MODULE 3: ISSUES ON

HUMAN
DEVELOPMENT
The interaction of heredity and
environment is so extensive that to
ask which is more important, nature
or nurture, is like asking which is
more important to a rectangle, height
or width. –William Greenough
LEARNING OUTCOME

 Atthe end of this lesson, you should

be able to take a research-based
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, provides us with a conceptual framework for
understanding ourselves and others. Scholars have come up
their own models of human development. Back up by solid
research, they take stand on issues on human development.
THREE ISSUES ON DEVELOPMENT

*Nature vs Nurture
*Continuity vs Discontinuity
*Stability vs Change
NATURE VS NURTURE
The degree to which human behavior is determined by
genetics/biology (nature) or learned through interacting with
the environment (nurture).

CONTINUITY VS DISCONTINUITY
Continuity refer to the views that development occurs in a
series of distinct stages.

STABILITY VS CHANGE
Stability refers to the tendency of an object or system to stay
the same, while Change occurs when objects or systems become
different.
 APPLICATION

1. Convinced of the interactive influence of heredity and environment

on the development of children, prepare for a PowerPoint presentation
for parents to show them how crucial their role is in the development
of their children.
2. Do the same presentation to a class in General Psychology where
they discuss the nature-nurture debate or to a group of student
teachers.
3. To discuss the implications of this statement. “The frightening part
about heredity and environment is that we, parents, provide both“.
4. Here is an interesting article entitled “How the first Nine Months
Shape the Rest of your Life” from October 4, 2010 Issue of the Time
Magazine.
HOW THE FIRST NINE MONTHS SHAPE THE
REST OF YOUR LIFE
What makes us the way we are? Why are some people predisposed to be anxious,
overweight or asthmatic? How is it that some of us are prone to heart attacks, diabetes or
high blood pressure? Some say it’s the genes we inherit at conception. Others are sure it’s
the environment we experience in childhood. But could it be that many of our individual
characteristics—our health, our intelligence, our temperaments—are influenced by the
conditions we encountered before birth?
This is the provocative contention of a field known as “Fetal Origins”, whose
pioneers asserts the nine months of gestation constitution the most consequential period
of our lives, permanently influencing the wiring of the brain and the functioning of organs
such as the heart, liver and pancreas.
The conditions we encounter in utero, they claim shape our susceptibility to
disease, our appetite and metabolism, our intelligence and temperament. The kind and
quantity of nutrition you received in the womb, the pollutants, drugs and infection’s you
were exposed to during gestation, your mother’s health stress level and state of mind
while she was pregnant with you- all these factors shaped you as a baby and a child and
continue to affect you to this day.
MODULE 4: RESEARCH IN
CHILD AND ADOLESCENT
DEVELOPMENT
LEARNING OUTCOMES
At the end of this lesson, you should be able 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

As you may noticed, most of it not all of what is

presented about the development of the child and
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 be so inspired that you, too would like to start
conducting researches on you own or join a group for
research.
TEACHER AS CONSUMER’S/END USER’S OF RESEARCH
Research enables teachers to come up with informed decision on what to teach and how to teach. This
involves decisions related to educational polices, curriculum effective teaching-learning process, and
even those involving research.

TEACHER’S AS RESEARCHER’S
The conduct of research does not only belong to thesis and dissertation writers. If for students and
teachers, too. Let us learn how to conduct research by finding out the different research principles and
the research methods and design 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
logical process. As such, researchers 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 DESIGN
 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.
Some are given and describe below:
RESEARCH DESIGN DESCRIPTION STRENGTHS WEAKNESSES

1. CASE STUDY An in-depth look at Useful for two Not involve the
an individual. events that are manipulation of
correlated. factors.

2.CORRELATIONAL A research design Useful for two Not involve the

STUDY that determines events that are manipulation of
association. correlated. factors.

3. EXPERIMENTAL It determines the The true reliable Experimental

STUDY cause-and-effect of method of research is limited.
relationships. establishing cause
and effect.
4. NATURALISTIC Focuses on A researcher Difficult to
OBSERVATION children’s directly observe determine the
experiences in the subject. exact cause.
natural setting.

5. LONGITUDINAL Studies and Record and This design are

follows through a monitor expensive and
single group over developmental time-consuming.
a period of time. trends.

6. CROSS Different ages are Doesn’t have to It gives no

SECTIONAL compared at one wait individuals to information about
time. grow. how individuals
change.
7. SEQUENTIAL Combined of Provides It is complex,
cross sectional information that expensive and
and longitudinal is impossible to time-consuming.
approaches. obtain.

8. ACTION Reflective Create changes Takes place in

RESEARCH process of and gain one organization
progressive information. only.
problem solving.
 DATA GATHERING TECHNIQUES
DATA GATHERING DEFINITION OR DESCRIPTION
TECHNIQUES

Can be made in either laboratories or

1. OBSERVATION materialistic settings.
NATURALISTIC OBSERVATION- behavior
2.PSYCHIOLOGICAL is observed in the real world like
FEATURES classroom and home in neighborhood.

3. STANDARDIZED TESTS Certain indicators of children’s

development.
Prepared test to assess individual
performance.
4. INTERVIEWS AND Asking participants for
QUESTIONNAIRE data.

5. LIFE HISTORY Records of information

RECORDS about lifetime
chronology of events and
activities.
ETHICAL PRINCIPLES

Are part of a normative theory that justifies or

defends moral rules and/or moral judgments; they
are not dependent on one’s subjective viewpoints.
ETHICAL RESEARCH INVOLVING CHILDREN

1.Research procedures must never harm children, physically or psychologically.

2. Children and their families have the right to full information about the
research in which they may participate, including possible risks and benefits.
Their decision to participate must be based on what is called “informed
consent.” There must be informed consent procedures with research
participants.
3. Children’s questions about the research should be answered in a truthful
manner and in ways that children can understand. Researchers must be honest
and clear in their communication.
4. There should be respect for privacy. Information obtained through research
with children should remain confidential. Researchers should not disclose
personal information or the identity of participants in written or oral reports and
discussions
IMPACT LF TEACHER’S RESEARCH INVOLVEMENT ON
TEACHER’S
1. teachers who have been involved in research may become more reflective, more
critical and analytical in their teaching. And more open and committed to
professional development (Oja & Pine1989; Henson 1996; Keyes 2000; Rust 2007).
2. Participating in teacher research also helps teachers become more deliberate in
their decision-making and actions in the classroom.
3. Teacher research develops the professional dispositions of lifelong learning,
reflective and mindful teaching, and self-transformation (Mills 2000; Stringer 2007).
4. Engaging in teacher research at any level may lead to rethinking and reconstructing
what it means to be a teacher or teacher educator and, consequently, the way
teachers relate to children and students.
5. Teacher research has the potential to demonstrate to teachers and prospective
teachers that learning to teach is inherently connected to learning to inquire (Borko,
Liston, & Whitcomb 2007).
MODULE 5: FREUD’S
PSYCHOANALYTIC THEORY
 LEARNING OUTCOMES

• Explain Freud’s views about child and adolescent development.

• Draw Implications of Freud’s Theory to education.
SIGMUND FREUD

 He can be considered as the most well known

psychologist because of his very interesting
theory about the unconscious and also about
sexual development.
FREUD’S STAGES OF PSYCHOSEXUAL
DEVELOPMENT
 His theory of psychosexual development includes five
distinct stages. The theory is quite interesting for many
because Freud Identified specific “Erogenous Zones” for
each stage of development.
 If needs are not met along the area, a fixation occurs.
ORAL STAGE (BIRTH TO 18 MONTHS)

 The erogenous zone is the mouth. During the oral stage,

the child is focused on oral pleasures (sucking).Too little
or too much satisfaction can lead to Oral fixation or Oral
personality. This type of personality maybe oral receptive
or oral aggressive.
ANAL STAGE (18 MONTHS TO 3 YEARS)

 The child’s focus of pleasure in this stage is the anus. The

child finds satisfaction in eliminating and retaining the
feces. In terms of personality, fixation during this stage
can result in being anal retentive or anal expulsive.
PHALLIC STAGE ( AGE 3 TO 6 YEARS)
The pleasure or erogenous zone is the genitals. During the
preschool age, children become interested in what makes
boys and girls different.
Freud studies led him to believe that during this stage boys
develop unconscious desire for their mother and these
feelings comprise what Freud called Oedipus complex.
Psychoanalysis also believe that girls may also have similar
experience, developing unconscious sexual attraction
towards their father. This is what is referred to as Electra
Complex.
LATENCY STAGE (AGE 6 TO PUBERTY)

 It’s during this stage that sexual urges remain repressed.

The children focus is the acquisition of physical and
academic skill.
GENITAL STAGE ( PUBERTY ONWARDS)

 The fifth stage of psychosexual development begins in the

start of puberty when sexual urges are once again
awakened.
FREUD PERSONALITY
 Freud describe the personality structures as having three
components, the Id, the ego, and the super ego for each
person the first to emerge is the Id, followed by the ego
and last to develop is the super ego.
THE ID
Freud says that a child is born with the Id. The Id plays a
vital role in one personality because as a baby it works so
that the baby’s essential needs are met.

THE EGO
Operates using the reality principle.
It is aware that others also have needs to be met. If is practical
because if knows that being impulsive or selfish can result
negative consequences.
THE SUPEREGO

 Embodies a person moral aspect. This develop from what

the parents teacher and other person’s who influence to be
good . Superego is likened to conscience because it exerts
influence on what one consider right and wrong.
THE THREE COMPONENTS AND PERSONALITY
ADJUSTMENTS

 Freud said that a well adjusted person is one who has

strong ego, who can help satisfy the needs of id without
going against the superego. The ability of a learner to be
well adjusted is largely influenced by how the learner was
brought up. Freud believed that the personality of an
individual is formed early during the childhood years.
 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 said that all that we are aware of is
stored in our conscious mind.
 The Subconscious – the last part is the preconscious. This is
the part of us that we can reach if prompted , but is not in
our active conscious, Freud used the analogy of the iceberg
to illustrate it.
THANK YOU
FOR WATCHING
AND
LISTENING!!!