EDUC-1 MIDTERM REVIEWER PDF

EDUC 1 MIDTERM REVIEWER According to Hurlock, 4. Principle of Individual "Development is not limited to Difference A. NATURE OF HUMAN growing larger instead, it  Each individual develops D...

EDUC 1 MIDTERM REVIEWER According to Hurlock, 4. Principle of Individual "Development is not limited to Difference A. NATURE OF HUMAN growing larger instead, it  Each individual develops DEVELOPMENT consists of progressive series uniquely with variations in of changes toward the goal of timing. 1. Physical Growth and maturity. Development results  While developmental Development in few characteristics and new milestones are universal, the  Peak of physical growth and abilities on the part of the exact time differs (e.g., first development. individual." steps).  Achievement of maximum height, weight, and body size. According to A. Angyal, 5. Principle of Uniformity in  Significant increase in bone "Development cannot be Pattern and muscle mass. considered in terms of the  Despite individual differences  Growth and functionality of mind alone but rather in terms in development, certain internal and external organs of the individual as a whole in patterns are consistent. reach their highest potential. relationship with his  Development follows a  Glands become highly active. experience with others. Thus, universal sequence for all development is concerned with individuals of a species. 2. Cognitive or Intellectual the biological total process Development taking place in the subject- 6. Principle of Proceeding from  Maximum growth in mental object interrelation". General to Specific functioning and intelligence.  Development begins with  Development of intellectual According to G. W. Allport, general responses, abilities such as: "The developing individual progressing toward specific,  Logical thinking cannot be thought of as a thing goal-directed actions.  Abstract reasoning in himself. Development, in so  Example: A child first exhibits  Concentration far as it is considered to be general motor movements  Critical thinking produced from within the before learning to perform  Increase in curiosity and individual himself alone, is only precise tasks. scientific reasoning. a convenient abstraction".  Enhanced imagination; 7. Principle of Interaction risk of daydreaming B. PRINCIPLES OF GROWTH between Heredity and without proper guidance. AND DEVELOPMENT Environment  Development is influenced by 3. Social Development  Growth terms represent a both genetic (heredity) and  Expansion of social purely physical sense of a environmental factors. person, i.e height, weight, size relationships.  Heredity sets limits (mainly  Transition from egocentrism to and length etc. physical development), while social awareness. the environment shapes  Desire for independence and  Development implies the multidimensional development recognition from parents and overall change in shape, form (qualitative). family. or structure, along with the  Rebellion may occur if parents function of the organ 8. Principle of Interrelation impose values on adolescents.  Different aspects of 1. Principle of Continuity  Stronger attachment to peer development (physical, groups than to family advice.  Development is a continuous emotional, social) are process. interconnected.  Begins from pre-natal stage 4. Emotional Development  Example: Poor physical  Peak of emotional expression and continues until death. development may affect and instability. emotional and social behavior. 2. Principle of Integration  Heightened sensitivity to emotions like anxiety, fear,  Development involves the 9. Principle of Cephalocaudal coordination of general to love, and anger.  Development proceeds from specific responses.  Restlessness and mood head to toe. swings are common.  Movement progresses from o Example: A child gains control whole to parts, and then parts  Adolescence often seen as a of the head and arms before to whole. the legs time of "stresses and strains" due to emotional intensity.  Example: Learning hand movement first, then finger 10. Principle of Proximodistal 5. Moral and Religious movement, then both together.  Motor skill development begins Development at central parts of the body and 3. Principle of Lack of  Moral and ethical behavior moves outward. Uniformity in the o Example: Control over arm influenced by societal and Developmental Rate group norms. muscles comes before finger  Development is continuous but  Development of a moral code control. varies in pace across different shaped by social interactions. dimensions.  Formation of strong 11. Principle of Predictability  Example: A child may grow  Development follows a sentiments, contributing to quickly in height but develop predictable pattern. long term character mentally or socially at a  With knowledge of development. different rate.  Religious and moral beliefs developmental stages, we can may become more defined. forecast behavior (e.g., when a child will walk or speak) 12. Principle of Spiral vs. Linear 5 characteristics of lifespan show how other senses Advancement developmental perspective (Paul (e.g.,auditory) compensate for  Development does not Baltes) the loss of vision, illustrating progress in a straight line but brain adaptability. in a spiral. 1. Development is Lifelong  After periods of progress, there  Development is not confined to 5. Development is Contextual are pauses for consolidation infancy or childhood but spans  Development is shaped by before further advancement. from conception to death. three key systems of  Traditional views focused on influences: biological, 13. Principle of Association of changes during early life environmental, and social Maturation and Learning stages and minimal change contexts.  Maturation (biological growth) post-adolescence. These influences can be: supports learning.  Current perspectives highlight  Normative age-graded (e.g.,  As the brain and nervous that development continues in puberty, retirement), system mature, children adulthood, with early events  Normative history-graded progress from simple tasks to possibly transformed by later (e.g., significant historical complex reasoning (e.g., from experiences. events like wars or economic concrete objects to abstract  Developmental changes can crises), thinking). occur at any point in life,  Nonnormative (e.g., personal influenced by the timing, life events such as a job C. APPROACH TO HUMAN direction, and order of events. promotion or a family tragedy). DEVELOPMENT  Life is filled with challenges  Development is impacted by and opportunities that factors like cohort (shared Two Approaches to Human continuously shape historical time), Development: development across the socioeconomic status, and lifespan. culture, which shape an 1. Traditional Approach to individual's experiences and Human Development 2. Development is values.  Extensive change occurs from Multidimensional birth to adolescence.  Development involves a 6. Development is  Minimal changes occur during combination of biological, Multidisciplinary adulthood. cognitive, and  Understanding development  Decline is expected in late old socioemotional changes. requires input from multiple age. o Example: Puberty includes not fields: psychology, sociology, only physical changes (e.g., neuroscience, education, 2. Life-Span Approach to height, hormone levels) but anthropology, and more. Human Development also cognitive and emotional  These disciplines collaborate  Developmental changes development (e.g., abstract to explore influences that continue throughout adulthood. thinking, emotional regulation). shape the developmental  Changes occur at a similar  Development across these process, providing a more rate in adulthood as in dimensions highlights the holistic view of human growth childhood. complexity of human growth across the lifespan.  Emphasizes ongoing and the interactions between development across the entire various domains (e.g., Cohort – a group of people who life span. physical, cognitive, social). are born at roughly the same period in a particular society.  Lifespan Perspective – one 3. Development is Cohorts share histories and of the approaches to studying Multidirectional contexts for living development.  Development does not follow a linear path; there are both Culture – blueprint or guideline Key Principles: shared by a group of people that gains and losses across life stages. specifies how to live; passed down  Development occurs across o Example: Adolescents may from generation to generation; one’s entire life, or is lifelong. gain emotional regulation but learned from parents and others  Development lose spontaneity as they is multidimensional, meaning it mature cognitively. D. STAGES OF HUMAN involves the dynamic  Selective optimization with DEVELOPMENT interaction of factors like compensation: People physical, emotional, and optimize certain abilities while Psychosocial Development by psychosocial development sacrificing others (e.g., Erik Erikson  Development sacrificing spontaneity for is multidirectional and results better decision-making).  Stage 1 — Infancy: Trust vs. in gains and losses throughout Mistrust life 4. Development is Plastic Age: Birth to 1 year  Development is plastic,  Human development is Key Issue: Developing trust when meaning that characteristics flexible, with many potential caregivers reliably meet basic are malleable or changeable. outcomes based on life needs (e.g., feeding, comforting).  Development is influenced experiences. Positive Outcome: Infants who by contextual and socio-  Brain plasticity allows for have their needs met learn to trust cultural influences. adaptation; even in old age, others and feel secure.  Development cognitive functions can be Negative Outcome: Neglect leads is multidisciplinary improved through training. to mistrust, causing children to be o Example: Brain-imaging less trusting as they grow. studies on blind individuals Example: An infant who cries  Stage 6 — Young  Developmental Task when hungry and is fed Adulthood: Intimacy vs.  A developmental task is consistently develops trust in Isolation a specific learning goal or caregivers. Age: 18 to 40 years activity that is expected to Key Issue: Forming intimate, be mastered at a certain  Stage 2 — Toddlerhood: meaningful relationships. age or stage of life. Autonomy vs. Shame and Positive Outcome: People who  Completing these tasks Doubt develop close relationships helps individuals succeed Age: 1 to 3 years experience emotional intimacy. in future stages of Key Issue: Developing a sense of Negative Outcome: Failure to development. independence. form close bonds results in  A "teachable moment" is Positive Outcome: Toddlers feelings of isolation. the point when a person is encouraged to explore on their Example: A college student who developmentally ready to own feel confident in their abilities forms strong friendships and learn a task. (autonomy). relationships feels emotionally  Timing is crucial—if the Negative Outcome: connected, while one who moment isn’t right, Overprotective or restrictive struggles may feel isolated. learning is less likely to caregivers create doubt in the occur. child’s self-efficacy.  Stage 7 — Middle Example: A toddler who is allowed Adulthood: Generativity vs. Stages of Development to walk independently in safe Stagnation areas gains confidence, while one Age: 40 to 65 years 1. Infancy and Early Childhood constantly held back may develop Key Issue: Contributing to society (0-6 years old) doubt in their abilities. through work, family, or  Learning to walk, talk, and community. develop basic trust.  Stage 3 — Preschool Years: Positive Outcome: Individuals 2. Middle Childhood (6-13 Initiative vs. Guilt who feel they are leaving a legacy years old) Age: 3 to 5 years or contributing positively  Learning to read, Key Issue: Learning to take experience generativity. developing friendships, initiative and assert themselves. Negative Outcome: Lack of and learning gender roles. Positive Outcome: Encouraged contribution leads to feelings of 3. Adolescence (13-18 years children develop initiative and feel stagnation and meaninglessness. old) empowered to act and express Example: A parent raising children  Achieving emotional themselves. and contributing through a independence from Negative Outcome: Criticism or meaningful career feels fulfilled, parents, preparing for a discouragement leads to guilt, while someone in an unsatisfying career, and developing a causing hesitation in taking job may feel stuck. sense of identity. initiative. 4. Early Adulthood (19-30 years Example: A preschooler who  Stage 8 — Late Adulthood: old) expresses sadness when a toy is Integrity vs. Despair  Choosing a mate, starting taken, and is supported, learns Age: 65 years and older a family, and establishing that assertiveness is positive. Key Issue: Reflecting on life and a career. finding a sense of fulfillment. 5. Middle Age (30-60 years old)  Stage 4 — Early School Positive Outcome: Those who  Assisting children to Years: Industry vs. look back on life with pride and become responsible Inferiority satisfaction feel integrity and adults, achieving social Age: 6 to 12 years peace. and civic responsibility. Key Issue: Comparing self with Negative Outcome: Regret over 6. Later Maturity (60 years old peers to develop self-esteem. missed opportunities leads to & over) Positive Outcome: Success in despair in old age.  Adjusting to declining tasks and school leads to a sense Example: An elderly person who health, retirement, and of competence and industry. feels their life had meaning and reflecting on life. Negative Outcome: Failure or success is at peace with aging, feeling behind peers leads to while someone with many regrets F. ISSUES ON DEVELOPMENT feelings of inferiority. may experience despair. Example: A child who consistently 1. Discontinuities and scores lower on tests than peers E. DEVELOPMENTAL TASKS Continuities in Development may feel inferior if not supported.  Continuous Development: Havighurst's Developmental  Characterized by gradual,  Stage 5 — Adolescence: Task Theory (1948-1953) cumulative changes over Identity vs. Role Confusion time. Age: 12 to 18 years Who is Havighurst?  Development is smooth Key Issue: Developing a sense of  American psychologist. and incremental, like the self and personal identity.  Developed the slow growth of a seedling Positive Outcome: Adolescents Developmental Task Theory into an oak tree. who explore their interests and between 1948 and 1953. o Example: A child’s vocabulary values form a strong identity.  Worked after Freud and grows slowly with repeated Negative Outcome: Dependence Piaget, before Erikson. learning and exposure to on parents or peers may cause  Popularized the phrase words. confusion about their role in "teachable moments" in his  In adulthood, gradual society. 1952 book Human decline occurs, such as Example: A teen who explores Development and Education. the slow loss of muscle different activities, beliefs, and mass in middle age. hobbies will likely develop a clearer sense of self.   Puberty may seem conversations, which in turn sudden but is actually fosters the infant’s learning a gradual process that and growth. unfolds over several  Interaction with the years. Environment:  Discontinuous Development:  People shape their  Involves sudden, development by interacting qualitative changes at with their social and distinct stages. physical environments,  Change is abrupt and including family, school, transformative, like a and community contexts. caterpillar turning into o Example: A child who shows a butterfly. curiosity and explores their o Example: Puberty involves surroundings creates more rapid physical changes that opportunities for cognitive and occur over a short period, social growth. marking a shift from childhood to adolescence. 4. Nature vs. Nurture Debate  Cognitive development  Nature (Biological Inheritance): can also be  Proponents of nature discontinuous, as a emphasize that child suddenly gains development is driven by the ability to think biological factors and abstractly after a genetic inheritance. period of concrete o Example: Just as a sunflower thinking. grows predictably, humans follow a biological trajectory, 2. Early and Later Experiences walking before talking, and in Development experiencing puberty in  Early Experiences: adolescence.  Focus on the importance  Genetic foundations create of early life events in commonalities in growth, shaping future but extreme environments development. can hinder development  Proponents argue that (e.g., malnutrition). early experiences,  Nurture (Environmental especially in infancy, are Influence): critical and often form the  Emphasizes the role of foundation for later environmental experiences development. in shaping development. o Example: Warm, nurturing  Factors such as family, care in infancy is seen as culture, nutrition, and crucial for optimal social interactions are development. crucial.  Later Experiences: o Example: A child’s diet can  Emphasize the role of later influence cognitive experiences in influencing development and physical development throughout growth. The environment a life. child grows up in significantly  Advocates believe that impacts their thinking and children and adults are problem-solving abilities. malleable and capable of change due to later experiences, such as sensitive caregiving or new opportunities in adolescence. o Example: A child who had a difficult early life but receives nurturing care later can still thrive and overcome earlier challenges. 3. Active Role in Development  Active Role of Individuals:  Individuals are active participants in their own development, influencing their surroundings and shaping their experiences. o Example: An infant who smiles frequently prompts adults to interact, smile back, and engage in playful