Basic concepts on human development  Developmental Tasks- refer to the

different expectations to be seen in

Introduction
each stage of human development to
Teaching a learner has a lot of similarities with
be successful at later stages.
parenting. As the second parent in school,
teachers need to understand the background of
PREPARATION
the learners that includes the understanding of
“When do we stop growth?”
their growth and development to be able to
-when we die
deliver developmentally appropriate lessons. As
Who is a child?
we did not become who we are right now in just
-According to the United Nations Convention on
one night, there are a lot to understand about
the Rights of the Child (UNCRC) or the Magna
human development.
Carta for Children, a child is every human being
below the age of 18 years.
Pre-service teachers need to be acquainted with
-According to the WHO, a child is a person 19
the concepts and stages of human development
years or younger, unless national law defines a
along with the different developmental task
person to be an adult at an earlier age.
associated with each stage. Also, the issues on
human development need to be addressed such
Who is an adolescent?
that a direction can be identified in how to
-included in the definition of “child”
develop a learner at school.
-An adolescent falls between 10 to 19 years old
-issues in our human development (genetic,
(UNICEF)
environment, nature, etc.)
-adolescence is a transitional period between
childhood and adulthood that encompasses
Learning Outcomes
rapid physical growth and sexual maturation
At the end of this module, you should be able
combined with emotional, social, and cognitive
to:
development.
1. Define child, adolescent development,
growth, maturation, and learning in
Youth- up to 35 years old
your own words;
2. Explain the principles and approaches
What is Human Development?
of human development;
-is the pattern of movement or change that
3. Determine the development tasks at
begins at conception and continues until the
each stage of human development; and
death of a person.
4. Take an informed position regarding the
1. Physical
issues of human development.
2. Cognitive
3. Psychological
Key Ideas
 Human Development- refers to the
Human Development (broad)
changes that happen in the physical,
 Growth
emotional, intellectual and
-physical developments of a person
psychological domains throughout the
-measured quantitatively
lifespan.
-Can be seen in different places and
 Approaches to Human Development-
environment, it may increase or
refer to how one sees development
throughout the lifespan of a person.
 decrease as it varies from person to  Believes in different rates of
person. development
 Maturation 1. Extensive changes from birth to
-still physical but it includes intellectual adolescence
and emotional changes in a person that 2. Little or no change in adulthood
are biological and controlled by the 3. Declining changes when
genes. approaching old age
-it will also end (menopause)
 Learning Periods of Human Development and
-relatively permanent change in the Developmental Task
thoughts, behaviors or emotions.
Santrock’s Stages of human
*Development- qualitative development

Pre-natal (conception to birth)

Principles of Human Development
 It involves tremendous growth – from a
 Development is sequential (follows a
single cell to an organism complete with
step by step process)
brain and behavioral capabilities.
-Proximodistal pattern (from middle or
 Virtue: HOPE
center to extremities)
Infancy (birth to 18 – 24 months)
-Cephalocaudal pattern (from head to
 This is a time of extreme dependence
toe)
on adults. Many psychological activities
 The rate of development varies from
just beginning – language, symbolic
one person to another.
thought, sensorimotor coordination and
-not uniformed
social learning.
-there are diversity
 Virtue: VITALITY
-boys and girls grows differently
-height, reproductive system
Early Childhood (end of infancy to 5-6 years old)
 Development is continuous and
 These are the pre-shool years. Young
happens gradually
children learn to become more self-
-they do not come in a sudden and are
sufficient to care for themselves,
usually cumulative in nature
develop school readiness skills and
 Development is influenced by heredity
spend many hours in play with peers.
and environment, and the products of
 Virtue: PLAYFULNESS
our biological, cognitive and
socioemotional processes.
Middle & Late Childhood (6-11 years old)
-Nature vs. Nurture
 The fundamental skills of reading
-case to case basis
writing and arithmetic are mastered.
-will and personal choices (self-
The child is formally exposed to the
determination) can affect the both N.
larger world and its culture.
-there should be a balance
Achievement becomes a more central
theme of the child’s world and self-
Two approaches
control increases.
 Virtue: IMAGINATION AND INGENUITY
Traditional
Adolescence (10-12 years old to 18-22 years
old)

 This begins with rapid physical changes

– dramatic gains in size, changes in
body contour, and the development of
sexual characteristics. Pursuit of
independence and identity are
prominent.

Early Adulthood (late teens or early 20s to 30s)

 It is a time of establishing personal and
economic independence, career
development, selecting a mate, learning
to live with someone in an intimate
way, starting a family and rearing a
child.

Middle Adulthood (40 to 60 years old)

 It is a time for expanding personal and
social involvement and responsibility; of
assisting the next generation in
becoming competent and mature
individuals; and of reaching and
maintaining satisfaction in a career.
 Virtue: CONTEMPATION AND
BENEVOLENCE

Late Adulthood (60s and above)

 It is a time for adjustment, decreasing
strength and health, life review,
retirement and adjustment to new
social rules.