MODULE 1:

Human development - is the pattern of movement or change that begins

at conception and continues through the life span.
Development includes growth and decline. This means that development
can be positive or negative.
**Some major principles of human development**
1. Development is relatively orderly
proximodistal pattern - development proceeds from the center of the
body outward.
cephalocaudal pattern - develops from the head to the feet.
2. While the pattern of development is likely to be similar, the outcomes of
developmental processes and the rate of development are likely to vary
among individuals.
3. Development takes place gradually
4. Development as a process is complex because it is the product of
biological, cognitive and socio-emotional processes
Biological processes - produce changes in an individual's physical nature.
and weight gains, changes in motor skills, the hormonal changes of
puberty, and cardiovascular decline are all examples of biological processes
that affect development
Cognitive processes - refers to changes in the individual's thought,
intelligence, and language.
Socio-emotional processes - include changes in the individual's
relationships with other people, changes in emotions, and changes in
personality
These biological, cognitive and socio-emotional processes are
inextricably intertwined. While these processes are studied separately, the
effect of one process or factor on a person's development is not isolated
from the other processes.
 **Two approaches to human development**
traditional development - show extensive change from birth to
adolescence, little or no change in adulthood and decline in late old age.
termed life-span approach - if you believe that even in adulthood
developmental change takes place as it does during childhood.
**characteristics of the life-span perspective**
1. Development is lifelong. - It does not end in adulthood. No
developmental stage dominates development.
2. Development is multidimensional. - Development consists of
biological, cognitive, and socio-emotional dimensions.
3. Development is plastic. - Development is possible throughout the life-
span.
4. Development is contextual. - Individuals are changing beings in a
changing world.
5. Development involves growth, maintenance and regulation. -
The goals of individuals vary among developmental stages. For instance, as
individuals reach middle and late adulthood, concern with growth gets into
the back stage while maintenance and regulation take the center stage.
**Principles of child development and learning that inform
practice**
- Below are the principles of child development and learning which the
bases of developmentally appropriate practice (DAP) in early are
childhood program for children from birth through age 8, which were stated
in the position paper of the National Association for the Education of Young
Children (2009). They affirm the principles of human development and
characteristics of life-span development approach.
1. All the domains of development and learning-physical, social and
emotional, and cognitive-are important, and they are closely interrelated.
Children's development and learning in one domain influence and are
influenced by what takes place in other domains.
2. Many aspects of children's learning and development follow well
documented sequences, with later abilities, skills, and knowledge building
on those already acquired.
3. Development and learning proceed at varying rates from child to child, as
well as at uneven rates across different areas of a child's individual
functioning.
4. Development and learning result from a dynamic and continuous
interaction of biological maturation and experience.
5. Early experiences have profound effects, both cumulative and delayed,
on a child's development and learning; and optimal periods exist for certain
types of development and learning to occur.
6. Development proceeds toward greater complexity, self-regulation, and
symbolic or representational capacities.
7. Children develop best when they have secure, consistent relationships
with responsive adults and opportunities for positive relationships with
peers.
8. Development and learning occur in and are influenced by multiple social
and cultural contexts.
9. Always mentally active in seeking to understand the world around them,
children learn in a variety of ways; a wide range of teaching strategies and
interactions are effective in supporting all these kinds of learning.
10. Play is an important vehicle for developing self-regulation as well as for
promoting language, cognition, and social competence.
11. Development and learning advance when children are challenged to
achieve at a level just beyond their current mastery, and also when they
have many opportunities to practice newly acquired skills.
12. Children's experiences shape their motivation and approaches to
learning, such as persistence, initiative, and flexibility; in turn, these
dispositions and behaviors affect their learning and development.
MODULE 2:
**Havighurst's six (6) developmental stages**
**Infancy and Early Childhood (0-5)**
1. Learning to walk
2. Learning to take solid foods
3. Learning to talk
4. Learning to control the elimination of body wastes
5. Learning sex differences and sexual modesty
6. Acquiring concepts and language to describe social and physical reality
7. Readiness for reading 8. Learning to distinguish right from wrong and
developing a conscience

**Middle Childhood (6-12)**

1. Learning physical skills necessary for ordinary games
2. Building a wholesome attitude toward oneself
3. Learning to get along with age mates
4. Learning an appropriate sex role
5. Developing fundamental skills in reading, writing and calculating
6. Developing concepts necessary for everyday living
7. Developing conscience, morality, and a scale of values
8. Achieving personal independence
9. Developing acceptable attitudes toward society

**Adolescence (13-18)**
1. Achieving mature relations with both sexes
2. Achieving a masculine or feminine social role
3. Accepting one's physique
4. Achieving emotional independence of adults
5. Preparing for marriage and family life
6. Preparing for an economic career
7. Acquiring values and an ethical system to guide behavior
8. Desiring and achieving socially responsible behavior

**Early Adulthood (19-29)**

1. Selecting a mate
2. Learning to live with a partner
3. Starting a family
4. Rearing children
5. Managing a home
6. Starting an occupation
7. Assuming civic responsibility

**Middle Adulthood (30-60)**

1. Helping teenage children to become happy and responsible adults
2. Achieving adult social and civic responsibility
3. Satisfactory career achievement
4. Developing adult leisure time activities
5. Relating to one's spouse as a person
6. Accepting the physiological changes of middle age
7. Adjusting to aging parent

**Later Maturity (61-and over)**

1. Adjusting to decreasing strength and health
2. Adjusting to retirement and reduced income
3. Adjusting to death of spouse
4. Establishing relations with one's own age group
5. Meeting social and civic obligations
6. Establishing satisfactory living quarters
 **The developmental tasks (Santrock, 2002)**
**The eight (8) developmental stages cited by Santrock**

1. Prenatal period (from conception to birth) - It involves tremendous

growth- from a single cell to an organism complete with brain and
behavioral capabilities.
2. Infancy (from birth to 18-24 months) - A time of extreme
dependence on adults. Many psychological activities are just beginning
language, symbolic thought, sensorimotor coordination and social learning.
3. Early childhood (end of infancy to 5-6 years (Grade 1) - These are
the preschool years. Young children learn to become more self-sufficient
and to care for themselves, develop school readiness skills and spend many
hours in play with peers.
4. Middle and late childhood (6 -11 years of age, the elementary
school years) - The fundamental skills of reading, writing and arithmetic
are mastered. The child is formally exposed to the larger world and its
culture. Achievement becomes a more central theme of the child's world
and self-control increases.
5. Adolescence (10 12 years of age ending up to 18-22 years of
age) - Begins with rapid physical changes - dramatic gains in height and
weight, changes in body contour, and the development of sexual
characteristics such as enlargement of the breasts, development-of pubic
and facial hair, and deepening of the voice. Pursuit of independence and
identity are prominent. Thought is more logical, abstract and idealistic. More
time is spent outside of the family.
6. Early adulthood (from late teens or early 20s lasting through the
30s) - It is a time of establishing personal and economic independence,
career development, selecting a mate, learning to live with someone in an
intimate way, starting a family and rearing child.
7. Middle adulthood (40 to 60 years of age) - It is a time of -
expanding personal and social involvement and responsibility; of assisting
the next generation in becoming competent and mature individuals; and of
reaching and maintaining satisfaction in a career.
8. Late adulthood (60s and above) - It is a time for adjustment to
decreasing strength and health, life review, retirement, and adjustment to
new social roles.

**FREUDS STAGE OF PSYCHOSEXUAL DEVELOPMENT**

Freud is the most psychologist that Studied the development of personality.

Also, the most controversial. His theory of psychosexual development
includes five distinct Mages.
The theory is Quite interesting for many because Freud Identified specific
erogenous zone for each stage of development. There is specific "Pleasure
arear that become Focal point for the particular stage.
According to Freud, a person goes through the sequence of these five
stages and along the way there are need to be met.

ORAL STAGE (Birth to 18 months)

The erogenous zone Is the mouth. During the oral stage the child on oral
pleasure (sucking)
This type of personality may be ORAL RECEPTIVE that is have a stronger
tendency to smoke, drink alcohol, overeat or ORAL AGGRESSIVE that is
with tendency to bite his or her nails, or use curse words of even gossips.

ANAL STACE (18 months to 3 years)

The child Focus of pleasure in this stage in anus.
Fixation during this stage can result in being ANAL RETENTIVE, an
obsession with cleanliness, perfection, and control or ANAL EXPULSIVE,
where the person may merry and disorganized.

PHALLIC STACE (Age 3 to 6)

The pleasure or the erogenous is the genitals.
 OEDIPUS COMPLEX in Greek mythology, Eudipus unintentionally
killed his father and married his mother
 Psychologist also believed that girl may also have a similar attraction
towards their father this is referred to the ELECTRA COMPLEX.
LATENCY STAGE (Age 6 to Puberty)
It’s during this stage that sexual urges remain represent the children’s
Focus in the acquisition of physical and academic skills. Boys usually relate
more with boys and girls with girls during this stage.

CENITAL STACE (Puberty onward)

The fifth stage of psychosexual development begins at the start of puberty
when sexual urge is once again awakened.

**FREUD’S PERSONALITY COMPONENTS**

Freud described the personality Structures as having three components,

the id, the ego and the superego. For each person, the first to emerge is
the id, followed by the ego and last to develop is the superego.
THE id
Freud says that, a child is born with the id. Actions are controlled by the id,
which is a biological component of your personality that is present at birth
and is based on instinct. It exists in your subconscious and is driven by the
pleasure principle, which is the idea that your needs should be met
immediately.
THE EGO
As the baby turns into a toddler, and then into a preschooler, he/she relates
more with the environment, the ego slowly begins to emerge. Operates
using the reality principle. It is aware that others also have needs to be
met.
The Superego
Near the end of the preschool years, or the end of the phallic stage, the
superego develops. It embodies a person’s moral aspect. This develops
from what the parents, teachers and other persons who exert influence
impart to be good or moral.

**The Three Components and Personality Adjustment**

- Freud said that a well-adjusted person is one who has strong ego, who
can help satisfy the needs of the d without going against the superego
while maintaining the person’s sense of what is logical, practical and
real.
- Freud believed that the personality of an individual is formed early
during the childhood years.

*Topographical Model*
The Unconscious
Freud said that most what we go through in our lives, emotions, beliefs,
feelings and impulses deep within are not available to us at a conscious
level. He believes that the most influence us is our unconscious.
The Conscious
Freud also said that we are aware of is stored in Our conscious mind. It is
the awareness of the self in space and time and is defined as human
awareness to both internal and external stimuli.
The Subconscious
The last part is the Preconscious or subconscious. This is the part of us that
we can reached if prompted, but is not in our active conscious Its right
below the surface, but still “hidden” somewhat unless we search for it.

Jean Piaget stages of cognitive development

For sixty years, Jean Piaget conducted research on cognitive development.
His research method involved observing a small number of individuals as
they responded to cognitive tasks that he designed. These tasks were later
known as Piagetian tasks.
called his general theoretical framework "genetic epistemo-logy"
because he was interested in how knowledge developed in human
organisms.
Basic Cognitive Concepts
Schema
Piaget used the term "schema" to refer to the cognitive structures by which
individuals intellectually adapt to and organize their environment.