UNIVERSITY OF CALOOCAN CITY
Biglang Awa St., Corner Cattleya St., EDSA, Caloocan City
COLLEGE OF EDUCATION
THE CHILD AND ADOLESCENT LEARNERS AND
LEARNING PRINCIPLES
SUBJECT CODE: TC 001
TOPIC OR LESSON: HUMAN DEVELOPMENT: MEANING, CONCEPTS, AND APPROACHES
WEEK: 2nd Week
SUB-TOPIC/S: Two approaches to human development
Principles of human development
OVERVIEW OF THE TOPIC
This module explores the meaning, concepts and approaches of human
development. How this development take place? What do experts say about
development? The more you understand about how individuals grow and
develop the better you will be able to give optimal support to the learners.
LEARNING OUTCOMES
At the end of the lesson, students should be able to:
a. define human development in your own words;
b. draw some principles of human development; and
c. distinguish two approaches to human development.
LEARNING OBJECTIVES
At the end of the lesson, students can:
a. analyze human development
b. summarize principles of human development; and
c. specify human development which is personally applicable.
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ENGAGE
s
Here are pictures of Naschielle and
Kenn. Each one is a bundle of
possibilities.
Direction: Describe what they were
before birth (their point of origin) and
who they will possibly be after birth unto
adulthood. What will they possibly
become? Expound on your answers.
EXPLORE
Direction: After listening to the predictions given by each member of the group,
answer the following questions:
1. When you gave your own predictions as to the kind of child, adolescent and
adult Nascchielle and Kenn may become and hypothesized on who they once
were you were referring to human development. What then is development?
2. Will there be anything common in pattern of development of Naschielle and
Kenn? If yes, what? Why or why not?
3. Will there be anything common in the pattern of development of Naschielle
and Kenn? If yes, what?
4. Will there be differences in their development, e.g pace or rate of
development? What and Why?
5. Will the process of development take place very fast or gradually? Expound on
your answers.
6. Do you believe that Naschielle and Kenn will continue to develop even in
adulthood? Or will they stop developing in adulthood?
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EXPLAIN
The point where change occurs throughout the life cycle is critical.
Traditional approaches to human development have emphasized change from
birth to adolescence, stability in adulthood, and decline in old age. Sears and
Feldman have captured the flavor of some of the most important adult changes.
The changes in body, personality, and abilities may be great during these later
decades. Strong developmental tasks are imposed by marriage and
parenthood, by the waxing and waning of physical prowess and of some
intellectual capacities, by the children’s exit from the nest, by the achievement
of an occupational plateau, and by retirement and the prospect of death. In
contrast, if you believe that even in adulthood development change takes place
as it does during childhood, your approach is termed life-span approach which
was proposed by Paul B. Baltes who was born in Saarlouis, Germany. He is credited
with developing theories about lifespan and wisdom, the selective optimization
with compensation theory, and theories about successful aging and developing.
Life-span developmental psychology can be defined as the exploration of
biological, cognitive, and psychosocial changes and constancies that occur
throughout the course of life. It has been presented as a theoretical perspective,
proposing several fundamental, theoretical, and methodological principles
about the nature of human development.
What are the characteristics of human development from life-span
perspective? Paul Baltes (Santrock, 2002), an expert in life-span development,
gives the following characteristics.
1. Development is Lifelong. In the lifespan perspective, early adulthood is not
the endpoint of development; rather, no age period dominates
development.
2. Development is plastic. Plasticity refers to the potential for change or
malleable. Development is possible throughout the life-span. No one is too
old to learn. There is no such thing as “I am too old for that…”
Aging is associated with declines in certain intellectual abilities. These
declines can be prevented or reduced. In one research study, the
reasoning abilities of older adults were improved through retraining (Willies
& Schose, 1994 cited by Santrock J., 2005)
3. Development is multidimensional. Development consists of biological,
cognitive, and socio-emotional dimensions. Development as a process is
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complex because it is the product of biological, cognitive and
socioemotional processes (Santrock. 2002).
Biological processes involve changes in the individual's physical
nature. The brains of Naschielle and Kenn develop. They will gain height
and weight. They will experience hormonal changes when they reach the
period of puberty, and cardiovascular decline as they approach late
adulthood. All these show the common biological processes in
development.
Development is relatively orderly. (http://www.cdipage.com/
development.htm) Naschielle and Kenn will learn to sit, crawl then
walk before they can run. The muscular control of the trunk and the
arms comes earlier as compared to the hands and fingers. This is the
proximodistal pattern. During infancy, the greatest growth always
occurs at the top -- the head - with physical growth in size, weight
and future differentiation gradually working its way down from top to
bottom (for example, neck, shoulders, middle trunk and so on). This is
the cephalo-caudal pattern. These development patterns are
common to Naschielle and Kenn.
(A) Cephalocaudal growth and development proceed from head to toe or
tail. (B) Proximodistal growth and development proceed from the center
outward.
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Development takes place gradually.
(http://www.cdipage.com/ development.htm) Naschielle and Kenn
won't develop into pimply teenagers overnight. It takes years before
they become one. In fact, that's the way of nature. The bud does not
blossom suddenly. The seed does not germinate overnight. While
some changes occur in a flash of insight, more often it takes weeks,
months, or years for a person to undergo changes that result in the
display of developmental characteristics.
Cognitive processes involve
changes in the individual's thought,
intelligence, and language.
Naschielle and Kenn develop from
mere sounds to a word becoming
two words, the two words becoming
a sentence. They would move on to
memorizing their first prayer, singing
Bayang Magiliw in every flag
ceremony to imagining what it would
be like to be a teacher or a pilot,
playing chess and solving a complex
math problem. All these reflect the
role of cognitive processes in
development.
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Socioemotional processes include
changes in the individual's relationships
with other people, changes in emotions,
and changes in personality. As babies,
Naschielle and Kenn responded with a
sweet smile when affectionately touched
and frowned when displeased and even
showed temper tantrum when they could
not get or do what they wanted. From
aggressive children, they may develop
into a fine lady and a gentleman or
otherwise, depending on a myriad of
factors. They may fall in love and get
inspired for life or may end up betrayed,
deserted and desperate afterwards. All
these reflect the role of socioemotional
processes in development.
These biological, cognitive and socioemotional 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. If Kenn and
Naschielle were undernourished and troubled by the thought of
father and mother about to separate, they could not concentrate
on their studies and consequently would fail and repeat. As a
consequence, they may lose face and drop out of school, revert to
illiteracy, become unskilled, unemployed and so on and so forth. See
how a biological process, affects the cognitive process which in turn,
affects the socioemotional process.
4. Development is contextual. Individuals are changing beings in a changing
world. Individuals respond to and act on contexts. These contexts include
the individual's biological make up, physical environment, cognitive
processes, historical, social and cultural contexts. (Santrock, 2002)
Naschielle's and Kenn's biological make up, social and cultural contexts
may vary and therefore make them develop differently from each other.
5. Development involves growth, maintenance and regulation. Growth,
maintenance and regulation are three (3) goals of human development.
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.
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APPLICATIONS OF THE LIFESPAN PERSPECTIVE
Baltes’ ideas about development as a lifelong process is beneficial to
society because it may help in the identification of qualities or problems that are
distinctive in a particular age period. If these qualities or problems could be
identified, specific programs could be established such as after-school
interventions that enhance positive youth development (PYD).
Positive Youth Development holds the belief that all youths have the
potential to become productive, contributing members of society. PYD
emphasizes the strengths of youth, promoting their development physically,
personally, socially, emotionally, intellectually, and spiritually. Interventions must
be conducted with the needs and preferences of the participants kept in mind,
however the individuals’ choice, values, and culture must always be considered.
Big Brothers/Big Sisters is a positive youth development program targeted in
the community domain that demonstrates substantial behavioral outcomes for
youth. This program sought to promote positive identity and competence by
creating a strong bond with a healthy adult. These healthy adults, or mentors,
committed a minimum of several hours, two to four times a month for a year, with
a youth who was carefully assigned to them based on their background,
preference, and geographic proximity. Youths in this program improved in
“school attendance, parental relations, academic performance, and peer
emotional support”. Substance use and problem behaviors were also reported as
either prevented or reduced. Watch this video from Big Brothers Big Sisters of
America to learn more about the power of mentoring.
https://www.youtube.com/watch?v=07FKB06PE80&t=199s
https://www.youtube.com/watch?v=pr4a_OcA5lU
ELABORATE
Direction: State five characteristics of human development from a life-span perspective,
how you view it in connection to your own development and their implications to child
care, education and parenting.
Characteristic of human Your own development Educational Implication to
development from a life- which fits in with each of Child Care, Education and
span perspective the characteristic of Parenting.
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human development in life-
span perspective
1.
2.
3.
4.
5.
Rubrics
RUBRIC FOR EVALUATION SCORE
3 – The 2 – The 1 – The 0.5 – The 0–
explanation is explanation is explanation is explanation is not Has no
directly relevant relevant to the quite relevant to clear and has a explanation
RELEV to the topic. topic. Most of the topic. Only few very rough
Every detail the details of the details transition of idea.
ANCE points toward contribute to contribute to the The details are
the topic. the development of not relevant to
development of the topic. the topic.
the topic.
3 – The 2 – The 1 – The 0.5 – The 0–
explanation explanation explanation shows explanation Has no
EVIDE
shows at least 9 shows at least 6 at 3 to 5 shows at most 2 explanation
NCE/ correct/valid to 8 correct/valid correct/valid
ARGU evidences to correct/valid evidences to evidences to
MENT support his/her evidences to support his/her support his/her
answer. support his/her answer. answer.
answer.
2 – The 1.5 – The 1 – The 0.5 – The 0–
explanation is explanation is explanation is explanation is not Has no
clear, has a very clear, has a somewhat clear clear and has a explanation
CLARI good flow of good transition, and has a rough very rough
TY discussion, every most of the transition from one transition of
detail is details are idea to another. ideas.
connected to connected to
each other. each other.
2 – The 1.5 – The 1 – The 1.5 – The 0–
TECHN explanation has explanation has explanation has 3 explanation has Has no
I- no error in 1 to 2 errors in to 4 errors in at least 5 errors in explanation
CALIT grammar, grammar, grammar, spelling, grammar,
Y spelling, and spelling, and and punctuations. spelling, and
punctuations. punctuations. punctuations.
OVERALL SCORE:
EVALUATE
DIRECTIONS: In this, you will be asked to answer different sets of questions which is a
combination of different types of objective examination (multiple choices, identification,
short response, true or false or alike, and so on.)
Note that in this part you are encouraged to remember the topic/s discussed.
This will be provided on the platform identified in the syllabus and course guide.
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REFERENCES
References
The Child and Adolescent Development Learners and Learning Principles
Brenda B. Corpuz,PhD
Ma. Rita D. Lucas, PhD
Heidi Grace L. Borabo, PhD
Paz I. Lucido, PhD
https://courses.lumenlearning.com/wm-lifespandevelopment/chapter/the-lifespan-perspective/
PREPARED BY:
PROF. CATHERINE DG. SANTOS DR. REBECCA Z. MOLETA
PROF. JULIENE JOY CABUNGCAL PROF. MARJORIE L. TIU
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