CALALP REVIEWER (PRELIM) Human-Development

CALALP REVIEWER (PRELIM) Part 1
Human Development: Meaning, Concepts and Approaches Chapter 1: Introduction
Meaning Development: the pattern of movement or change that begins at conception and continues through the human life span
• Scientific study of processes of change and stability throughout the human lifespan.
• Involves growth and decline (negative or positive development)
Some Major Principles of Human Development
Development is relatively orderly.

• Cephalocaudal pattern
• Proximodistal pattern
While the pattern of development is likely to be SIMILAR, the OUTCOMES of development processes and the RATE of development
are likely to vary among individuals.
• Heredity and Environment
Development takes place gradually

 More often it takes weeks, months or years for a person to undergo changes that result in the display of developmental
characteristics.
Development as a process is complex because it is the product of biological, cognitive and socioemotional processes. (Santrock,
2002)
 Biological, Cognitive and Socioemotional processes
Development is the product of biological, cognitive, and socioemotional processes

• Biological: changes in an individual’s physical nature
• Cognitive: changes in thought, intelligence, and language
• Socioemotional: changes in relationships with other people, changes in emotions, and changes in personality
Developmental Changes Are a Result of Biological, Cognitive and Socioemotional Processes
Biological
processes
Socio
Cognitive
Emotional
processes
processes
Approaches to Human Development
Traditional Approach: emphasizes extensive change from birth to adolescence, little to no change in adulthood, and decline in old
age
Life-Span Approach: emphasizes developmental change throughout childhood and adulthood
Life-Span Perspective views development as:

• Lifelong
• Multidimensional
• Plastic
• Contextual
• Development is a process that involves growth, maintenance, and regulation of loss
The Life-Span Perspective
Development is Lifelong
• Early adulthood is not the endpoint of development
• No age period dominates
Development is Multidimensional
• Consists of biological, cognitive, and socioemotional dimensions
• Multiple components within each dimension
Development is Plastic
• Plasticity: capacity for change and adaptation
Development involves Growth, Maintenance, and Regulation of Loss
Development is Contextual
• All development occurs within a context (setting)
• Each setting is influenced by historical, economic, social, and cultural factors
Contexts exert three types of influences:

1. Normative age-graded influences: similar for individuals in a particular age group
2. Normative history-graded influences: common to people of a particular generation because of historical circumstances
3. Non-normative life events: unusual occurrences that have a major impact on the individual’s life
Principles of Child development and learning that inform practice
• All the domains of development and learning – physical, social and emotional, and cognitive – are important, and they are
closely related.
• Many aspects of children’s learning and development follow well documented sequences, with later abilities, skills and
knowledge building on those already acquired.
❖ Development and learning proceed at varying rates from child to child, as well as uneven rates across different areas of a child’s
individual functioning.
❖ Development and learning result from a dynamic and continuous interaction of biological maturation and experience.
❖ Early experiences have profound effects, both cumulative and delayed on a child’s development and learning; and optimal
period exists for certain types of development and learning to occur.
❖ Development proceeds toward greater complexity, self-regulation, and symbolic or representational capacities
❖ Children develop best when they have secure, consistent relationships with responsive adults and opportunities for positive
relationships with peers. Development and learning occur in and are influenced by multiple social and cultural context
❖ Always mentally active in seeking to understand the world around them, children learn in a variety of ways; a wide range of
teaching strategies and interactions are effective in supporting all these kinds of learning.
❖ Play is an important vehicle for developing, self- regulating as well as for promoting language, cognition, and social
competence.
❖ Development and learning advance when children are challenged to achieve at a level just beyond their current mastery, and
also when they have many opportunities to practice newly acquired skills.
❖ Children’s experiences shape their motivation and approaches to learning, such persistence, initiative, and flexibility; in turn,
these dispositions and behaviors affect their learning and development
Developmental Issues
Nature and Nurture: the extent to which development is influenced by biological inheritance and or environmental experiences
❖ Nature proponents argue that an evolutionary and genetic foundation produces commonalities in growth and development
❖ Nurture proponents emphasize the importance of both the biological and social environment
Stability and Change: the degree to which early traits and characteristics persist through life or change
❖ Stability/Constancy: traits and characteristics are seen as the result of heredity and early life experiences
➢ 10-15% are bold expressive
➢ 10-15% of children are consistently shy
❖ Change: traits and characteristics can be altered by later experiences
❖ Role of early and later experiences is hotly debated
❖ Continuity and Discontinuity: focuses on whether development is either:
➢ A set of distinct stages (discontinuous)
➢ A process of gradual, cumulative change (continuous)
❖ Evaluating Developmental Issues:
➢ Most developmentalists acknowledge that development is not all-or-nothing
➢ There is debate regarding how strongly each of these issues influences development
❖ Continuity
➢ The typical 18-month-old child might have between 10 and 50 words to speak (1y.o and 6 mo.)
➢ but by the time children reach kindergarten age, they have a very mature sounding vocabulary of about 2000 words
❖ Discontinuity
➢ Development appear rather ABRUPTLY rather than GRADUALLY
➢ We see discontinuity when children hit “milestones”

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CALALP REVIEWER (PRELIM) Part 1

Human Development: Meaning, Concepts and Approaches Chapter 1: Introduction

Some Major Principles of Human Development

Development is relatively orderly.

Development takes place gradually

Development is the product of biological, cognitive, and socioemotional processes

Developmental Changes Are a Result of Biological, Cognitive and Socioemotional Processes

Approaches to Human Development

Life-Span Approach: emphasizes developmental change throughout childhood and adulthood

Life-Span Perspective views development as:

Development involves Growth, Maintenance, and Regulation of Loss

Contexts exert three types of influences:

Principles of Child development and learning that inform practice

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