Nature and Principles of Development Learning Maturation

 process of  process of
Why do we study Human Growth and acquiring becoming mature
Development? knowledge, skills, or developed, both
 To gain better understanding of one owns life and behaviors mentally and
experiences. through physically
 To help understands others of what they are experience, training  both mental and
going through and education physical
 To understand relationship between society and  mainly a mental development
individual growth process  occurs through
 Lead more effectively  happens through individual growth
 Support physical and mental health experience,  does not need any
practice, training or external stimuli
 Human development is a wide-reaching and education
ever-changing discipline. A knowledge of  happens because
human development can be invaluable to of external stimuli
people personally as they continue to learn and
grow throughout their lives and professionally Development
as they learn to apply what they’ve learned to  is a process that creates growth, progress,
their careers. positive change or the addition of physical,
economic, environmental, social and
Important terms in the study of Development demographic components
 Growth
 process of increasing physical size Human Development
 indicates that the human mind becomes
 Aging efficient to perform task of highly skilled nature
 is a normal developmental factor and a when proper education is provided to them and
continuous lifelong process (birth-death) a healthy life style is available
 accumulation of changes in a human being  is a branch of psychology with the goal of
over time, encompassing physical, understanding people
psychological, and social change  is the scientific study of patterns and growth
and change throughout life
 Maturation
 biological evolution of a private per an The Processes in Development (3)
inspiration contained within the genes (the Areas of Growth Development
hereditary characteristics) Development
 female (30-32), male (40-43) Physical  growth and  kid develops
Development changes their bodily
 Learning within the function skills
 process of acquiring new understanding, body and  involves
brain grievers with
knowledge, behaviors, skills, values,
 increase in and changes
attitudes, and preferences
the size of a within the
baby body and
 Setting  fine and brain, the
 refers to all or any external physical and gross motor senses, motor
social conditions and events which will have skills skills, and
an effect on us from jammed quarters to health and
stimulating social interactions welfare
 increasing
coordination
of the fine
and gross
motor skills
 brain
development
 Cognitive  construction of thought ends at maturity
Development processes as well as memory,  attainment of the
drawback-solving, and deciding only level of
from childhood through information
adolescence to adulthood  independence
 involves learning, attention, from parents
memory, language, thinking,  sexual
reasoning, and ability relationships
 infants and toddlers' language 6. Young 20 years - 45  career and
development Adulthood years family
Psychosocial  baby learns to act with others development
Development around them 7. Midlife 45 years - 65  career reaches
 gain skills to speak with people years the only level
and method their actions  self-assessment
 temperament and attachment  "empty nest"
square measure significant crisis
 various plays and interaction  retirement
with different kids is vital 8. Late Life 65 years -  enjoys family
 involves emotions, death achievements
temperament, shallowness,  dependency
and relationships  widowhood
 new roles and forming their  poor health
own identities with peers
 finding a partner and building The Life Views
family
 outlined as human development determined by
 developmental problems
multiple aspects and frameworks
 retirement
 there are completely different life views and
The Periods in Development (8) assumptions regarding development (Baltes,
Stages Age Period Major Features
Lindenburger & Staudinger 2006)
1. Prenatal Conception  physical
to birth development 7 Characteristics of Life Views
2. Infancy Birth - 18  locomotion 1. Development is womb-to-tomb
months established  no age dominating development
 rudimentary
language 2. Development is multidirectional
 social  show gains in alternative areas of
attachment development (physical, cognitive, and
3. Early 18 months -  language well- psychosocial)
Childhood 6 years established
 sex-typing 3. Development is third-dimensional
 cluster play  3 areas of development:
 ends with  psychological feature
readiness for
schooling
 biological
4. Late 6 years - 13  many
 socio-emotional dimensions
Childhood years psychological
feature 4. Development is multidisciplinary
processes  study of human development needs
become adult analysis, theory, and knowledge of the
except in speed many tutorial fields
of operation,
and term play 5. Development is characterized by physical
property
 capability to vary in response to positive or
negative experiences

5. 13 years - 20  begins with 6. Development is influenced and formed by

Adolescence years pubescence - historical and cultural context
  an individual's development is influenced  curious
and tormented by the history and culture he  active beings
or she grew up in  were formed by their surroundings
through exploration within the world
7. Development involves growth, maturation, around them since the terribly real
and regulation sense orchestrates their development
 3 goals of human development:
 growth 4. Continuity and Separation
 maturation Discontinuity Theories Continuity Theories
 regulation  course of  read human
 the goals of people change among organic development as a development as a
sort of a series of method that happens
process stages
support steps, every in little steps, while
of which elevates the not fast changes
Basic Problems in Understanding Development individual to a brand
1. Assumptions regarding attribute new (and
a. Original Sins: Philosopher (1568-1679) presumptively a lot of
 represented youngster as: advance) level of
 inherently egotistical (self-centered) functioning
and dangerous
 society’s task to regulate their
egotistical and aggressive impulses 2 Varieties of Changes
and to show them to behave in Quantitative Changes Qualitative Changes
positive ways  changes in degree  changes within the
and indicate kind and
b. Inherently Good: Jean Jacques continuity (an recommend
Rousseau (1712-1778) individual becomes discontinuity-
taller, is aware of a changes that create
 argued that youngsters were: lot of vocabulary the individual
 innately smart words, or interacts essentially
 born with an intuitive understanding with friends a lot of completely different
of right and wrong, which they or less frequently) in a way than he or
develop in positive directions as long she was before (a
as society failed to interfere with nonverbal babe into
their natural tendencies a speaking tot, or a
prepubescent kid
c. Tabula Rasa: Locke (1632-1704) into a sexually
mature adolescent)
 believed that youngster were:
 neither innately smart nor dangerous
 they may develop in any variety of
5. Generality and Contextuality
directions betting on their own
 the extent to which organic process
experiences
changes are common to everybody
(universal) or completely different from
2. Nature and Nurture
person to person (context- specific).
 Nature - behavior and characteristics
manifested due to the influence of biological
forces (heredity and biologically-based
dispositions)
 Nurture - influences led to by the exposure
to the surroundings (includes learning
experiences, child-rearing ways, social
changes, and culture)
 most psychologists believe that it's AN
interaction between these 2 forces that
causes development

3. Activity and Passivity

 some theorist believed that youngsters are: