 is generally refers to change in body structure.

 the quantitative changes that takes place in an organism.

MATURATION  refers to changes independent of experiences  is a process of ripening, of being ready. DEVELOPMENT
 refers to the integration of constitutional and learned changes make up an individual’s ever

developing personality.
 is a process, change is a product.  it is a qualitative change that takes place in various organisms.

 is learning and maturation


PRINCIPLE 1. The development of an organism is the result of the interaction between heredity (nature) and environment (nurture)

FOCUS  The process of the heredity and environment are interdependence and complimentary. Neither appears to be dominant.

APPLICATION  Teachers take note or consider the family background of the child as well as the environment when he/she was born or grew up to better understand him/her especially his/her behavior.  Teachers to know what stage in a particular

2. Growth is sequential.

 Growth follows an orderly sequence in

 Children tend to inherit the physique of their 6. Each stage of development has characteristics traits environment despite changing conditions.  PRINCIPLE 3.  There is wisdom in the body.  Teacher to consider the maturity level of the child in asking him/her to do something. while he/she is teaching or observing students do something  Teacher to understand that girls mature earlier than boys. Strive to preserve a constant internal. Each stage of development has characteristics traits FOCUS  Characteristic traits vary at stage of development  Traits become more complex as the child gets older. The body tends to maintain a state of equilibrium called homoeostasis.  Definite degree of maturity is prerequisite to various kind of learning. APPLICATION  Knowledge of characteristics traits at different stage can be of considerable value for the teacher in choosing the appropriate activities as well as the methods of teaching. 2 . Forcing a child who is not mature or ready may lead to personality disturbance. Maturation or readiness shoul precede certain types of learning. aspect of growth the child is so he/she would know what is expect and also what to be prepared the child for the next stage of development.general is the same for all individuals.  The speed of development is not even  Each part of the body has its own particular rate of growth. 5.  Growth maybe retarded by illness and certain types of deprivation such as prolonged poor 4.  Teacher should be a keen observer so he/she can do something when a sign of uneasiness or boredom on the part of the students is shown or exhibited. Development rate vary.

2. nutrition. 7. 3.  There are no two identical growth patterns. Human beings tend to be more alike rather than different. the flow of environment is continuous. not somatic or body cells. such as malnutrition. 2. Processes of heredity are slow. The bases of heredity are germ cells. disease. Potentials are handed down form parents to offspring. the embryonic after the eight week 3. and toxin. Prenatal development has three stages 1. Human beings tend t o look alike but not resemble each other in physical structure.parents. POTENTIALITIES OF DEVELOPMENT There are no native interests. infection. there are only potentials urges. emotional shock. 5. 4. CONGENITAL INFLUENCES  refers to the conditions ad factors which can affect the unborn child as well as its development. There is a tendency toward arriving at a mean or average. THE NATURE OF HUMAN GROWTH Growth is continuous. Fetal from the eight week to birth. injury. Growth is patterned. birth. 3 . The germinal(or egglike organism ) after conception. The principles of hereditary factors are as follows: 1.  Each child has its own characteristics. Children should never be compared unless their rate and patterned growth have been taken into account.

1. 3. colors. Nervous system or brain problems 4. The five post-natal periods of life 1. Each individual has his own rate of growth. Mental traits appear together rather than in series. 4. infancy childhood puberty adolescence adulthood/maturity senescence THE BASIC PRINCIPLES OF DEVELOPMENTS  according to Witheringon 1. Genetics play a role in some birth defects. or moving objects although he is backward in motor performance. 2. Metabolic disorders 6.  more alert in sensory behavior. When a mother has certain infections. Environmental causes of birth defects have more to do with the mother's health and exposure to chemicals or diseases. 3. SOME COMMON BIRTH DEFECTS 1. Degenerative disorders PREMATURE CHILD  is backward in his development. 4. 4 . Rate of growth is rapid in the early years. 2. 5. Alcohol abuse by the mother causes fetal alcohol syndrome. Every cell in the body has chromosomes containing genes that determine a person's unique characteristics. sounds. 6.FACTORS EXPLAIN WHY SOME CHILDREN ARE EITHER HANDICAPPED OR ABNORMAL. such as rubella. Cleft lip and/or palate 2. Members of the same species follow common general pattern of development. Cerebral palsy 3. it can cause birth defects. noises. that is sensitive to sights. Learning depends upon maturation. Sensory problems 5. 5. during pregnancy. 3. and certain medications taken by the mother can cause birth defects. If a child is born before full normal term of forty weeks 2.

PRESENTED BY: Arturito C. and emotional are interrelated. motor. social. The direction of growth proceeds in a cephalo-caudal and proximodistal. mental. Tomines AB-English 4 student 5 .6. 7. Different aspects of development are: physical.

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