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Life Span Human Development

Human development occurs from womb to tomb through multidimensional, multidirectional, and plastic changes influenced by multiple contexts. It involves gains and losses across physical, cognitive, and psychosocial dimensions in a process that is multidisciplinary and shaped both by nature and nurture. Key issues in understanding human development include determining the extent to which change is continuous or discontinuous, and whether development is universal or specific to one's context.

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Dale P. Polvorosa
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175 views

Life Span Human Development

Human development occurs from womb to tomb through multidimensional, multidirectional, and plastic changes influenced by multiple contexts. It involves gains and losses across physical, cognitive, and psychosocial dimensions in a process that is multidisciplinary and shaped both by nature and nurture. Key issues in understanding human development include determining the extent to which change is continuous or discontinuous, and whether development is universal or specific to one's context.

Uploaded by

Dale P. Polvorosa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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LIFE SPAN

HUMAN
DEVELOPMENT
Danielle D. Solon, PTRP
What is “Development”?
• Systematic, orderly changes of an individual from womb to
tomb as well as continuities, or characteristics, by which we
remain the same or continue to reflect our past selves.
The Five Principles
1. MULTIDIMENSIONAL
MULTIDIMENSIONAL
• Physical development
• Cognitive development
• Psychosocial development
MULTIDIMENSIONAL
• Physical Development
• Growth of the body and its organs
• Growth of the physiological systems
• Physical signs of aging
• Changes in motor abilities and etc.
MULTIDIMENSIONAL
• Cognitive Development
• Perception
• Language
• Learning
• Memory
• Problem solving and other mental processes
MULTIDIMENSIONAL
• Psychosocial Development
• Personal and interpersonal aspects
• Emotions
• Personality traits
• Interpersonal skills and relationships
• Roles played in the family
• Roles played in the larger society
MULTIDIMENSIONAL
• Interconnected
The Five Principles
2. MULTIDIRECTIONAL
MULTIDIRECTIONAL
• Consists of both gains and losses, growth and decline
• Example:
• Reflexes
• Social networks
• Aging
The Five Principles
3. PLASTICITY
PLASTICITY
• Malleable or changeable
• Allows for people to modify traits, capacities, and behavior
throughout life
• May generally tend to decline as we age, but does not appear
entirely
• Contributes to resiliency
• Adaptation of brain and body to illness and injury
The Five Principles
4. INFLUENCED BY MULTIPLE CONTEXTS
INFLUENCED BY MULTIPLE CONTEXTS
• Context refers to where and when a person develops
• Physical and social environment
• Family
• Neighborhood
• Country
• Culture
• Historical time period
INFLUENCED BY MULTIPLE CONTEXTS
• Factors invisible to the naked eye
• Values
• Customs
• Ideals
The Five Principles
5. MULTIDISCIPLINARY
MULTIDISCIPLINARY
• Contributions from many disciplines are needed to
understand how people grow, think, and interact with their
world.
• Psychologists
• Sociologists
• Anthropologists
• Biologists
• Neuroscientists
• Medical researchers
Conceptualizing the Life Span
Issues in Life-Span Human
Development
Nature and Nurture
• Answers the questions, “What is the cause of development?”
“Why do people change?” “Is development caused by nature
or nurture?”
• Nature – inborn genetic endowments, heredity, evolution
• Nurture – individuals are molded by the environment
The Goodness and Badness of Human Nature
• Thomas Hobbes – children are inherently selfish and bad and
that it is the responsibility of the society to teach them to
behave
• Jean Jacques Rosseau – children were innately good and born
with intuitive understanding of right and wrong, and would
develop in a positive direction as long as society doesn’t
interfere with their natural tendencies
The Goodness and Badness of Human Nature
• John Locke – infants are tabula rasae or blank slates waiting to
be written on by their experiences; they were neither good
nor bad
Activity and Passivity
• Are people active in their own development or passively
shaped by forces outside themselves?
• Activity – humans are curious, active creatures who orchestrate
their own development by exploring the world around them
and shaping their environment
• Passivity – shaped largely by forces beyond their control:
academic failings might be blamed on the failure of their
parents and teachers, problems of socially isolated older
adults might be attributed to societal neglect rather than
deficiencies within the individual
Continuity and Discontinuity
• Do the changes people undergo over the life span gradual or
abrupt?
• Continuity – human development occurs in small steps,
without sudden changes
• Discontinuity – development is like a series of stair steps, each
of which elevates the individual to a new level of functioning
Continuity and Discontinuity
• Quantitative changes – changes in degree and indicate
continuity (gains more wrinkles, grows taller, knows more
vocabulary words, etc.)
• Qualitative changes – changes in kind and suggest
discontinuity; makes an individual fundamentally different in
some way (nonverbal infant to speaking toddler);
Discontinuity theorists propose that people progress through
developmental stages and each stage is different from the
other
Universality and Context Specificity
• The extent to which developmental changes are common to
all humans (universal) or different from person to person
(context specific)
• Universal – ex. Adults experience midlife crisis at around age
40
• Context Specific – ex. Children as early as 18 years old are
expected to live independently in some countries, while in
some, at a later age

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