Human growth and development-

Human Growth and

Development

RELATIVELY CHANGE IN BEHAVIOR/KNOWLEDGE OR

PRACTICE

Learning

QUANTITATIVE CHANGE THAT TAKE PLACE WITHIN

ORGANISM IN CHRONOLOGICAL AGE

Growth

QUALITATIVE CHANGES IN VARIOUS ASPECT OF

ORGANISM

PSYCHOLOGICAL, MENTAL,

EMOTIONAL

Development

DIFFERENCE BETWEEN TWO

PEOPLE DETERMINE BY

GENES INHERITED

N ature

DIFFERENCE OF TWO PEOPLE

THE WAY THEY REARED BY THEIR

ENVIRONMENT

Nurture

UNFOLDING CHARACTERISTICS

POTENTIALLY PRESENT I THE INDIVIDUAL

COME FROM GENETIC ENDOWMENT

Maturation

ERICKSON EIGHT STAGES

OF DEVELOPMENT

Critical Periods

TRANSMISSION OF GENETIC

CHARACTERISTICS FROM THE PARENT

TO OFFSPRING.

Heredity

ALL CONDITIONS INSIDE AND OUTSIDE

AN ORGANISM THAT IN ANY WAY AFFECT

BEHAVIOR, DEVELOPMENT AND

GROWTH

Environment

IT IS BETWEEN INHERITED POTENTIALS AND

ENVIRONMENT THAT INFLUENCES LEVEL OF

DEVELOPMENT AT VARIOUS STAGES OF HIS

LIFE

Interaction

CONFLICT FACED BY AN INDIVIDUAL AT

EACH STAGE OF PSYCHOLOGICAL DEVELOPMENT

Developmental Crisis

GENERAL FACTORS AFFECT

HUMAN DEVELOPMENT

Heredity and Environment

ABILITY TO ADAPT TO THE CONDITIONS OF THE ENVIRONMENT. ACTIVE INTERNAL

PROCESS OF ORGANIZING AND CONDITIONING ONE’S INTELLECTUAL

DEVELOPMENT

Equilibrium

Assimilatio

n –process o

f acquiring

knowledge

and info

Accommodation—creating new scheme by modifying existing scheme after interaction with the environment

Features of Teaching Situation

teacher

Subject

matter

learner

Context• Social• physi

cal

Social- laws, rues gov’t regulatio..

Physical - facilities, resources,

classroom, etc.

1.MATURATION OR NATURAL GROWTH RESULTING FROM

HEREDITY2.ENVIRONMENT

INFLUENCE IN AND THROUGH THE

GROWING TAKES PLACE

Two factors Affect Human development

Principles of Development

Phylogenetic follows orderly sequence which is predictable true to all members of certain race

•Cephalocaudal- head to foot•Proximodistal- nearest center develop earlier

Ontogenetic- rate of development is unique ,

brought by heredity and environment

•Two boys of the same age one might talk earlier

Stage in Life Span DevelopmentStage Age Period Features

Prenatal- Conception Physical development

Infancy Birth-1 .5yrs foundation age Locomotion, rud language, social attachments

Early childhood 1.5- 6 question age Speak, sex typing, group play, ready for school

Late childhood 6-10school age—gang age Cognitive process become adult, except in speed in operation, team

play

Pre adolescence/puberty 10-12-13 secondary sex characteristic

Changes occurrence

Adolescence 13-20high school rapid physical change

ident..crisis

Start at puberty, ends maturi ty, hots, sexual relationship,

ind. To parent

Young adulthood 2035 age of adjustment Career and family development

Middle age 35-65 mental decline Career reaches high level, self assessment, empty nest

crisis retirement

Old age 65- death increase rapid mental and physical

decline

Enjoys family achievement dependency, widowhood, poor

health

Influence on Development•Establish limit of human development through stages of growth

Maturation

•Manipulating object in one’s environment and reorganizing thought pattern

Active experience

•Experience of person relates to environment

Social interaction

•Influence of cultural milieu on the development

Cultural and situational context

MaExSoCul

Theories of Human Development

Cognitive/intellectual •Piaget

Cognitive/linked to input from other•Vygotsky

Psycho-sexual/ self satisfaction•Freud

Psychosocial/ personal crisis socially/+vs.- •Erickson

Cognitive •Paget

•Development of intellectual mind

SPreOCF

Sensorimotor birth-2yrs old—sense perception

Schemas based on perception and behavior Use objects to learn== show apple

Child is unaware of his environmentChild characteristics.

a. primary circular reaction- repeated action center to his body e.g. Thumb sucking

b. intentional behavior- repeats action to prolong interesting events. e.g. crying.

c. object permanence- knowledge of existence of objects.

d. representation- allows the child to se necessary solution through manipulation of real objects. E. g manipulation of toys.

WORDS BECOME SYMBOLS FOR OBJECTCHILD THINKING

Preoperational 2-6-7Schemas present object beyond view

Not yet in logical/ create mental mages=picture apple

Egocentric–

centered on

himself.Fond of telling tales

to get everyone’s

attention

Irreversible

– inability to rethink.

Coins are referred than bill

BEGINS TO LEARN SYMBOLS AND CONCEPTS, TIME, SPACE SHAPE, SIZE

ELEMENTARY SCHOOL YEARSBECOME MORE LOGICAL AND SYSTEMATIC

Concrete operational-7-11

Conservation

- to conceptualize

the retention and

preservation of

same quatity

under various

formation.Ex. 1kgnail= 1kg

cotton

Reversibility- ability to understand the completion of certain operations in reverse order but end the same.

Exam. Ice and vapor are different state of water

DEVELOP LOGICAL REASONINGDECREASE

EGOCENTRICITY

Formal Operational11-16

COGNITIVE DEVELOPMENT IS STRONGLY LIKED TO INPUT FROM ADULT

LEARNING PRECEDES DEVELOPMENT

Vygotsky’s cognitive development/ Proximal Development

Self- regulation– involves internalization of sign s acquired by individual from others to solve problem by himself

Zone of proximal development- learning takes place when a child is working within his zone of proximal development

Scaffolding- supports for learning in the form of clues, reminders, encouragement, breaking problem into stages example, any form allow student to grow independent

PERSON BEHAVIOR CAN BE MOTIVATED BY

STRONG UNCONSCIOUS DRIVE OR URGES TOWARD

SELF- SATISFACTION

Psychosexual/Analytical theoryFreud

SELF CENTEREDMOUTH IS CENTER OF PLEASURE

Oral Stage birth-2yrs

Failure to satisfy—

a smoking and other relative action

ANAL IS THE CENTERED REGION OF PLEASURE

GAINS PLEASURE IN ELIMINATING B OWEL

Anal Stage 2-4yrs

Failure to satisfy—frugality

greedinessStubborn

disorderliness

PHALLUS MALE SEX ORGAN SYMBOL OF STRENGTH A N P O W E R . D R I V E S P L E A S U R E I M A N I P U L AT I N G

S E X O R G A N .

Phallic Stage 4-6yrs

Oedipus Complex son love

his mother

Electra complex- daughter love his father

CRITICAL STAGE CONFLICTING FEELING ARE CONFINED IN THE ID.

DIVERT TO SCHOOL AND PEERS . CHILD AVOID MEMBERS .OF OTHER GENDER

SEX TYPING

Latency stage 6- 12

PUBERTY ONWARDATTRACTED TO OPPOSITE SEX

PLEASURE FROM SEXUAL RELATIONSHIP EXPERIENCE

WITH OTHERS

Genital Stage 12-above

ID- LEGISLATIVE ASPECT OF PERSONALITYSERVE THE INSTINCT OF SEEKING OBJECTS THAT

WILL SATISFY THEM.

MOST UNCONCIOUS

Psycho analytical/component of

personality

JUDICIAL ASPECT OF PERSONALITY

GOODNESS OR WRONGNESS

MORAL ARBITERHAFT CONSCIOUS

HAFT SUBCONSCIOUS

Super ego

EXECUTIVE ASPECT

FIND REALISTIC WAY TO

FIND PLEASURE OR TO GRATIFY

INSTINCT, ID

Ego

INDIVIDUAL HAS TO PASSED EIGHT STAGES OF

DEVELOPMENTAL CRISIS THAT AFFECT THE

DEVELOPMENT OF AN INDIVIDUAL.

BATTLE BETWEEN POSITIVE AND NEGATIVE

Psychosocial/personality theory

erickson

TRUST VS. MISTRUSTCARES VS. STRANGERS

Stage I0-1.5yrs.

AUTONOMY VS. SHAME AND DOUBT

ENCOURAGES VS. SELF PITY

SUPPORT VS. SELF WORRY

Stage II1.5-3yrs

INITIATIVE VS. GUILT

INITIATE ADULT BEHAVIOR WHEN PUNISHED = SENSE OF GUILT

EXPLORE WHAT S/HE CAN ACCOMPLISH.

Stage III3-6

IDENTITY VS. INFERIORITY

SEPARATION WITH SEXES, PEER GROUPING, PLAY AGE,

==WHEN HE CANNOT ACCOMPLISH DEVELOP INFERIORITY

Stage IV6-12yrs

IDENTITY VS. ROLE CONFUSION

WHO I AM? IDENTITY CRISIS

STRUGGLES WITH SOCIETY’S DEMANDS TEACHER SHOULD PROVIDE

OPPORTUNITIES TO EXPLORE VARIOUS CAREER

Stage V12-18

INTIMACY VS. ISOLATION

AGE OF INTIMACYDEVELOP WARM AND INTIMATE

RELATIONSHIPFAILURE == ISOLATION

Stage VI18-24

GENERATIVITY VS. STAGNATION

MOST PRODUCTIVE YEARS OF LIFE WORTH IS DEPENDENT OH HID

CONTRIBUTIONSHOW THAT HE IS VERY RELIABLE

PERSON

Stage VII24-54

INTEGRITY VS. DESPAIR

ACHIEVEMENT= INTEGRITYFAILURE TO ATTAIN GOALS DESPAIR AND

REGRETSFEAR OF END OF LIFE

Stage VIII54-death

DEFINED BY MORAL DILEMMA

Kohlberg's Moral development

JUDGMENT BASED ON EXTERNAL CRITERIA

R I G H T A N D W R O N G A R E A C C O R D I N G T O T H E S TA N D A R D O F A D U LT S

STAGE ONEO B E D I E N C E A N D P U N I S H M E N T

- R U L E S O B E Y E D T O AVO I D P U N I S H M E N T

STAGE TWON A Ï V E E G O T I S M A N D I N S T R U M E N TA L O R I E N TAT I O N

- R U L E S O B E Y E D T O G A I N S R E WA R D S

Level one pre-conventional morality

RULES CONFORM TO OTHER STAGE THREE

GOOD BOY-GOOD GIRL ORIENTATION-TO GAIN APPROVAL

STAGE FOURAUTHORITY

-MAINTAINING ORIENTATIONSOCIAL CONVENTION ARE BLINDLY ACCEPTED TO AVOID

CRITICISM

Level TwoConventional Morality

LAW ABIDING CITIZENRY MORALITY IS BASED ON AGREEMENT WITH OTHER TO SERVE FOR COMMON

GOOD AND PROTECT OTHER RIGHTS

STAGE FIVE—DURA LEX SED LEXCONTRACTUAL

-LEGALISTIC ORIENTATION RIGHT AND WRONG GOVERN BY REASON

STAGE SIXUNIVERSAL ETHICAL—HIGHEST FORM

MORALITY BASED ON MUTUAL RESPECTCONFORM RULES TO AVOI D SELF- CONDEMNATION.

MORALITY IS REFLECTION OF INTERNALIZED STANDARDS

Level threepost conventional morality

Piaget moralityCognitive develop first and use to reason about social issues

•Morality made by children under age of 10. Rules come from external authority and define what is right and wrong

Constraint

•Thinking made by older. Rules provide general guidelines but should not be followed blindly without considering the context.

Cooperation

EMPHATIC DISTRESS- EXPERIENCING THE SUFFERING OF OTHERS IS A POWERFUL

MOTIVATION OF MORAL CHOICES AND HELPING BEHAVIOR

PARENTAL DISCIPLINARY PRACTICES CAN PLAY A SIGNIFICANT ROLE IN THE

DEVELOPMENT OF MORAL BEHAVIOR

Hoffman's morality

BELIEFS IN ONE SELF

Self-concept

BELIEF THAT YOU ARE

CAPABLE AND

WORTHY

Self-esteem

AUTHORITATIVE - INCLUDE CHILDREN IN FAMILY DECISION

AUTHORITARIAN - ALLOW LITTLE GIVE AND TAKE PARENT-CHILDREN DISCUSSION EXPECT RULES TO BE

OBEYED

PERMISSIVE- ALLOW CHILDREN TO MAKE MANY OWN DECISION

UNINVOLVED- HAVING LITTLE INTEREST IN CHILDREN’S L IVE

Parenting style and implication to education

PREPARED BY

MR. BOYET B. ALUAN

THANK YOU!