Human Development: Basic Concepts and Issues - PDF

**Unit 1. Basic Concepts and Issues on Human Development** It is important that we understand our students' background (personal, social, and cultural) to be able to engineer our teaching strategies to maximize learning. By knowing their needs, we can address their concerns and seek for appropriate...

**Unit 1. Basic Concepts and Issues on Human Development** It is important that we understand our students' background (personal, social, and cultural) to be able to engineer our teaching strategies to maximize learning. By knowing their needs, we can address their concerns and seek for appropriate support. **Development** is the pattern of biological, cognitive, and socioemotional changes that begins at the conception and continuous throughout the lifespan. Most development involves growth, although eventually involves decay (dying). **Childhood**- childhood is defined as the time for a boy or girl from birth until he or she is an adult. It is the more circumscribed period of time from infancy to the onset of puberty. **Adolescence-** According to Stuart judge, a noted educator and psychologist, adolescence is the period of transition from childhood to adulthood. Although sometimes described as beginning in parallel with fertility or puberty and ending with maturity and independence, adolescence has a very variable and imprecise duration. **Child Development**- refers to the process of growth and maturation of the human individual from conception to adulthood. **Important Terms in the Study of Development** **Growth** refers to physical changes that occur from conception to maturity. Example: Measuring a newborn's head circumference when being brought to the doctor or the increase in height among children when they reach middle childhood through adolescence. **Aging** is the deterioration of organisms (including human beings) that leads inevitably to death. **Maturation** is the biological unfolding of an individual according to a plan contained in the genes (the hereditary characteristics passed from parents to child at conception). **Learning** the process through which experience brings about relatively permanent changes in thoughts, feelings, or behaviors. **Environment** refers to all the external physical and social conditions and events that can affect us, from crowded living quarters to stimulating social interactions. **Heredity** is the process of transmitting biological traits from parents to offspring through genes, the basic units of heredity. **The Processes and Periods in Development** The pattern of child development is complex because it is the product of several processes: biological cognitive and socioemotional. **Biological processes** involve changes in the child's body. Genetic inheritance plays a large part. Biological processes underlie the development of the brain, gains in height, changes in motor skills and puberty hormonal changes. **Cognitive processes** involve the child's thinking, intelligence, and language. Cognitive developmental processes enable a growing child to memorize a poem, imagine how to solve a math problem, come up with a creative strategy or speak meaningfully connected sentences. **Socioemotional processes** involve changes in the child's relationships with other people, changes in the emotion and changes in personality. **General Characteristics of Growth** ***According to Breckenridge and Vincent* the following characteristics are found in growth:** 1. **Growth is both quantitative and qualitative** 2. **Growth is a continuous process** 3. **Growth follows an orderly sequence** 4. **Growth patterns are not absolutely uniform from child to child.** 5. **Both are rate and pattern of growth can be modified by conditions within and without the body:** 6. **Growth is complex** **Principles of Development** 1. **Growth and development are the result of both nature and nurture.** They are influenced by a combination of genetic, biological environmental and experiential factors. An individual child's progression through the developmental stages is the result of a unique mix of physical and mental predispositions and attributes, as well as environmental conditions such as poverty, prenatal drug exposure or emphathic parenting. 2. **Development occurs across a number of interconnected domains.** Development in each domain is closely interwoven with development in the others through it may evenly across domains in a parallel fashion (e.g language development may at times outstrip physical development or vice versa. 3. **Development is progressive over time.** It unfolds in a series of stages in a consistent sequence. Though each individual develops uniquely, the sequence of development is consistent for all individuals. For example, in general, children gain control over their bodies from head to toe and from the center out. (Fahlberg,1991) 4. **Individuals' development does not always proceed evenly or at the same rate.** Some degree of variation around what is considered the normal time for an individual to complete a developmental task should still be considered within the normal range. These normal variations would be smaller in the case of an infant in a period of rapid growth and development but might be as much as six months for an adolescent. For example, rapid brain and body growth before age two makes infants highly susceptible to malnutrition which if not corrected can lead to brain damage, intellectual disability, and/or growth retardation. 5. **For most individuals, growth and development occur within a family or family or family-like context.** Thus, the parent figures are the ones who are primarily responsible for seeing that the child needs supports for development and is protected from conditions that would impede development. To do this, caregivers need to understand the development process. 6. **Abuse, neglect and poor parenting can severely undermine development, not just in the psychological domain but also in the moral, physical (e.**g.failure to thrive) linguistic and cognitive domains. The effects of maltreatment on development are the result of a complex interaction of factors, including nature, duration and severity of maltreatment developmental stage of the child; need; physical and psychological constitution of the child; and environmental and interpersonal conditions that act to increase or mitigate risk. For individuals who are victims of maltreatment or who have conditions that may handicap normal development, it is important to understand optimum developmental possibilities within each domain at each stage and what can support or impede optimum development. **Growth** **Development** ------------------------------------------------------------------------------ ------------------------------------------------------------ Growth refers to increase in size or other bodily changes which can be seen. Development refers to the outcome of functioning of organs Growth is external in nature. Development is internal in nature and we can only feel it. Growth refers to a particular part of the body Development implies on the body as whole. Growth is quantitative in nature Development is qualitative in nature Growth is limited and stops at certain level of maturity Development is a lifelong process from womb to womb. 1. Development is lifelong- Continues development from birth to adulthood. This principle challenges the traditional view that development ends in early adulthood. Baltes argued that change and growth occur throughout the lifespan, from conception to death. Each stage of life has its unique characteristics and value, and no period is more important than any other. 2. Development is plastic. Plasticity refers to the malleability of human development. Individuals can change and adapt throughout their lives, even in response to new experiences or challenges. This principle highlights the potential for growth and change at any age. 3. Development is multidimensional. Development involves changes in multiple interacting dimensions: biological, psychological, and social. These dimensions are interconnected and influence each other. For example, puberty involves physical changes, but it also impacts cognitive abilities and social interactions. 4. Development is contextual. Individuals respond to and act on contexts.These contexts include the individual biological make-up, physical environment, cognitive processes, historical, social and cultural contexts.(Santrock, 2002). Development is shaped by the historical period and cultural context in which it occurs. Normative history-graded influences, such as wars or economic depressions, can have a profound impact on individuals\' development. Cultural values and beliefs also play a significant role in shaping individual experiences and outcomes. 5. Development involves growth, maintenance and regulation. - Goals of human development Baltes\' principles of lifespan development have significant implications for education, offering a framework for designing more effective and inclusive learning experiences. Here\'s how each principle can be applied: 1. Development is Lifelong - Lifelong Learning. Education should not be confined to childhood and adolescence. Opportunities for learning should be available throughout the lifespan, catering to the diverse needs of learners at different stages. This includes adult education, vocational training, and programs tailored to older adults. - Continuing Education. Educational institutions should encourage continuing education, recognizing the need for ongoing learning and skill development in a rapidly changing world. 2. Development is Multidimensional - Holistic Education. Education should address the cognitive, physical, social, and emotional dimensions of development. This means incorporating activities that promote physical health, emotional well-being, social skills, and critical thinking. - Interdisciplinary Approaches. Curricula should integrate knowledge from different disciplines, recognizing the interconnectedness of various learning areas. This can help foster a more comprehensive understanding of the world. \*\*5. Development Shows Plasticity:\*\* \* \*\*Growth Mindset:\*\* Education should foster a growth mindset in learners, emphasizing that intelligence and abilities can be developed through effort and learning. \* \*\*Adaptive Learning:\*\* Educational programs should be adaptive and responsive to the changing needs and capabilities of learners. This can involve incorporating feedback mechanisms and adjusting learning pathways to optimize learning outcomes. \*\*6. Development is Influenced by the Historical and Cultural Context:\*\* \* \*\*Culturally Responsive Teaching:\*\* Education should be sensitive to the historical and cultural contexts of learners. This means incorporating diverse perspectives, experiences, and knowledge systems into curricula. \* \*\*Contextualized Learning:\*\* Educational programs should be relevant to the learners\' lives and communities, connecting learning to real-world experiences and challenges. \*\*7. Development is Multidisciplinary:\*\* \* \*\*Interdisciplinary Collaboration:\*\* Educational institutions should foster collaboration between educators from different disciplines to create more comprehensive and engaging learning experiences. \* \*\*Community Engagement:\*\* Education should be integrated with the community, connecting learners with local organizations, businesses, and cultural institutions. **The Stages of Development and Developmental Tasks** **Developmental Tasks** Robert Havighurst defines developmental tasks as one that "arises at a certain period in our life, the successful achievement of which leads to happiness and success with later tasks while failure leads to unhappiness, social disapproval and difficulty with later tasks." **Eight Developmental Stages (Santrock, 2002)** 1. Prenatal period (from conception to birth). It involves tremendous growth- from a single cell to an organism complete with brain and behavioral capabilities. 2. Infancy (from birth to 18-24 months) -- A time of extreme dependence on adults. Many psychological activities are just beginning -- language. Symbolic though, sensorimotor coordination and social learning. 3. Early childhood (end of infancy to 5-6 years Grade 1) - these are the preschool years. Young children learn to become more self-sufficient and to care for themselves. Develop school readiness skills and spend many hours in play with peers. 4. Middle and late childhood (6-11 years of age, the elementary school years) - The fundamental skills of reading, writing and arithmetic are mastered. The child is formally exposed to the larger world and its cultured. Achievement becomes a more central theme of child\`s world and self-control increase. 5. Adolescence -- ( 10-12 years of age ending up to 18-22 years of age) Begins with rapid psychical changes - dramatic gains in height and weight, changes in body contour, and the development of sexual characteristics such as enlargement of the breasts, development of pubic and facial hair, and deepening of the voice. Pursuit of independence and identity are prominent. Though is More logical abstract and idealistic. More time is spent outside of the family. 6. Early adulthood (from late teen or early 20s lasting through the 30s ) -- it is time of establishing personal and economic independence, career development, selecting a mate, learning to live with someone in an intimate way, Fstarting a family and rearing kids. 7. Middle adulthood (40 to 60 years of age) -- it is a time of expanding personal and social involvement and responsibility; of assisting the next generation in becoming competent and mature individuals; and of reaching and maintaining satisfaction in a career. 8. Late adulthood (60s and above) it is time for adjustment to decreasing strength and health, life review, retirement, and adjustment to new social roles. **Developmental Tasks** +-----------+-----------+-----------+-----------+-----------+-----------+ | **Infancy | **Middle | **Adolesc | **Early | **Middle | **Later | | and Early | Childhood | ence | Adulthood | Adulthood | Maturity | | Childhood | (6-12)** | (13-18)** | (19-29)** | (30-60)** | (61- and | | (0-5)** | | | | | over)** | | | 1. | 1. | 1. | 1. | | | 1. Learn | Learning | Achieving | Selecting | Helping | 1. | | ing | physical | mature | a mate | teenage | Adjusting | | to | skills | relations | | children | to | | walk | necessary | with both | 2. | to become | decreasin | | | for | sexes | Learning | happy and | g | | 2. | ordinary | | to live | responsib | strength | | Learning | games | 2. | with a | le | and | | to take | | Achieving | partner | adults | health | | solid | 2. | a | | | | | foods | Building | masculine | 3. | 2. | 2. | | | a | or | Starting | Achieving | Adjusting | | 3. | wholesome | feminine | a family | adult | to | | Learning | attitude | role | | social | retiremen | | to talk | toward | | 4. | and civic | t | | | oneself | 3. | Rearing | responsib | and | | 4.Learnin | | Accepting | children | ility | reduced | | g | 3. | one's | | | income | | to | Learning | physique | 5. | 3. | | | control | to get | | Managing | Satisfact | 3. Adjust | | the | along | 4. | home | ory | in/ g to | | eliminati | with | Achieving | | career | death of | | on | agemates | emotional | 6. | achieveme | spouse | | of body | | independe | Starting | nt | | | wastes | 4. | nce | occupatio | | 4. | | | Learning | of adults | n | 4. | Establish | | 5. | appropria | | | Developin | ing | | Learning | te | 5. | 7. | g | relations | | sex | sex roles | Preparing | Assuring | adult | with | | differenc | | for | civic | leisure | one's own | | es | 5. | marriage | responsib | time | age group | | and | Developin | and | ility | | | | sexual | g | family | | 5. | 5. | | modesty | fundament | life | | Relating | Meeting | | | al | | | to one's | social | | 6. | skills in | 6. | | spouse as | and civic | | Acquiring | reading, | Preparing | | a person | obligatio | | concepts | writing, | for an | | | ns | | and | and | economic | | 6. | | | language | calculati | career | | Accepting | 6. | | to | ng | | | the | Establish | | describe | | 7. | | physiolog | ing | | social | 6. | Acquiring | | ical | satisfact | | and | Developin | values | | changes | ory | | physical | g | and an | | of middle | living | | reality | concepts | ethical | | age | quarters | | | necessary | system to | | | | | 7. | for | guide | | 7. | | | Readiness | everyday | behavior | | Adjusting | | | for | living | | | to aging | | | reading | | 8. | | parent | | | | 7. | Designing | | | | | 8. | Developin | and | | | | | Learning | g | achieving | | | | | to | conscienc | socially | | | | | distingui | e, | responsib | | | | | sh | morality | le | | | | | right | and scale | behavior | | | | | from | of values | | | | | | wrong and | | | | | | | developin | 8. | | | | | | g | Achieving | | | | | | conscienc | personal | | | | | | e | | | | | | | | Independe | | | | | | | nce | | | | | | | | | | | | | | 9. | | | | | | | Developin | | | | | | | g | | | | | | | acceptabl | | | | | | | e | | | | | | | attitudes | | | | | | | toward | | | | | | | society | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ Source: Robert Havighurst, Developmental tasks and Education, 3rd ed. New York: David Mckay Co., Developmental Stages What are parent/caregivers supposed to do? What are teachers supposed to do? ---------------------------------------------- -------------------------------------------- ----------------------------------- Pre schoolers (Early Childhood) Elementary level (Middle and late Childhood) High School (Adolescence) College (Early Adulthood) Middle Adulthood Late Adulthood **Name: Yr/Sec: Date:** **Activity 1.** Fill in the necessary information below. What are the role of the teachers in the following developmental tasks.