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CHAPTER 1
NATURE AND PRINCIPLES
OF DEVELOPMENT
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Intended Learning Outcome (ILO)

 At the end of this chapter, you should be able to construct a definition of
human development and its implications.
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 Topic Outline

01 02
The process and period of development
Important Terms of the Study of Development

03 04
The lifespan Perspective Basic issues in Human
Development
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 01
Important Terms in the Study of Development
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 Refers to the physical Changes that occur from
Growth conception to maturation

Maturation Is the biological unfolding of an individual

according to plan contained in the genes .

The process through which experience brings

Learning about relatively permanent changes in thoughts,
feelings or behavior.

Refer to all the external physical and social

Environment
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condition and events that can affect us.

 02
The process and Period of Development
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Domain of Development

BIOLOGICAL DEVELOPMENT COGNITIVE DEVELOPMENT

Involves changes in the child’s body. Genetic inheritance Involves the child’s thinking, intelligence
plays a large part.
and language.

Biological process underline the development of brain,

gains in height, changes in motor skills and puberty’s Cognitive development processes enables a
hormonal changes. growing child to memorize a poem, imagine
how to solve a math problem, come up with
creative strategy or speak meaningfully
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connected sentence.
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Domain of Development
SOCIO-EMOTIONAL DEVELOPMET

Involves changes in the child’s relationships with other

people, change in emotions and changes in personality.
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 PERIOD OF DEVELOPMENT
STAGE AGE PERIOD MAJOR FEATURES
1.Prenatal Conception to Physical Development
Birth
2. Infancy Birth at full term to Locomotion established,
about 18 months rudimentary language, social
attachment
3. Early About 18 moths to Language well-established, group
Childhood 6 years play; ends with readiness for
schooling
4.Late About 6 to 13 Many Cognitive processes become
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Childhood years old adult except in speed of operation;

and team play
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1.02%3A_Periods_of_Development#:~:text=Infancy%20and%20Toddlerhood%20(birth%20through,Adolescence%20(12%20years%20to
 PERIOD OF DEVELOPMENT
STAGE AGE PERIOD MAJOR FEATURES
5. About 13 to about Begins with puberty, ends in
Adolescence 20 years maturity, attainment of highest level
of cognition; independence from
parents; sexual relationships
6. Young About 20 to about Career and family development
Adulthood 45 years
7. Midlife About 45 to about Career reaches highest level: self
65 years assessment; crisis; retirement
8. Late life About 65 years to Enjoy family achievement;
death dependency; widowhood;
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poorhealth
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 03
The lifespan perspective
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 The lifespan Perspective

1. Development is a lifelong process

2. Development is multidirectional
3. Development always involves both gain and loss
4. Development is characterized by lifelong plasticity
5. Development is shaped by its historical/cultural context
6. Development is multiply influenced
7. Understanding development requires multiple disciplines
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 04
Basic Issues in Human Development
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 1. Assumptions about Human Nature
Thomas Hobbes
(1588-1679
Original Sin.
Portrayed children as inherently
selfish and bad believing that it was
society’s task to control their selfish
and aggressive impulse and to teach
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them to behave in positive way
Jean Jacques Rousseau
John Locke
(1712-1778)
( 1632-1704
Inherently Good Tabula Rasa
Argued that children were innately Maintained that an infant is a
good that they were born with an tabula rasa, or a blank slate
intutuitive understanding of rigth and waiting to be written on by
wrong, and that they would develop his or her own experiences
in positive directions as long as
society did not interfere with their
natural tendencies
 2. Nature and Nurture
● Nature-refers to the behavior and characteristics manifested because of
the influence of biological forces ( heredity and biologically-based
dispositions.

● Nurture- refers to the influences brought about by the exposure to the

environment ( includes learning experiences, child rearing methods,
societal changes and culture)
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 3. Activity and Passivity

● Some theorists believe that children are curious, active creatures who
in a very real sense orchestrate their own development by exploring
the world around them or by shaping their own environment. Other
theorists view human as passive being who are largely products of
forces beyond their control-usually environmental influences ( but
possibly strong biological forces).
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 4. Continuity and Discontinuity
● Discontinuity theorists picture the course of development as more like series of stair steps, each of
which elevates the individual to a new (and presumably more advance) level of functioning.
● Continuity theorists view human development as a process that occurs in small steps, without sudden
changes.

 Quantitative changes are changes in degree and indicate continuity ( a person become taller, knows
more vocabulary words, or interacts with friends more or less frequently)
 Qualitative changes are changes in kind and suggest discontinuity- changes that make the individual
fundamentally different in some way than he or she was before ( a non verbal infant into a speaking
toddler, or a pre-pubertal child into a sexually mature adolescent)
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 5. Universality and Context Specificity
● The extent to which development changes are common to everyone
( universal) or different from person to person ( context specific)
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