UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Cattleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

CHILD AND ADULT DEVELOPMENT

SUBJECT CODE: TC 001

TOPIC OR LESSON: HUMAN DEVELOPMENT: MEANING, CONCEPTS AND
APPROACHES
WEEK: 2nd Week
SUB-TOPIC/S: Two approaches to human development
Principles of human development

OVERVIEW OF THE TOPIC

This module explores the meaning, concepts and approaches of human development.
How this development take place? What do experts say about development? The more you
understand about how individuals grow and develop the better you will be able to give optimal
support to the learners.

LEARNING
OUTCOMES

At the end of the lesson, students should be able to:

a. define human development in your own words;
b. draw some principles of human development; and
c. distinguish two approaches to human development.

LEARNING
OBJECTIVES

At the end of the lesson, students can:

a. analyze human development
b. summarize principles of human development; and
c. specify human development which is personally applicable.

ENGAGE
s

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 Here are pictures of Naschielle and Kenn. Each
one is a bundle of possibilities.
Direction: Describe what they were before
birth (their point of origin) and who they will
possibly be after birth unto adulthood. What
will they possibly become? Expound on your
answers.

EXPLORE

Direction: After listening to the predictions given by each member of the group, answer the
following questions:

1. When you gave your own predictions as to the kind of child, adolescent and adult Nascchielle
and Kenn may become and hypothesized on who they once were you were referring to human
development. What then is development?

2. Will there be anything common in pattern of development of Naschielle and Kenn? If yes,
what? Why or why not?

3. Will there be anything common in the pattern of development of Naschielle and Kenn? If yes,
what?

4. Will there be differences in their development, e.g pace or rate of development? What and
Why?

5. Will the process of development take place very fast or gradually? Expound on your answers.

6. Do you believe that Naschielle and Kenn will continue to develop even in adulthood? Or will
they stop developing in adulthood?

EXPLAIN

The point where change occurs throughout the life cycle is critical. Traditional
approaches to human development have emphasized change from birth to adolescence, stability
in adulthood, and decline in old age. Sears and Feldman have captured the flavor of some of the
most important adult changes. The changes in body, personality, and abilities may be great
during these later decades. Strong developmental tasks are imposed by marriage and parenthood,
by the waxing and waning of physical prowess and of some intellectual capacities, by the

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children’s exit from the nest, by the achievement of an occupational plateau, and by retirement
and the prospect of death. In contrast, if you believe that even in adulthood development change
takes place as it does during childhood, your approach is termed life-span approach which was
proposed by Paul B. Baltes who was born in Saarlouis, Germany. He is credited with developing
theories about lifespan and wisdom, the selective optimization with compensation theory, and
theories about successful aging and developing.

Life-span developmental psychology can be defined as the exploration of biological,

cognitive, and psychosocial changes and constancies that occur throughout the course of life. It
has been presented as a theoretical perspective, proposing several fundamental, theoretical, and
methodological principles about the nature of human development.

What are the characteristics of human development from life-span perspective? Paul
Baltes (Santrock, 2002), an expert in life-span development, gives the following characteristics.

1. Development is Lifelong. In the lifespan perspective, early adulthood is not the

endpoint of development; rather, no age period dominates development.

2. Development is plastic. Plasticity refers to the potential for change or malleable.

Development is possible throughout the life-span. No one is too old to learn. There is no
such thing as “I am too old for that…”
Aging is associated with declines in certain intellectual abilities. These declines
can be prevented or reduced. In one research study, the reasoning abilities of older adults
were improved through retraining (Willies & Schose, 1994 cited by Santrock J., 2005)

3. Development is multidimensional. Development consists of biological, cognitive, and

socio-emotional dimensions. Development as a process is complex because it is the
product of biological, cognitive and socioemotional processes (Santrock. 2002).
Biological processes involve changes in the individual's physical nature. The
brains of Naschielle and Kenn develop. They will gain height and weight. They will
experience hormonal changes when they reach the period of puberty, and cardiovascular
decline as they approach late adulthood. All these show the common biological processes
in development.
Development is relatively orderly. (http://www.cdipage.com/
development.htm) 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 common to
Naschielle and Kenn.

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 (A) Cephalocaudal growth and development proceed from head to toe or
tail. (B) Proximodistal growth and development proceed from the center
outward.

Development takes place gradually. (http://www.cdipage.com/

development.htm) 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,

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 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 get or 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.

These biological, cognitive and socioemotional processes are inextricably

intertwined. While these processes are studied separately, the effect of one
process or factor on a person's development is not isolated from the other
processes. If Kenn and Naschielle were undernourished and troubled by the
thought of father and mother about to separate, they could not concentrate on their
studies and consequently would fail and repeat. As a consequence, they may lose
face and drop out of school, revert to illiteracy, become unskilled, unemployed
and so on and so forth. See how a biological process, affects the cognitive process
which in turn, affects the socioemotional process.

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. (Santrock, 2002) 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 individuals vary
among 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.

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APPLICATIONS OF THE LIFESPAN PERSPECTIVE

Baltes’ ideas about development as a lifelong process is beneficial to society because it

may help in the identification of qualities or problems that are distinctive in a particular age
period. If these qualities or problems could be identified, specific programs could be established
such as after-school interventions that enhance positive youth development (PYD).

Positive Youth Development holds the belief that all youths have the potential to become
productive, contributing members of society. PYD emphasizes the strengths of youth, promoting
their development physically, personally, socially, emotionally, intellectually, and spiritually.
Interventions must be conducted with the needs and preferences of the participants kept in mind,
however the individuals’ choice, values, and culture must always be considered.

Big Brothers/Big Sisters is a positive youth development program targeted in the

community domain that demonstrates substantial behavioral outcomes for youth. This program
sought to promote positive identity and competence by creating a strong bond with a healthy
adult. These healthy adults, or mentors, committed a minimum of several hours, two to four
times a month for a year, with a youth who was carefully assigned to them based on their
background, preference, and geographic proximity. Youths in this program improved in “school
attendance, parental relations, academic performance, and peer emotional support”. Substance
use and problem behaviors were also reported as either prevented or reduced. Watch this video
from Big Brothers Big Sisters of America to learn more about the power of mentoring.
https://www.youtube.com/watch?v=07FKB06PE80&t=199s
https://www.youtube.com/watch?v=pr4a_OcA5lU

ELABORAT
E
Direction: State five characteristics of human development from a life-span perspective, how you view it
in connection to your own development and their implications to child care, education and parenting.

Characteristic of human Your own development which Educational Implication to Child

development from a life-span fits in with each of the Care, Education and Parenting.
perspective characteristic of human
development in life-span
perspective
1.
2.
3.
4.
5.

Rubrics

RUBRIC FOR EVALUATION SCORE

RELE 3 – The explanation 2 – The 1 – The explanation is 0.5 – The 0–

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 is directly relevant explanation is quite relevant to the explanation is not Has no
to the topic. Every relevant to the topic. Only few of the clear and has a very explanation
VANC detail points toward topic. Most of the details contribute to rough transition of
E the topic. details contribute to the development of the idea. The details are
the development of topic. not relevant to the
the topic. topic.
3 – The explanation 2 – The 1 – The explanation 0.5 – The 0–
EVIDE shows at least 9 explanation shows shows at 3 to 5 explanation shows at Has no
NCE/ correct/valid at least 6 to 8 correct/valid evidences most 2 correct/valid explanation
evidences to support correct/valid to support his/her evidences to support
ARGU his/her answer. evidences to answer. his/her answer.
MENT support his/her
answer.
2 – The explanation 1.5 – The 1 – The explanation is 0.5 – The 0–
is clear, has a very explanation is somewhat clear and explanation is not Has no
CLAR good flow of clear, has a good has a rough transition clear and has a very explanation
discussion, every transition, most of from one idea to rough transition of
ITY detail is connected the details are another. ideas.
to each other. connected to each
other.
2 – The explanation 1.5 – The 1 – The explanation 1.5 – The 0–
TECH has no error in explanation has 1 has 3 to 4 errors in explanation has at Has no
NI- grammar, spelling, to 2 errors in grammar, spelling, and least 5 errors in explanation
CALIT and punctuations. grammar, spelling, punctuations. grammar, spelling,
Y and punctuations. and punctuations.

OVERALL SCORE:

EVALUATE
DIRECTIONS: In this, you will be asked to answer different sets of questions which is a combination of
different types of objective examination (multiple choices, identification, short response, true or false or
alike, and so on.)
Note that in this part you are encouraged to remember the topic/s discussed.

This will be provided on the platform identified in the syllabus and course guide.

REFERENCE
S

References
The Child and Adolescent Development Learners and Learning Principles
Brenda B. Corpuz,PhD
Ma. Rita D. Lucas, PhD
Heidi Grace L. Borabo, PhD
Paz I. Lucido, PhD

https://courses.lumenlearning.com/wm-lifespandevelopment/chapter/the-lifespan-perspective/

PREPARED BY:

PROF. CATHERINE DG. SANTOS DR. BECKY MOLETA

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PROF. JULIENE JOY CABUNGCAL PROF. MARJORIE L. TIU

Noted:
DR. OFELIA DIZON DR. RODRIGO M. DANTAY
Program Coordinator/Head, BECED-South Program Coordinator/Head, BECED-North

PROF. JEFFREY DELA CRUZ PROF. ROSALIE ESTEBAN

Program Coordinator/Head, BSE-SCI-South Program Coordinator/Head, BSE-SCI-North

PROF. ROSELL P. CULTIVO PROF. DECINA M. FRANCISCO

Program Coordinator/Head, BTLED-HE-South Program Coordinator/Head, BTLED-HE-North

Recommending Approval:
RAMONA A. PRADO, Ed.D.
Dean, College of Education

Approved:
ATTY. RODERICK P. VERA, LLM
Vice-President, Academic Affairs

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