HUMAN DEVELOPMENT :

MEANING , CONCEPTS AND

APPROACHES
z WENIE ROSE DAYA – CANAY, EdD
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ACTIVITY 1

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ACTIVITY 1

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ACTIVITY 1

 Pictures of 3 year old Edward and 8 year old

Frances.
 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
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APPROACHES TO HUMAN
DEVELOPMENT

 Traditional

 Life – span Development

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APPROACHES TO HUMAN
DEVELOPMENT

 TRADITIONAL
 If development will show extensive
change from birth to adolescence, little
or no change in adulthood and decline
in late old age
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APPROACHES TO HUMAN
DEVELOPMENT

 LIFE – SPAN DEVELOPMENT

 Development is life – long

 Development is plastic

 development is multi dimensional

 Development is contextual

 Development involves growth, maintenance and regulation

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DEVELOPMENT IS LIFE - LONG

 IT DOES NOT END IN

ADULTHOOD. FRANCES AND
EDWARD WILL CONTINUE
DEVELOPING EVEN IN
ADULTHOOD
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DEVELOPMENT IS PLASTIC


PLASTICITY refers to the potential for
change. 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…”. Neither Edward nor
Therese will be too old to learn
something.
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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 process.
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DEVELOPMENT IS RELATIVELY
ORDERLY


PROXIMOSDISTAL PATTERN
 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
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CEPHALO-CAUDAL PATTERN

 During the 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 the top to bottom.
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DEVELOPMENT TAKES PLACE
GRADUALLY

 Therese and Edward won’t develop into

teenagers overnight. It takes years before
they become one
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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 process. Historical.
Social and cultural contexts.
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DEVELOPMENT INVOLVES GROWTH,
MAINTENANCE AND REGULATION

 Growth , maintenance and regulation are three

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 takes the center stage.
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ASSIGNMENT

 State five characteristics of human

development from life - span perspective and
their implications to child care, education and
parenting.