MODULE 1: Human Development: Meaning, Concepts and Approaches

Activity
1. Here are pictures of Naschielle and Kenn. Each one is a bundle of possibilities. Describe what
they were before birth (their point of origin) and who they will possibly be after birth unto
adulthood. What will they possibly become? Expound on your answers.
 The pictures of Naschielle and Kenn shows a bundle of possibilities happen in the
future. Though they have different culture in life each of them will develop in different
aspects. Human development is a pattern of movement or change that begins in
conception and continue through the lifespan.

ANALYSIS

After listening to the predictions given by each member of the group, answer the following
questions:

1. When you gave your own predictions as to the kind of child, adolescent and adult Nascchielle
and Kenn may become and hypothesized on who they once were you were referring to
human development. What then is development?
 Development is a process that creates growth, progress, positive change or the addition
of physical, economical, environmental, social and demographic components.
 Human development refers to the biological and physiological development of the
human being throughout the lifespan.

2. Will there be anything common in pattern of development of Naschielle and Kenn? If yes,
what?
 Yes, if they come from a good home with loving ang caring parents they may develop into
warm and responsible children, adolescents and adults.

3. Will there be differences in their development, e.g pace or rate of development? What and
Why?
 Yes, we can expect individual differences in developmental characteristics and variation in
the ages when people will experience events that will influence their development.

4. Will the process of development take place very fast or gradually? Expound on your
answers.
 The process of development will take place gradually, because when we say human
development it is a pattern of movement or change that begins at conception and continues
through the life span. Then, development includes the growth and declines, that would
means that there is a negative and positive development could be.

5. Do you believe that Naschielle and Kenn will continue to develop even in adulthood? Or will
they stop developing in adulthood?
  Yes, I believe that Naschielle and Kenn will continue to develop even in their adulthood
stage.

APPLICATION

1. “Growth is an evidence of life.”

a. What does it mean?
 Growth is evidence of existence. It's because you can't be alive if you don't expand.
Therefore, growth should ensure proper nutrition, otherwise you won't grow too well and
that shows you have life if you grow.

2. Define development in your own words. Translate the meaning of development in Filipino and in
your local dialect.
 For me, development is growth, progress, improvement, enhancement and etc. It means in
Filipino is paglalago, pag-unlad or in our dialect pag-uswag or pag lambo.

3. State the 5 major principles of human development from a life- span perspective. Give at least one
application of each principle in the teaching- learning process. What have these principles to do
with you as you teach learners?
 The five principle of human development from a life-span perspective are development is
lifelong, multidimensional, multidirectional, plastic, contextual, and multidisciplinary or
development involves growth, maintenance and regulations.
 Development is lifelong = For example, the developmental timing of events can
affect individuals in different ways because of their current level of maturity and
understanding. As individuals move through life, they are faced with many
challenges, opportunities, and situations that impact their
development. Remembering that development is a lifelong process helps us gain a
wider perspective on the meaning and impact of each event.
 Development is multidimensional= For example, in adolescence, puberty consists of
physiological and physical changes with changes in hormone levels, the development
of primary and secondary sex characteristics, alterations in height and weight, and
several other bodily changes. But these are not the only types of changes taking
place; there are also cognitive changes, including the development of advanced
cognitive faculties such as the ability to think abstractly. There are also emotional
and social changes involving regulating emotions, interacting with peers, and
possibly dating.
 Development is multidirectional = For example, self-regulation is one domain of
puberty which undergoes profound multidirectional changes during the adolescent
period. During childhood, individuals have difficulty effectively regulating their
actions and impulsive behaviors. Scholars have noted that this lack of effective
regulation often results in children engaging in behaviors without fully considering
the consequences of their actions.
 All these principles must do in terms of teaching your learner. As a teacher, you are a role
model, you have the responsibilities to teach your learner and mold them to be a good and
to be successful someday.
4. Research further on the cephalocaudal and proximodistal patterns of development.
a. Illustrate both patterns by a drawing or diagram.
 Cephalocaudal development refers to growth and development that occurs from the head
down. It consists of development starting at the top of the body and working its way down,
i.e., from the head to the feet. What this means is that the development of the head and
brain tends to be more advanced (in the sense that it occurs first) than the rest of the body.
This pattern is largely complete by the beginning of adulthood, though of course other
aspects of development continues throughout life.
 Proximodistal development occurs from the centre or core of the body in an outward
direction. It consists in the tendency for growth to start at the center of the body and work
its way outward, toward the extremities. This is called the proximodistal pattern. Thus, the
spine develops first in the uterus, followed by the extremities and finally the fingers and
toes.

b. How do you apply your knowledge of cephalocaudal and proximodistal patterns of development
in your teaching? Hint: The pencils of pre-K, Kindergarteners and Grade 1pupulis are beginner
than those of pupils in the higher Grade levels. Does this practice have something to do with
proximodistal patterns of development?
 For me, I will apply the knowledge of cephalocaudal and proximodistal patterns in
development in my teachings by starting using simple and easy patterns than those pupils
who are in higher level. Based on the example given above, in pre-K, Kindergarteners and
grade 1 level are using pencil in terms of writing because in this stage pupils often make
mistakes, so teacher use pencil for their pupils for them to erase and correct letters what
they write. These practices have something to do with proximodistal patterns of
development.

5. Interpret the following quotations in relation to human development:

a. “Every man is in certain respects like all other men, like some other men, no other man.”
( Murray, H.A & C. Kluckhohn )
 This quote means that a person should be given equal respect and rights like any other man,
may that man be poor or rich, pretty or hideous and whatever his status. This quote only
reminds us that you are not better than others, so as other not better than you.

b. “Man is an unfinished project. He is always in the process of becoming.”

 This simply means that man through his experiences learns new things that makes him
wiser. From the time we were born, we did not stay the same, in fact we have changed and
is continuously changing. This fact supports that we are truly an unfinished project, and we
are always in the process of becoming.
In other words, since we are an unfinished project, every day is a day to complete ourselves
and achieve the wholeness of us. We have proven already this one every time that we wake
up in the morning and go to work or school or whatever endeavors we do. The things that
we do every day are part of the process that we, and like an unfinished project should go
through in order to become someone we wanted to be.

6. In the light of researchers on human development, to the truth traditional or which of the two
approaches is closer lifespan? Why?
  I think between the two approaches (traditional and lifespan), lifespan approach is much
closer to the truth because it states that human development is a lifelong process.

7. If your approach to human development is traditional, are the characteristics of human

development from a life-span perspective acceptable? Explain your answer.
 Yes, if my approach to human development is traditional, are the characteristics of human
development from a life-span perspective is acceptable because in human development is a
lifelong process.

BIG IDEAS

Do the following to ensure mastery of the big ideas presented in this chapter.

1. Meaning of human development _ A measurement of achievements by humans through

advancement of knowledge, biological changes, habit formation or other criteria that displays
changes over time. Understanding human development can help a company to
manage personnel, market and sell products, or negotiate international trade.

2. Four principles of human development and their educational implications.

 Principles Educational Implications 3. Pa
tte
a. Social Social principle is important because it helps
the child/student learn more by interacting rns
with other people who have different of
abilities and talents, aptitudes, capabilities
and skills, interests and ideas, and etc. It also
helps the child/student explore and discover
more of his/her self in all aspects.

b. Cognitive The cognitive principle is also important

because this helps the child/student learn
through knowledge-based concepts and
ideas. It sharpens their ability to think inside
and outside the box and sharpens their
ability to read between the lines.

c. Emotional The emotional principle is also important

because it helps the child/student learn by
connecting to other people through their
emotions and feelings and how they act and
respond based on it. This principle is evident
with the combination of social, cognitive, and
physical.

d. Physical The physical principle is also important

because it helps the child/student do
everything whatever he wants in order to get
what was meant by the
mentor/educator/teacher and perform
accordingly to the assigned tasks.

development
a. The direction of growth following the cephalocaudal pattern is from
_________________head__ to the toe________________.
b. The direction of growth following the proximodistal pattern is from _ the center or core of the
body to the ____outward extremities __.
4. Two approaches to human development.
The traditional approach emphasizes extensive change from birth to adolescence, little or no
change in adulthood, and decline in late old age. The life-span approach emphasizes developmental
change during adulthood as well as childhood.

Life Span Approach to Growth and Human Development: A Broad General Overview of the Model

Abstract
The traditional approach to the study of development emphasizes extensive change in childhood.
But today, it is no longer fashionable to study development within this narrow confine of framework
without reference to the theoretical approach that asserts that growth and development begins at
conception and continues throughout life. This perspective which is known as the life span perspective, is
chronicled in this article. In doing so, it takes a bird’s eye-view of some of the critical aspects of this
approach and posits that the life-span model is inter alia, multidirectional; development is life long,
multidimensional, plastic, multidisciplinary and contextual. Moreover, the paper holds that amongst other
things, the life span approach helps us to gain an understanding of our own history, as an infant, a child, an
adolescent or a young adult – Finally, the paper draws the reader’s attention to the fact that by adopting
the life-span perspective, we gain insights into what our lives will be like as we grow into middle age or old
age, who we are, how we came to be this way and where our future will take us.

Traditional vs. Life-span Approach

Concept Approach
Traditional Life-span
Development during childhood The traditional approach Development change takes
emphasizes extensive place as it does during
change from birth to childhood
adolescence, little or no
change in adulthood, and
Development during adulthood
decline in late old age.

Developmental stage/s as focus

of study

5. Characteristics of human development from a life-span perspective.

Development
is lifelong

Development
Developm
involves
ent is
growth,
multidime
nsional
 Characteristic of
human
development

Development
Development is plastic
is contextual

Socioemo
tional
processes
s

Cognitive Biological
processess processess

6. In one sentence, write the principle on human development expressed in this Venn diagram.
A Venn diagram (also called a set diagram or logic diagram) is a diagram that shows all possible
logical relations between a finite collection of different sets. Typically overlapping shapes, usually
circles, are used, and an area-proportional or scaled Venn diagram is one in which the area of the
shape is proportional to the number of elements it contains. These diagrams represent elements as
points in the plane, and sets as regions inside curves. An element is in a set S just in case the
corresponding point is in the region for S. They are thus a special case of Euler diagrams, which do not
necessarily show all relations. Venn diagrams were conceived around 1880 by John Venn. They are
used to teach elementary set theory, as well as illustrate simple set relationships in probability, logic,
statistics, linguistics and computer science.

7. Discuss the meaning of the quotations written beneath the title of these Unit and Module. Relate the
quotation to your life.

RESEARCH

Research and read any research on human development. Give an abstract of the research by
stating the:

1.) problem
2.) methods
3.) findings
4.) conclusions
 TEST YOUR UNDERSTANDING

Put a √ check before a correct statement and an X before a wrong one. If you put X, explain
why.

√ __1. Development is a pattern of change.

__ √ __2. Development is either growth or decline.
_√ 3. From both traditional and life-span perspectives development is lifelong.
__√ __4. In the development process, there are things that hold true to all people.
__√ __5. Individuals develop uniformly.
__√ __6. Development is predictable because it follows an orderly process.
____√ _7. Development is unidimensional.
___√ __8. Development takes place in a vacuum.
__√ __9. The effect of biological process on development is isolated from the effect of cognitive and
socioemotional processes.

REFLECTION

Write down your reflections.

I believe that human development over the life span is a process of becoming something
different. A human’s life is always an ongoing business, and death is its only end. Developmental
changes in human takes place in three fundamental domains. These domains are physical,
cognitive, and emotional-social. A human body develop when, mind, spirit, and social relationships
changes. Thus, this module will be focused on cognitive and social- emotional.   I have also learned
that personal development is a process by which a person reflect upon themselves, understand
who they are, learn things to their fullest potential as human beings .
 
 MODULE 2: The Stages of Development and Developmental Tasks

ACTIVITY

Study the pictures and the descriptions below each set of pictures, then answer the following
questions.

1. Do the pictures suggest the respective development stages?

 Yes, the pictures were suggesting the perspective development in stages.

2. Symbolize each developmental stage. Give a symbol that stands for the developmental task for
each stage.
 Pre-natal period= In 4 weeks, embryo, 7-8 weeks human embryo
 Infancy= birth 2 years.
 Early childhood= 3-5 years old
 Middle and late childhood= 6-12 years old
 Adolescence= 13-18 years old
 Early adulthood= 19-29 years old
 Middle adulthood=30- 60 years old

3. If you were given a chance, which developmental stage would you like to be in? Why? Share
your answers with your small group.
  If I am given a chance to choose to which development stage, I would like to be in is in
early adulthood stage, because in this stage we can do things and we are already
matured. We are physically complete, we can now learn to accept responsibility, actions
and criticism. We also we the profit from errors. Lastly, we can socially progress from
age related peer groups to people with similar interest and experiences.

ANALYSIS

1. How many developmental stages were described? How do these stages compare to
Havighurst’s developmental stages givenbelow?
Havighurst has six major age periods:
1. infancy and early childhood. (0-5 years),
2. middle childhood (6-12 years),
3. adolescence (13-18 years)
4. early adulthood (19-29 years),
5. middle adulthood (30-60 years), and
6. later maturity (61+)

2. What is an outstanding trait or behaviour of each stage?

 In every stages there are an outstanding trait or behaviour of each stages.
In infancy to early stage they learn to eat solid foods, middle childhood learning of
physical skills necessary for ordinary games, adulthood learning or achieving matured
relations with both sexes, early adulthood learning to live with a partner, middle
adulthood learning or achieving adult social and civic responsibility, later maturity
learning in adjusting to deceasing strength and health,

3. What task/s is/are expected of each developmental stage?

 The task is/ are expected of each development stage will experience in each human.
A developmental task is a task that arises at or about a certain period in life,
unsuccessful achievement of which leads to inability to perform tasks associated with
the next period or stage in life.

4. Does a developmental task in a higher level required accomplishment of the lower level
developmental tasks?
 Yes, the developmental task in a higher level required accomplishment of the lower level
of developmental task because we cannot proceed to the higher level if we cannot pass
from the lower level. In development we start from the lower to higher level.

5. Refer to Havighurt’s Developmental Tasks given in the table on the next page. Match the
descriptions given Santrock. Are Havighurst and Santrock saying the same things?
  Yes, Havighurst and Santrock saying has same thing in terms od developmental task
given in each stage.

APPLICATION

1. Answer this question with a learning partner. What are the implications of these developmental
task to your role as a facilitator of learning? Let’s pay attention to the stages that correspond to
schooling – early childhood, middle and late childhood and adolescence.
Let’s do # 1. Early Childhood- What are preschool teachers supposed to do with pre-schoolers?
Help them develop readiness for school and not to be too academic in teaching approach. They
ought to give much time for pre-schoolers to play. Or perhaps help pre-schoolers develop school
readiness by integrating children’s games in school activities.
 In early childhood the preschool teachers supposed to do with this stage they teach a
fine motor skills, what are basic needs, listening skills, and play with social.

#2 – Middle and Late childhood

Elementary school teachers ought to help their pupils by
 In elementary school teachers ought to help their pupils by teaching them how to write
and read. Teach them in household chores.
#3 – Adolescence
High school teachers ought to help their students by
 In high school teachers ought to help their students to be independent, responsible in all
aspects and developed their skills.

2. Allow small groups to do each of the following:

a. Come up with an object to symbolize each period or stage of development.

b. Do a multimedia presentation of the outstanding characteristics and developmental tasks of

each developmental stage. You may use a text of Santrock found each collage of pictures in the
ACTIVITY PHASE of this lesson.

c. Sing an appropriate song for each developmental stage.

3. Discuss the meaning of the quotation beneath the title of the lesson. Relate it to the stages of
development.
 BIG IDEAS

1. Complete this unfinished sentence.

Developmental task are _ is a task that arises at or about a certain period in life, unsuccessful
achievement of which leads to inability to perform tasks associated with the next period or stage
in life.
Developmental Task Nature of Task
1. Learning to get along with friends of To learn to look upon girls as women and
both sexes. boys as men; to become an adult among
  adults; to learn to work with others for a
common purpose, disregarding personal
feelings; to lead without dominating.
To accept one's body; to keep it healthy
through good nutrition, exercise, disease
2. Accepting one's physical body and prevention, and other health practices.
keeping it healthy.
To develop affection for parents without
  dependence upon them; to develop
respect for older adults without
3. Becoming more self-sufficient. dependence upon them.
 
To explore attitudes toward family life and
having children; to acquire the knowledge
necessary for home management and, if
4. Making decisions about marriage and desired, child rearing.
family life.
To develop career/vocational goals and
ways to reach these goals; to be able to
make a living.
 
5 Preparing for a job or career. To develop an outlook toward life based
  on what is important.

To participate as a responsible person

6. Acquiring a set of values to guide with friends at home, and in the
behavior. community; to develop personal moral
values to guide behavior.
7. Becoming socially responsible.

2. Show the developmental stages by means of a diagram inclusive of the ages. Write also the
outstanding characteristic trait and developmental stage.

TEST YOUR UNDERSTANDING

1. Put a check (√) beside those statements that are correct and an (X) beside those thatare wrong. If
your answer is an X, explain why.
 __√ __1. Developmental tasks are only for the first 3 stages of human development.
___√_2. Failure of achieving developmental tasks in an earlier stage also means failure for the learner
to master the developmental task in the next stage.
__√__3. Preschool age corresponds to early childhood stage.
__√__4. Adolescence is middle and late childhood stage.
__√__5. Teenage is middle childhood.
__√__6. Mastery of fundamental skills is a major concern during early childhood.
__√__7. Play is a great need of children in middle childhood.
__√__8. Preparing children for school readiness is the major concern of middle childhood.

REFLECTION

1. Reflect on your early childhood, middle and late childhood days. Were you able to acquire the
developmental tasks expected of early, middle, late childhood and adolescence? What facilitated
your acquisitions of the ability to perform such tasks? Write your reflections.
 In my early childhood, middle and late childhood days, and adolescence stage, I was able
to acquire these developmental tasks. I believe that my ability to live independently and
make choices and control my life evolve over a period of time. When I was a 1 year old my
mom taught me how to walk, even though sometimes I fell down, taught me how to say
the word “mama” and “papa” and taught me everything as I can. Then, when I was three
years old my mom tried to send me to school as a toddler. It was a first day of the school
and I’m so shy. But my mom is still there to guide me. Then I start to introduce myself to
my classmates and to my teacher. After a few months I learned a lot of things like, I can
already write my name, know how to color and everything. One day my teacher tells us
she has a test on the next day. Then my mom said that, if I’m going to study and got the
high score, she will buy me my favorite food, and then I study hard and as a result, I got
the highest score. So, as she said, she brought me my favorite food. When I was seven I
entered a regular second grade class. Good decision-making must be developed over a
person's lifetime First became simple choices when I was quite young. What shirt do you
want to wear? What drink do you want, and my choices were respected. When I picked
out a shirt that clashed outrageously with my pants my mother did not override my
choice. This gave my beginning decision-making real validity even if my taste in clothes
left much to be desired.
As the time goes by, now I am in the stage of adolescence. As a teenager I struggle body
changes, mood swings and social issues. In this stage I feel I can do whatever I want in
my life. Sometimes I left home without saying goodbye to my mom, that I do not do my
usual immature. Maybe it is part of growing up. I was a high.

2. Having mastered the developmental task of early childhood middle and late childhood and
adolescence, reflect on what you should do as a teacher to facilitate your students’ acquisition of
these developmental tasks. Write down your reflections.
 In this developmental task of early childhood, middle and late stage and adolescence, as
a teacher to facilitate your students acquisition of these developmental task you should
be more knowledgeable in all aspects.
 MODULE 3: Issues on Human Development

ACTIVITY

(This is supposed to be assigned at least more than one week before the scheduled
debate)

Small group Debate

Divide the class into 3 small groups. Let the groups choose their topic for debate. Here are the
topics and issues: The nature versus nurture debate is one of the oldest philosophical issues within
psychology. So what exactly is the nature versus nurture debate all about?

1. Nature versus Nurture. Which has a more significant influence on human development? Nature
or Nurture? Nature refers to environmental experiences.
 Nature is what we think of as pre-wiring and is influenced by genetic inheritance and
other biological factors. Nurture is generally taken as the influence of external factors
after conception, e.g., the product of exposure, life experiences and learning on an
individual. I think for me the two has more significant influence on human development
because we cannot live without the others. But in some cases, there things that will
happen in advantages and disadvantages in human development. It depends on how the
person who taking care or nurture of it.
2. Continuity versus Discontinuity – Does development involve gradual, cumulative change
(continuity) or distinct changes (discontinuity). To make it more concrete, here is a question: Is
our our development like that of a seedling gradually growing into an acacia tree? Or is it more
like that of a caterpillar becoming a butterfly?
 The continuity view says that change is gradual. Children become more skillful in
thinking, talking or acting much the same way as they get taller. The discontinuity view
sees development as more abrupt-a succession of changes that produce different
behaviors in different age-specific life periods called stages. Our development is like
both growing like acacia tree and like a caterpillar becoming a butterfly it is because
these examples started from small to higher. Even though there are different from each
other, but they have different development.

3. Stability vs. Change – Is development best described as involving stability or as involving

change? Are we what our first experiences have made of us or do we develop into someone
different from who we were at an earlier point in development?
 The continuity view says that change is gradual. Children become more skillful in
thinking, talking or acting much the same way as they get taller. The discontinuity view
sees development as more abrupt-a succession of changes that produce different
behaviors in different age-specific life periods called stages. The experiences that I made
or do develop into something different is that when I was an infant and now, I am in
adulthood stage. I know how to handle or manage myself unlike infancy stage.

Report to the whole class what transpired in your small group debates.
 Having a small group debates give us knowledge and more experiences we learn from
others. In this form everyone gives their insights and sharing ideas from one another.

ANALYSIS

After every small group presentation to the whole class, the teacher facilitates the whole class
discussion and asks the following:

1. Who is pro-nature? Pro-nurture? Are there additional reasons you can give in favour of
nature/nurture? Who are neither for nature nor nurture? Why?
 For me, if choose between the two pro-nature or pro-nurture. I am going to choose a
pro-nature because I believe that everyone of us has different way of living.

2. Who go for continuity? Discontinuity? Can you give additional arguments do defend
continuity/discontinuity? Who are in between continuity and discontinuity? Why?
 For me, I will go for continuity in terms of doing a good thing in life. in human
development it is a lifelong process meaning each one of us will continue and be mature
enough in doing things.
3. Who claims stability is more correct than change? Change is more correct than stability?
 For me, change is more correct than stability because in human development everything
will change in different ways. In intellectual, social, emotional and physical as we grow
and develop.

APPLICATION

Let’s find out where you can apply what you learned from a discussion of the
developmental issues.

1. Convinced of the interactive influence and environment on the development of children,

prepare for a powerpoint presentation for parents to show them how crucial their role is in the
development of their children. Remember that heredity is already fixed. Their children have
been born and they have passed on these inherited traits at conception and that they cannot do
anything anymore to change them. So concentrate on how they can contribute to their
children’s favourable development by creating the environment conducive to development. It
includes nutrition as early as conception, parenting, family dynamics, schooling neighbourhood
quality and biological encounters such as viruses, birth complication’s, and even biological
events in cells.

Do not lose sight of the objective of your powerpoint presentation. At the end of your
powerpoint presentation the parents should go home very much convinced of their role in the
development of their children and get very much inspired to do their part.

2. Do the same presentation (in # 1) to a class in General Psychology where they discuss the
nature-nurture debate or to a group of student teachers.

3. Discuss the implications of this statement:

“The frightening part about heredity and environment is that we, parents, provide both.”

4. Here is an interesting article titled “ How the First Nine Months Shape the Rest of Your Life”
from the October 4, 2010 Issue of Time Magazine. Read, analyse then answer the following
questions:

Does the article agree that heredity, environment and individual’s choice are the
factors that contribute to what a person may become? Read the paragraph that tells
so.
 Yes, the article agree that heredity, environment and individuals are the factors that
contribute to a person he or she may become in the future. These three are involved or
belong for human development.

 Read all 4th paragraph again. Focus your attention on the highlighted word,
PERMANENTLY. Relate this to the issue on stability versus change issue on p.31. Does
the word PERMANANTLY convince you that we are what our first experiences have
made of us (stability)? Explain your answer.
  From the word permanently or permanent is same thing to stability or stable. Based on
my experience I could say that I am stable or in permanent in a sense of being marriage
and be a father.

BIG IDEAS

Complete the sentence.

1. With regard to the nurture-nature, continuity-discontinuity and change0-stability controversies,
the wiser stand is
 The wiser stand is sense

TEST TOUR UNDERSTANDING

As far as our discussions are concerned, which statement is correct and which one is wrong? Put a
check (√) before the correct statement and mark X the wrong one. If you mark a statement X,
explain why.

__√___1. Heredity exerts a greater influence on human development than environment.

__ X ___2. What has been experienced in the earlier stages of development can no longer be
changed.
 Our experiences in past or early stage of development can be changed in the future
because we are matured enough, we learned from our experience. Then in a bad
experience in the past, we can change it into good.
__√___3. From the perspective of life-span developmentalist, later experiences are the key
determinants of person’s development.

RESEARCH

1. Read the published book The Nurture Assumption, by Judith Harris (1998).
2. State in not more than 2 paragraphs the thesis of Judith Harris book.
 The nurture assumption is that, aside from their genes, what influences the way children
develop is the way their parents bring them up. In other words, we assume parents are
the whole environment, when in reality the environment includes much more.

3. a. Watch “Lonely Only” in your YouTube. Only Children Debunking the Myths About Single
Children.
 As I watch the Lonely You. The children debunking the myths about single children. We
believe that there is no great child with no great parents. Meaning to say if a child came
from a good parents they will grow in a good way.
b. In 1896 Granville Stanley Hall described only children as “deficient on the social
side”, “petted”, “humored”,”indulged”, and “spoiled”. Today, many consider this a MYTH-
WHAT DO YOU THINK?
 Today, many people consider the myht humored having or showing a pleasant, amiable
mood, a good-humored man, a good-humored remark.

4. Read on Fetal Origin.

 The fetal origins hypothesis (differentiated from the developmental  origins of health and
disease hypothesis, which emphasizes environmental conditions both before and
 immediately after birth) proposes that the period of gestation has significant impacts on
the developmental health and wellbeing outcomes.

REFLECTION

1. Relate what you learned here to your personal development. Reflect on your own personal
development. What has helped you the person that you are now? Is what you have become
product of the mere interaction of heredity and environment? Or is what have become a product of
both heredity and environment interacting and what you have decided or determined yourself to
become? (Self-determination or freedom is a third factor). Write your reflection.
 For me, I learned a lot about the personal development because it gives me more ideas
and knowledge what, how and why was the reason behind in human development. I
believe that I came from the product of my heredity and environment. When we say
heredity, it is our physical or mental characteristics genetically from our parents. And
when we say environment it is what or how we interact with others. We cannot live
without the participants of others. I decided to become or have a self determination and
have freedom in life.

MODULE 4: Research in Child and Adolescent Development

ACTIVITY

Read each statement below. Do you agree/disagree with each statement? Put a mark √ to
indicate your answer.

Statement Yes No
1. Research is only for who plan to take master’s degree or doctorate √
degrees.
2. Research is easy to do. √
3. Research is all about giving questionnaires and tallying the responses. √
4. Research with one or two respondents is not a valid research. √
5. Teachers, because they are busy in their classrooms, are expected to √
use existing research in their classroom.
6. There is no need to go into research because a lot of researches have √
already been conducted.
7. Students are more users of knowledge arrived at by research, It is not √
their task to conduct research.
8. Students do not possess the qualification to conduct research. √
9. It is not worth conducting research considering the time and money it √
requires.

APPLICATION
 Unit/Module Statement of Research Page Research Design Data
Finding Used gathering
technique
Unit 1-Module 1: 1-15 Quantitative
Human How human development Research
Development: happens?
Meaning, Direct or
Concepts and interview
Approaches Method 1. The
class
Module 2: The 15-29 may
Stages of be
Development
and
Developmental
task

Module 3: Issues 30-

of Human
Development

divided into groups. Except this Module on research, divide the Modules of the Unit assigned to your
group and look for statements of research findings. If the research design and the data-gathering
techniques were not identified, identify to the best of your ability what must have been use in the
researches. The table below can make your task easier.

2. A research Abstract – A research abstract is a brief summary that appears at the beginning of the
article. It has the following parts:
 Title
 Researcher/s
 Date of Research
 Introduction
 Methods
 Findings/Results of the Study
 Conclusion and Recommendations
 References
 Module 5: Freud’s Psychoanalytic Theory

Activity
1. Recall a recent incident in your life when you had to make a decision. Narrate the situation
below. Indicate what the decision was about, the factors that were involved and how you arrived at
your decision.

 The recent incidents in my life when I had to make a decision making is that when there
are things that I want to buy for example clothes or shirts. I know that this is not
necessary to use, I realized in that decision if the point that I need money for payments
bills or tuition. The factors indicate what the decision was about is my ego, it comes to
my mind that I will buy that because I like the things knowing that it is not necessary or
the basic needs.

Analysis
What factors influenced you in making your decision?
Which of the following did you consider most in making your decision: what will make you feel
satisfied, what is most beneficial or practical, or what you believed was the most moral thing to do?
Elaborate your answer.

 The factors that influenced in my decision making ii my ego, that pushes me to buy a
thing. I make it satisfied and most beneficial or practical because I used to have it. The
most moral thing I believed to do is always make sure the decisions to not put me in
danger or in risk.

Abstraction/ Generalization

As you read through Freuds theory, fill out graphic organizer below to highlight the important
concepts.
 Erogenous Zone: mouth
Oral
stage Description of the stage: During the oral stage, the infant's primary source of
interaction occurs through the mouth, so the rooting and sucking reflex is
especially important. The mouth is vital for eating, and the infant derives pleasure
from oral stimulation through gratifying activities such as tasting and sucking.

Fixations: A person who is fixated at the oral stage, for example, may be over-
dependent on others and may seek oral stimulation through smoking, drinking, or
eating.
Erogenous Zone: bowel and bladder control
Anal
stage Description of the stage: During the anal stage, Freud believed that the
primary focus of the libido was on controlling bladder and bowel
movements. The major conflict at this stage is toilet training—the child has
to learn to control their bodily needs.

Fixations: orderliness, obsessiveness and rigidity

Erogenous Zone: genitals,  libido (desire) centers upon their genitalia

Phallic
stage Description of the stage:  Genitals, The Oedipus complex describes these
feelings of wanting to possess the mother and the desire to replace the
father. However, the child also fears that he will be punished by the father
for these feelings, a fear Freud termed castration anxiety.

Fixations: vanity, exhibitionism and pride

Erogenous Zone: The libido is dormant

Latency
stage
Description of the stage: Freud thought that most sexual impulses are
repressed during the latent stage, and sexual energy can be sublimated (re:
defense mechanisms) towards school work, hobbies, and friendships.

Fixations:

Erogenous Zone: Sexual instinct is directed to heterosexual pleasure,

Genital rather than self-pleasure like during the phallic stage. 
stage
Description of the stage: This is the last stage of Freud's
psychosexual theory of personality development and begins in
puberty.  It is a time of adolescent sexual experimentation, the
successful resolution of which is settling down in a loving one-to-one
relationship with another person in our 20's.

Fixations:
 Ego

Reality
principle
id Morality
pleasure Persons
principle moral aspec

One’s
personality

Application

1. Freud used the case study method to gather data he used to formulate his theories. Among the many
case studies, five really stood out as basis of his concepts and ideas. Do further reading of these studies
and write a reaction paper on one of these case studies focusing on how he explained the personality
development of the individuals in the case studies.
 Freud's most obvious impact was to change the way society thought about and dealt
with mental illness. Before psychoanalysis, which Freud invented, mental illness was
almost universally considered 'organic'; that is, it was thought to come from some kind
of deterioration or disease of the brain.
From your internet research engine, just type the Freud’s case studies. It will be easy to find a pdf file
which can readily download.

2. Note Freud’s ideas about hypnosis, free association, and interpretation of dreams. Do you think his ideas
are still useful today? Explain your view.

 Yes, the ideas of Freud’s theory are still very useful nowadays because according
to Freud, dreams allow unconscious desires, fears or emotions to express themselves in
a disguised way. Freud believed dreams represented a disguised fulfillment of a
repressed wish. He believed that studying dreams provided the easiest road to
understanding of the unconscious activities of the mind.

Read a research that is related to Freud’s Theory. Fill out the matrix below.

Research problem Research methodology

 Source: bibliographical entry format

Findings conclusions

SYNAPSE/ STRENTHENERS

Describes Freud’s family background. Describe the composition of his family. What do you think was it like
for Freud growing in his family?

 Sigmund Freud was born on May 6, 1856, in Freiberg, Moravia (now Czech Republic).
Sigmund was the first child of his twice-widowed father's third marriage. His mother,
Amalia Nathanson, was nineteen years old when she married Jacob Freud, aged thirty-
nine. Sigmund's two stepbrothers from his father's first marriage were approximately
the same age as his mother, and his older stepbrother's son, Sigmund's nephew, was his
earliest playmate. Thus, the boy grew up in an unusual family structure, his mother
halfway in age between himself and his father. Though seven younger children were
born, Sigmund always remained his mother's favorite. When he was four, the family
moved to Vienna (now the capital of Austria), the capital city of the Austro-Hungarian
monarchy (the complete rule of Central Europe by Hungary and Austria from 1867 to
1918). Freud would live in Vienna until the year before his death.

Reflection

From the Module on Freud’s Psychoanalytic Theory. I learned that Sigmund Freud theorized
that the mind was divided into three parts, id, ego and superego. The id is the part of the mind that
contains one's most basic and instinctive drives. It is governed by sexual and aggressive desires and
pleasure seeking. In order for people to maintain a realistic sense here on earth, the ego is responsible for
creating a balance between pleasure and pain. It is impossible for all desires of the id to be met and the
ego realizes this but continues to seek pleasure and satisfaction. Although the ego does not know the
difference between right and wrong, it is aware that not all drives can be met at a given time. The reality
principle is what the ego operates in order to help satisfy the id’s demands as well as compromising
according to reality. The ego is a person’s "self" composed of unconscious desires. The ego takes into
account ethical and cultural ideals in order to balance out the desires originating in the id. Although both
the id and the ego are unconscious, the ego has close contact with the perceptual system. The ego has the
function of self-preservation, which is why it has the ability to control the instinctual demands from the id.
The superego, which develops around age four or five, incorporates the morals of society. Freud
believed that the superego is what allows the mind to control its impulses that are looked down upon morally. The
superego can be considered to be the conscience of the mind because it has the ability to distinguish between reality
as well as what is right or wrong. Without the superego, Freud believed people would act out with aggression and
other immoral behaviors because the mind would have no way of understanding the difference between right and
wrong. The superego is considered to be the "consciousness" of a person’s personality and can override the drives
from the id. Freud separates the superego into two separate categories, the ideal self and the conscience. The
conscience contains ideals and morals that exist within a society that prevent people from acting out based on their
internal desires. The ideal self contains images of how people ought to behave according to society's ideals.

Module 6: Piaget’s Stages of Cognitive Development

Activity

Read the situation below. The class may choose to dramatize each of the situation before the analysis is
done.

Analysis

1. On situation 1: Why do you think Karen prefer the 20- peso bill?
 Karen prefer to choose the 20-peso bill because she do not know the value of money at
her young age of three. As long as she received money for her Aguinaldo, no matter
what value is.
2. On situation 2: Why do you think Riel answered ‘’Bears?’’ What does this say about how she thought to
answer the question?
 Riel answered bears because at his young age she can recognize things when she looked
a lot of bears than other stuff.
3. On situation 3: Why do you think baby Liza appeared to enjoy dropping the spoons?
 Liza appeared to enjoy dropping the spoons because at her young age she is on sensori-
motor stage. In this stage focuses on senses and muscle movement through which the
infant come s to learn about himself and the environment.

Application

This activity focuses on a story involving the interaction of family members. Choose a story you want to use
for this activity. It can be from, a story you read or a movie or telenovela that you can watch or plan to
watch. Use the matrix below to relate the characters to Piaget’s stages of cognitive development.

Title of the story/ Movie: Amanda’s Story

Write a brief summary of the story:

Amanda and her three-year-old daughter Serena have recently become homeless and placed in
B&B accommodation where there are no cooking facilities so they live on sandwiches and fast food. Serena
goes to pre-school every afternoon but apart from that the family was not getting out of the B&B. They
now come to us every morning and stay for their lunch.
Mum is starting to make friends here and is coming out of her shell in the parenting classes. We
are encouraging her to take part in cooking sessions so that she can take some prepared meals home.
Serena didn’t settle very quickly into the nursery, she was snatching toys from other children and was quite
disruptive. She couldn’t sit to listen to a short story, and sitting at the table for lunch with the other
children was a big challenge as it was so unfamiliar.
Over time she has grown in confidence with the praise she receives from the nursery staff; they
set her achievable goals that have allowed her to succeed. She can now listen to a story all the way
through, sit with the others for lunch without being disruptive, and she is a much happier girl. The regular
routine of attending the nursery has helped her grown in confidence and improved her social skills. The
support Mum has received here has made her more open and relaxed, which in turn has enabled Serena to
flourish

Character description Piagetian connection

Father What is his stage of cognitive development?

Formal operational stage is the ability to come up with different
hypothesis about a problem and to gather and weigh data in order to
make decision.
Mother Formal operational stage is the ability to come up with different
hypothesis about a problem and to gather and weigh data in order to
make decision.
Children

1. eldest brother This characterizes ability to think logically but only in terms of
concrete objects.
2.second sister
3.youngest sister

Others

Synapses Strengtheners

Read a research that is related to Piaget’s theory. Fill out the matrix below.

Research problem Research methodology

learning from problem stated in the middle Aims at finding a solution for immediate
school & then I "as in elementary school my problem facing a society or industrial or
classes are small and a lot of attention from business organization
my teachers middle school, my teachers no
longer seemed concerned for me & my
grades, my teachers did not noticed

Source: bibliographical entry format

Findings Conclusions
are critical turning point in young early
adolescence is an important time for youth such of the research on the middle school
to adjust to a rapidly changing cognitive transition has focused on negative changes
 ethics and morality in motivation and achievement & Findings
from research suggests that the use of
learner-centered teaching practice can help
set some of these negative changes.

Reflection

From the module on Piaget’s stages of cognitive development theory, I learned that Piaget
contended that the cognitive schemes or structures children have for organizing their experience develop
based on maturation, experience, social transmission, and above all, equilibration. Experiences are
assimilated into existing schemes and schemes are modified to account for new experiences. This
development, however, does not merely proceed incrementally or quantitatively, there qualitatively
different stages of cognitive development, and it is to these stages that we now turn our attention.
The sensorimotor stage spans birth until approximately age 2 and is characterized by the lack
of representations for persons or objects thus interface with and intelligence about the world are in the
form of actions. Initially, infants are unable to differentiate themselves from their environments and are
equipped primarily with reflexes. Throughout this first stage, the separation between the individual and
the rest of the world is perceived, reflexes become coordinated, causality is recognized, and means-end
sequences are developed.
The preoperational stage spans ages 2 to 7, approximately, and is characterized by the child’s
developing use of symbols (and signs) to represent objects and events in the world. Although the severe
narcissism of infancy has been overcome by this stage, there still exists an egocentrism of perspective
wherein the preoperational child has difficultly seeing the world from another’s point of view.
Furthermore, as illuminated by many of Piaget’s tasks, children in this stage fail to conserve liquid quantity,
number, and mass. In other words, preoperational children have not yet comprehended quantity as an
invariant in the group of physical transformations.
The concrete operational stage spans ages 7 to 11, approximately, and is characterized by the
development of mental operations, as the name suggests. An operation is an interiorized, generalized,
reversible action.
Lastly, the formal operational stage spans approximately age 11 through adulthood and is
characterized by abstract thought and deductive reasoning. Formal thinkers are able to apply their mental
operations to abstract entities in hypothetical situations.