Latest-Course-Syllabus-and-Basic-Concepts-of-Growth-and-Development.pdf

HS 2 - Human Development and Functioning  Course Syllabus I. Course Code and Title HS 2 - Human Development and Functioning II. Course Description This highlights the basic concepts of human development that cover the physical, mental, emotional, social, moral...

HS 2 - Human Development and Functioning  Course Syllabus I. Course Code and Title HS 2 - Human Development and Functioning II. Course Description This highlights the basic concepts of human development that cover the physical, mental, emotional, social, moral and other aspects that affect the day to day life and functioning of the individual. Developmental tasks, significant facts and hazards that take place on the stages of human development over the lifespan will also be emphasized. III. Course Objectives General: Understand the importance of human development changes and functioning. Examine theories, significant facts and obstacles within the stages of the life space. Specific: 1. Explain the meaning of developmental changes and their goals 2. Identify the different stages of the lifespan and the label associated with them; 3. Discuss the hazard in human development and recognize that there are times of happiness and unhappiness during the lifespan. IV. Course Structure Unit 1: Nature of Human Growth and Development Module 1 - Basic Concepts on Human Growth and Development 1. Definition of Human Growth and Development 2. Significant Facts about Human Development 3. Havighurst’s Developmental Tasks During the Life Span 4. Obstacles in Studying Life Span Development Module 2 - Heredity, Maturation and Environment 5. Meaning and Mechanisms of Heredity 6. Interaction of Heredity, Maturation and Environemnt Unit 2: Prenatal, Infancy and Babyhood Module 3 - Prenatal 7. Meaning and Characteristics of Prenatal Period 8. Prenatal Development and Condition Affecting Attitude of Significant People 9. Hazards During Prenatal Period Module 4 - Infancy 10. Meaning, Characteristics and Adjustments of Infancy 11. Conditions Influencing Adjustment to Postnatal Life 12. Hazards in Babyhood  Module 5 - Babyhood 13. Meaning and Characteristics of Babyhood 14. Physical, Motor, Speech, Emotional, Social, Personality, Concepts and Play Development in Babyhood 15. Hazards in Babyhood Unit 3: Childhood and Adolescence Module 6 - Childhood 16. Characteritics and Developmental Tasks of Childhood 17. Physical, Cognitive, Emotional, Social, Personality and Moral Development in Childhood 18. Hazards and Happiness in Childhood  Module 7 - Adolescence 19. Characteristics and Developmental Tasks of Adolescence 20. Cognitive, Physical, Social, Emotional, and Moral Development During Adolescence 21. Hazards and Success of Adjustments to Adulthood Unit 3: Adulthood and Old Age Module 8 - Adulthood 22. Characteristics and Developmental Tasks of Adulthood 23. Personal, Social, Vocational and Family Adjustments in Adulthood  24. Hazards and Success of Adjustments to Adulthood Module 9 - Old Age 25. Characteristics and Developmental Tasks of Old Age 26. Personal, Social, Vocational and Family Adjustments 27. Hazards and Adjustment to Old Age Unit 1: Nature of Human Growth and Development Module 1 - Basic Concepts of Growth and Development 1. Definition of Human Growth, Development and Maturation 2. Stages in the Lifespan 3. Significant Facts about Human Development 4. Havighurst’s Developmental Tasks 5. Obstacles in Studying Life Span Development Share your ideas on the following... Growth Maturation Growth Development 1. It is indicative i.e. 1. It is not indicative, cannot increase in size of the observe directly the sequential body, increase height, patterns of change weight etc. 2. It is qualitative progress 2. It is quantitative progress 3. It is psychological change 3. It is physical change 4. It is internal in nature 4. It is external in nature 5. It is continuous process 5. It stops at certain stage 6. It is cognitive progress 6. It is physical progress Maturation The completion of growth and development  Growth Development It is refers to the increase in It is refers to change in structure, size, height, weight, etc. shape and improvement in functioning. It implies the organization of It is concerned with the various aspects of the body and change in a particular aspect. behavior as a whole. Development is not indicative, Growth is measurable. cannot observe directly the sequential patterns of change. Maturity is the end point Development does not end but of growth and it stops at continues throughout life. a certain age. Development can be physical social, Growth is physical. emotional and intellectual, etc. Growth is quantitative. Development is qualitative. Development - a progressive series of changes in an orderly coherent pattern. - a complex process of integrating many structures and functions as a result of maturation and experience. - this change includes changes in preparation, this appearance of old features and acquisition of new features of physical, intellectual, emotional and social level of deals learning. Growth - generally refers to an increase in size, length, height and weight. - refers to structure and physical changes - it starts with conception but end at some particular age Maturation - refers to the completion of growth and development  Stages in the Life Span 1. Prenatal Period - from conception to birth 2. Infancy - from birth to the end of 2nd week 3. Babyhood - from end of 2nd week to end of 2nd year 4. Early Childhood - from 2 to 6 years 5. Late Childhood - from 6 to 10 yeas  6. Preadolescence or Puberty - from 10 to 12 to 14 years 7. Adolescence - from 13 or 14 to 18 years 8. Early Adulthood - from 18 to 35 years 9. Middle Adulthood - from 35 to 65 years 10. Late Adulthood - from 65 years to death  Growth and Development: Biological and Physiological Development Heredity - transmission of genetic characteristics from parents to offspring. Genetic - mechanism wherein traits and characteristics are transmitted. Chromosomes - colored bodies found within the nucleus of each cell in the body. Each chromosome is composed of hereditary units called genes, which occur in pairs. Genes - submicroscopic particles in chromosomes, they are the unit carrier of heredity.  Dominant gene one whose characteristics will be dominant when paired with another gene. 46 chromosomes Recessive gene one whose | | | | characteristics will not be Traits and | | | Characteristics | | produced when paired with a | | | | | | | dominant gene. | | Genes also determine the sex of Sex a fertilized egg. If the two | | | | chromosomes are identical or if XY XX both are X chromosomes, the result Male is female but if the pair is an X and Y chromosome, the result is male. Female Genetic Sex For the six weeks of prenatal development there is no difference between a genetically male and female embryo. Y chromosomes produce testosterone stimulating the growth of penis & other male structures. The Endocrine Glands Endocrine System - glands whose secretions pass directly into the bloodstream or lymph system. Hormone - a glandular secretion that affects bodily functions or behavior. Pituitary Gland - the “master gland” whose hormones influence other endocrine glands. Thyroid Gland - helps regulate the rate of metabolism. Adrenal Gland - arouse the body, regulate salt balance, adjust the body to stress, and affect sexual functioning. Pancreas - releases insulin and glucagon and smaller amounts of other hormones to the blood. Gonads - the primary sex glands, the testes in males and ovaries in females. Some Major Principles on Human Development 1. Development is relatively orderly. It follows a definite and predictable pattern, there are orderly patterns of physical, motor, speech and intellectual development. Example: A child will learn to sit, crawl then walk before he/she can run and interest in the opposite sex appears only when puberty changes have taken place. There is no evidence that individuals have their own indivdual patterns of development, though, there is evidence that the rate of development varies from individual to individual.  Community Peer/Classmates Social Siblings Development and Wellbeing Parents Self 2. All individuals are different. No two people can be expected to react in the same manner to the same environmental stimuli. Because no two individuals ever have identical hereditary endowments or the same environmental experiences. Example: Children of the same mental age, will not necessarily be ready to read or do other types of schoolwork at the same time. 3. Development takes place gradually. Some changes occur in a flash of insight, more often it takes weeks, months or years for a person to undergo changes that result in the dispaly of developmental characteristics. 4. Development is aided by stimulation. No two people can be expected to react in the same manner to the same environmental stimuli. Because no two individuals ever have identical hereditary endowments or the same environmental experiences. Example: Children of the same mental age, will not necessarily be ready to read or do other types of schoolwork at the same time. 5. Each phase of development has hazards. There is ample evidence that each period in the lifespan has associated with certain development hazards - whether physical, psychological or environmental in origin and these inevitably involve adjustment problems.  Methods and Approaches on the Study of Growth and Development 1. Case Study An in-depth look at an individual. It provides information about an individual’s fears, hopes, fantasies, traumatic experiences, upbringing, family relationships, health and anything that helps a psychologist understand that person’s development, (Corpuz, et. 2010) 2. Correlational Study A research design that determines associations. It is useful because the more strongly two events are correlated, the more we can predict one from the other. 3. Naturalistic Observation A research design that focuses on children’s experiences in natural settings. This does not involve any intervention or manipulation on the part of the researcher. It is often utilized in situations where conducting lab research is unrealistic, cost-prohibitive or would unduly affect the subject’s behavior. 4. Longitudinal Study This research design studies and follows through a single group over a period of time. The same individuals are studied over a period of time. It allows them to record and monitor developmental trends. 5. Experimental A research design that determines cause and effect relationships. It involves manipulating one variable to determine if changes in one variable cause changes in another variable. This method relies on controlled methods, random assignment and the manipulation of variables to test a hypothesis. 6. Cross Sectional A research strategy in which individuals of different ages are compared at one time. 7. Action Research A reflective process of progressive problem solving led by individuals working with others in teams or as part of a community of practice to improve the way they address issues and solve problems. Data Gathering Techniques 1. Observation It can be made either in laboratories or naturalistic settings. In naturalistic observation, berhaior is observes in the real world like classrooms, home and neighborhood. 2. Physiological Measure Certain indicators of children’s development such as among others like heart rate, homonal levels, bone growth, body weight and brain activity are measured. 3. Interviews and Questionnaires It involves asking the participants to provide information about themselves based on the interview or questionnaire given by the researcher. Gathering of data may be conducted through a printed questionnnaire, over the telephone, by mail, in person or on-line. 4. Life History Records These are records of information about a lifetime chronology of events and activities. They often involve a combination of data records on education, work, family and residence. Also includes public records or historical documents or interviews with respondents.  Obstacles in Studying the Life-Span Development (Harlock, 1982) 1. Representative Samples of Subjects Although it is relatively easy to get representative samplings of subjects from among school children and college students, in the case of newborn infants, researcher often meet with strong parental objections. This difficulty increases with advancing age, recruting young adults, middle-aged adults or the elderly as voluntary participants in experiments has likewise been a difficulty task. Many persons shy away from any testing program, partly because of lack of personal interest but mainly because they are afraid they will not do well and as a result, create an unfavorable impressions. 2. Establing Rapport with Subjects at Different Age Levels There is no guarantee that researchers will be able to elicit the information they are seeking from any group unless they are able to establish rapport with their subjects. There is no guarantee further that the data they obtain is as accurate or as comprehensive as it might have been had a better relationship existed between the subjects and researchers. 3. Methodology Because of the wide range of subjects and the variety of different areas of development that must be studied to give a composite picture, assorted methods have had to be used. No one method can be used satisfacatorily for studying people at all ages or for investing all areas of development. 4. Accuracy of Data Obtained Inaccuracies may result when a biased sampling of subjects give a false picture of the normal developmental patterns at a particular age. Observation techniques for the study of behavior during the preschool years are questioned for accuracy because of the tendency of the observer to draw inferences from their study of children’s behavior and speech. 5. Ethical Aspects of Research Toward considering the rights of subjects, emphasis in being placed on asking their consent to participate in the study (research or experiment, etc.), or for the very young, the consent of their parents or guardians must be ensured... etc. Source: https://wideeducation.org/concept-of-growth-development- and-maturatuion/ Concept Of Growth, Development And Maturation (wideeducation.org) Thank you!!! Wilhelmina P. Masinsin, Ph.D., RPm Professor, HS 2