 & 2 :** | **Principles of Development and | | | the Stages of Development** | | | | | | After **studying this module, the | | | students should be able to:** | +===================================+===================================+ | **Learning Objectives:** | 1. Understand the difference | | | between nature and nurture; | | | | | | 2. Explain the principles of | | | development; | | | | | | 3. Determine the different | | | stages of development and | | | | | | 4. Discuss the theories of | | | development | +-----------------------------------+-----------------------------------+ | **Reference/s:** | Bataga N. U., Castro, D. A. & | | | Abregana, C. G., (2014). | | | Introduction to Psychology | | | (concepts & Theories). Mutya | | | Publishing House, Inc. | | | | | | Aguirre, F.U., Monce, M. R. E. & | | | Dy, G. C., (2011). Introduction | | | to Psychology. Mutya Publishing | | | House, Inc. | +-----------------------------------+-----------------------------------+ **Concept/Digest:** There are extreme views that we are either a product of our nature, the inherited traits or our nurture which is the individual's experiences. The nature-nurture debate is a never-ending issue and opinions and the answer to it are relatively varied. However, many people nowadays believe that complex attributes such as intelligence, personality and even temperament are end results of a long and involved interplay between the biological predispositions and environmental forces. We should not be focusing on nature nor nurture alone but more on how these two factors of influence interact or fuse to come up with developmental change.  This activity aims to check with your awareness of the many traits you have inherited from your parents or maybe you got it from your friends or idols. The goal is to determine how the nature interacts with the nurture process of development. - **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** - **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** - **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** - **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** - **\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** **Instruction**: Choose your chat mates and share your experiences regarding the attitudes that you don't like sometimes. Exchange ideas on how to handle such attitude so that one would be able to maintain a sound mental and psychological health. Write your reflections in 5 phrases only. - \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ - \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ - \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ - \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ - \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ This activity gives you the chance to examine and identify the many characteristics or traits you have inherited from your father and mother. Through the process you will know how the raw materials are to be shaped by your environment such as your upbringing and social experiences. **Instruction 1:** You can use the Bisayan or Tagalog languages as long as you can express yourself. Enumerate at least five (5) traits/characteristics. Do not repeat my example. +-----------------------+-----------------------+-----------------------+ | Traits | Traits | Traits | | /Characteristics | /Characteristics | /Characteristics | | | **Similar to the | | | **Similar to the | Mother** | **Not Similar to the | | Father** | | Father and Mother** | | | (both positive and | | | (both positive and | negative) | (both positive and | | negative) | | negative) | +=======================+=======================+=======================+ | **Example**: + Hard | \+ Patient | \+ or -Aggressive | | working | | | +-----------------------+-----------------------+-----------------------+ | -hot-tempered | -tsismosa | -palaaway | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ | | | | +-----------------------+-----------------------+-----------------------+ **Instructions 2**: Among the identified traits and characteristics written on the matrix, choose only three (3) traits and use it in a sentence based in your own experiences. Whether the traits are similar to your mom or dad or Not similar to them. Only three (3) traits are used to express your experiences. **My traits:** 1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ 3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_  This activity aims to explain the process of transmission of traits and characteristics from parents to children. Present the different ideas of the learners as well as the social experiences involved during the process of development. - You noticed the different traits or attitudes transmitted by both parents towards their offspring. There are unlimited opportunities to inherit those traits and can also be shaped or mold to become best by the environment. However, we also believe that there are traits controlled by heredity which cannot be changed by the environment like mental retardation and other genetic abnormalities. - Nevertheless, we are provided appropriately by our heredity with the raw materials and hidden potentials and it is up to us to nurture and discover them and reach the optimum level of achievements. This activity aims to enrich the student's knowledge on the impact of heredity and environment to obtain the development. The principles of heredity are also considered vital to understand fully the process of growth biologically, mentally and psychologically. - ***Heredity and Environment***: Two factors of development -- **the nature and nurture** - *Heredity* is a process whereby traits of parents are handed down to their children through the genes. - *Environment* refers to all the forces that affect man, like physical forces, natural forces and social forces. This also includes the internal environment while the organism is still within the womb of the mother. - *Maturation* is the gradual unfolding of hereditary traits and potentials. It is the process which the individual has to pass through before he/she reaches the state of maturity. Therefore, *maturity* marks the end of growth and development. - ***[Principles of Heredity]**:* 1. **Principle of Reproduction-** states that "like begets like" human individuals will reproduce their own kind. 2. **Principle of Variation**- states that "no" two individuals of any kind are exactly "alike" even identical twins but have only mild differences like one could be slightly taller than the other. 3. **Principle of Dominance and Recessiveness-** determines the presence of similarities and differences among family members. There are dominant traits and recessive traits. 4. **Principle of Chance**- hereditary endowments and the number of births are played by chance alone. Which of the millions of sperm cells will fertilize the ripened egg cell is attributable to chance alone. 5. **Principle of Sex-linked Characteristics-** these sex-linked traits are carried by women but usually suffered by most men. Like, baldness, color blindness and ***hemophilia*** - delayed clotting of the blood with prolonged or excessive internal or external bleeding after injury or surgery. - Hereditary characteristics: Physical traits, mental traits and special talents/abilities - Periods of Development: Prenatal period --begins at conception and ends at birth - **Prenatal Stages:** a. **Period of the Ovum/ Germinal stages**- starts from fertilization to two weeks, the fertilized cell undergoes rapid cell division b. **Period of Embryo-** from second weeks to eight weeks or two months. Nurturing organs like the umbilical cord connect the embryo to placenta- this bring oxygen and nourishment to the embryo and absorbs body wastes. c. **Period of Fetus-** eight weeks to birth. Rapid growth and changes of the body the sex organ of the baby can be determined at this period. - Stages of Development: 1. **[Infancy stage]**- there are **four major adjustments involved**: A. adjustment to temperature changes B. adjustment to breathing, C. adjustment to taking nourishment and D. adjustment elimination \- **Hazards of Infancy**: unfavorable prenatal environment, a difficult and complicated birth, multiple birth, postmaturity, prematurity and infant mortality. - ***Survival Reflexes:*** Breathing, Eyeblink, Pupillary, Rooting, Sucking Swallowing - ***Primitive Reflexes***: Babinski, Grasping, Moro, Swimming and Stepping 2. **[Babyhood stage]-** from two weeks to two years of the life span. True foundation age because many patterns of emotional expression are being established. Particular virtues and vices slowly but clearly develop. The first two years are critical in establishing pattern for personal and social adjustments. - Hazards of babyhood: illness and accidents are common physical hazards, crib death- occurs after a long period of sleep. Malnutrition is also another cause due to inadequate food intake. Babies failure to master the developmental tasks for that age. Toiling training must be already mastered at this stage. 3. **[Early Childhood]**- preschool age, growth patterns differ individually. Reasons why some children are unusually short at this stage: congenital factors due to genetic or parental problems, physical problem- often get sick or emotional difficulty-develop anxiety. 4. **[Late Childhood]**- elementary years, development of self-concept is obviously manifested - **Hazards**: obesity among children, physical unattractiveness, children experience cuts, bruises, broken bones, burns due to accidents. Children begin to compare themselves with their age-mates, awkwardness, clumsiness prevent them from doing what their age mates are doing. 5. **[Puberty]**- period of rapid physical maturation involving hormonal and bodily changes. This is an "age of manhood.' Primary physical changes, enlargement of breast and growth of pubic hair. 6. [**Adolescence**-] early adolescence age ranges from 13-17. This is means "to grow to maturity" this is referred by Hurlock as "terrible teens", a lot of adolescents enter the world of vagueness and confusions, this stage is labelled by parents and teachers as problem age. This is a time of experimentation of sexual fantasies, sexual exploration and incorporating sexuality into one's identity. The period of "storm and stress." 7. [**Early Adulthood**-] age extends from 21-40, this is the stage of personal need for intimacy and sex. Failure to achieve this need results in isolation and avoidance. Young adults learn that love and compassion may be rewarding. They usually sublimate-substitute feelings to something else. A time for settling-down into a line of work for man's career for the rest of his life while, woman is expected to assume responsibility to be a wife and a mother. This is regarded as "reproductive age" --concentrating on the role of parenthood 8. **[Middle Adulthood]**- midlife transitions or referred as the afternoon of life. The age ranges from 40-60 years of age. Midlife crisis occurs in this period. *[Menopause]* occurs among women- characterized by loss of reproductive capacity. While in men, climacteric (*[andropause]*)- takes place which is the cessation in reproductive capacity or decline in active functioning of the sex organ. 9. **[Late Adulthood]-** old age which the age ranges from 60 onwards. "stage of senescence- characterized by some physical and psychological changes leading to regression to earlier stages. A period of decline, referring as the "age of senility" where individual turns eccentric, absentminded and careless and poorly adjusted- labelled as 'senile.' - **Developmental Theories:** A. **Cognitive Development by Jean Piaget** +-----------------------------------+-----------------------------------+ | **Stage** | **Characteristics** | +===================================+===================================+ | 1. Sensorimotor (birth- 2 years | - Differentiate self from | | | objects | | | | | | - Recognizes self as agent of | | | action and begins to act | | | intentionally ex. shakes a | | | rattle toy to make noise | | | | | | - Achieve object permanence: | | | realizes that things continue | | | to exist even when no longer | | | present to the sense | +-----------------------------------+-----------------------------------+ | 2. Preoperational (2-7 years) | - Learns to use language and to | | | represent objects by images | | | and words | | | | | | - Thinking is still egocentric; | | | has difficulty to take the | | | viewpoints of others | | | | | | - Classifies objects by a | | | single feature ex. group | | | together all the red blocks | | | regardless of shape or colors | +-----------------------------------+-----------------------------------+ | 3. Concrete Operational (7-11 | - Can think logically about | | years) | concrete objects and events | | | | | | - Achieves conservation of | | | number (age 6), mass (age 7) | | | weight (age 9) | | | | | | - Classifies objects according | | | to several features and can | | | order them in series along a | | | single dimension such as size | +-----------------------------------+-----------------------------------+ | 4. Formal Operational (11 years | - Can think logically about | | and up) | abstract propositions and | | | test hypothesis | | | systematically | | | | | | - Becomes concerned with the | | | hypothetical, future and | | | ideological problems | | | | | | - Can deal with deductive and | | | inductive reasoning | +-----------------------------------+-----------------------------------+ B. **Psychoanalytic Theory of Sigmund Freud** +-----------------------------------+-----------------------------------+ | **Psychosexual stages** | **Characteristics** | +===================================+===================================+ | 1. Oral Stage (birth- 1 year) | - Infant's pleasure centers on | | | the mouth | +-----------------------------------+-----------------------------------+ | 2. Anal Stage (1- 3 years) | - Child's pleasure focuses on | | | the anus | +-----------------------------------+-----------------------------------+ | 3. Phallic Stage (3 to 6 years) | - Child's pleasure focuses on | | | the genitals | +-----------------------------------+-----------------------------------+ | 4. Latency Stage (6 years to | - Child's represses sexual | | Puberty) | interest and develops social | | | intellectual skills | +-----------------------------------+-----------------------------------+ | 5. Genital Stage (Puberty | - A time of sexual reawakening; | | Onward) | source of sexual pleasure | | | becomes someone outside the | | | family | +-----------------------------------+-----------------------------------+ C. **Erikson's Psychosocial Theory/ Developmental Period** +-----------------------------------+-----------------------------------+ | **Psychosocial Stages** | **Developmental Period** | +===================================+===================================+ | 1. Trust vs. Mistrust | - Infancy (first year) | +-----------------------------------+-----------------------------------+ | 2. Autonomy vs. Shame and Doubt | - Babyhood (1-3 years) | +-----------------------------------+-----------------------------------+ | 3. Initiative vs. Guilt | - Early Childhood (preschool | | | years, 3 to 5 years) | +-----------------------------------+-----------------------------------+ | 4. Industry vs. Inferiority | - Middle and Late Childhood | | | (elementary school years, 6 | | | years to puberty) | +-----------------------------------+-----------------------------------+ | 5. Identity vs. Role Confusion | - Adolescence ( 10 to 20 years) | +-----------------------------------+-----------------------------------+ | 6. Intimacy vs. Isolation | - Early Adulthood (20s-40s) | +-----------------------------------+-----------------------------------+ | 7. Generativity vs. Stagnation | - Middle Adulthood (40s- 60s) | +-----------------------------------+-----------------------------------+ | 8. Integrity vs. Despair | - Late Adulthood (60s onward) | +-----------------------------------+-----------------------------------+ **Instruction**: *You are going create a collage with a minimum of 5 pictures (baby pictures and pictures at* *present) if you don't have pictures just be creative.* **Output will be submitted on September 6, 2021( Monday)** Teacher*:* **Mdm. Jean M. Cavalida, MAGC, MSP, RGC** Professor