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Perspectives and Approaches in The Study of Human Development

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58 views21 pages

Perspectives and Approaches in The Study of Human Development

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Uploaded by

Jaychel Rondeo
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© © All Rights Reserved
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Module 4

PERSPECTIVES &
APPROACHES IN THE STUDY
OF HUMAN DEVELOPMENT

ARAGON, ARALAR , ASSEN


PERSPECTIVES IN HUMAN
DEVELOPMENT

1. LEARNING PARADIGM
The major premise of learning theories generally revolves
around the understanding of the relationship between
stimulus and response.
a. Classical Conditioning (Ivan Pavlov)
b. Operant Conditioning (B. F. Skinner)
c. Social Cognitive Learning Theory (Albert Bandura)
a. Classical Conditioning (Ivan Pavlov) -
explains human development based on the
pairing of two stimuli which leads to a
learned behavior.
b. Operant Conditioning (B. F. Skinner) -
involves increasing a behavior by following it
with a reward, or decreasing a behavior by
following it with punishment.
c. Social Cognitive Learning Theory (Albert
Bandura) - both children and adults learn a great
deal through observation and imitation.
Social Cognitive Learnig Theory involves
four processes:

1. Attention
2. Retention
3. Reproduction
4. Motivation
2. SOCIO - CULTURAL THEORIES
Highlight the collective experiences of people
found in the same cultural orientation.

a. Socio-cultural Theory
b. Cognitive Theory of development
a. Socio-Cultural Theory of Lev Vygotsky -
emphasizes the important role of social
interaction particularly in facilitating cognitive
development of children.

Zone of Proximal Development (ZPD) - term


used by Vygotsky to signify a point in which
certain tasks are too hard for the child to do alone
but can manage well with guidance.
b. The Cognitive Theory of Development of Jean
Piaget - highlights the cognitive stimulation
that adults provide in the movement through the
different stage of cognitive development:

1. Sensorimotor
2. Pre-operational
3. Concrete operational
4. Formal Operational
1. Sensorimotor Stage
- center on the infant trying to make sense of the
world .
- development of most object permanence is one
of the most important accomplishments at his
stage of development.
2. Preoperational Stage
- language development is one of the hallmarks
of this period.
- children become increasingly adapt at using
symbols, as evidence by the increase in playing
and pretending.
3. Concrete Operational Stage
- better understanding of mental operations
- begin thinking logically about concrete events,
but have difficulty understanding abstract or
hypothetical concepts
- begin to solve problems based on concrete
experience, understand new concepts through the
use of familiar examples
- begin to understand conservation concepts
4. Formal Operational Stage
- develop ability to think about abstract
concepts
- understand multiple viewpoints that may differ
from their own and consider hypothetical “what
ifs”
- use symbols and abstract ideas without having
to experience first hand
3. ETHOLOGY - EVOLUTIONARY &
SOCIO-BIOLOGICAL

a. Konrad Lorenz Theory


b. Attachment Theories
a. Konrad Lorenz’s
- species are genetically constructed in order to
process certain information, giving readiness to
almost all species to respond to their needs, most
especially those that are physiological in nature.
- similar to animal behavior patterns are the
reflexive actions of infants which are essential to
communicate their needs.
b. Attachment Theories ( John Bowlby, Mary
Ainswort, Melanie Klein)
- children develop a sense of emotional bond
with the immediate caregiver, most especially the
mother, who becomes a prototype in developing
social connections in the future
- the ability to initiate, sustain and end social
relationships are based on the quality of initial
relationship the mother has establised.
4. SYSTEM APPROACH
- integrated view about human development

a. Contextualism Theory
b. Ecological System Theory
a. Contextualism Theory of Richard Lerner
- highlights the embeddedness of the organism or
the individual within the context
- it is not possible to understand the individual
without having knowledge of the situation the
individual is in
- since the contexts may not necessarily be the
same from time to time and from person to person,
it cann be expected that development will have
variations among individuals.
a. microsystem - changes that takes place within
the individual
b. mesosystem - the immediate environment of the
child which have direct influence on the
development of the child such as the parents,
neighbors, friends and school personnel
c. exosystem - social institutions that may have
indirect impact onto the child, like school policies,
employment set-up, mass media and other similar
agencies
THANK YOU

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