Human Development 471w6e
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©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Module 1 Human Development: Meaning, Concepts and Approaches
Chapter 1: Introduction
Meaning
Development: the pattern of movement or change that begins at conception and continues through the human life span Scientific
study of processes of change and stability throughout the human lifespan. Involves growth and decline (negative or positive development)
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Some Major Principles of Human Development
Development is relatively orderly. Cephalocaudal
pattern Proximodistal pattern
While the pattern of development is likely to be SIMILAR, the OUTCOMES of development processes and the RATE of development are likely to vary among individuals Heredity
and Environment
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Some Major Principles of Human Development
Development takes place gradually More
often it takes weeks, months or years for a person to undergo changes that result in the display of developmental characteristics.
Development as a process is complex because it is the product of biological, cognitive and socioemotional processes. (Santrock, 2002) Biological,
Cognitive and Socioemotional processes
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Some Major Principles of Human Development
Development is the product of biological, cognitive, and socioemotional processes changes in an individual’s physical nature Cognitive: changes in thought, intelligence, and language Socioemotional: changes in relationships with other people, changes in emotions, and changes in personality Biological:
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Changes Are a Result of Biological, Cognitive, and Socioemotional Processes
Biological processes
Cognitive processes
Socioemotional processes
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
2 Approaches to Human Development
Traditional Approach: emphasizes extensive change from birth to adolescence, little to no change in adulthood, and decline in old age
Life-Span Approach: emphasizes developmental change throughout childhood and adulthood
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Life-Span Perspective
Life-Span Perspective views development as: Lifelong Multidimensional
Plastic Contextual Development
is a process that involves growth, maintenance, and regulation of loss
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Life-Span Perspective
Development is Lifelong Early
adulthood is not the endpoint of development No age period dominates
Development is Multidimensional Consists
of biological, cognitive, and socioemotional dimensions Multiple
components within each dimension
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Life-Span Perspective
Development is Plastic Plasticity: capacity for change and adaptation Development involves Growth, Maintenance, and Regulation of Loss
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Life-Span Perspective
Development is Contextual
All development occurs within a context (setting)
Each setting is influenced by historical, economic, social, and cultural factors
Contexts exert three types of influences:
Normative age-graded influences: similar for individuals in a particular age group Normative history-graded influences: common to people of a particular generation because of historical circumstances Non-normative life events: unusual occurrences that have a major impact on the individual’s life
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
All the domains of development and learning – physical, social and emotional, and cognitive – are important, and they are closely related. Many aspects of children’s learning and development follow well documented sequences, with later abilities, skills and knowledge building on those already acquired.
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
Development and learning proceed at varying rates from child to child, as well as uneven rates across different areas of a child’s individual functioning.
Development and learning result from a dynamic and continuous interaction of biological maturation and experience.
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
Early experiences have profound effects, both cumulative and delayed on a child’s development and learning; and optimal period exists for certain types of development and learning to occur.
Development proceeds toward greater complexity, self-regulation, and symbolic or representational capacities.
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive relationships with peers.
Development and learning occur in and are influenced by multiple social and cultural contexts
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
Always mentally active in seeking to understand the world around them, children learn in a variety of ways; a wide range of teaching strategies and interactions are effective in ing all these kinds of learning.
Play is an important vehicle for developing, selfregulating as well as for promoting language, cognition, and social competence. ©2008 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
Development and learning advance when children are challenged to achieve at a level just beyond their current mastery, and also when they have many opportunities to practice newly acquired skills. Children’s experiences shape their motivation and approaches to learning, such persistence, initiative, and flexibility; in turn, these dispositions and behaviors affect their learning and development ©2008 The McGraw-Hill Companies, Inc. All rights reserved.
MODULE 3: ISSUES ON HUMAN DEVELOPMENT
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
The Nature of Development
Developmental Period: a time frame in a person’s life that is characterized by certain features Prenatal
period: conception to birth (9 months)
Tremendous
Infancy:
growth
birth to 18-24 months
Dependence
upon adults Development of many psychological activities Early
childhood: end of infancy to 5-6 years
Preschool
years Self-sufficiency and increased play ©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Nature of Development
Developmental Period (continued) Middle
and late childhood: 6-11 years
Reading,
writing, and arithmetic Focus on achievement and self-control Adolescence: varying endpoints; from 10-12 to 18-22 years Rapid
physical changes Pursuit of independence and identity Early
adulthood: late teens to early 30’s
Personal
and economic independence Selecting a mate ©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Nature of Development
Developmental Period (continued) Middle
adulthood: 40-60 years
Social
involvement and responsibility Assisting the next generation Late
adulthood: 60’s-70’s to death
Life
review Adjustment to new social roles Longest developmental span
“youngest old” vs. “oldest old”
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Issues
Nature and Nurture: the extent to which development is influenced by biological inheritance and/or environmental experiences Nature
proponents argue that an evolutionary and genetic foundation produces commonalities in growth and development Nurture proponents emphasize the importance of both the biological and social environment
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Issues
Stability and Change: the degree to which early traits and characteristics persist through life or change Stability/Constancy:
traits and characteristics are seen as the result of heredity and early life experiences 10-15%
of children are consistently shy 10-15% are bold/expressive Change:
traits and characteristics can be altered by later experiences Role of early and later experiences is hotly debated ©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Issues
Continuity and Discontinuity: focuses on whether development is either: A process
of gradual, cumulative change (continuous) A set of distinct stages (discontinuous)
Evaluating Developmental Issues: Most
developmentalists acknowledge that development is not all-or-nothing There is debate regarding how strongly each of these issues influences development ©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Issues
Continuity The
typical 18-month-old child might have between 10 and 50 words to speak (1y.o and 6 mo.) but by the time children reach kindergarten age, they have a very mature sounding vocabulary of about 2000 words
Discontinuity Development
appear rather ABRUPTLY rather than GRADUALLY We see discontinuity when children hit “milestones” ©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Issues The interaction of heredity and environment is so extensive that to ask which is more important, nature or nurture, is like asking which is more important to a rectangle, height or weight. William Greenough
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
Module 1 Human Development: Meaning, Concepts and Approaches
Chapter 1: Introduction
Meaning
Development: the pattern of movement or change that begins at conception and continues through the human life span Scientific
study of processes of change and stability throughout the human lifespan. Involves growth and decline (negative or positive development)
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Some Major Principles of Human Development
Development is relatively orderly. Cephalocaudal
pattern Proximodistal pattern
While the pattern of development is likely to be SIMILAR, the OUTCOMES of development processes and the RATE of development are likely to vary among individuals Heredity
and Environment
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Some Major Principles of Human Development
Development takes place gradually More
often it takes weeks, months or years for a person to undergo changes that result in the display of developmental characteristics.
Development as a process is complex because it is the product of biological, cognitive and socioemotional processes. (Santrock, 2002) Biological,
Cognitive and Socioemotional processes
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Some Major Principles of Human Development
Development is the product of biological, cognitive, and socioemotional processes changes in an individual’s physical nature Cognitive: changes in thought, intelligence, and language Socioemotional: changes in relationships with other people, changes in emotions, and changes in personality Biological:
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Changes Are a Result of Biological, Cognitive, and Socioemotional Processes
Biological processes
Cognitive processes
Socioemotional processes
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
2 Approaches to Human Development
Traditional Approach: emphasizes extensive change from birth to adolescence, little to no change in adulthood, and decline in old age
Life-Span Approach: emphasizes developmental change throughout childhood and adulthood
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Life-Span Perspective
Life-Span Perspective views development as: Lifelong Multidimensional
Plastic Contextual Development
is a process that involves growth, maintenance, and regulation of loss
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Life-Span Perspective
Development is Lifelong Early
adulthood is not the endpoint of development No age period dominates
Development is Multidimensional Consists
of biological, cognitive, and socioemotional dimensions Multiple
components within each dimension
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Life-Span Perspective
Development is Plastic Plasticity: capacity for change and adaptation Development involves Growth, Maintenance, and Regulation of Loss
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Life-Span Perspective
Development is Contextual
All development occurs within a context (setting)
Each setting is influenced by historical, economic, social, and cultural factors
Contexts exert three types of influences:
Normative age-graded influences: similar for individuals in a particular age group Normative history-graded influences: common to people of a particular generation because of historical circumstances Non-normative life events: unusual occurrences that have a major impact on the individual’s life
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
All the domains of development and learning – physical, social and emotional, and cognitive – are important, and they are closely related. Many aspects of children’s learning and development follow well documented sequences, with later abilities, skills and knowledge building on those already acquired.
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
Development and learning proceed at varying rates from child to child, as well as uneven rates across different areas of a child’s individual functioning.
Development and learning result from a dynamic and continuous interaction of biological maturation and experience.
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
Early experiences have profound effects, both cumulative and delayed on a child’s development and learning; and optimal period exists for certain types of development and learning to occur.
Development proceeds toward greater complexity, self-regulation, and symbolic or representational capacities.
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive relationships with peers.
Development and learning occur in and are influenced by multiple social and cultural contexts
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
Always mentally active in seeking to understand the world around them, children learn in a variety of ways; a wide range of teaching strategies and interactions are effective in ing all these kinds of learning.
Play is an important vehicle for developing, selfregulating as well as for promoting language, cognition, and social competence. ©2008 The McGraw-Hill Companies, Inc. All rights reserved.
Principles of Child development and learning that inform practice
Development and learning advance when children are challenged to achieve at a level just beyond their current mastery, and also when they have many opportunities to practice newly acquired skills. Children’s experiences shape their motivation and approaches to learning, such persistence, initiative, and flexibility; in turn, these dispositions and behaviors affect their learning and development ©2008 The McGraw-Hill Companies, Inc. All rights reserved.
MODULE 3: ISSUES ON HUMAN DEVELOPMENT
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
The Nature of Development
Developmental Period: a time frame in a person’s life that is characterized by certain features Prenatal
period: conception to birth (9 months)
Tremendous
Infancy:
growth
birth to 18-24 months
Dependence
upon adults Development of many psychological activities Early
childhood: end of infancy to 5-6 years
Preschool
years Self-sufficiency and increased play ©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Nature of Development
Developmental Period (continued) Middle
and late childhood: 6-11 years
Reading,
writing, and arithmetic Focus on achievement and self-control Adolescence: varying endpoints; from 10-12 to 18-22 years Rapid
physical changes Pursuit of independence and identity Early
adulthood: late teens to early 30’s
Personal
and economic independence Selecting a mate ©2009 The McGraw-Hill Companies, Inc. All rights reserved.
The Nature of Development
Developmental Period (continued) Middle
adulthood: 40-60 years
Social
involvement and responsibility Assisting the next generation Late
adulthood: 60’s-70’s to death
Life
review Adjustment to new social roles Longest developmental span
“youngest old” vs. “oldest old”
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Issues
Nature and Nurture: the extent to which development is influenced by biological inheritance and/or environmental experiences Nature
proponents argue that an evolutionary and genetic foundation produces commonalities in growth and development Nurture proponents emphasize the importance of both the biological and social environment
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Issues
Stability and Change: the degree to which early traits and characteristics persist through life or change Stability/Constancy:
traits and characteristics are seen as the result of heredity and early life experiences 10-15%
of children are consistently shy 10-15% are bold/expressive Change:
traits and characteristics can be altered by later experiences Role of early and later experiences is hotly debated ©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Issues
Continuity and Discontinuity: focuses on whether development is either: A process
of gradual, cumulative change (continuous) A set of distinct stages (discontinuous)
Evaluating Developmental Issues: Most
developmentalists acknowledge that development is not all-or-nothing There is debate regarding how strongly each of these issues influences development ©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Issues
Continuity The
typical 18-month-old child might have between 10 and 50 words to speak (1y.o and 6 mo.) but by the time children reach kindergarten age, they have a very mature sounding vocabulary of about 2000 words
Discontinuity Development
appear rather ABRUPTLY rather than GRADUALLY We see discontinuity when children hit “milestones” ©2009 The McGraw-Hill Companies, Inc. All rights reserved.
Developmental Issues The interaction of heredity and environment is so extensive that to ask which is more important, nature or nurture, is like asking which is more important to a rectangle, height or weight. William Greenough
©2009 The McGraw-Hill Companies, Inc. All rights reserved.
©2008 The McGraw-Hill Companies, Inc. All rights reserved.
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