PART I- Introduction

Unit 1 BASIC CONCEPTS AND ISSUES ON HUMAN DEVELOPMENT

-Brenda B. Corpuz, Ph.D.

“By virtue of being born to humanity, every human being has a right to the development and fulfillment of his
potentialities as a human being.”
-Ashley Montagu

INTRODUCTION

Every living creature is called to become what it is meant to be. The caterpillar is meant to become a butterfly; a seed
into a full grown herb, bush or tree; and a human baby into a mature person, the person “who is fully alive, the glory of
God” in the words of St. Irenaeus.

How this development happens is what we learn in our biology class. We have seen it to be a fantastic process. So
wonderful a process that we can’t help but experience a feeling of awe for the Power or the Force or the Principle
(theists call this Power or Force or Principle (God) behind all these.

The process of development involves beginnings and endings. What was this organism then? What will this organism
be?

A number of researches on human development have been conducted. A lot of theories on human development have
been forwarded. Researches on human development continue as existing theories get corrected, complemented or
replaced. Up to the present several issues on human development are unresolved and so the searches for
explanations continue.

In this Unit, you will be acquainted with human development as a process, the developmental tasks that come along
with each developmental stage and relevant issues that are raised about human development.

Module 1 HUMAN DEVELOPMENT: Meaning, Concepts and Approaches

-Brenda B. Corpuz, Ph.D.

“All the worlds a stage, And all the men and women merely players; They have their exits and entrances, and one man
in his time plays many parts…
-William Shakespeare

CHALLENGE
In this introductory Module, you are challenged to:
➢ define human development in your own words.
➢ draw some principles of human development
➢ distinguish two approaches to human development.

INTRODUCTION
As you read this module and do the activity, you will undergo the process of development. What principles govern this
development proven? What do experts say about development? These are the concerns of this Module

DEFINITION
MEANING OF HUMAN DEVELOPMENT

Change in the child that occurs over time. Changes follow an orderly pattern that moves toward greater complexity and
enhances survival.

Human development is the pattern of movement or change that begins at conception and continues through the life
span. Development includes growth and decline. This means that development can be positive or negative (Santrock,
2002).

Some major principles of human development Here are some major principles of human development:
1. Development is relatively orderly. ([Link] Naschielle and Kenn will learn to sit
crawl then walk before they can run.

PROXIMODISTAL- The muscular control of the trunk and the arms comes earlier as compared to the hands and
fingers.

CEPHALOCAUDAL- During infancy, the greatest growth always occurs at the top- the head- with physical growth in
size, weight and future differentiation gradually working its way down from top to bottom.

2. 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. ([Link] Naschielle and Kenn
may become were premised on many “ifs”. Meaning if they come from a good home with loving and caring parents
they may develop into warm and responsible children, adolescents and adults. If they come from a deprived
environment, they may develop into carefree and irresponsible adolescents and adults.

3. Development takes place gradually. ([Link] Naschielle and Kenn won’t develop
into pimply teenagers overnight. It takes years before they become one. In fact, that’s the way of nature. The seed
does not germinate overnight. While some changes occur in a flash of insight , more often it takes a week, months, or
years for a person to undergo changes that result in the display of development characteristics.

4. Development as a process is complex because it is the product of biological,

cognitive and socioemotional processes (Santrock, 2002). These biological, cognitive and socioemotional processes
are inextricably intertwined.

BIOLOGICAL - processes involve changes in the individual’s physical nature. The brains of Naschielle and Kenn
develop. They will gain height and weight. They will experience hormonal changes when they reach the period of
puberty, and cardiovascular decline as they approach late adulthood.

COGNITIVE – processes involve changes in the individual’s thought, intelligence, and language. Naschielle and Kenn
develop from mere sounds to a word becoming two words, the two words becoming a sentence. They would move on
to memorizing their first prayer, singing Bayang Magiliw in every flag ceremony to imagining what it would be like to be
a teacher or a pilot, playing chess and solving complex math problem.

SOCIOEMOTIONAL – processes include changes in the individual’s relationships with other people, changes in
emotions, and changes in personality. As babies, Naschielle and Kenn responded with a sweet smile when
affectionately touched and frowned when displeased and even showed temper tantrum when they could not get or do
what they wanted. From aggressive children, they may develop into a fine lady and a gentleman or otherwise,
depending on a myriad of factors. They may fall in love and get inspired for life or may end up betrayed, deserted and
desperate afterwards.
Two approaches to human development

1. TRADITIONAL APPROACH - If you believe that Naschielle and Kenn wil show extensive change from birth to
adolescents, little or no change in adulthood and decline in late old age. 2. TERMED LIFE-SPAN APPROACH - In
contrast, if you believe that even in adulthood development change takes place as it does during childhood.

What are the characteristics of the life-span perspective? Paul Baltes (Santrock, 2002), an expert in LIFE-SPAN
DEVELOPMENT, gives the following characteristics:

1. Development is lifelong. It does not end in adulthood. No developmental stage

dominates development.
2. Development is multidimensional. Development consists of biological,
cognitive, and socioemotional dimensions . 3. Development is plastic. Development is possible throughout the life-
span.
4. Development is contextual. Individuals are changing beings in a changing world.
5. Development involves growth, maintenance and regulation. Growth,
maintenance and regulation are three (3) goals of human development.

APPLICATION

1. “Growth is an evidence of life.” What does this mean?

2. Define development in your own words.
3. State the 5 major principles of human development from a life-span perspective.
Give at least one application of each principle in the teaching-learning process.
4. Research further on the cephalocaudal and proximodistal patterns of development.
a. Illustrate both patterns by a drawing or diagram.
b. How do you apply your knowledge of cephalocaudal and proximodistal patterns in your teaching?
5. In the light of researches on human development, which of the two approaches is closer to the truth traditional or
lifespan? Why?

BIG IDEAS

Do the following to ensure mastery of the big ideas presented in this chapter.

1. Meaning of human development __________________________________

2. Four principles of human development and their educational implications.
PRINCIPLE EDUCATIONAL IMPLICATION 1. 2. 3. 4.
3. Patterns of development
a. The direction of growth following the cephalocaudal pattern is from__________________ to
the______________________.
b. The direction of growth following the proximodistal pattern is from _______________ to
the________________________.
4. Two approaches to human development
TRADITIONAL vs. LIFE-SPAN APPROACH CONCEPT APPROACH
Traditional Life-span
Development during childhood
Development during adulthood
Developmental stage/s as focus of study
5. Characteristics of human development from a life-span perspective. Characteristics of human development

Module 2 THE STAGES OF DEVELOPMENT AND DEVELOPMENTAL TASKS

-Brenda B. Corpuz, Ph.D.

“Who are you? asked the caterpillar. Alice replied rather shyly, “I - I hardly know, Sir, just at present – at least I know
who I was when I got up this morning but I must have changed several times since then.”
-Lewis Carroll

CHALLENGE

In this Module, you are challenged to:

➢ Define developmental tasks in an experiential manner. ➢ Identify developmental stages of learners in
different year levels. ➢ Describe the developmental tasks in each stage. ➢ State for yourself how these
developmental tasks affect your role as a
facilitator of learning.

INTRODUCTION

For every developmental stage, there is an expected developmental task. What happens when the expected
developmental tasks are not achieved at the corresponding developmental stage? How can you help children achieve
these developmental tasks?

DEFINITION

PERIODS OF DEVELOPMENT

1. Pre-natal Stage- from conception (when the ovum is fertilized by the

spermatozoon producing a zygote or fertilized egg) to the time of birth.
2. Babyhood/Infancy (0-2 years old) - foundation age when basic behavior patterns are organized and many
ontogenetic skills emerge.

3. Early Childhood (2-6 years old) - characterized as pre-gang, exploratory and questioning age. Language and
elementary reasoning are acquired and initial socialization is experienced.
4. Late Childhood (6-12 years old) - Gang age, age of creativity, development of social, self-help, play and school
skill.
5. Adolescence (13-19 years old) – transition age from childhood to adulthood when sex maturation and rapid
physical development occurs resulting to changes in way of feeling, thinking and acting.
6. Early Adulthood (19-40 years old) – age of adjustment to new patterns of life and new roles such as spouse ,
parent and bread winner.
7. Middle Age (40-retirement years – transition age when adjust to initial physical and mental decline are experienced.
8. Old Age (retirement-death) – increasing rapid physical and mental decline.
Psychological as well as physical illnesses are experienced.

PRENATAL DEVELOPMENT
Development happens quickly during the prenatal period, which is the time between conception and birth. This period
is generally divided into three stages:
1. The Germinal Stage – the two weeks period after conception. Conception
occurs when a sperm cell combines with an egg cell to form a zygote. About thirty-six hours after conception, the
zygote begins to divide quickly. The resulting ball of cells moves along the mother’s fallopian tube to the uterus.
Around seven days after conception, the ball of cells stars to become embedded in the wall of the uterus. This process
is called implantation and takes about a week to complete. If implantation fails, as is quite common, the pregnancy
terminates. One key feature of the germinal stage is the formation of a tissue called the placenta.
The placenta has two important functions:
o Passing oxygen and nutrients from the mother’s blood into the embryo or fetus.
o Removing waste materials from the embryo or fetus.
2. The Embryonic Stage
➢ Also known as the period of embryo.
➢ The cell known as zygote before is now known as embryo.
➢ By the 14th day after fertilization, the blastocyst is already implanted in the uterus.
➢ The umbilical chord attaches the placenta functionally to the mother. ➢ The foundations for the eyes,
ears, nose, mouth extremities (upper and lower) and the digestive system have been laid on the 8 th
[Link] 1 1⁄2 inches long embryo, weighing one- teeth to one- fifteenth of ounce, develops at the end of the first
month. This period is considered as the most critical period for the reason that the embryo is most vulnerable to
damage and defect. During the first trimester (3 months of pregnancy) almost all birth defects occur and chances are,
the defects will be permanent.

3. The Fetal Stage

➢ Fetal Period (8 weeks to birth)
➢ Also called as the period of the fetus.
➢ The embryo before is now known as fetus in this stage.
➢ The fetal stage begins with the formation of the first bone cells.
➢ Various organs grow functionally and take the apperance of the human body.
➢ The fetus can now kick and can manipulate its extremeties (upper and lower) and can open its
mouth, frown, and turn its head, as well as take a few “breaths” by the end of the third month.
➢ By the end of the fifth month, the fetus is one foot long and weighs a pound.
➢ At the end of the sixth month, the fetus’ eyelids can be opened; it develops grasps and more than
enough taste buds.
➢ The fetus weighs two pounds and it’s all organ systems have become functional at the end of the
seventh month.
➢ During the eighth and ninth month, the fetus becomes round and heavy and is able to lift its head.

ADVERSE FACTORS AFFECTING FETAL DEVELOPMENT

Although the womb provides protection, the fetus remains indirectly connected to the outside world through its mother.
Several factors that are linked to the mother can harm the fetus:

➢ Poor nutrition ➢ Use of alcohol ➢ Smoking ➢ Use of certain prescription or over-the-counter drugs ➢
Use of recreational drugs such as cocaine, sedatives, and narcotics ➢ X- rays and other kinds of
radiation ➢ Ingested toxins, such as lead ➢ Illnesses such as AIDS, German measles, syphilis, cholera,
smallpox, mumps, or severe flu.
APPLICATION

1. Answer this question. What are the implications of these developmental tasks to your role as a facilitator of
learning? Let’s pay particular attention to the stages that correspond to schooling – Early Childhood, Middle and Late
Childhood and Adolescence.

LET’S DO! ☺

A. EARLY CHILDHOOD- What are the preschool teachers supposed to do with pre-schoolers?
- Help them develop readiness for school and to be too academic in teaching approach. They ought to give much time
for preschoolers to play. Or perhaps help preschoolers develop school readiness by integrating children’s game in
school activities.
B. MIDDLE AND LATE CHILDHOOD
- Elementary school teachers ought to help their pupils by
______________________________________________
________________________________________________
________________________________________________
C. ADOLESCENCE
- High school teachers ought to help their students by
________________________________________________
________________________________________________
________________________________________________
2. Allow students to do each of the following:
a. Come up with an object to symbolize each period or stage of development
b. Do a multimedia presentation of the outstanding characteristics and developmental tasks of each developmental
stage. You may use the text of Santrock found under each collage of pictures in the ACTIVITY PHASE of this lesson.
c. Sing an appropriate song for each developmental stage.
3. Discuss the meaning of the quotation beneath the title of the lesson. Relate it to the stages of development.
4. Complete this unfinished sentence.
- Developmental tasks are _____________________________________________
5. Show the developmental stages by means of a diagram inclusive of the ages.
Write also the outstanding characteristics trait and developmental task of each developmental stage.

REFLECTION

a. Reflect on your early childhood, middle and late childhood [Link] you able to acquire the developmental tasks
expected of early, middle, late childhood and adolescence? What facilitated your acquisitions of the ability to perform
such tasks? Write your reflections.
b. Having mastered the developmental tasks of early childhood, middle and late childhood and adolescence, reflect on
what you should do as a teacher to facilitate your students’ acquisition of these developmental tasks. Write down your
reflections.

Module 3 ISSUES ON HUMAN DEVELOPMENT

-Brenda B. Corpuz, Ph.D.

“The interaction of heredity and environment is so extensive that to ask which is more important, nature or nature, is
like asking which is more important to a rectangle, height or width.”
-William Greenough

CHALLENGE
In this Module, you are challenged to:
➢ take an informed stand/position on the three (3) issues on development

INTRODUCTION

Each of us has his/her own informal 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.

APPLICATION
TEST YOUR UNDERSTANDING
As far as our discussions are concerned, which statement is correct and which one is wrong? Put a CHECK before the correct statement and mark
WRONG for the wrong one. If you mark a statement WRONG, explain why.
_____1.Heredity exerts a greater influence on human development than environment.
_____2.What has been experienced in the earlier stages of development can no longer be changed.
_____3.From the perspective of life-span developmentalist, later experiences is the key determinants of a person’s
development.

REFLECTION

1. Relate what you learned here to your personal development. Reflect on your own personal development. Reflect on
your personal development. What has helped you become the person that you are now? Is what you have become a
product of the mere interaction of heredity and environment? Or is what you have become a product of both heredity
and environment interacting and what you have decided or determined yourself to become? (Self-determination or
freedom is a third factor). Write your reflections

.
Module 4 RESEARCHES IN CHILD AND ADOLESCENT DEVELOPMENT
-Brenda B. Corpuz, Ph.D. -Maria Rita D. Lucas, Ph.D.

“Research is to see what everybody else has seen and to think what nobody else thought.”
-Albert Szent- Gyorgi, Hungurian Biochemist
CHALLENGE
In this Module, you are challenging yourself to:
➢ explain the basic principles of research
➢ demonstrate appreciation of the role of teachers as consumers and producers of developmental
research
➢ read researches on child and adolescent development and make simple research abstracts out of
researches read

INTRODUCTION

You may have a separate 3-unit course on research. This module is not intended to be a substitute for that three-unit
course. It is simply meant to supplement what you got or will still get in the Research course.

As you may have noticed, most if not all of what is presented about the development of the child and the adolescent
are products of research. It might interest you to know how these concepts/ theories were arrived at. Or after having
been exposed to a number of researches cited in this course, hopefully, you may be so inspired that you, too, would
like to start conducting researches on your own or join a group for research.

DEFINITION

Teachers as Consumers/End Users of Research

-Research gives teachers and also policy-makers important knowledge to use in decision-making for the benefit of
learners and their families. Research enables teachers to come up with informed decision on what to teach and how to
teach.

Teachers as Researches
-The conduct of research does not only belong to thesis and dissertation writers. It is for students and Teachers, too.
Let us learn on how to conduct research by finding out the different research principles and the research methods and
designs with focus on child and adolescent development.

The scientific Method

-One important principle in research is adherence to the scientific method, since research is a systematic and a logical
process. As such, researches basically follow the scientific method. Dewey gave us 5 steps of the scientific method.
They are as follows:

1. identify and define the problem

2. determine the hypothesis
3. collect and analyze data
4. formulate conclusions
5. apply conclusions to the original hypothesis

Research Designs
-Researches that are done with high level of quality and integrity provide us with valuable information about child and
adolescent development. To be able to conduct quality research, it is important that you know various research
designs and different data-gathering techniques used by developmental researchers.
Ethical Principles
-To serve the genuine purposes of research, teacher researches are subject to ethical principles. Just as we have the
Code of Ethics that governs the behavior of teachers, there also exist ethical standards that guide the conduct of
research.

Impact of Teachers’ Research Involvement on Teachers

-Research itself has proven that teachers have everything to gain and nothing, to lose when get involved in the
research process.

-Teacher involvement in the conduct of teacher research shows a shift from thinking about teacher research as
something done to teachers to something done by teachers (Zeichner 1999; Lampert 2000).

APPLICATION
A Research Abstract- A research abstract is a brief summary that appears at the beginning of the article. It has the
following parts:

➢ Title ➢ Methods
➢ Researcher/s ➢ Findings/Results of the Study
➢ Date of Research ➢ Conclusions and Recommendations
➢ Introduction ➢ Reference

NOTE: Surf the internet for samples of research abstracts/researches on child and adolescent development. Select
one research abstract then using the matrix given below, write the problem, the research methodology, the findings
and conclusions.

REFLECTION

It is said that because teachers are overloaded with work, they usually frown on the conduct of research. Reflect on
the consequences of this attitude. What can be done to prevent this? Write your reflections here.

Module 5 FREUD’S PSYCHOANALYTIC THEORY

-Maria Rita D. Lucas, Ph.D.

“The ego is not master in its own house.”

-Sigmund Freud

CHALLENGE

In this Module, the students are expected to:

➢ Explain Freud’s views about child and adolescent development. ➢ Draw implications of Freud’s theory
to education.

INTRODUCTION

Freud’s views about human development are more than a century old. He can be considered the most well-known
psychologist because of his very interesting theory about the unconscious and also about sexual development.

Believe that a person’s behavior can be motivated by strong unconscious drive or urges toward self-satisfaction.

DEFINITION
FREUD’S PERSONALITY COMPONENTS

THE ID- Freud says that, a child is born with the id. The id plays a vital role in one’s personality because as a baby, it
works so that the baby’s essential needs are met. The id operates on the pleasure principle. It focuses on immediate
gratification or satisfaction of its needs.

THE EGO- As the baby turns into a toddler and then into a pre-schoolers, he/she relates more with the environment,
the ego slowly begins to emerge. The ego operates using the reality principle. It is aware that others also have
needs to be met. It is practical because it knows that being impulsive or selfish can result to negative
consequences later, so it reasons and considers the best response to situations. As such, it is the deciding agent of
the personality. Although it functions to help the id meet its needs, it always takes into account the reality of the
situation.

THE SUPEREGO- Near the end of the preschool years or the end of the phallic stage, the superego develops. The
superego embodies a person’s moral aspect. This develops from what the parents, teachers, and other persons who
exert influence impart to be good or moral. The superego is likened to conscience because it exerts influence on what
one considers right and wrong.

THE TOPOGRAPHICAL MODEL

THE UNCONSCIOUS

- Freud said that most what we go through in our lives, emotions, beliefs, feelings, and impulses deep within are not
available to us at a conscious level.

THE CONSCIOUS

- Freud also said that all that we are aware of is stored in our conscious mind. Our conscious mind only comprises a
very small part of who we are so that, in our everyday life, we are only aware of a very small part of what makes up our
personality; most of what we are hidden and out of reach.

THE SUBCONSCIOUS

- The last part is the preconscious or subconscious. This is the part of us that we can reach if prompted, but is not in
our active conscious. Its right below the surface, but still “hidden” somewhat unless we search for it. Information such
as our telephone number, some childhood memories, or the name of your best childhood friend is stored in the
preconscious.

STAGE – AGE –CHARACTERISTICS

➢ Oral - Birth to 1 1⁄2 y/o Center of pleasure: mouth (major source of gratifications and exploration) Primary need:
security Major conflict: weaning.
➢ Anal - 1 1⁄2 to 3 y/o Source of pleasure: anus and bladder (sensual satisfaction and self-control) Major
conflict: toilet training.
➢ Phallic - 4 to 6 y/o - Center of pleasure: child’s genital (masturbation) - Major conflict: Oedipus and
Electra Complex.
➢ Latency - 6 y/o to puberty - Energy directed to physical and intellectual activities
- Sexual impulses represses - Relationship between peers of same sex.
➢ Genital - Puberty onwards - Energy directed towards full sexual maturity and function and development of skills to
cope with the environment.

APPLICATION

1. Freud used the case study method to gather the data he used to formulate his theories. Among the many case
studies, five really stood out as bases of his concepts and ideas. Do further reading of these case studies and write a
reaction paper on one of these case studies focusing on how he explained the personality development of the
individuals in the case studies.

From your internet search engine, just type Freud’s case studies. It will be easy to find a pdf file which you can readily
download.

2. Note Freud’s ideas about hypnosis, free association and interpretation of dreams. Do you think his ideas are still
useful today? Explain your views.

3. RESEARCH CONNECTION

Read a research that is related to Freud’s Theory. Fill out the matrix below.
PROBLEM
FINDINGS
RESEARCH METHODOLOGY
CONCLUSIONS
Source: (BIBLIOGRAPHICAL ENTRY FORMAT)
REFLECTION

From the Module on Freud’s Psychoanalytic Theory, I learned that...