Nature and Principles of

Development

Prof May Cortez

Sub topics 1. Important Terms in the Study of
Development

2. The Processes and Periods in Development

3. Life Span Perspectives

4. Basic Issues in Human Development

Objectives: 1. Identify various terms
associated in child and
adolescence development
2. Determine the process and
period of development
3. Distinguish the life views
4. Identify the challenges in
human life
Why Do We Study
Human Growth and
Development?
1. To gain better understandingof one own’s life experiences.
2. To help understands others of what they are going
through
3. To understand relationship between society and individual
growth
4. Lead more effectively
5. Support physical and mental health
Human development is a wide-reaching and ever-changing discipline. A
knowledge of human development can be invaluable to people personally as
they continue to learn and grow throughout their lives and professionally as
they learn to apply what they’ve learned to their careers.
Important terms in the
study of Development

Growth refers to the process of increasing

physical size

Examples are: growing plants and

growing baby
2. What is aging?

● is a normal developmental factor and a

continuous lifelong process that begins at
birth and ends in death.
● In humans, aging represents the
accumulation of changes in a human
being over time, encompassing physical,
psychological, and social change e
● Expounded to growth in an exceedingly
biological sense is the deterioration of
organism that leads inevitably to death.
 What is maturation?
● the biological evolution of a private per an inspiration contained
within the genes ( the hereditary characteristics).

● The growth and development that is necessary either before any

unlearned behaviour can occur or before the learning of any
particular behaviour can take place which involves bothe
structural and functional changes or performance.( important in
developing learning skills).

● Maturity is not a matter of age, but instead of how you choose to

respond and react to various life situation. It is essentially a level
of mwental development or wisdom that has a bearing on all
areas of an ondovodual’s life, right from their conduct to their
relationship with others

● Full emotional maturity for female ages 30-32 and male 40-43
What is learning?
Learning is the process of acquiring new
understanding, knowledge, behaviors, skills,
values, attitudes, and preferences.

the act or experience of one that learns

a computer program that makes learning
fun.

knowledge or skill acquired by instruction

or study people of good education and
considerable learning.
What is setting?

●which refers to all or any external physical and social

conditions and events which will have an effect on us from
jammed quarters to stimulating social interactions.
What is development?
Development is a process that creates growth, progress, positive
change or the addition of physical, economic, environmental,
social and demographic components.

Development is defined as the process of growth or new information or an

event. An example of development is the changing of a caterpillar to a butterfly.
An example of development is emerging details about a local robbery. An
example of development is a community of condos intended for seniors. Noun.

Development education is an educational process aimed at increasing awareness

and understanding of the rapidly changing, interdependent and unequal world in
which we live. It seeks to engage people in analysis, reflection and action for local and
global citizenship and participation.

Development is a constant intereaction with the environment

What is human Development?
Human development indicates that the human mind becomes efficient to perform task
of highly skilled nature when proper education is provided to them and a healthy life style
is available. For example Every human being has a basic right to get a good education
and better health facilities.

Human development is a branch of psychology with the goal of understanding people —

how they develop, grow, and change throughout their lives. This discipline, which can help
individuals better understand themselves and their relationships, is broad. As such, it can be
used in various professional settings and career paths.

Human Development id the scientific study of patterns and growth ang chane throughout
life
The Processes and Periods in
Areas of Development Growth Development

Development
Physical Development
● Involves growth and ● The method by which the kid
changes within the body and develops their bodily function
brain skills
● Increase in the size of a ● Involves grievers with and
baby changes within the body and
brain, the senses, motor skills,
● Example: Height and and health and welfare.

weight chart employed by the ● Increasing coordination of the

medical specialist to observe fine and gross motor skills
the babies, kids, and youths
normative ranges of physical. ● Brain development
Fine and gross motor skills
Cognitive Development
● the construction of thought
processes as well as memory,
drawback-solving, and deciding
from childhood through
adolescence to adulthood

● Involves learning, attention,

memory, language, thinking,
reasoning, and ability.
● Infants and toddlers' language
development

●
Psychosocial development
● the method by that a baby learns to act with others around
them
● As they develop and understand their own individuality they
conjointly gain skills to speak with people and method their
actions.
● Temperament and attachment square measure significant
● The importance of various plays and interaction with different
kids is vital
● Involves emotions, temperament, shallowness, and
relationships
●
 Exploring new roles and forming their own identities with
peers
● Dating, romance, habitation, marriage, having kids,
and finding work or career square measure all
components of the transition into adulthood,
● Developmental problems with family, friends,
parenting, romance, divorce, remarriage, mixed families,
caregiving for elders, turning into grandparents and nice
grandparents, retirement, new careers, addressing
losses, and death and dying.
Cognitive Development

● the construction of thought processes as well as memory,

drawback-solving, and deciding from childhood through
adolescence to adulthood
● Involves learning, attention, memory, language, thinking,
reasoning, and ability.
● Infants and toddlers' language development
 Stages Age Period Major Features

1.Prenatal Conception to birth Physical development

1. Infancy Birth at purpose in time to Locomotion established; rudimentary language; social attachment
regarding eighteen months

1. Early childhood About eighteen months to Language well-established; sex-typing; cluster play; ends with readiness
regarding vi years for schooling

1. Late childhood About vi to regarding Many psychological feature processes become adult except in speed of
thirteen years operation, and term play
1.Adolescence About thirteen Begins with pubescence, ends at
T
years to maturity, attainment of the only level of
regarding information, independence from
twenty years parents; sexual relationships
1.Young About twenty Career and family development
Adulthood to regarding
forty-five years
1. Midlife About 45 to Career reaches the only level; self-
regarding sixty assessment' "empty nest" crisis;
5 years retirement

1. Late Life About sixty- Enjoys family achievements;

five years to dependency; widowhood; poor health
death
The Life Views
The lifetime perspective is outlined as human development
determined by multiple aspects and frameworks. By aspects, we have
a tendency to and talking regarding all of the range that goes with life,
from faculty, socioeconomic standing, genetics, and everything else.
With frameworks, we have a tendency to and talking regarding however
we have a tendency to perceive the various aspects.
The life-span perspective examines however an individual grows,
develops, and declines by taking multiple aspects and inserting them in
numerous frameworks for understanding. There are completely
different life views and assumptions regarding development. (Baltes,
Lindenburger & Staudinger 2006)
7 Characteristics of Life Views

1. Development is womb-to-tomb. It's a womb-to-tomb method as a result

of no age dominating development. Early adulthood isn't the tip of
development.

2. Development is multidirectional. Humans modify in several directions.

We have a tendency to show gains in alternative areas of development
(physical, cognitive, and psychosocial). whereas showing losses in
alternative areas. For instance, in young adulthood a person gains
numerous experiences, knowledge, and knowledge however later life could
3. Development is third-dimensional. The 3 areas of development are
the psychological feature, biological, and socio-emotional dimensions. An
amendment in one space cascades and instigates changes in alternative
areas or domains. as an example, whereas the kid learns to steer, his
socialization skills are increased.

4. Development is multidisciplinary. The study of human development

needs analysis, theory, and knowledge of the many tutorial fields.

5. Development is characterized by physical property. Physical

property refers to the capability to vary in response to positive or negative
experiences.
6. Development is influenced and formed by historical and
cultural context. An individual's development is influenced and
tormented by the history and culture he or she grew up in. An
example of this is often the sort of career students in an exceedingly
explicit community pursue.

7. Development involves growth, maturation, and regulation.

The 3 goals of human development are growth, maturation, and
regulation. The goals of people change among organic process
stages.
There are basic problems in understanding development.
There are basic problems in understanding development.
1. Assumptions regarding attribute
a. Original Sin: philosopher (1568-1679) represented youngsters as inherently
egotistical and dangerous, basic cognitive process that it had been society’s task to regulate their egotistical
and aggressive impulses and to show them to behave in positive ways.
b. Inherently Good: Jean Jacques Rousseau (1712-1778) argued that youngsters
were innately smart, that they were born with AN intuitive understanding of right
and wrong, which they'd develop in positive directions as long as
society failed to interfere with their natural tendencies.
c. Tabula Rasa: Locke (1632-1704) maintained that AN babe could be a tabula
rasa, or a blank slate waiting to be written on by his or her own experiences. philosophers believed that
youngsters were neither innately smart nor dangerous, they may develop in any variety of directions betting
on their own experiences.
2. Nature and Nurture
Nature refers to the behavior and characteristics manifested due to the influence of
biological forces ( heredity and biologically-based dispositions)
Nurture refers to the influences led to by the exposure to the surroundings (includes
learning experiences, child-rearing ways, social changes, and culture)
Philosophers like Plato and Descartes supported the concept that some concepts are
inborn. On the opposite hand, thinkers like Locke argued for the thought of tabula rasa- a
belief that the mind could be a blank slate at birth, with expertise determining our
information.
Today, most psychologists believe that it's AN interaction between these 2 forces that
causes development.
Example: Some aspects of development are clearly biological, like time of life. However,
the onset of life is often tormented by environmental factors like diet and nutrition.
3. Activity and Passivity
Some theorists believe that youngsters are curious,
active beings, and were formed by their surroundings
through exploration within the world around them since
the terribly real sense orchestrates their development.
Alternative theorists read humans as passive beings
presumably due to sturdy biological forces and are for
the most part merchandise of forces on the far side of
their management, typically environmental influences.
4. Continuity and Separation
Discontinuity theories image the course of development as a sort of a series of
support steps, every of which elevates the individual to a brand new (and
presumptively a lot of advance) level of functioning. Continuity theorists read human
development as a method that happens in little steps, while not fast changes.
2 varieties of Changes
 Quantitative Changes are changes in degree and indicate continuity (an
individual becomes taller, is aware of a lot of vocabulary words, or interacts with
friends a lot of or less frequently)
 Qualitative Changes are changes within the kind and recommend discontinuity-
changes that create the individual essentially completely different in a way than he or
she was before (a nonverbal babe into a speaking tot, or a prepubescent kid into a
sexually mature adolescent).
5. Generality and Contextuality
The extent to which organic process
changes are common to everybody
(universal) or completely different
from person to person (context-
specific).