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Human Development
Human Development
Human Development
CHAPTER III
NTRODUCTION
In studying human behavior, you have to start
your orientation by knowing how humans
develop. How do psychologists study human
development? What determines human
behavior, nature or nurture? What are the
areas of development in human beings? Is it
only physical? How are human being’s
perception and motor skills developed? Is
social development in beings the same as their
cognitive development? What are the theories
explain human development? These are
significant questions which psychologists aim
to answer.
WHAT IS DEVELOPMENT?
•In the medical science, pediatricians view
the subject on growth and development of the
child from the period of conception to the
adolescence.
•
•Some authors interchangeably or
synonymously deal with terms in growth and
development but this should not be the case
since this two terms could be distinguished
from one another.
GROWTH
•WE ARE REFERRING TO BODILY INCREASE IN
SIZE, STRUCTURE OR QUANTITATIVE
CHANGES.
•WE GROW PHYSICALLY AND MENTALLY.
DEVELOPMENT
•REFERS TO QUALITATIVE CHANGES. THE
CHANGES ARE BROUGHT ABOUT WITH AN
INCREASE IN FUNCTION AND MATIRITY. MAYBE
DEFINED AS THE CALIBRATED PROGRESSIVE
STRING OF ORDERLY, COHERENT AND RELATED
CHANGES.
BIOLOGICAL PROCESS
INVOLVE CHANGES IN THE INDIVIDUAL’S
PHYSICAL NATURE. GENES ARE INHERITED FROM
PARENTS, THE DEVELOPMENT OF THE BRAIN,
HEIGHT AND WEIGHT GAINS, CHENGES IN MOTOR
SKILLS, THE HORMONAL CHANGES OF PUBERTY
AND CARDIOVASCULAR DECLINE ALL REFLECT
THE ROLE OF BIOLOGICAL PROCES.
COGNITIVE PROCESS
INVOLVE CHANGES IN THE INDIVIDUAL’S
THOUGHT, INTELLIGENCE AND
LANGUAGE.
SOCIO-EMOTIONAL PROCESS
MATURATION AND
EXPERIENCE
MATURATION IS THE ORDERLY
SEQUENCE OF CHANGES DICATATED
BY THE GENETIC BLUEPRINT WE
EACH HAVE.
FROM THE SOCIAL ENVIRONMENT
WHICH INCLUDES THE FAMILY,
PEERS, SCHOOLS, COMMUNITY,
MEDIA, AND CULTURE.
NATURE REFERS TO AN ORGANISM’S
BIOLOGICAL INHERITANCE, “ NURTURE”
TO ENVIRONMENTAL EXPERIENCES. THE
NATURE PROPONENTS CLAIM
BIOLOGICAL INHERITANCE IS THE MOST
IMPORTANT INFLUENCE ON
DEVELOPMENT AND THE NURTURE
PROPONENTS CLAIM THAT
ENVIRONMENTAL EXPERIENCES ARE THE
MOST IMPORTANT. IT SHOULD BE NOTED
THAT DEVELOPMENT IS NOT ALL NATURE
OR ALL NURTURE.
WHAT CAN WE INHERIT
FROM OUR PARENTS?
HEREDITY IS THE TRANSMISSION OF
CHARACTERISTICS FROM PARENTS TO THEIR
OFFSPRING THROUGH THE GENES. GENES
DETERMINE HEREDITARY CHARACTERISTICS.
THEY ARE MADE UP OF DNA. IT LIES ALONG
CHROMOSOMES , BODIES THAT ARE IN THE
NUCLEUS OF EACH CELL IN OUR BODY. EVERY
HUMAN CELL CONTAINS 46 CHROMOSOMES
ARRANGED IN 23 PAIRS. THE SEX CELLS
CONTAIN 23 SINGLE CHROMOSOMES .
FERTILIZATION RESULTS IN 23 PAIRS OF
CHROMOSOMES – THE FEMALE EGG
CONTAINS X CHROMOSOMES AND EVERY
MALE SPERM CELL CONTAINS EITHER AN X
OR A Y CHROMOSOME.
qTHERE ARE HEREDITARY
TENDENCIES TOWARD LONG LIFE.
HIGH INTELLIGENCE IS INHERITED TO
SOME EXTENT.
qCERTAIN TYPES OF
FEEBLEMINDEDNESS TEND TO RUN IN
FAMILIES. THERE ARE SOME WHO
BELIEVE THAT LOW MENTALITY IS
DUE TO CONSANGUINEOUS
MARRIAGE. IT MAY BE CONGENITAL
PRINCIPLES OF
GROWTH
AND DEVELOPMENT
qPRINCIPLE OF VARIABILITY-
MATURATION PROCEEDS FROM
FITS AND STARTS RATHER THAN A
CONTINUOUS, SMOOTH FASHION.
THE RATE IS CONSTANT.
qPRINCIPLE OF INDEPENDENCE-
DIFFERENT PARTS AND SYSTEMS
OF THE BODY DEVELOP IN
LARGELY INDEPENDENT PATTERNS
AND SEQUENCES.
qPRINCIPLE OF DIFFERENTIATION-
DEVELOPMENT OCCURS ALONG THE
LINE FROM IT’S HEAD TO IT’S
TAIL(CEPHALO-CAUDAL): FROM WHOLE
BODY TO SPECIFIC(PROXIMO-DISTAL)
qPRINCIPLE OF INTEGRATION-
INTEGRATION INCREASES WITH
DEVELOPMENT. MOTOR ACTIONS
WHICH ARE AWKWARD AT FIRST
BECOME COORDINATED SOON.
qPRINCIPLE OF PREDICTABILITY-
SEQUENCES IN MATURATION ARE
MORE PREDICTABLE THAN RATES
OF MATURATION. INFANTS FOLLOW
A CERTAIN PATTERN OF MOTOR
DEVELOPMENT BUT THE AGE AT
WHICH ONE CHILD ACHIEVES SUCH
ACTS MAY BE DIFFERENT FROM
THAT OF THE OTHER.
qPRINCIPLE OF LIMITATION-
MATURATION SETS THE LIMITS
ON LEARNING. AN INFANT
CANNOT LEARN TO CONTROL
MOVEMENT UNTIL HIS
SKELETON AND HIS NERVOUS
AND MUSCULAR SYSTEMS ARE
SUFFICIENTLY MATURE TO
PERMIT SUCH LEARNING.
PHYSICAL DEVELOPMENT
PRE-NATAL DEVELOPMENT- THE
PERIOD OF DEVELOPMENT FROM
CONCEPTION TO BIRTH. THE
AVERAGE PREGNANCY LASTS 270
TO 280 DAYS OR 40 WEEKS. AT
CONCEPTION THE SPERM CELL
FERTILIZES THE EGG CELL WHILE IT
WAS STAYING AT THE FALLOPIAN
TUBE.
THE PRE-NATAL STAGE HAS
THREE LAYERS:
qTHE GERMINAL STAGE- INCLUDES THE
FIRST TWO WEEKS AFTER FERTILIZATION.
THE ZYGOTE TRAVELS AT THE FALLOPIAN
TUBE THEN ATTACHES ITSELF TO THE
WALL OF THE UTERUS.
qTHE EMBRYONIC STAGE EXTENDS
FROM THE SECOND TO EIGHT WEEK
AFTER CONCEPTION . THE ZYGOTE IS
ABOUT ON EINCH LONG. MOST VITAL
ORGANS AND BODILY SYSTEMS BEGIN TO
FORM
qAMNIOTIC SAC OR FLUID-FILLED
SAC SURROUNDS THE EMBRYO
TO SERVE AS PROTECTION AND
PROVIDE A CONSTANT
ATMOSPHERE. FROM 2 MONTHS
AFTER CONCEPTION UNTIL BIRTH
IS THE FETAL STAGE.
DURATION DEVELOPMENT
2nd WEEK IMPLANTATION ON UTERINE
3RD -4TH WEEK WALL BEGINS TO PUMP
HEART
4TH WEEK DIGESTIVE SYSTEM BEGINS
TO FORM:THEN EYES
5TH WEEK EARS
6TH WEEK ARMS AND LEGS APPEAR
7TH -8TH WEEK MALE SEX ORGAN FORM,
FINGERS FORM
8TH WEEK BONES FORM, LEGS AND
ARMS, TOES FORM
10TH – 11TH WEEK FEMALE SEX ORGANS FORMS
12TH WEEK FETUS WEIGH ONE OUNCE;
FETAL MOVEMENT OCCURS’
FINGERPRINTS FORM
20TH WEEK MOTHER FEELS MOVEMENT;
REFLEXES APPEAR. NAILS,
SWEAT GLANDS AND SOFT
38TH WEEK HAIR
FETUSDEVELOPING.
WEIGHS ABOUT 7
40TH WEEK POUNDS
FULL -TERM BABY BORN
FACTORS THAT MAY
AFFECT AN UNBORN
CHILD ..
qGERMAN MEASLES RESULTS IN
DEAFNESS, CATARACT, MENTAL
DEFICIENCY OR HEART DISEASE IN
THE BABY.
qSYPHILIS, MALARIA, SMALL POX,
CHICKEN POX, AMD MUMPS ARE
INFECTIOUS DISEASE CAUSED BY
AGENTS SMALL ENOUGH TO PASS
THROUGH PLACENTA, CAN RESULT IN
DEFORMITIES OR DEFECTS.
qMATERNAL MALNUTRITION AS WELL AS
ANOXIA AND INFECTIOUS DISEASES
AFFECT DEVELOPMENT OF THE FETUS.
qALCOHOL AND SMOKING INCREASES
FETAL HEARTBEAT.
qEFFECTS OF X-RAYS AND OTHER FORM
OF RADIATION MAY AFFECT THE
MENTALITY OF THE CHILD.
qEMOTIONAL STATES OF THE MOTHER
CAN INFLUENCE AN UNBORN CHILD.
qENDOCRINE IRREGULARITIES ARE
FOUND TO BE FACTORS.
qEMOTIONAL STATES OF THE MOTHER
CAN INFLUENCE AN UNBORN CHILD.
qBLOOD INCOMPATIBILITY OR RH
POSITIVE AND RH POSITIVE (MAN AND
WOMAN) RESULTS TO STILLBORN OR
MENTALLY RETARDED CHILD.
qUSE OF DRUGS EASILY CROSSES THE
PLACENTAL BARRIER AND MAY IMPEDE
THE FETUS NORMAL DEVELOPMENT.
qEFFECTS OF PILLS OR MEDICINES
TAKEN BY THE MOTHER.
MOTOR DEVELOPMENT
(1 – 18 MONTHS)
THE PROXIMO DISTAL PRINCIPLE OF
DEVELOPMENT DESCRIBES THE
CENTER- OUTWARD DIRECTION OF
MOTOR DEVELOPMENT. CHILDREN
CAN CONTROL THEIR TORSO BEFORE
THEIR EXTREMITIES. THEY CAN SIT
BEFORE THEY STAND. THE CEPHALO-
CAUDAL PRINCIPLE DESCRIBES THE
HEAD TO FOOT DIRECTION OF MOTOR
DEVELOPMENT.
AGE BEHAVIOR
INFANT ALSO
•
AND
•
COMPLEX FOR
EROGENOUS ZONE IS BOYS AND
•
DEVELOP
SIMILAR
DESIRES BUT
INSTEAD
STAGE AGE RANGE CHARACTERISTICS CONFLICT
•LIBIDINAL ENRGY IS
SUPPRESSED AS THE
CHILD STARTS
SCHOOLING AND
BECOMES MORE
LATENT 6 PUBERTY INTERESTED WITH
RECREATIONAL
ACTIVITIES AND PEER
RELATIONSHIPS.
•SEXUAL ENERGY IS
DIRECTED TO MORE
SOCIALLY ACCEPTABLE
ACTVITIES.
•SUCCESFUL
REDIRECTION OF
SEXUAL DRIVES HELP
THE CHILD DEVELOPS
GOOD INTERPERSONAL
SKILLS AND SELF
CONFIDENCE.
STAGE AGE RANGE CHARACTERISTICS CONFLIC
•SEXUAL DESIRES T
RESURFACE BUT THIS
TIME, INTEREST IS ON
THE OPPOSITE SEX AND
WELFARE OF OTHERS.
GENITAL PUBERTY AND •THE INDIVIDUAL IS
NOW CONCERNED WITH
UP. MAINTAINING A WELL-
BALANCED LIFE.
PSYCHOSOCIAL
STAGES OF
DEVELOPMENT
BY ERIK ERIKSON
qTRUST VS. MISTRUST- (FIRST YEAR
OF LIFE) NEEDS OF INFANTS MUST BE
MET BY CARETAKERS WHO ARE
RESPONSIVE AND SENSITIVE.
q
qAUTONOMY VS. SHAME- (1-3 YEARS)
CHILDREN EXPRESS SELF-CONTROL
EXPLORING, CLIMBING ETC.
q
qINITIATIVE VS. GUILT- (3-5 YEARS)
CHILDREN ARE ASKED TO ASSUME
MORE RESPONSIBILTY.
qINDUSTRY VS. INFERIORITY- (6-12 YEARS)
CHILDREN LEARN FROM SCHOOL SOCIAL
VALUES.
q
qIDENTITY VS. ROLE CONFUSION-
(ADOLESCENCE)FINDING OUT WHO WE ARE,
WHAT WE VALUE AND WHERE WE ARE
HEADED IN LIFE.
q
qINTIMACY VS. ISOLATION-(YOUNG
ADOLESCENCE) AFTER ESTABLISHING A
PERSON IS PREAPARED TO FORM DEEP
INTIMATE RELATIONSHIP WITH OTHERS.
qGENERATIVITY VS. ISOLATION- (MIDDLE
ADULTHOOD) THE FOCUS IS GUIDING THE
NEXT GENERATION. THIS CAN BE DONE
THROUGH CRAETIVE OR PRODUCTIVE
WORK OR THROUGH CARING FOR
CHILDREN.
q
qINTEGRITY VS. DESPAIR-(LATE
ADULTHOOD) A TIME FOR LOOKING BACK
AT OUR LIVES.
EMOTIONAL
DEVELOPMENT
qEMOTIONS THAT ARE DIRECTED INTO
DESIRABLE AND WHOLESOME PATTERNS
OF EXPERESSIONS WILL LEAD TO
WHOLESOME JUDGEMENTS.
q
qEMOTIONS PREPARE THE BODY FOR ACTION. IT
COLOR’S THE CHILD’S OUTLOOK IN LIFE, AFFECT
SOCIAL INTERACTION, LEAVE THEIR MARK ON
FACIAL EXPRESSION AND AFFECT THE
PSYCHOLOGICAL CLIMATE.
qLACK OF DIFFERENTIATION IN
EMOTION IS FOUND DURING THE FIRST
MONTH OF THE INFANT
q
-MICHELE BORBA
(2001)
MORAL INTELLIGENCE CONSISTS OF
SEVEN ESSENTIAL VIRTUES:
qEMPATHY IS THE CORE MORA; EMOTION
THAT ALLOWS THE CHILD TO UNDERSTAND
HOW OTHER PEOPLE FEEL.
qCONSCIENCE IS A STRONG INNER VOICE
THAT HELPS CHILD DECIDE RIGHT FROM
WRONG.
qRESPECT ENCOURAGES YOUR CHILD TO
TREAT OTHERS WITH CONSIDEARTION
BECAUSE SHE REGARDS THEM AS
WORTHY.
qKINDNESS IS A SENSE OF HUMAN
DECENCY AND COMPASSION IN
RELATIONSHIPS.
qFAIRNESS IS CHOOSING TO BE OPEN
MINDED AND TO ACT IN A JUST AND
FAIR WAY.
qTOLERANCE HELPS YOUR CHILD
APPRECIATE DIFFERENT QUALITIES IN
OTHERS , AND LISTEN OPENLY TO ALL
SIDES BEFORE JUDGING.
ADOLESCENCE
ON PHYSICAL CHANGES, PUBERTY
REFERS TO RAPID PHYSICAL
GROWTH THAT OCCURS WITH
HORMONAL CHANGES THAT BRING
SEXUAL MATURITY. SECONDARY SEC
CHARACTERISTICS ASSOCIATED WITH
GENDER BUT NOT DIRECTLY
INVOLVED IN REPRODUCTION SUCH
AS MALE FACIAL HAIR EMERGES AND
THE MENARCHE IN FEMALES.
ADOLESCENTS ENTER WHAT WE
CALLS AS PSYCOSOCIAL MORATORIUM
WHICH RELATES TO THE GAP
BETWEEN THE SECURITY OF
CHILDHOOD AND THE AUTONOMY OF
ADULTHOOD WHERE A PERSON IS
FREE FROM RESPONSIBILITIES AND
CAN EXPERIMENT WITH DIFFERENT
ROLES.
ADULTHOOD