BIOLOGICAL 2.

Female Gametes or Ova

DEVELOPMENT  Oogenesis

 Biological relating to biology or

living organisms  Chromosomes are long threadlike
structures found in a cell nucleus
 Development systematic changes
that contain genetic material known
and continuities in the individual
as deoxyribonucleic acid (DNA). 
that occur between conception and
death  DNA is a helix-shaped molecule
made up of nucleotide base pairs
 Biological Development the
[adenine (A), guanine (G), cytosine
progressive changes in size, shape,
(C), and thymine (T)].
and function during the life of an
organism by which its genetics
potentials are translated into
functioning mature systems.
BIOLOGICAL BEGINNINGS
 Every child is born with a unique
profile of heredity instructions that
supports his or her life, growth,
human traits, and individuality.
 Genetic Foundation
 Pre-natal Development
 Birth of the Baby
Genetics Foundations of
• A person’s genotype is the genetic
Child Development makeup of that individual.
• Phenotype, refers to the individual’s
inherited physical characteristics.

Determining the Sex of the Child

Heredity and Chromosomes

Genetic Variation and Inheritance

 Genetic variation, the genetic
 Gametes are haploid cells, and each difference between individuals, is
cell carries only one copy of each what contributes to a species’
chromosome. adaptation to its environment

Two types of Gametes  Genetic inheritance of traits for

humans is based upon Gregor
1. Male Gametes or Sperm Mendel’s model of inheritance.
 Spermatogenesis  Dominant
  expressed Fragile X syndrome (FXS) is a
genetic disorder characterized by mild-to-
 Recessive moderate intellectual disability.
 only expressed in the absence of a
dominant gene

 Genetic variation, the genetic

difference between individuals, is
what contributes to a species’
adaptation to its environment
 Genetic inheritance of traits for
humans is based upon Gregor
Mendel’s model of inheritance.
 Dominant
 expressed
Turner syndrome is a rare
 Recessive chromosomal disorder that affects females.
 only expressed in the absence of a
dominant gene
Chromosomal Abnormalities and Genetic
Testing
A chromosomal abnormality occurs when a
child inherits too many or too few
chromosomes.
The most common cause of chromosomal
abnormalities:
 The age of the Mother
 Gametes do not divide evenly when
they are forming
Triple X syndrome, also called trisomy X or
47,XXX, is characterized by the presence of an

Down syndrome is a chromosomal

condition that occurs when an error in cell
division results in an extra chromosome 21.

additional X chromosome in each of a female's

cells.

Klinefelter syndrome (KS), also known as

47,XXY is the set of symptoms that result
from two or more X chromosomes in males.

Prenatal Testing
Prenatal screening
 focuses on finding problems
among a large population
with affordable and non-
invasive methods.
 routine ultrasounds
 blood tests
 blood pressure
measurement. 
Prenatal diagnosis 
 focuses on pursuing additional
detailed information once a
particular problem has been found,
and can sometimes be more
invasive.
 Ultrasound Sonography
 Chorionic Villus Sampling
 Amniocentesis
 Maternal Blood Test
1. Geminal Period
(Weeks 1-2)
 Conception occurs when a sperm
fertilizes an egg and forms
a zygote, which begins as a one-cell
structure.
 The germinal period (about 14 days
in length) lasts from conception to
implantation of the zygote (fertilized
egg) in the lining of the uterus.
2. Embryonic Period
(Weeks 3-8)
 The embryonic period begins once
the zygote is implanted in the
uterine wall. It lasts from the third
through the eighth week after
conception.
 Upon implantation, this multi-
cellular organism is called
an embryo.
 The placenta is a structure
connected to the uterus that
provides nourishment and oxygen
from the mother to the developing
embryo via the umbilical cord.
3. Fetal Period
(Weeks 9-40)
 When the organism is about nine
weeks old, the embryo is called
a fetus. At this stage, the fetus is
about the size of a kidney bean and
begins to take on the recognizable
form of a human being as the “tail”
begins to disappear.
BIRTH OF THE BABY
1. Childbirth
also known as labour or delivery, is the
ending of pregnancy where one or more
babies leaves the uterus by passing
through the vagina or by Caesarean
section.
The Process of Delivery
  The first stage of labor is typically
the longest. The First Stage of labor
begins with uterine contractions
that may initially last about 30
seconds and be spaced 15 to 20
minutes apart. These increase in
duration and frequency to more
than a minute in length and about 3
to 4 minutes apart.
 The second stage involves the
passage of the baby through the
birth canal. This stage takes about
10-40 minutes. Contractions usually
come about every 2-3 minutes. The
mother pushes and relaxes as
directed by the medical staff.
 The third stage is relatively painless
in comparison to the other stages.
During this stage, the placenta or
afterbirth is delivered.
Cesarean Section
 also known as C-section, or cesarean
delivery, is the use
of surgery to deliver babies.
 A cesarean section is often
necessary when a vaginal
delivery would put the baby or
mother at risk.
 Obstructed labor
 Twin pregnancy
 High blood pressure in the mother
 Breech birth
 Problems with
the placenta or umbilical cord.
PHYSICAL AND MOTOR DEVELOPMENT
Physical development refers to the
advancements and refinements of
motor skills, or, in other words,
children’s abilities to use and control
their bodies.
*the way children grow physically and
their escalating skills at doing various
motor tasks,
*using their large amd small muscle.
TWO TYPES OF MOTOR SKILLS
FINE MOTOR SKILL
(small)
 refer to small movements in the
hands, wrists, fingers, feet, toes, lips
and tongue
GROSS MOTOR SKILL
 (large)
 involve motor development of
muscles that enable babies to hold
up their heads, sit and crawl, and
eventually walk, run, jump and skip.
PHYSICAL GROWTH
refers to an increase in body size (length or
height and weight) and in the size of organs.
From birth to about age 1 or 2 years,
children grow rapidly. After this
time, growth slows.
*Development goes from the head to the
toes.
*The center of the body develops before
the outer regions.
*Large muscles develop and grow before
small muscles.
DIFFERENT PHYSICAL
DEVELOPMENT STAGES
1. 6 months
He/she will show basic differences in
vision, hearing, smelling, tasting,
touching, temperature and perceiving
pain. He/she will also lift their head
when on their stomach and possibly
show screams of delight as well as
grasp objects and roll over.
2. 12 Months
He/she can control their torso and
hands, sit without support, crawl and
have growing control of legs and feet.
He/she may stand up or crawl across
the floor.
3. 18 Months
He/she can crawl up stairs, perhaps
walk, draw lines on paper with crayons
and will show growing physical
independence.
4. 2 Years Old
He /she can run, go up and down stairs,
sit in a chair, use utensils (spoon and What is Neuroscience?
fork), kick a ball, turn pages in a book
and has bowel and bladder control.
Neuroscience, is also known as
5. 3 Years Old Neural Science, is the study of how
He/she can run well, stand on one foot
the nervous system develops, And it’s
for a short time, ride a tricycle, feed
themselves, put on their own shoes and Structure and what it does.
socks (without tying the laces). Neuroscience, is any or all of the
sciences, such as neurochemistry and
6. 4 Years Old
He/she can skip on one foot, cut with experimental psychology, which deal
scissors, wash and dry their own with the structure or function of the
hands/face, dress themselves, throw a nervous system and brain.
ball overhand and many additional skills
Neuroscientists, focus on the brain
7. 5 Years Old and its impact on behavior and
He/she can hop and skip, dress without cognitive functions.
help, has good balance, ride a scooter,
print and write simple letters, establish
whether he/she is left or right handed. Major branches of neuroscience?
Girls’ fine motor skill development is
likely to be about one year ahead of • AFFECTIVE NEUROSCIENCE
boys.
• BEHAVIORAL NEUROSCIENCE
8. 7 Years Old • CELLULAR NEUROSCIENCE
He/she can stand on one foot with eyes
closed for three seconds, walk on a line • CLINICAL NEUROSCIENCE
in heel-toe fashion, skip with both feet,
possibly ride a bicycle without training • COGNITIVE NEUROSCIENCE
wheels, jump rope, catch and bounce a
• COMPUTATIONAL
tennis ball and tie shoelaces.
NEUROSCIENCE
9. 9 Years Old • CULTURAL NEUROSCIENCE
He/she has the capability to roll, bat,
kick and throw a ball, which makes • DEVELOPMENTAL
them capable of playing organized NEUROSCIENCE
sports. Their strength and coordination
will continue to develop with practice. • MOLECULAR NEUROSCIENCE
• SOCIAL NEUROSCIENCE
10. 12 Years Old
Puberty can begin to show up at this • SYSTEM NEUROSCIENCE
age, which is why you will see kids
developing at different rates between What is Brain Development?
the ages of 8-18. With the growth
Brain development is an complex
spurts come clumsiness and a lack of
coordination. At this age, kids who
event that begins during the third
don’t stand out athletically are tempted week of gestation and continues,
to stay away from all physical activity. well, certainly through adolescence,
and quite arguably through the
Neuroscience and Brain
lifespan.
Development
5 Stages of Brain Development
1. STAGE 1: 0 to 10 months
When babies are born, they
have almost all of the neurons
they will ever have, more than
100 billion of them.
• By four months since
knowledge of pregnancy, brain
cells growing at rate of 500,000
cells per minute.
2. STAGE 2: Birth to 6 years
 Children are developing their
speech and learning to talk.
• Languages are processed in the
left cerebral hemisphere
• The brain needs to ensure that both
hemispheres are prepared, and
capable of carrying out the
procedures necessary
3. Stage 3: 7 to 22 years
• At this point, brain is full-sized, but
not yet fully developed. Adolescence
is last great time of enormous brain
change and brain development.
• Much development in this stage in
the prefrontal cortex, which is
responsible for decisions, personal
responsibility, and self control.
4. Stage 4: 23 to 65 years
• Brain is finished significantly
growing and changing, but new
knowledge is always developing the
brain throughout life.
• At this stage of life, emotion and
thought unite, and create a
relationship between thinking and
feeling.
5. Stage 5: Older than 65 years
The aging brain is working with
the same cells it’s had since
birth, and at this stage, starts
to deteriorate.
The key to a healthy child
development is in the importance of
providing stimulus and learning
environments so that the child can
develop and improve his or her
physical, cognitive, social and
affective skills.
DEVELOPMENTAL MILESTONES
(GESELL)
ARNOLD GESELL
 Arnold Lucius Gesell
 Born on June 21, 1880 at Alma,
Wisconsin, U.S
 American Psychologist and
pediatrician
 Received a doctorate in
psychology in 1906 from Clark
University.
 Faculty position in education at
Yale University in 1911.
 Subject of study (motion
picture, child development and
observation)
 Gesell's early work involved the
study of mental retardation in
children, but he soon became
convinced that an
understanding of normal
development is necessary for
the understanding of abnormal
development.
 Died on May 29, 1961 (age 80)
at New Haven, Connecticut

 Motor characteristics
 Personal hygiene
 Emotional expression
 Fears and dreams
 Self and Sex
 Interpersonal relations
 Play and pastimes
 School life
 Ethical sense
 Philosophic outlook
MATURITY THEORY (GESELL)
 In the early 20th century, a
theory of development
developed, based on
observations of children who
followed both normal and
exceptional patterns of
behavior. He made
observations from birth to
adulthood. This research
influence what we know about
developmental milestones.
 Focuses on physical and mental
development.
 Based on three assumption
KEY PRINCIPLES OF GESELL'S
MATURATION THEORY
 Children develop through
similar and predictable
sequences. However, Gesell
notice that they did so at their
own pace, and suggested this
development starts to occur
before the child's birth.
 The pace that the individual
develops through the
sequences is influenced by
internal factors, such as
physical and mental
development and genetics.
 He disagreed with theorists
who suggested that
development was solely down
to environmental factors.
 If a child experienced delayed
development that, according to
Gesell, would be due to
heredity.
 A child should only taught to
complete tasks when they are
physically and mentally ready
to do so. Teaching a child to do
something that is in advance of
their developmental age would
to them more harm.
Application of Gesell's Maturation
Theory
 18 months to 4 1/2 years
 5 to 8 years
 9 to 17 years
18 months to 4 1/2 years: The child
experiences temper tantrums. They
do become more easy-going, but end
the stage still experiencing emotional
outbursts.
5 to 8 years: The child becomes more
confident in who they are and can
make friends. According to the
theory, at the age of 7 the child
becomes fearful, but they end the
stage as outgoing children.
9 to 17 years: The child displays many
worries and anxieties during the odd
number years of 12, 14 and 16 they
are more positive and energetic.
Criticism of Gesell's Maturation  His theory focuses on the quality and context of
Theory the child's environment

 Psychologists, such as Piaget,  The model suggests the interactions

argue that the child is between the individual and their
influenced more by the environment, categorized into
environment they live in. various systems, shape their
development over time.
 More recent research has
 Organizes contexts of development
suggested that Gesell's into five levels of external influence.
milestones are incorrect. We levels are categorized from the most
now know that babies can intimate level to the broadest
follow moving objects at an
earlier age than Gesell thought.
 Gesell only used white, middle
class parents and their children
in his sample.
“The child's personality is a
product of slow gradual growth.
His nervous systems matures by
stages and natural sequences. He
sits before his stands; he babbles
before he talks; he fabricates
before he tells the truth; he draws
MICROSYSTEM
a circle before he draws a square;
he is selfish before he is altruistic; The Bronfenbrenner theory suggests that
he is dependent on others before the microsystem is the smallest and most
immediate environment in which children
he achieves dependence on self.
live. As such, the microsystem comprises
All of his abilities, including his the daily home, school or daycare, peer
morals, are subject to laws of group and community environment of the
growth. The task of child care is children.
not to force him into a
predetermined pattern but to
MESOSYTEM
guide his growth”.
The mesosystem encompasses the
-Arnold Gesell interaction of the different microsystems
which children find themselves in. It is, in
essence, a system of microsystems and as
BRONFENBRENNER’S such, involves linkages between home and
school, between peer group and family, and
between family and community.
ECOLOGICAL SYSTEMS THEORY
Urie Bronfenbrenner

 American psychologist

 Urie Bronfenbrenner (1917-2005)formulated EXOSYSTEM

the Ecological Systems Theory.
The exosystem pertains to the linkages that
may exist between two or more settings,
one of which may not contain the
developing children but affect them
indirectly, nonetheless.
MACROSYSTEM
The macrosystem is the largest and most
distant collection of people and places to
the children that still have significant
influences on them.
This ecological system is composed of the
children’s cultural patterns and values,
specifically their dominant beliefs and ideas,
as well as political and economic systems.
CHRONOSYSTEM
The Bronfenbrenner theory suggests that
the chronosystem adds the useful
dimension of time, which demonstrates the
influence of both change and constancy in
the children’s environments.
The chronosystem may include a change in
family structure, address, parents’
employment status, as well as immense
society changes such as economic cycles
and wars.
The Psychological Development is part of
the development of humans through time.
Humans are able to achieve this kind of
development during infancy stage until on
the old age stage. Moreover the
Psychological development pertains to the
progression or development of humans
interma of their Intellectual, Emotional,
Social Capability and Cognitive skills.
Sociological Development
Sociological Development or Sociology is
dealing about humans and it’s society it is a
progression of human in the field of society.
This Sociological development helps human
development because of the social
interaction of humans in the society and the
people on that society.
Pedagogical Applications
As a future teacher we will able to learn the
development of a child biologically,
psychologically, and sociologically and this
topic will help us future educators to
identify the different adjustment once we
are already on that scenario or situation.

CURRENT RESEARCH AND PEDAGOGICAL

APPLICATIONS
Current Research
The Child and Adolescent Development: An
Integrated Approach of Karen B. Owens or
(K.Owens) focused on the integrative
approach about the study of development.
Owens believe that there are three factors
that affects the developmental process and
these are Biological, Psychological, and
Sociological. This three major factors of
development affects the holistic
development of child.
Three Factors of Development According
to Karen Owens
The Biological Development pertains to the
progression of a certain living things or
organism. The biological development
might give changes in terms of fuction, size,
and even in shape.
Psychological Development