Growth and Development

UNIT 1
GROWTH AND DEVELOPMENT
• One of the foundations for effective teaching understands the nature of the learners.
• It offers foundational knowledge on the concepts, factors and principles as well as their impact
on behaviors. This first learning experience examines the basic concepts, dimensions in the
context of family and community. The physiological and developmental changes and tasks in
adolescence are then linked to realizations necessary for healthy development and the transition
to healthy adulthood

GROWTH versus DEVELOPMENT

Increase in size and number Improvement in circumstances
Quantitative measure Qualitative measure
Involves the increase in size and number Encompasses overall changes including
growth and other progressive changes.

• The difference between growth and development as presented in the schematic diagram
revolves the rise of conditions, measures and relevant advanced changes of the individual.
Facilitators of learning need to distinguish such progression starting from the personal
appearance of secondary sex attributes (puberty) to sexual and productive development, the
expansion of mental processes and adult identity, and the transitions of the over-all socio-
economic dependence to comparative independence. Physical growth is accompanied by sexual
maturation, often leading to intimate relationships.
• Adolescence is a period of transition between childhood and adulthood, from immaturity to
maturity. It is the period in life when an individual is no longer a child, but not yet a young adult. It
is a period in which the individual undertakes enormous physical and psychological deviations.
Knowing the basic concepts, these implied to education that learning can be either a great help
or hinder the maturation process, depending on what is learned. Thus, the great role of the
teacher, as facilitator of the learning process is vibrant in each developmental stage. Growth and
development become increasingly different.

STAGES IN THE LIFE SPAN

• What should adults and children expect during the transition from childhood to adolescence?
Many of us look back on our childhood and have good memories of it in part due to its simplicity.
Our days were filled with playing with friends and an expectation of growing up. We had very few
concerns and the only trouble that we had was when we hurt ourselves or a bully picked on us.
That simple life slowly goes away as we get older and face new challenges. We go through
physical, emotional, cognitive, and social changes during this process. This is a period in which it
is easy to get lost in some form of addiction if we do not have the support from parents and peers.
By understanding some of the changes that are going on, they are easier to deal with.
THE TWELVE STAGES OF THE HUMAN LIFE CYCLE
PRE-BIRTH
The child who has not been born could become anything like Lea Salonga, a singer; Dr. Jose P.
Rizal, a hero and influencer; Rodrigo R. Duterte, as President of the Philippines thus holds for all
of humanity the principle of what we all may yet become in our lives.
BIRTH
When a child is born, it instills in their parents and other caregivers a sense of optimism; a sense
that this new life may bring something new and special in this world. Hence, the newborn baby
represents the sense of hope that we all nourish inside of ourselves to make the world a better
place.
INFANCY (AGES 0-3)
The infant is a vibrant and seemingly unlimited source of energy. Babies thus represent the inner
dynamo of humanity, ever fueling the fires of the human life cycle with new channels of psychic
power.
EARLY CHILDHOOD (AGES 3-6)
An author once said that “play is the children’s work and work is their play.” Young children
recreate the world when they play. Their creative minds allow them to combine what is at hand
and come with something novel. Thus, they exemplify the principle of innovation and
transformation which has been the catalyst for advancement and development of civilizations.
MIDDLE CHILDHOOD (AGES 6-8)
In middle childhood, a deep inner self develops that spring from the impressions and images
taken in from the outer world. Later in life, artists, writers, scientists, and the like draw inspiration
from this inner subjective self.
LATE CHILDHOOD (AGES 9-11)
Having acquired a wide range of social and technical skills, older children are able to come up
with innovative strategies to deal with the rising demands that society places on them. This notion
of ingenuity lies deep within and drives us to seek new ways, solve practical problems and cope
with day to days responsibilities.
ADOLESCENCE (AGES 12-20)
The significant biological changes that take place during puberty reflect themselves in a
teenager’s sexual, emotional, cultural, and/or spiritual passion. This passion is crucial for anyone
who is seeking to reconnect with their deepest inner zeal for life.
EARLY ADULTHOOD (AGES 20-35)
Readiness for young adults to take new ventures in life is necessary. Enterprise allows them to
cope with the many responsibilities, including choosing a life mate, building a home or friendship
and getting a good job.
MIDLIFE (AGES 35-50)
The years of experience allows the individual to stop and reflect upon the deeper meaning of life.
This principle of contemplation is a vital resource for us to draw upon as we go on with this thing
called life.
MATURE ADULTHOOD
Being able to raise families, establish work life, and contribute something to society reflect the
principle of benevolence. Benevolence benefits all of humanity and is a very important ingredient
for society to progress.
LATE ADULTHOOD (AGE 80+)
“Experience is the best teacher” and “wisdom comes with experience”. People who have enjoyed
long lives have the opportunity to acquire a reservoir of experiences which are helpful as they
teach and guide others especially the younger ones.
DEATH & DYING
Death makes us think of the real and deeper meaning of life. It reminds us to live each day to the
fullest and not to take each moment for granted. Armstrong believes that each stage of life has its
own unique gift to give to humanity. He believes that we need to do whatever we can to support
each stage and to protect each stage from attempts to suppress its individual contribution to the
human life cycle.