MODULE 1: BASIC CONCEPTS AND  Plastic – Development is possible very important, parental approval still

ISSUES ON HUMAN DEVELOPMENT throughout the life-span. important.

 Contextual – Individuals are changing
HUMAN DEVELOPMENT beings in a changing world. 5. Adolescence – 13 to 18 years old
 Growth, maintenance and regulation –
 Human Development is the These are considered goals in that Begins with rapid physical changes
varies in every developmental change. dramatic gains in height and weight,
pattern of movement or change
that begins at conception and changes in body contour, and the
MODULE 2: THE STAGES OF
continues through life-span. development of sexual characteristics such
DEVELOPMENT &
 It includes growth and decline. DEVELOPMENTAL TASK
as enlargement of the breasts,
 Development can be positive or development of pubic and facial hair, and
negative. For every developmental stage, there is an deepening of the voice. Pursuit of
expected developmental task. John independence and identity are prominent.
Santrock’s research focuses on family Though is more logical, abstract and
SOME MAJOR PRINCIPLES OF HUMAN processes and children’s socio-emotional idealistic. More time is spent outside of the
DEVELOPMENT development. He conducted the first major family.
research study on comparisons of children in
1st PRINCIPLE - Development is relatively Task: traumatic life stage for child and
mother and father custody, families.
orderly. parent, puberty occurs, extremely
STAGES OF DEVELOPMENT concerned with appearance, trying to
TWO TYPES OF PATTERN establish self-identity, confrontations with
1. Pre-natal Development – involves
1. PROXIMODISTAL PATTERN authority.
The muscular growth of the trunk and the arms tremendous growth from a single cell to an
comes from earlier as compared to the hands and organism complete with brain and
6. Early Adulthood – 19 to 29 years old
finger behavioural capabilities.
Progress before Birth: It is the time of establishing personal and
2. CEPHALOCAUDAL PATTERN Three Phase
During infancy, the greatest growth always occurs economic independence, career
Germinal Stage – First 2 weeks development, selecting mate, learning to
at the top – at the head – with physical growth
size, weight and future differentiation gradually
(conception, implantation, formation of live with someone in an intimate way,
working its way down from top to bottom. placenta) starting a family and rearing children.
Embryonic Stage – 2 weeks to 2 months
2nd PRINCIPLE - While the pattern of (formation of vital organs and system) Task: physical development complete,
development is likely to be similar, the Fetal Stage – 2 months – birth (bodily emotional maturation continues to develop,
outcome of developmental process and the growth continues, movement capability usually learned to accept responsibility for
rate of development are likely to vary begins, brain cells multiply age of viability actions and accept criticism, usually knows
among individuals. how to profit from errors, sociality progress
2. Infancy – birth to 2 years from age-related peer groups to people with
3rd PRINCIPLE - Development takes place similar interests.
gradually. A time of extreme dependence on adults.
Many psychological activities are just begin. 7. Middle Adulthood – 30 to 60 years old
4th PRINCIPLE - Development as a process
is complex because it is the product of Task: Change from plump baby to leaner It is a time of expanding personal and social
biological, cognitive and socio-emotional more muscular toddler, begins to walk and involvement and responsibility; of assisting
process. talk, ability for passive language, tentative the next generation in becoming competent
sense of independence, determined and mature individuals; and of reaching and
 Biological- Involves changes in explorer. maintaining satisfaction in a career.
the individual’s physical nature.
 Cognitive- Involves changes in 3. Early childhood – 3 to 5 years old Task: physical changes begin to occur (hair
the individuals thought, begin to thin & gray, wrinkles appear,
These are pre-school years. Young children
intelligence, and language. hearing & vision decrease, muscles lose
to become more self-sufficient and to care
 Socio-Emotional- Includes tone), main concerns (children, health, job,
for themselves, develop school readiness
changes in the individual’s security, aging parents and fear of aging),
skills and spend many hours in play with
relationship with other people, love and acceptance still take a major role.
peers.
changes in emotion, and changes
in personality. 8. Late Adulthood – 61 years old and above
Task: wants to be just like parents, climbs
stairs with alternating feet, develops fears, It is time for adjustment to decreasing
APPROACHES OF HUMAN
can accurately copy figures, may begin to strength and health. Life review, retirement
DEVELOPMENT
read. and adjustment of new social roles.
Traditional Development - Human
4. Middle and Late Childhood – 6 to 12 Task: fastest growing age bracket of
development shows extensive change from
years old society, physical deterioration (brittle bones,
the birth to adolescence, little or no change
in adulthood and decline in the late old age. poor coordination), some memory
The fundamental skills of reading, writing
problems, coping with retirement and forms
and arithmetic are mastered. The child is
Life Span Development - Human of entertainment, very concerned with
formally exposed to the larger world and its
development occurs all throughout the life- health and finances, significant number
culture. Achievement becomes a more
span of an individual. become depressed; suicide rate is high.
central theme of the child’s world and self-
 Life-Long – It does not end by control increases.
adulthood and no development stage
dominates the development Task: both large and small muscles well-
 Multi-dimensional – Development developed, developed complex motor skills,
consists of biological, cognitive, and from independent activities to same sex
socio-emotional dimensions. group activities, acceptance by peers is
 MODULE 3: ISSUES ON HUMAN theory says that someone changes observing subjects in their natural
DEVELOPMENT throughout their life along a smooth course environment. This type of research is often
while the discontinuity theory instead utilized in situations where conducting lab
Each of us had his/her own way of looking at contends that people change abruptly. research is unrealistic, cost-prohibitive or
our own and other people’s development. These changes can be described as a wide would unduty affect the subject’s behavior.
These paradigms of human development variety of someone’s social and behavioral
while obviously lacking in scholastic vigor, make-up like their emotions, traditions, 5. Longitudinal – This research design
provide us with a conceptual framework for beliefs. studies and follows through a single group
understanding ourselves and others. over ra period of time. The same individuals
Scholars have come up with their own 3. Stability versus Discontinuity are studied over a period of time, usually
models of human development. Back up by several years or more.
solid research, they take stand on issues on Deals with the issue of whether or not
human development. personality traits present during infancy 6. Cross-Sectional – A research strategy in
endure throughput the lifespan. which individuals of different ages are
ISSUES IN HUMAN DEVELOPMENT compared at one time.
The stability-change debate describes the
1. Nature versus Nurture developmental psychology discussion about 7. Sequential – this is combined cross-
whether personality traits that are present in sectional and longitudinal approaches to
The degree to which human behavior is an individual at birth remain constant or learn about life-span development.
determined by genetics/biology (nature) or change throughout the life span.
learned through interacting with the 8. Action Research – is a reflective process
environment (nurture). MODULE 4: RESEARCH IN CHILD of progressive problem-solving led by
AND ADOLESCENT DEVELOPMENT individuals working with others in teams or
Nature as part of a “community of influence”. To
Teacher as Consumers/End users of improve the way they address issues and
- behavior is caused by innate Research solve problems.
characteristics: The physiological/biological
characteristics we are born with. - Research gives teacher and also policy Data Gathering Techniques
makers important knowledge to used in
- Behavior is therefore determined by decision making for the benefit of learners - Data collection is the process of gathering
biology. and their families.
- And measuring information on targeted
- Also a Determinist view – suggest all Teachers as Researchers variables in an established systematic
behavior is determined by hereditary fashion, which then enables one to answer
factors: Inherited characteristics or genetic - The conduct of research does not only relevant questions and evaluate outcomes.
make-up we are born with. belong to thesis and dissertation writers.
1. Observation
- All possible behaviors are said to be - It is for the students and teachers too. 2. Interview
present from conception. 3. Questionaire
The Scientific Method 4. Life-History Records
- Genes provide the blueprint for all
behaviors; some present from birth, others - One important principle in research is ETHICAL PRINCIPLES
pre-programmed to emerge with age. adherence to the scientific method, since
research is a systematic and logical 1. Minimizing the risk of harm.
- Is a developmental approach: Example is process. 2. Obtaining informed consent.
Piaget: children’s thought processes 3. Protecting anonymity and confidentiality.
change at pre-determined age-related Research Designs 4. Avoiding deceptive practices.
stages changes in age are related to 5. Providing the right to withdraw.
changes in behavior. - Researchers that are done with high level
of quality and integrity provide us with IMPACT OF TEACHERS’ INVOLVEMENT
Nurture valuable information about child and ON RESEARCH
adolescent development.
- Behaviorist theories are nurture theories: 1. may become more reflective, more ethical
1. Case Study – an in-depth look at an and analytical in their teaching and more
- Behavior is shaped by interactions with individual. open and committed to professional
the environment. development.
2. Correlational Study – A research design
- Born an empty vessel- waiting to be filled that determines associations or 2. participating in teacher research also
up by experiences gained from relationship. helps teacher become more deliberate in
environmental interaction. their decision-making and actions in the
3. Experimental – A research design that
classroom.
- No limit to what they can achieve: determines cause-and-effect relationships.
Depends on quality of external influences and not The experimental method involves 3. develops the professional dispositions of
genes. manipulating one variable to determine if lifelong learning, reflective and mindful
changes in on variable cause changes in teaching and self-transformation.
- The quality of environment is the key.
one another variable. This method relies on
You can become anything provided the
environment is right.
controlled methods, random assignment 4. may lead to rethinking and reconstructing
and the manipulation of variables to test a what it means to be a teacher/educator and
2. Continuity versus hypothesis. consequently, the way teachers relate to
Discontinuity children and students.
4. Naturalistic Observation – focuses on
Are two competing theories in children’s experiences in natural settings. 5. potential to demonstrate to teachers and
developmental psychology that attempt to This does not involve any intervention or prospective teachers that learning to teach is
explain how people change through the the manipulation on the part of the inherently connected to learning to inquire.
course of their lives, where the continuity researcher. This technique involves
 MODULE 5: FREUD’S PSYCHO- MODULE 6: PIAGET’S STAGES OF Decentering – this refers to the ability of
ANALYTIC (SEXUAL) THEORY COGNITIVE (MENTAL) DEVELOPMENT the child to perceive the different features of
object and situations.
Sigmund Freud (1856-1939) he is the most Jean Piaget – proposed the four stages of
popular psychologist that studied the cognitive development. Believed that Reversibility – ability of a child to reverse
development of personality, also probably children are like “little scientists”. their thinking.
the most controversial.
BASIC COGNITIVE CONCEPTS Conservation – ability to know that certain
FIVE STAGES OF PSYCHOSEXUAL properties of objects like numbers, mass,
DEVELOPMENT 1. Schema – an individual’s way to volume or area do not change even there is
understand or create meaning about a thing a change in appearance.
or experience
Seriation – ability to order or arrange
2. Assimilation – the process of fitting a things in series based on one dimension
new experience into an existing or previously such as weight, volume or size.
created cognitive structure or schema.
4. Formal-Operational Stage – 12 to 15
3. Accommodation – process of creating a years old
new schema.
Thinking becomes more logical. They can
4. Equilibration – achieving proper balance now solve abstract problem and can
between assimilation and accommodation. hypothesize.
Additional: when our experiences do not match our Hypothetical Reasoning – ability to come
schemata (many schema), we experience
up with different hypothesis about a
cognitive disequilibrium. This means there is
discrepancy between what is perceived and what problem and to gather and weigh data in
FREUD’S PERSONALITY COMPONENT is understood. We then go again to process of order to make a final decision or judgement.
assimilation and accommodation to establish It can deal with “what if” questions.
Freud described personality structures as equilibrium once more.
having THREE COMPONENTS namely; Analogical Reasoning – ability to perceive
STAGES OF COGNITIVE DEVELOPMENT the relationship in one instance and then
the id, ego, and superego.
use that relationship to narrow down
1. Sensori-Motor Stage – birth to 2 years possible answers.
The id – is the part of personality structure
old
that includes a human’s basic needs,
Deductive Reasoning – ability to think
instinctual drives such as hunger and During this stages, infants and toddlers logically by applying a general rule to a
aggressiveness. acquire knowledge through sensory particular instance or situation.
experience and manipulating objects.
Ego – is the component of personality that is
MODULE 7: ERICKSON’S PSYCHO-
responsible for dealing with the reality that Object permanence – ability of child to SOCIAL THEORY OF DEVELOPMENT
attemps to choose between the id and know.
superego. Erik Homburger Erikson (1902-1994) was
2. Pre-Operational Stage – 2 to 7 years old a German developmental psychologist and
Superego – is the moral part of the
psychoanalyst known for his theory on
personality that includes values, social rules During this stage, children begin to engage
social development of human beings, and
and the moral of the society which are learnt in symbolic play and learn to manipulate
for doing the phrase identity crisis.
from parents or in the society. symbols, However, Piaget noted that they do Erikson’s “Psychosocial” term is derived from the
not yet understand concrete logic. two source words namely psychological (or the
FREUD’S CONCEPTION OF THE HUMAN
root, ‘psycho’ relating to the mind, brain,
PERSONALITY Symbolic Function – ability to represent personality and etc.) and social (external
objects and events. relationship and environment).
Freud uses an iceberg model or a
topographical model to further understand Egocentrism – tendency of the child to only Syntonic – for the first listed “positive”
the his conception about human personality. see his point of view. disposition in each crisis.

UNCONSCIOUS – it is the large part of our Centration – tendency of the child to only Dystonic – for the second listed “negative”
mind. These are the things which is hard to focus on one aspect of a things or event. disposition.
reach but acts independently. It includes
desire, wishes, fantacy etc. Irreversibility – inability to reverse their Additional: if a stage is managed well, we carry
thinking. away a certain virtue or psychosocial strength
CONSCIOUS - paying attention to the which will help us through the rest of the stages of
things at the moment includes critical Animism – tendency of a child to attribute our lives.
thinking processes. human like traits. Psychosocial Crisis – two opposing emotional
crisis.
SUBCONSCIOUS – includes the things Transductive Reasoning – pre-operational
Malignancy – (excessive negative) it involves too
which we are aware but we are not paying child’s type of reasoning that is neither little of the positive and too much of the negative
attention about it. inductive nor deductive. aspects of the tasks, such as person who cannot
trust others.
NONCONSCIOUS – (represented by water) 3. Concrete-Operational Stage – 8 to 11
these are the things that we are not aware of years old Maladaptation – (excessive positive) is not quite
or have not experienced. as bad and involves too much of the positive and
Ability of the child to think logically but only too little of the negative such as a person who
in terms of concrete objects. trusts too much.

Mutuality – reflects the effect of generation on

each other, especially among families, and
particularly between parents and children and
grandchildren.

Generativity – actually named dispositions with

one of the crisis stages (Generativity vs
Stagnation, stage seven), reflects the significant.
Relationship between adults and the best interest
of children – one’s own children, and in a way
everyone else’s children – the next generation,
and all the following generation.

Stage 1: Infancy
Age: Infant – 18 months
Psychosocial Crisis: Trust versus Mistrust
Maladaptation: Sensory Maladjustment
Malignancy: Withdrawal
Virtue Developed: Hope

Stage 2: Early Childhood

Age: 18 months to 3 or 4 years old
Psychosocial Crisis: Autonomy versus
Shame and Doubt
Maladaptation: Impulsiveness
Malignancy: Compulsiveness
Virtue Developed:
Willpower/Determination

Stage 3: Early Childhood

Age: 3 to 5 years old
Psychosocial Crisis: Initiative versus Guilt
Maladaptation: Ruthless
Malignancy: Inhibition
Virtue Developed: Purpose/Courage

Stage 4: School-Age
Age: 5 to 13 years old
Psychosocial Crisis: Industry versus
Inferiority
Maladaptation: Narrow Virtuosity
Malignancy: Inertia
Virtue Developed: Competency

Stage 5: Adolescence
Age: 13 to 21 years old
Psychosocial Crisis: Identity versus Role
Confusion
Maladaptation: Fanaticism
Malignancy: Repudiation
Virtue Developed: Fidelity/Loyalty

Stage 6: Young Adulthood

Age: 21 to 39 years old
Psychosocial Crisis: Intimacy versus
Isolation
Maladaptation: Promiscuity
Malignancy: Exclusion
Virtue Developed: Love

Stage 7: Middle Adulthood

Age: 40 to 65 years old
Psychosocial Crisis: Generativity versus
Stagnation
Maladaptation: Overextension
Malignancy: Rejectivity
Virtue Developed: Care

Stage 8: Late Adulthood/Maturity

Age: 65 to Death
Psychosocial Crisis: Ego Integrity versus
Despair
Maladaptation: Presumption
Malignancy: Disdain
Virtue Developed: Wisdom