PWC of Davao ECMC 003- Child Development

MODULE 1

Title : Principal Concepts in Child Development

Period : 4 Hours

I. Objectives:
At the end of the period, the students should be able to:

1. draw some principles of human development;

2. distinguish two approaches to human development;
3. identify developmental stages of learners in different curriculum year level; and
4. state for yourself how these developmental task affects your role as a facilitator.

II. Subject Matter

1. Topics
1.1 Child Development: Meaning, Concepts, and Approaches
1.2 The Stages of Development and
Developmental Tasks
1.3 Issues related to the child
1.4 Position statements on child development

2. Educational Resource(s)

Brenda B. Corpuz Ph.D., Ma. Rita D. Lucas Ph.D., Heidi L. Borabo Ph.D., Paz I.
Lucido Ph., Lorimar Publishing, Inc. c2015

3. Materials
3.1. Coupon bond
3.2. Markers
3.3. Course syllabus
3.4. Handouts
3.5. Worksheets
3.6. Computer

4. Values Focus
Learners can integrate the hidden possibilities in each person as they examine
the concept behind each child’s development.
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III.Learning Procedures and Strategies

a. Preparatory Activity

1. Learners will be group into 4.

2. Each group will be given 1 picture of a boy and 1 picture of a girl.

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3. Each group must come up with a mutual prediction describing the present
environment of these kids and their future.
Guide question:
 What kind of development will these two kids have?
 Will there be anything common in the pattern of development between the
two kids?
 What is development?
4. Class sharing
5. Venn Diagram

b. Lesson Proper

Human Development: Meaning, Concepts and Approaches

“All the world’s a stage,

And all the men and women merely players;
They have their exits and entrances, And one man in his time plays many parts.”
― William Shakespeare

Some major principles of human development

 PWC of Davao ECMC 003- Child Development

1. Development is relatively orderly. During Infancy, the greatest growth always

occurs at the top – the head – with physical growth in size, weight and future
differentiation gradually working its way down from top to bottom (for example,
neck, shoulders, middle trunk and so on.) this is called cephalo-caudal pattern.
2. 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. If they come from a good home with loving and caring
parents they may develop into warm and responsible children, adolescents and
adults. If they come from a deprive environment, they may develop into carefree
and irresponsible adolescents and adults. Since heredity and environment are
different for different people, it is obvious that individuals will encounter factors
that makes them different from other individuals.
3. Development takes place gradually. The bud does not blossom suddenly. The
seed does not germinate overnight. While some changes occur in a flash of sight
more often it takes weeks, months, or years for a person to undergo changes
that result in the display of the developmental characteristics.
4. Development as a process is a complex because it is the product of
biological, cognitive and socioemotional process. Biological involve changes
in the individual’s physical nature. Cognitive process involves changes in the
individuals thought, intelligence, and language. Socioemotional process includes
changes in the individual’s relationships with other people, changes in emotions,
and changes in personality. These biological, cognitive and socioemotional
processes are inextricably intertwined. While these processes are studied
separately, the effect of one process or factor is isolated from the other
processes.

Two approaches to human development

Traditional – showing extensive change from birth to adolescence, little or no change in
adulthood and decline in old age.
 PWC of Davao ECMC 003- Child Development

Life-span – even in adulthood developmental change take place as it does during

childhood.
Characteristics of life-span development;
 Development is lifelong. It does not end in adulthood.
 Development is multidimensional. Development consists of
biological, cognitive and socio-emotional dimensions.
 Development is plastic. Development is possible throughout the
life-span.
 Developmental is contextual. Individuals are changing beings in a
changing world.
 Development involves growth, maintenance, and regulation.
These are the 3 main goals of human development.

HAVIGHURST’S DEVELOPMENTAL STAGES (with Developmental Tasks)

INFANCY & MIDDLE ADOLESCENCE EARLY MIDDLE LATE
EARLY CHILDHOOD • 13-18 years old ADULTHOOD ADULTHOOD • MATURITY •
CHILDHOOD • 6-12 years • Achieving: • 19-29 years 30 to 60 years 61 and over •
• 0-5 years old • mature relations old • old • Helping Adjusting to:
old • Learning: with both sexes, Selecting a teenage decreasing
Learning: to physical skills a masculine or mate • children to strength and
walk, to take necessary for feminine social Learning to become happy health,
solid foods, ordinary role, emotional live with a and responsible retirement and
to talk, to games, to get independence of partner • adults • reduced
control the along with adults • Starting a Achieving adult income, death
elimination of age-mates, Preparing for: family • social and civic of spouse •
body wastes, an marriage and Rearing responsibility • Establishing:
sex appropriate family life, an children • Satisfactory relations with
differences sex role • economic career Managing a career one’s own age
and sexual Developing: • Accepting home • achievement • group,
modesty, to fundamental one’s physique • Starting an Developing satisfactory
distinguish skills in Acquiring values occupation • adult leisure living quarters •
right from reading, and an ethical Assuming time activities • Meeting social
wrong and writing and system to guide civic Relating one’s and civic
 PWC of Davao ECMC 003- Child Development

developing a calculating, behavior • responsibility spouse as a obligations

conscience • concepts Desiring and person •
Acquiring necessary for achieving Accepting the
concepts and everyday socially physiological
language to living, responsible changes of
describe conscience, behavior middle age •
social and morality & a Adjusting to
physical scale of aging parents
reality • values •
Readiness Building a
for reading wholesome
attitude
toward
oneself •
Achieving
personal
independenc
e

IV. Evaluation/Assessment
1. The class will have a debate on the on some issues in human development.
Suggested topic:
 Nature vs. Nurture – Which has more significant influence on human
development?
 Continuity vs Discontinuity – Does development involve gradual,
cumulative change or distinct changes?
 Stability or Change – Is development best describe as involving stability or
as involving change?

Rubric/Criteria:
1. Organization and clarity 20pts
2. use of argument 20pts
3. Use of cross-examination rebuttal 20pts
4. Presentation style 20pts
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TOTAL 80pts