Development is

relatively orderly.
 Naschielle and Kenn will learn to sit,
crawl then walk before they can run.
 The muscular control of the trunk and
the arms comes earlier as compared to
the hands and fingers.
 This is the proximodistal pattern.
 During infancy, the greatest growth
always occurs at the top - the head -
with physical growth in size, weight
and future differentiation gradually
working its way down from top to
bottom (for example, neck, shoulders,
middle trunk and so on).
 This is the cephalo-caudal pattern.
 These development patterns are
Development takes place gradually.
Development takes
place gradually.
 Naschielle and Kenn won't develop
into pimply teenagers overnight.
 It takes years before they become
one.
 In fact, that's the way of nature. The
bud does not blossom suddenly. The
seed does not germinate overnight.
 While some changes occur in a flash
of insight, more often it takes weeks,
months, or years for a person to
undergo changes that result in the
display of developmental
characteristics.
Cognitive processes involve
changes in the individual's
thought, intelligence, and
language.

 Naschielle and Kenn develop from

mere sounds to a word becoming
two words, the two words becoming
a sentence.
 They would move on to memorizing
their first prayer,
singing Bayang Magiliw in every
flag ceremony to imagining what
it would be like to be a teacher or a
pilot, playing chess and solving
a complex math problem.
 All these reflect the role of cognitive
processes in development.
Socioemotional processes include
changes in the individual's
relationships with other people,
changes in emotions, and changes
in personality.

 As babies, Naschielle and Kenn responded

with a sweet smile when affectionately
touched and frowned when displeased and
even showed temper tantrum when they
could not develop into a fine lady and a
gentleman or otherwise, depending do what
they wanted.
 From aggressive children, they may develop
into a fine lady and a gentleman or
otherwise, depending on a myriad of factors.
 They may fall in love and get inspired for
life or may end up betrayed, deserted and
desperate afterwards.
 All these reflect the role of socioemotional
processes in development.
The biological, cognitive, and
socioemotional processes are
closely connected and impact
each other.
If a person is undernourished
and worried, it can affect their
ability to concentrate, leading
to poor academic performance
and a cycle of negative
consequences including
unemployment and illiteracy.
This demonstrates how a
biological factor can affect
cognitive and socioemotional
processes.
4. Development is
contextual.
 Individuals are changing beings in a
changing world.
 Individuals respond to and act on
contexts.
 These contexts include the
individual's biological make up,
physical environment, cognitive
processes, historical, social and
cultural contexts.
 Naschielle's and Kenn's biological
make up, social and cultural contexts
may vary and therefore make them
develop differently from each other.
5. Development
involves growth,
maintenance and
regulation.

 Growth, maintenance and

regulation are three (3) goals of
human development.
 The goals of developmental
stages.
 For instance, as individuals reach
middle and late adulthood,
concern with growth gets into the
back stage while maintenance
and regulation take the center
stage.