Human Growth and Development
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Transcript of Human Growth and Development
![Page 1: Human Growth and Development](https://reader031.fdocuments.us/reader031/viewer/2022013003/5409314cdab5ca91108b4b25/html5/thumbnails/1.jpg)
Human Growth and
Development
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RELATIVELY CHANGE IN BEHAVIOR/KNOWLEDGE OR
PRACTICE
Learning
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QUANTITATIVE CHANGE THAT TAKE PLACE WITHIN
ORGANISM IN CHRONOLOGICAL AGE
Growth
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QUALITATIVE CHANGES IN VARIOUS ASPECT OF
ORGANISM
PSYCHOLOGICAL, MENTAL,
EMOTIONAL
Development
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DIFFERENCE BETWEEN TWO
PEOPLE DETERMINE BY
GENES INHERITED
N ature
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DIFFERENCE OF TWO PEOPLE
THE WAY THEY REARED BY THEIR
ENVIRONMENT
Nurture
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UNFOLDING CHARACTERISTICS
POTENTIALLY PRESENT I THE INDIVIDUAL
COME FROM GENETIC ENDOWMENT
Maturation
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ERICKSON EIGHT STAGES
OF DEVELOPMENT
Critical Periods
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TRANSMISSION OF GENETIC
CHARACTERISTICS FROM THE PARENT
TO OFFSPRING.
Heredity
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ALL CONDITIONS INSIDE AND OUTSIDE
AN ORGANISM THAT IN ANY WAY AFFECT
BEHAVIOR, DEVELOPMENT AND
GROWTH
Environment
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IT IS BETWEEN INHERITED POTENTIALS AND
ENVIRONMENT THAT INFLUENCES LEVEL OF
DEVELOPMENT AT VARIOUS STAGES OF HIS
LIFE
Interaction
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CONFLICT FACED BY AN INDIVIDUAL AT
EACH STAGE OF PSYCHOLOGICAL DEVELOPMENT
Developmental Crisis
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GENERAL FACTORS AFFECT
HUMAN DEVELOPMENT
Heredity and Environment
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ABILITY TO ADAPT TO THE CONDITIONS OF THE ENVIRONMENT. ACTIVE INTERNAL
PROCESS OF ORGANIZING AND CONDITIONING ONE’S INTELLECTUAL
DEVELOPMENT
Equilibrium
Assimilatio
n –process o
f acquiring
knowledge
and info
Accommodation—creating new scheme by modifying existing scheme after interaction with the environment
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Features of Teaching Situation
teacher
Subject
matter
learner
Context• Social• physi
cal
Social- laws, rues gov’t regulatio..
Physical - facilities, resources,
classroom, etc.
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1.MATURATION OR NATURAL GROWTH RESULTING FROM
HEREDITY2.ENVIRONMENT
INFLUENCE IN AND THROUGH THE
GROWING TAKES PLACE
Two factors Affect Human development
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Principles of Development
Phylogenetic follows orderly sequence which is predictable true to all members of certain race
•Cephalocaudal- head to foot•Proximodistal- nearest center develop earlier
Ontogenetic- rate of development is unique ,
brought by heredity and environment
•Two boys of the same age one might talk earlier
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Stage in Life Span DevelopmentStage Age Period Features
Prenatal- Conception Physical development
Infancy Birth-1 .5yrs foundation age Locomotion, rud language, social attachments
Early childhood 1.5- 6 question age Speak, sex typing, group play, ready for school
Late childhood 6-10school age—gang age Cognitive process become adult, except in speed in operation, team
play
Pre adolescence/puberty 10-12-13 secondary sex characteristic
Changes occurrence
Adolescence 13-20high school rapid physical change
ident..crisis
Start at puberty, ends maturi ty, hots, sexual relationship,
ind. To parent
Young adulthood 2035 age of adjustment Career and family development
Middle age 35-65 mental decline Career reaches high level, self assessment, empty nest
crisis retirement
Old age 65- death increase rapid mental and physical
decline
Enjoys family achievement dependency, widowhood, poor
health
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Influence on Development•Establish limit of human development through stages of growth
Maturation
•Manipulating object in one’s environment and reorganizing thought pattern
Active experience
•Experience of person relates to environment
Social interaction
•Influence of cultural milieu on the development
Cultural and situational context
MaExSoCul
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Theories of Human Development
Cognitive/intellectual •Piaget
Cognitive/linked to input from other•Vygotsky
Psycho-sexual/ self satisfaction•Freud
Psychosocial/ personal crisis socially/+vs.- •Erickson
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Cognitive •Paget
•Development of intellectual mind
SPreOCF
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Sensorimotor birth-2yrs old—sense perception
Schemas based on perception and behavior Use objects to learn== show apple
Child is unaware of his environmentChild characteristics.
a. primary circular reaction- repeated action center to his body e.g. Thumb sucking
b. intentional behavior- repeats action to prolong interesting events. e.g. crying.
c. object permanence- knowledge of existence of objects.
d. representation- allows the child to se necessary solution through manipulation of real objects. E. g manipulation of toys.
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WORDS BECOME SYMBOLS FOR OBJECTCHILD THINKING
Preoperational 2-6-7Schemas present object beyond view
Not yet in logical/ create mental mages=picture apple
Egocentric–
centered on
himself.Fond of telling tales
to get everyone’s
attention
Irreversible
– inability to rethink.
Coins are referred than bill
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BEGINS TO LEARN SYMBOLS AND CONCEPTS, TIME, SPACE SHAPE, SIZE
ELEMENTARY SCHOOL YEARSBECOME MORE LOGICAL AND SYSTEMATIC
Concrete operational-7-11
Conservation
- to conceptualize
the retention and
preservation of
same quatity
under various
formation.Ex. 1kgnail= 1kg
cotton
Reversibility- ability to understand the completion of certain operations in reverse order but end the same.
Exam. Ice and vapor are different state of water
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DEVELOP LOGICAL REASONINGDECREASE
EGOCENTRICITY
Formal Operational11-16
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COGNITIVE DEVELOPMENT IS STRONGLY LIKED TO INPUT FROM ADULT
LEARNING PRECEDES DEVELOPMENT
Vygotsky’s cognitive development/ Proximal Development
Self- regulation– involves internalization of sign s acquired by individual from others to solve problem by himself
Zone of proximal development- learning takes place when a child is working within his zone of proximal development
Scaffolding- supports for learning in the form of clues, reminders, encouragement, breaking problem into stages example, any form allow student to grow independent
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PERSON BEHAVIOR CAN BE MOTIVATED BY
STRONG UNCONSCIOUS DRIVE OR URGES TOWARD
SELF- SATISFACTION
Psychosexual/Analytical theoryFreud
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SELF CENTEREDMOUTH IS CENTER OF PLEASURE
Oral Stage birth-2yrs
Failure to satisfy—
a smoking and other relative action
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ANAL IS THE CENTERED REGION OF PLEASURE
GAINS PLEASURE IN ELIMINATING B OWEL
Anal Stage 2-4yrs
Failure to satisfy—frugality
greedinessStubborn
disorderliness
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PHALLUS MALE SEX ORGAN SYMBOL OF STRENGTH A N P O W E R . D R I V E S P L E A S U R E I M A N I P U L AT I N G
S E X O R G A N .
Phallic Stage 4-6yrs
Oedipus Complex son love
his mother
Electra complex- daughter love his father
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CRITICAL STAGE CONFLICTING FEELING ARE CONFINED IN THE ID.
DIVERT TO SCHOOL AND PEERS . CHILD AVOID MEMBERS .OF OTHER GENDER
SEX TYPING
Latency stage 6- 12
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PUBERTY ONWARDATTRACTED TO OPPOSITE SEX
PLEASURE FROM SEXUAL RELATIONSHIP EXPERIENCE
WITH OTHERS
Genital Stage 12-above
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ID- LEGISLATIVE ASPECT OF PERSONALITYSERVE THE INSTINCT OF SEEKING OBJECTS THAT
WILL SATISFY THEM.
MOST UNCONCIOUS
Psycho analytical/component of
personality
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JUDICIAL ASPECT OF PERSONALITY
GOODNESS OR WRONGNESS
MORAL ARBITERHAFT CONSCIOUS
HAFT SUBCONSCIOUS
Super ego
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EXECUTIVE ASPECT
FIND REALISTIC WAY TO
FIND PLEASURE OR TO GRATIFY
INSTINCT, ID
Ego
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INDIVIDUAL HAS TO PASSED EIGHT STAGES OF
DEVELOPMENTAL CRISIS THAT AFFECT THE
DEVELOPMENT OF AN INDIVIDUAL.
BATTLE BETWEEN POSITIVE AND NEGATIVE
Psychosocial/personality theory
erickson
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TRUST VS. MISTRUSTCARES VS. STRANGERS
Stage I0-1.5yrs.
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AUTONOMY VS. SHAME AND DOUBT
ENCOURAGES VS. SELF PITY
SUPPORT VS. SELF WORRY
Stage II1.5-3yrs
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INITIATIVE VS. GUILT
INITIATE ADULT BEHAVIOR WHEN PUNISHED = SENSE OF GUILT
EXPLORE WHAT S/HE CAN ACCOMPLISH.
Stage III3-6
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IDENTITY VS. INFERIORITY
SEPARATION WITH SEXES, PEER GROUPING, PLAY AGE,
==WHEN HE CANNOT ACCOMPLISH DEVELOP INFERIORITY
Stage IV6-12yrs
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IDENTITY VS. ROLE CONFUSION
WHO I AM? IDENTITY CRISIS
STRUGGLES WITH SOCIETY’S DEMANDS TEACHER SHOULD PROVIDE
OPPORTUNITIES TO EXPLORE VARIOUS CAREER
Stage V12-18
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INTIMACY VS. ISOLATION
AGE OF INTIMACYDEVELOP WARM AND INTIMATE
RELATIONSHIPFAILURE == ISOLATION
Stage VI18-24
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GENERATIVITY VS. STAGNATION
MOST PRODUCTIVE YEARS OF LIFE WORTH IS DEPENDENT OH HID
CONTRIBUTIONSHOW THAT HE IS VERY RELIABLE
PERSON
Stage VII24-54
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INTEGRITY VS. DESPAIR
ACHIEVEMENT= INTEGRITYFAILURE TO ATTAIN GOALS DESPAIR AND
REGRETSFEAR OF END OF LIFE
Stage VIII54-death
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DEFINED BY MORAL DILEMMA
Kohlberg's Moral development
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JUDGMENT BASED ON EXTERNAL CRITERIA
R I G H T A N D W R O N G A R E A C C O R D I N G T O T H E S TA N D A R D O F A D U LT S
STAGE ONEO B E D I E N C E A N D P U N I S H M E N T
- R U L E S O B E Y E D T O AVO I D P U N I S H M E N T
STAGE TWON A Ï V E E G O T I S M A N D I N S T R U M E N TA L O R I E N TAT I O N
- R U L E S O B E Y E D T O G A I N S R E WA R D S
Level one pre-conventional morality
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RULES CONFORM TO OTHER STAGE THREE
GOOD BOY-GOOD GIRL ORIENTATION-TO GAIN APPROVAL
STAGE FOURAUTHORITY
-MAINTAINING ORIENTATIONSOCIAL CONVENTION ARE BLINDLY ACCEPTED TO AVOID
CRITICISM
Level TwoConventional Morality
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LAW ABIDING CITIZENRY MORALITY IS BASED ON AGREEMENT WITH OTHER TO SERVE FOR COMMON
GOOD AND PROTECT OTHER RIGHTS
STAGE FIVE—DURA LEX SED LEXCONTRACTUAL
-LEGALISTIC ORIENTATION RIGHT AND WRONG GOVERN BY REASON
STAGE SIXUNIVERSAL ETHICAL—HIGHEST FORM
MORALITY BASED ON MUTUAL RESPECTCONFORM RULES TO AVOI D SELF- CONDEMNATION.
MORALITY IS REFLECTION OF INTERNALIZED STANDARDS
Level threepost conventional morality
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Piaget moralityCognitive develop first and use to reason about social issues
•Morality made by children under age of 10. Rules come from external authority and define what is right and wrong
Constraint
•Thinking made by older. Rules provide general guidelines but should not be followed blindly without considering the context.
Cooperation
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EMPHATIC DISTRESS- EXPERIENCING THE SUFFERING OF OTHERS IS A POWERFUL
MOTIVATION OF MORAL CHOICES AND HELPING BEHAVIOR
PARENTAL DISCIPLINARY PRACTICES CAN PLAY A SIGNIFICANT ROLE IN THE
DEVELOPMENT OF MORAL BEHAVIOR
Hoffman's morality
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BELIEFS IN ONE SELF
Self-concept
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BELIEF THAT YOU ARE
CAPABLE AND
WORTHY
Self-esteem
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AUTHORITATIVE - INCLUDE CHILDREN IN FAMILY DECISION
AUTHORITARIAN - ALLOW LITTLE GIVE AND TAKE PARENT-CHILDREN DISCUSSION EXPECT RULES TO BE
OBEYED
PERMISSIVE- ALLOW CHILDREN TO MAKE MANY OWN DECISION
UNINVOLVED- HAVING LITTLE INTEREST IN CHILDREN’S L IVE
Parenting style and implication to education
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PREPARED BY
MR. BOYET B. ALUAN
THANK YOU!