Human Development

At birth, the child is helpless. Gradually he develops and becomes independent. A teacher before preparing the curriculum must have a basis idea of the anticipated changes of the behavior undergoing at various stages.

Growth
Growth means an increase in size, height, weight, length, etc. which can be measured.

Development
Development implies changes in shape, form or structure resulting in improved working. It implies qualitative changes. The principles of growth and development are described below. (i) Development follows a pattern: Development occurs in orderly manner and follows a certain sequence. For example, the human baby can stand before he walks and can draw a circle before he can draw a square. He babbles before he talks, he is dependent on others before he becomes self-dependent. (ii) Development proceeds from general to specific responses: It moves from a generalized to localized behavior. The newborn infant moves its whole body at one time instead of moving only one part of it. It makes random kicking with its legs before it can coordinate the leg muscles well enough to crawl or to walk. (iii) Development is a continuous process: Development does not occur in spurts. Growth continues from the moments of conception until the individual reaches maturity. It takes place at slow regular pace rather than by leaps and bounds. Although development is a continuous process, yet the tempo of growth is not even during infancy and early years, growth moves swiftly. Later on, it slackens. (iv) Different aspects of growth develop at different rates Neither all parts of the body grow at the same rate nor do all aspects of mental growth proceed equally. They reach maturity at different times. (v) Most traits are correlated in development: Generally, it is seen that the child whose intellectual development is above average is so in health size, sociability and special aptitudes. (vi) Growth is complex: All of its aspects are closely interrelated. The childs mental development is intimately related to his physical growth and its needs. (vii) Growth is a product of the interaction of the organism and environment: Among the environmental factors one can mention nutrition, climate the conditions in the home, the type of social organization in which individual moves and lives. (viii) There are wide individual differences in growth:

Individual differences in growth are caused by differences in heredity and environment. (ix) Growth is both quantitative and qualitative: These two aspects are inseparable. The child not only grows in size; he grows up or matures in structure and function too. (x) Development is predictable: It is possible for us to predict at an early age the range within which the mature development of the child is likely to fall. But mental development cannot be predicted with the same degree of accuracy.

Development vs. Maturation DEVELOPMENT Is the qualitative changes within the individual as s/he goes in the different stages of development Acquisition of social and intellectual skills, language and reasoning are considered development MATURATION Innately determined sequence of growth and bodily changes that are relatively independent of environmental events Components of Human Development Psychological (Personality and Social Development) - Characteristics that differentiate one person from another and interactions with others and social relationships grow and changes over time Cognitive Development - Examines intellectual abilities, including learning, memory, problem solving and intelligence Physical Development - Examines how the brain, nervous system, muscles, sensory capabilities, need for food, drink and sleep affect behavior Orientation

Principles of Development 1. Development is orderly and follows a sequential pattern which is predictable. 2 patterns of development: 1. Cephalo-caudal development development start from the head region and proceeds downward, ending in the feet. 2. Proximo-distal development parts of the body nearest to the center are the earliest to develop and the farthest part are the last. 2. Development is the product of interaction thru maturation and learning. maturation process through which heredity traits unfold at an appropriate time. Learning (training can produce learning but the result will reflect until the individual has reached the right level of maturation necessary for an activity). 3. There are individual differences in development. Children will go through the same stages of development but they are differ from one another. 4. Development proceeds by stages different stages of development and each stage has its own characteristics and features. Stages in Life Span: 1. Pre natal conception to birth 2. Infancy birth to end of the second week 3. Babyhood/Childhood end of the second week till end of the second year. 4. Early Childhood 2 to 6 years old.

5. Late childhood 6 to 12 years old 6. Puberty / preadolescence 10 to 13years old 7.Adolescence 13 to 18 years old 8. Early Adulthood 18 to 40 years old 9. Middle age 40 to 60 10. Old age 60 to death

PSYCHOLOGICAL THEORIES OF DEVELOPMENT PSYCHOSEXUAL THEORY OF DEVELOPMENT Developed by Sigmund Freud who associated development with the sexual activities of the child He said that each stages of development, ones needs must be satisfied moderately other wise it will cause FIXATION Psychosexual Stages of Development ORAL STAGE (0-1 1/2 years) Mouth is the center of development since infants pleasure seeking is centered on the mouth Under gratification and over gratification happen when there is excessive anticipation in satisfying needs ANAL STAGE (1-3 years) Is concerned with toilet training of the child Center of development and its function for elimination -Toilet Training Outcome that may exhibit if the child is not satisfied or excessive anticipation during infancy stage Nail biting Being talkative Smoking obesity PHALLIC STAGE ( 3 to seventh year) Center of development is the sex organ of the child Freud characterized this stage as the development of unconscious wishes to possess the parent of the opposite sex and get rid of the parent of the same sex which called as OEDIPUS COMPLEX / ELECTRA COMPLEX For Boys: Most pleasurable moments sexual stimulation of one's own genital Sources of Conflict: Boys boys feel sexual love for the mother, Hostile rivalry toward the father: Fear of castration by the father. For Girls: Electra complex : feeling and concluding that they have been castrated ( because they lack male sexual organ) : Girls feeling of inferiority that finds expression in male sexual organ envy. Common Problems: impotence, frigidity, inability to handle competitive relationships , sexual problems in adulthood. LATENCY STAGE The child becomes more aware of his/her sexuality and represents oedipal complex The child likewise starts to go to school and begin to make friends At this stage, appropriate behaviors of being female and male such as dress to wear are being internalized GENITAL STAGE Marks the beginning of the maturity of adult sexuality Sexual energy are now located in the genitals and eventually directed toward sexual intercourse

Psychosocial Development By Erik Erikson Illustrated that the individual has to resolve in order to become fully developed person A continuous development process of personality dev. That takes place throughout life span. He holds open the prospect of healthy positive resolution of identity crisis. He is very optimistic. Eriksons Eight Stages of Development Trust vs. Mistrust Autonomy vs. Shame and Doubt Initiative vs. Guilt Industry vs. Inferiority Identity vs. Role Confusion Intimacy vs. Isolation Generativity vs. Stagnation Ego Integrity vs. Despair Trust vs. Mistrust (0-1 year) The socialization of infants is solely based on how their needs are addressed by the people around them specially for those who provide them care Trust is developed when the babies are given of adequate warmth, love and physical care Infancy Autonomy vs. Shame and Doubt (1-3 years) The child gains control more of his or her behavior the child may seek independence by trying new skills like eating by himself or herself and having tie his or her own shoe laces Toddler Initiative vs. Guilt (3-5 years) This stage characterizes the shift from the focus on self control to the discovery of the childs environment There is a need to feel free of doing tasks without adult supervision initiative develops Encouraging the child to asks questions, use his or her imagination and allowing choosing own activities will help initiative takes place Early Childhood Industry vs. Inferiority (6-12 years) The child becomes more capable of doing something and learning new skills from school such as reading and writing He/she may develop the attitude of mastering these skills so that the child can maximize their potentials into their own advantage thus developing industry or when the childs effort is regarded as messy, childish or inadequate Elementary School-age

Identity vs. Role Confusion (adolescence) Adolescence is the period of discovering more about oneself and for search for identity Decision making about career options, self concept and attitudes The question WHO AM I? helps adolescents to reflect about themselves Adolescence Intimacy vs. Isolation (early adulthood) Adult develop interests in having heterosexual relationships Begin to seek out relationship within which develop intimacy Young adulthood Generativity vs. Stagnation (middle adulthood) Middle years of life Develop a concern for guiding the next generation Childless adults find enrichment throughout interaction with other people Aduthood Ego Integrity vs. Despair (old age) Reflections on past years and experiences

 Inevitably approaching to death Men and women look back their lives with satisfaction Old age Psychosocial growth occur in sequential phases and each stage is dependent on completion of his previous stage life style. Focus on social and psychological development in the life stages. In each stage, the person must complete a life task essential to his well being and mental health. These tasks allow the person to achieve lifes virtue: HOPE, PURPOSE, FIDELITY, LOVE, CARING and WISDOM. (infant) Trust vs Mistrust - HOPE Viewing the world as safe and reliable, relationships as nurturing, stable and dependable. (Infant) Autonomy vs. shame and doubt Will Achieving a sense of control and free will. (toddlers) Initiative vs. inferiority Purpose Beginning development of a conscience , learning to manage conflict and anxiety. (preschool) Industry vs. Inferiority Competence Emerging confidence in own abilities , taking pleasure in accomplishments. ( School age) Identity vs. Role Confusion Fidelity formulating a sense of self and belonging. (adolescence) Intimacy vs. Isolation Love Forming adult, loving relationships and meaningful attachments to others. (young adult) Generativity vs. Stagnation - Care Being creative, productive, establishing the next generation. (middle adult.) Ego integrity vs. Despair Wisdom Accepting responsibility for ones self and life. (maturity)

Moral Development Proposed by Lawrence Kohlberg Levels of morality follow a developmental sequence that is distinctively different from each other. Each level contains two stages. Preconventional Morality Conventional Morality Postconventional Morality PRECONVENTIONAL MORALITY Stage 1 Punishment-obedience orientation Behaviors are perceived to be right when children are able to avoid punishment brought about by their own behavior Stage 2 Instrumental relativism orientation The childs basis of moral reasoning is based on benefit CONVENTIONAL MORALITY Stage 3 Good boy/nice girl Orientation It is other peoples perception that is important in making moral behaviors in this stage

 The person thinks that moral behaviors are right when he or she knows that other will think positively of him or her in doing the behavior. Stage 4 Law and order orientation There is a tendency to base moral reasoning in the existing rules and policies concerning the behavior. POSTCONVENTIONAL MORALITY Stage 5 Social contract orientation The person in this stage believes that rules are made in order to protect people, therefore when one is no longer protected the rules should be broken. Stage 6 Universal ethical principle This stage depicts the internalized morality of the person It is no longer the societys standards and expectations that are used in making moral judgment but it is the CONSCIENCE that becomes the reference of the action.

Stages of Cognitive Development By: Jean Piaget 1. Intelligence and cognitive functioning develop in children. 2. Human Intelligence progresses through a series of stages based on age. 3. In his schema, he believed that biologic changes and maturation were responsible for cognitive development. 4. Individual reach cognitive maturity by middle to late adolescence. .

Stages of Cognitive Development SENSORIMOTOR (0-2 years) Birth to two years Function based on two aspects: sense and motor Infants are preoccupied with discovering the relationships between their actions and the consequences of these actions Acquisition of OBJECT PERMANENCE OBJECT PERMANENCE - It is the awareness that object continues to exist even if it is not present to the senses PREOPEARATIONAL STAGE (2-7 years) The children interact with their environment through symbols and mental representation Egocentrism is also evident the difficulty to take the view of others EXAMPLE they may asked the parent to play in the middle of the night without necessary understanding the need of the parent to take a rest. CONCRETE OPERATIONAL - Their thinking is considered to be logical but limited to something that is concrete in nature. - They have the difficulty of understanding abstract concepts like love and faith - The child is able to acquire the concept of conservation that is, the amount of substance remains the same even when its shaped is changed or when parts are divided into parts. FORMAL OPERATIONAL - The child at this stage is able to understand concepts that are abstract in nature going beyond from what the child is capable of during the concrete operational stage - They are able to make use of their previous experiences to integrate the solving simple and complicated problems