MO D U L E 3 :

ES O N H U M A N
ISSU
D E VE LO P M E N T
OBJECTIVES:
• TO HELP THE STUDENTS UNDERSTAND THE ISSUES
ON HUMAN DEVELOPMENT.
• TO GAIN MORE KNOWLEDGE ABOUT THE ISSUES ON
HUMAN DEVELOPMENT.
WHAT IS HUMAN DEVELOPMENT?
•HUMAN DEVELOPMENT is an approach
focusing on the people themselves and the
opportunities they have.
WHAT ARE THE THREE ISSUES ON
HUMAN DEVELOPMENT?
• 1. NATURE VS NURTURE
• 2. CONTINUITY VS DISCONTINUITY
• 3. STABILITY VS CHANGES
1. NATURE VS NURTURE
• NATURE REFERS TO AN INDIVIDUAL
BIOLOGICAL INHERITANCE.
• NURTURE REFERS TO ENVIRONMENTAL
EXPERIENCE.
2. CONTINUITY VS DISCONTINUITY
• CUMULATIVE CHANGE (CONTINUITY) – REFERS TO THE VIEW
OF DEVELOPMENT IS A GRADUAL, CONTINUOUS PROCESS
AND IS AFFECTED BY BIOLOGICAL FACTORS THAT EXIST
INTERNAL TO THE INDIVIDUAL.

• DISTINCT CHANGES (DISCONTINUITY) – REFERS TO THE VIEW

THAT DEVELOPMENT IS OCCURS IN A SERIES OF DISTINCT
STAGE, WHICH IS AFFECTED BY EXTERNAL FACTORS SUCH AS
FAMILY BACKGROUND AND EDUCATION.
IS CHILD DEVELOPMENT
CONTINUOUS OR
DISCONTINUOUS?
3. STABILITY VS CHANGE
• STABILITY – OCCURS WHEN THE EVOLVED OR
ADAPTIVE DEVELOPMENT TRAJECTORY IS ACHIEVED
DESPITE ENVIRONMENTAL AND GENETIC
PERTURBATIONS DURING DEVELOPMENT.
• CHANGE – THE PROCESS OF CHANGE THAT OCCURS
IN HUMAN BEINGS THROUGHOUT DEVELOPMENT.
 ESSAY

• HOW THE FIRST NINE MONTHS SHAPE

THE REST OF YOUR LIFE?
 MOD U LE 4:
R E S E AR C H I N C H I L D
A N D A DO L E S C E N T
DEVE L O P M E N T
ACTIVITY: AGREE OR DISAGREE
• Research is only for those who plan to take master’s degree or doctorate degrees.
• Research is easy to do.
• Research is all about giving question questionnaires and tallying the responses.
• Research with one or two respondents is not a valid research.
• Teacher, because they are busy in their classrooms, are expected to use existing
research rather the conduct their own research in the classrooms.
• There is no need to go into research because a lot of researches have already been
conducted.

• Students are mere users of knowledge arrived at by research. It is not their task to
conduct research.

• Students do not possess the qualifications to conduct research.

• It is not worth conducting research considering the time and money it requires.
WHAT IS RESEARCH?
RESEARCH
The systematic investigation into and study of
material and sources in order to establish facts
and reach new conclusions.
PRINCIPLES OF RESEARCH

TEACHERS AS CONSUMERS/END USERS OF RESEARCH

• Gives important knowledge to use in policy making

• Enables teachers on what to teach and how to teach.
• Involves decisions related to educational policies, curriculum, effective
learning and teaching process and even those involving research.
PRINCIPLES OF RESEARCH
TEACHERS AS RESEARCHERS

Research does not only belong to thesis and

dissertation writers.
It is for students and teachers, too.
THE SCIENTIFIC METHOD
One important principle in research is adherence to the scientific method,
since research is a systematic and a logical process.

FIVE STEPS OF THE SCIENTIFIC METHOD

(JOHN DEWEY)
1. Identify and define the problem 5. Apply conclusions to the original hypothesis
2. Determine the hypothesis
3. Collect and analyze the data
4. Formulate conclusions
RESEARCH DESIGN
1.CASE STUDY

Description: An in-depth look at an individual.

Strengths: It provides information about an individual’s fears, hopes, fantasies,
traumatic experiences, upbringing, family relationships, health, and anything
that helps a psychologist understand that person’s development (Santrock,
2002).
Weaknesses: Need to exercise caution when generalizing from the information;
the subject of a case study is unique, with a genetic make-up and experiences no
one else shares; involves judgments of unknown reliability, in that usually no
check is made to see if other psychologist agree with other observations.
2. CORRELATIONAL STUDY

Description: A research design that determines associations.

Strengths: Useful because the more strongly two events are correlated,
the more we can predict one from the other.
Weaknesses: Because correlational research does not involve the
manipulation of factors, it is not a dependable way to isolate cause.
3. EXPERIMENTAL

Description: A research design that determines cause-and- effect

relationships.
Strengths: The only true reliable method of establishing cause and effect.
Weaknesses: Experimental research is limited to what is observable,
testable, and manipulable.
4. NATURALISTIC OBSERVATION

Description: A research design that focuses on children’s experience in

natural setting.
Strengths: One of the advantages of this type of research is that it allows
the researcher to directly observe the subject in a natural setting.
Weaknesses: It can be difficult to determine the exact cause of
behavior and the experimenter cannot outside variables.
5. LONGITUDINAL

Description: This research design studies and follows through a single

group over a period of time (usually several years or more).
Strengths: Allows them to record and monitor developmental trends.
Weaknesses: They are expensive and time-consuming. The longer the
study lasts, the more subjects drop out-they move, get sick, lose interest,
etc.
6. CROSS-SECTIONAL

Description: A research strategy in which individuals of different ages are

compared at one time.
Strengths: Allows them to record and monitor developmental trends. The
researcher does not have to wait for the individuals to grow up or become
older.
Weaknesses: It gives no information about how individuals change or
about the stability of their characteristics.
7. SEQUENTIAL

Description: A research method that combines cross-sectional and

longitudinal research by considering a number of different age groups and
examining them at several points in time.
Strengths: Allows them to record and monitor developmental trends. It
provides information the impossible to obtain from cross-sectional or
longitudinal approaches alone.
Weaknesses: It is complex, expensive and time-consuming.
8. ACTION RESEARCH

Description: Action research is a reflective process of progressive problem-

solving led by individuals working with others in teams or as part of “community
of practice” to improve the way they address issues and solve problems.
Strengths: Appropriate in a particular setting when the purpose of study is to “to
create changes and gain information on processes and outcome of the strategies
used”.
Weaknesses: Typically takes place in one organization only at a particular time and
could not be interpreted w/in different organizations in the same way. Therefore,
research findings are hard (impossible) to generalize.
 DATA GATHERING TECHNIQUES

1. OBSERVATION – can be made in either laboratory or materialistic setting. In

naturalistic observation, behavior is observed in the real world like classrooms,
home in neighborhood.
2. PSYCHOLOGICAL MEASURES – Certain indicators of children’s
development such as, among others, heart rate, hormonal levels, bone growth, body
weight, and brain activity are measured.
3. STANDARDIZED – these are prepared tests that assess individuals’
performance in different domains. These tests are administrated in consistent
manner.
4. INTERVIEWS AND QUESTIONNAIRES – involve asking the participants to
provide information about themselves based on the interview or questionnaire
given by the researcher.
5. LIFE-HISTORY RECORDS – these are records of information about a
lifetime chronology of events and activities. They often involve a combination of
data records on education, work, family, and residence. These include public
records or historical documents or interviews with respondents.
ETHICAL PRINCIPLES
Ethical Principles provide a generalized framework within which particular
ethical dilemmas may be analyzed.
Details of these ethical principles are found in documents:
1. Ethical standards of the American Educational Research Association.
2. Ethical Standard for Research with Children – Society for Research in Child
Development.
3. Standard of the American Psychological Association Concerning Research.
 The following consideration for researches conducted with young children and
other vulnerable population – National Association for the Education of Young
Children (NAEYC).
Some key points are:
1. Research procedures must never harm children, physically or psychologically.
2. Children and their families have the right to full information about the research in
which they may participate, including possible risks and benefits. Their decision
to participate must be based on what is called “informed consent”.
3. Children’s questions about the research should be answered in a truthful
manner and in ways that children can understand.
4. There should be respect for privacy. Information obtained through research
with children should remain confidential.
THE DATA PRIVACY ACT OF 2012 (R.A. 10173)
This law was passed in the Philippines in 2012 “to protect the fundamental
human right of privacy of communication while ensuring free flow of
information to promote innovation and growth. The law states that the collection
of personal data “must be declared, specified and legitimate purpose and that..
Consent is required prior to the collection of all personal data.
IMPACT OF TEACHERS’ RESEARCH INVOLVEMENT ON
TEACHERS

1. Teachers who have been involve in research may become more reflective,
more critical and analytic in their teaching, and more open and committed to
professional development. (Oja & Pine 1989; Herson 1996; Rust 2007)
2. Participating in teacher research also helps teachers become more deliberate
in their decision-making and actions in the classroom.
3. Teacher research develops the professional dispositions of lifelong learning,
reflective and mindful teaching, and self-transformation. (Mills 2000; Stringer
2007)
4. Engaging in teaching research at any level may lead to rethinking and
reconstructing what it means to be a teachers relate to children and students.
5. Teacher research has the potential to demonstrate to teachers and prospective
teachers that learning to teach is inherently connected to learning to inquire.
(Borko et al. 2007)
 FREUD’S
PSY C H O A N A LY T IC
THEORY
INTRODUCTION:

Freud’s view about human development are more than a century old, He can
be considered the most well known psychologist because of his very interesting
theory about the unconscious and also about sexual development.
Freud’s theory remains to be of the most influential in psychology. His
theory sparked the ideas in the brilliant minds of other theorist and thus become
the starting point of many other theories.
WHO IS SIGMUND FREUD?
• He is Austrian Neurologist
• The founding father of
Psychoanalysis method for
threating mental illness and also a
theory which explains human
behavior.
• Freud was one of the influential people
of the twentieth century and his
enduring legacy has influenced not
only psychology, but art, literature and
even the way people loving their
children.
• Freud is the most popular psychologist
that studied the development of
personality also probably the most
controversial.
FREUD’S STAGES OF PSYCHOSEXUAL DEVELOPMENT

Freud’s is the most popular psychologist that studied the development of

personality, also probably, the most controversial. His theory of psychosexual
development had five (5) stages.
EROGENOUS ZONES for each stage of development. These are specific
“Pleasure Areas” that become focal points for the particular stage if needs are
not met along the area a “FIXATION” occurs. As an adult the person will now
manifest behaviors related to this erogenous zone.
THE FIVE STAGES OF CHILD DEVELOPMENT
1. Oral Stages ( birth to 18 months)

2. Anal Stages (18 months to 3 years)

3. Phallic Stages (ages 3 to 6)

4. Latency Stages (ages 6 to puberty)

5. Genital Stages (puberty to onwards)

FREUD’S PERSONALITY COMPONENTS
Freud described the personality structures as having there components, the id,
the ego and the superego.

The id, Freud says that, a child is born with the id. The id plays a vital
role in one’s personality because as a baby, it works so that the baby’s
essential needs are met. The id operates on the pleasure principle.
 The ego, As the baby turns into a toddler and then into a preschooler, he/she
relates more with the environment, the ego slowly begin to emerge. The ego
operates using the reality principle. It is aware that others also have needs to be
met. It is practical because it knows that being impulsive or selfish can result to
negative consequences later, so it reasons and considers the best response to
situations.
 The Superego, Near the end of the preschool years, or the end of the
phallic stage, the superego develops. The superego 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 Superego is
likened to conscience because it exerts influence on what one considers right
and wrong.
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 believed that most of what influence us is our
unconscious.
 The Conscious. Freud said that all that we are aware of is stored in our
conscious mind. Our conscious mind only comprises a very small part of
who we are so that, in our everyday life, we are only aware of a very small
part of what makes up our personality; most of what we are is hidden and
out of reach.
 The Subconscious. The last part is the preconscious or subconscious.
This is the part of us that we can reach if prompted, but is not in our active
conscious. Its right below the surface, but still “hidden” somewhat unless we
search for it. Information such as our telephone number, some childhood
memories, or the name of your best childhood friend is stored in the
preconscious.
THANK YOU!!!
 GROUP 2
REPORTERS:
PAMPLONA, ROLANDO JOSE
BRONCANO, JENNY
BARJA, EARL E.J. L.
BALANDRA, JOHN PAUL A.
SALAZAR, KARLA
GASTILLO, JOY ANNE