MODULE 3

INTRODUCTION

Each of us has his/her own way of looking at our own and other people’s development.
These paradigms of human development while obviously lacking in scholastic vigor, provide
us with a conceptual framework for understanding ourselves and others. Scholars have
come up with their own models of human development. Back up by solid research, they take
stand on issues on human development.

THREE ISSUES IN DEVELOPMENT

 Nature versus Nurture

 Continuity versus Discontinuity
 Stability versus Change

Nature versus Nurture The degree to which human behavior is determined by

genetics/biology (nature) or learned through interacting with the environment (nurture)
http://www.slideshare.net/ruthhewitt125/nature-nurture-powerpoint-
Nature  Behavior is caused by innate characteristics: The physiological/biological
characteristics we are born with.  Behavior is therefore determined by biology.  Also a
Determinist view- suggests all behavior is determined by hereditary factors: Inherited
characteristics, or genetic make-up we are born with.
http://www.slideshare.net/ruthhewitt125/nature-nurture-powerpoint-

 All possible behaviors are said to be present from conception.  Genes provide the
blueprint for all behaviors; some present from birth, others pre-programmed to emerge with
age.  Is a developmental approach: E.g. Piaget: children’s thought processes change at
predetermined age-related stages changes in age are related to changes in behavior.
http://www.slideshare.net/ruthhewitt125/nature-nurture-powerpoint-

Nurture  An individuals behavior is determined by the environment- the things people

teach them, the things they observe, and because of the different situations they are in. 
Also a determinist view- proposes all human behavior is the result of interactions with the
environment. http://www.slideshare.net/ruthhewitt125/nature-nurture-powerpoint-

Nurture  Behaviorist theories are nurture theories: - Behavior is shaped by interactions with
the environment.  Born an empty vessel- waiting to be filled up by experiences gained from
environmental interaction.  No limit to what they can achieve: -Depends on quality of
external influences and NOT genes.  The quality of the environment is KEY -You can
become anything provided the environment is right.
http://www.slideshare.net/ruthhewitt125/nature-nurture-powerpoint-

Nature Nurture Interaction  Behavior is often a result of the interaction between nature AND
nurture.  An individuals characteristics may elicit particular responses in other people e.g.
Temprament: how active, responsive or emotional an infant is influences in part determines
their caregivers responses. Gender: people tend to react differently to boys and girls due to
expectations of masculine and feminine characteristics.  Aggression: Displaying aggressive
behavior create particular responses from other people.
http://www.slideshare.net/ruthhewitt125/nature-nurture-powerpoint-

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SUPPORTING APPROACHES & PERSPECTIVE

Supporting Nature Supporting Nurture -Physiological - Social (e.g. Helping Behavior) -

Individual Differences - Behavioral - Developmental
http://www.slideshare.net/ruthhewitt125/nature-nurture-powerpoint-

Continuity versus Discontinuity Continuity and discontinuity are two competing theories
in developmental psychology that attempt to explain how people change through the course
of their lives, where the continuity theory says that someone changes throughout their life
along a smooth course while the discontinuity theory instead contends that people change
abruptly. These changes can be described as a wide variety of someone's social and
behavioral makeup, like their emotions, traditions, beliefs,
https://www.reference.com/education/continuity-versus-discontinuity-developmental-
psychology-

Furthermore, continuity and discontinuity disagree with one another in how they assess the
changes that someone undergoes throughout the course of their life. The continuity theory
examines the way someone changes in a quantitative and continuous respect. Discontinuity
theory, on the other hand, looks at these changes through the lens of a qualitative analysis
with an emphasis on the discontinuous nature of how someone changes.  Developmental
psychology encompasses a very wide array of observations related to how people think,
behave and interact with their environment as well as other people. This field, at first, was
focused on how young children develop but, in recent years, it has expanded past the
pediatric setting to encompass studies of how people change throughout the course of their
entire lives, up until the point of their death.https://www.reference.com/education/continuity-
versus-discontinuity-developmental-psychology-

Is Child Development continuous or discontinuous? Not all psychologists, however, agree

that development is a continuous process. Some view development as a discontinuous
process. They believe development involves distinct and separate stages with different kinds
of behavior occurring in each stage.
https://en.wikipedia.org/wiki/Developmental_stage_theori

What is the theory of development? Developmental stage theories are theories that divide
child development into distinct stages which are characterized by qualitative differences in
behaviour. There are a number of different views about the way in which psychological and
physical development proceed throughout the life span.
https://en.wikipedia.org/wiki/Developmental_stage_theori

Stability versus Discontinuity  deals with the issue of whether or not personality traits
present during present during infancy endure throughout the lifespan.

 The stability-change debate describes the developmental psychology discussion about

whether personality traits that are present in an individual at birth remain constant or change
throughout the life span.
 For example, does a naturally extroverted and talkative baby remain that way for their
entire life? The stability vs. change debate is one of the fundamental questions in
developmental psychology along with nature vs. nurture. Typically cross-sectional and
longitudinal studies are used in research concerning stability vs. change.
http://www.alleydog.com/glossary/definition.php?term=Stability-

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Change Change Theorists- argue that personalities are modified by interactions with family,
experiences at school, and acculturation.  Studies of children have often revealed
impressive stability over time in aspects of development such as the attachment to their
parents or in personality. However, there is evidence which suggests a contrary view, that
change is both possible and indeed, is likely under appropriate conditions.
https://prezi.com/nuahqipogaau/stability-vs-
 Freud was one of the first psychologist to emphasize the critical nature of our early
experiences for our later development. He believed that how we resolve our sexual and
aggressive urges is strongly tied to the nature of our personality as adults. Psychoanalysts
believe that personality traits developed in the first 5 years predict adult personality.
https://prezi.com/nuahqipogaau/stability-vs-

How the First Nine Months Shape the Rest of Your Life?

 What makes us the way we are? Why are some people predisposed to be anxious,
overweight or asthmatic? How is it that some of us are prone to heart attacks, diabetes or
high blood pressure?
 There's a list of conventional answers to these questions. We are the way we are because
it's in our genes. We turn out the way we do because of our childhood experiences. Or our
health and well-being stem from the lifestyle choices we make as adults.
 But there's another powerful source of influence you may not have considered: your life as
a fetus. The nutrition you received in the womb; the pollutants, drugs and infections you were
exposed to during gestation; your mother's health and state of mind while she was pregnant
with you — all these factors shaped you as a human being.

This is the provocative contention of a field known as fetal origins, whose pioneers assert
that the nine months of gestation constitute the most consequential period of our lives,
permanently influencing the wiring of the brain and the functioning of organs such as the
heart, liver and pancreas. In the literature on the subject, which has exploded over the past
10 years, you can find references to the fetal origins of cancer, cardiovascular disease,
allergies, asthma, hypertension, diabetes, obesity, mental illness. At the farthest edge of
fetal-origins research, scientists are exploring the possibility that intrauterine conditions
influence not only our physical health but also our intelligence, temperament, even our
sanity. As a journalist who covers science, I was intrigued when I first heard about fetal
origins. But two years ago, when I began to delve more deeply into the field, I had a more
personal motivation: I was newly pregnant. If it was true that my actions over the next nine
months would affect my offspring for the rest of his life, I needed to know more.

Of course, no woman who is pregnant today can escape hearing the message that what she
does affects her fetus. She hears it at doctor's appointments, sees it in the pregnancy
guidebooks: Do eat this, don't drink that, be vigilant but never stressed. Expectant mothers
could be forgiven for feeling that pregnancy is just a nine-month slog, full of guilt and devoid
of pleasure, and this research threatened to add to the burden.

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Physical Development of Primary and Intermediate Pupil

Activity Observe at least 3 primary or intermediate school children. Describe

the physical characteristic of these children. Your observation should focus on
characteristics such as weight, height, balance, speed and coordination of
movements. Write your observation report in a long sized pond paper.
Observation:
1. Name: Clarence
Age: 11 years old
Weight: 27.4 kg
Height: 1.25 m
Balance: Right foot - 14.01 sec, Left foot - 15.34 sec
Speed (40 meter sprint): 5.4 sec
Coordination (Juggling): 17

Analysis
1. Based on the observations you have made, what can you conclude about
the general physical characteristics of children in their primary school years?
In their intermediate school years?

Answer: Primary school children most often have smooth and strong motor
skills. However their coordination (especially eye and hand), endurance,
balance and physical abilities vary. There is also a big difference in height and
weight.

2. What are the necessary skills that will help them to be physically ready
to primary and intermediate schooling?
Answer: Basic health, fine motor skills (such as being able to grip a pencil
and turn pages in a book) and physical coordination (being able to run,
jump, climb and play a ball).

3. Based on your observation and readings, do boys follow a different

growth pattern compared to the girls? Explain your answer.
Answer: From what I've observed, girls grow earlier and faster than
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 boys as they hit puberty but shortly after she gets her period, the girl will
stop growing, but a boy with the same age might still have a few spurts
in him. The boy will spurt up and grow way faster in a much shorter time
and eventually the he will be towering over the girl.

Application Suppose that you are an elementary school teacher. Knowing that
being involved with physical activities will help the primary and intermediate
schoolers, propose an activity that will help students improve their motor skills.

Motor Skills Proposed Activity

Coordination Throwing and catching a ball
Balance Climb stairs and ladders
Static balance Sideways walking or running with crossovers
Dynamic Balance Squat down to pick something
Speed Jump rope
Agility Basketball
Power Standing long jump

https://www.youtube.com/watch?v=lWFWQo4FZf4

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