MODULE 1

Activity
1. Here are pictures of Naschielle and Kenn. Each one is a bundle of possibilities.
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.

ANALYSIS

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?

3. Will there be differences in their development, e.g pace or rate of

development? What and Why?

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

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

1. “Growth is an evidence of life.”

a. What does it mean?

2. Define development in your own words. Translate the meaning of development in

Filipino and in your local dialect.

3. State the 5 major principles of human development from a life- span perspective. Give
at least one application of each principle in the teaching- learning process. What have
these principles to do with you as you teach learners?

4. Research further on the cephalocaudal and proximodistal patterns of development.

a. Illustrate both patterns by a drawing or diagram.

b. How do you apply your knowledge of cephalocaudal and proximodistalpatterns of

development in your teaching? Hint: The pencils of pre-K, Kindergarteners and
Grade 1pupulis are beginner than those of pupils in the higher Grade levels. Does
this practice have something to do with proximodistal patterns of development?

5. Interpret the following quotations in relation to human development:

a. “Every man is in certain respects like all other men, like some other men, no other
man.” ( Murray, H.A & C. Kluckhohn )

b. “Man is an unfinished project. He is always in the process of becoming.”

6. In the light of researchers on human development, to the truth traditional or which of
the two approaches is closer lifespan? Why?

7. If your approach to human development is traditional, are the characteristics of

human development from a life-span perspective acceptable? Explain your answer.

BIG IDEAS

Do the following to ensure mastery of the big ideas presented in this chapter.

1. Meaning of human development _ A measurement of achievements by humans through advancement

of knowledge, biological changes, habit formation or other criteria that displays changes over time.
Understanding human development can help a company to manage personnel, market and sell products,
or negotiate international trade.

2. Four principles of human development and their educational implications.

Principles Educational Implications

a. Social

b. Cognitive

c. Emotional

d. Physical
 3. Patterns of development
a. The direction of growth following the cephalocaudal pattern is from
___________________________ to the ________________________.
b. The direction of growth following the proximodistal pattern is from
_________________________ to the _________________________.

4. Two approaches to human development.

The traditional approach emphasizes extensive change from birth to adolescence,
little or no change in adulthood, and decline in late old age. The life-span
approach emphasizes developmental change during adulthood as well as childhood.

Life Span Approach to Growth and Human Development: A Broad

General Overview of the Model

Abstract

The traditional approach to the study of development emphasizes extensive change in childhood. But today, it
is no longer fashionable to study development within this narrow confine of framework without reference to the
theoretical approach that asserts that growth and development begins at conception and continues throughout
life. This perspective which is known as the life span perspective, is chronicled in this article. In doing so, it
takes a bird’s eye-view of some of the critical aspects of this approach and posits that the life-span model is
inter alia, multidirectional; development is life long, multidimensional, plastic, multidisciplinary and contextual.
Moreover, the paper holds that amongst other things, the life span approach helps us to gain an understanding
of our own history, as an infant, a child, an adolescent or a young adult – Finally, the paper draws the reader’s
attention to the fact that by adopting the life-span perspective, we gain insights into what our lives will be like as
we grow into middle age or old age, who we are, how we came to be this way and where our future will take us.
 Traditional vs. Life-span Approach

Concept Approach
Traditional Life-span
Development during childhood

Development during adulthood

Developmental stage/s as focus

of study

5. Characteristics of human development from a life-span perspective.

Characteristic of
human
development
6. In one sentence, write the principle on human development expressed in this Venn
diagram.
A Venn diagram (also called a set diagram or logic diagram) is a diagram that shows all
possible logical relations between a finite collection of different sets. Typically overlapping
shapes, usually circles, are used, and an area-proportional or scaled Venn diagram is one in
which the area of the shape is proportional to the number of elements it contains. These
diagrams represent elements as points in the plane, and sets as regions inside curves. An
element is in a set S just in case the corresponding point is in the region for S. They are thus
a special case of Euler diagrams, which do not necessarily show all relations. Venn diagrams
were conceived around 1880 by John Venn. They are used to teach elementary set theory,
as well as illustrate simple set relationships in probability, logic, statistics, linguistics and
computer science.

7. Discuss the meaning of the quotations written beneath the title of these Unit and Module.
Relate the quotation to your life.
RESEARCH
Research and read any research on human development. Give an abstract of the
research by stating the:

1.) problem
2.) methods
3.) findings
4.) conclusions

TEST YOUR UNDERSTANDING

Put a √ check before a correct statement and an X before a wrong one. If you put X,
explain why.

____1. Development is a pattern of change.

____2. Development is either growth or decline.
____3. From both traditional and life-span perspectives development is lifelong.
____4. In the development process, there are things that hold true to all people.
____5. Individuals develop uniformly.
____6. Development is predictable because it follows an orderly process.
____7. Development is unidimensional.
____8. Development takes place in a vauum.
____9. The effect of biological process on development is isolated from the effect of
cognitive and socioemotional processes.

REFLECTION

Write down your reflections.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 ________________________________________________________________________
________________________________________________________________________

MODULE 2

ACTIVITY

Study the pictures and the descriptions below each set of pictures, then answer
the following questions.
1. Do the pictures suggest the respective development stages?

2. Symbolize each developmental stage. Give a symbol that stands for the
developmental task for each stage.

3. If you were given a chance, which developmental stage would you like to be in?
Why? Share your answers with your small group.

ANALYSIS

1. How many developmental stages were described? How do these stages compare to
Havighurst’s developmental stages givenbelow?
Havighurst has six major age periods:
1. infancy and early childhood. (0-5 years),
2. middle childhood (6-12 years),
3. adolescence (13-18 years)
4. early adulthood (19-29 years),
5. middle adulthood (30-60 years), and
6. later maturity (61+)

2. What is an outstanding trait or behaviour of each stage?

3. What task/s is/are expected of each developmental stage?

4. Does a developmental task in a higher level required accomplishment of the lower

level developmental tasks?
 5. Refer to Havighurt’s Developmental Tasks given in the table on the next page. Match
the descriptions given Santrock. Are Havighurst and Santrock saying the same
things?

APPLICATION

1. Answer this question with a learning partner. What are the implications of these
developmental task to your role as a facilitator of learning? Let’s pay attention to the
stages that correspond to schooling – early childhood, middle and late childhood and
adolescence.

Let’s do # 1. Early Childhood- What are preschool teachers supposed to do with pre-
schoolers? Help them develop readiness for school and not to be too academic in
teaching approach. They ought to give much time for pre-schoolers to play. Or perhaps
help pre-schoolers develop school readiness by integrating children’s games in school
activities.

#2 – Middle and Late childhood

Elementary school teachers ought to help their pupils by
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

#3 – Adolescence
High school teachers ought to help their students by
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Allow small groups to do each of the following:
a. Come up with an object to symbolize each period or stage of development.

b. Do a multimedia presentation of the outstanding characteristics and developmental

tasks of each developmental stage. You may use a text of Santrock found each
collage of pictures in the ACTIVITY PHASE of this lesson.

c. Sing an appropriate song for each developmental stage.

3. Discuss the meaning of the quolation beneath the title of the lesson. Relate it to the
stages of development.

BIG IDEAS

1. Complete this unfinished sentence.

Developmental task are _ is a task that arises at or about a certain period in life,
unsuccessful achievement of which leads to inability to perform tasks associated
with the next period or stage in
life._____________________________________________.

2. Show the developmental stages by means of a diagram inclusive of the ages. Write
also the outstanding characteristic trait and developmental stage.

TEST YOUR UNDERSTANDING

1. Put a check ( √) beside those statements that are correct and an (X) beside those thatare
wrong. If your answer is an X, explain why.
 ____1. Developmental tasks are only for the first 3 stages of human development.
____2. Failure of achieving developmental tasks in an earlier stage also means failure for the
learner to master the developmental task in the next stage.
____3.Preshool age corresponds to early childhood stage.
____4. Adolescence is middle and late childhood stage.
____5. Teenage is middle childhood.
____6. Mastery of fundamental skills is a major concern during early childhood.
____7. Play is a great need of children in middle childhood.
____8. Preparing children for school readiness is the major concern of middle childhood.

REFLECTION

1. Reflect on your early childhood, middle and late childhood days. Were you able to
acquire the developmental tasks expected of early, middle, late childhood and
adolescence. What facilitated your acquisitions of the ability to perform such tasks?
Write your reflections.

2. Having mastered the developmental taks of early childhood middle and late childhood
and adolescence, reflect on what you should do as a teacher to facilitate your students
acquisition of these developmental tasks. Write down your reflections.

MODULE 3

ACTIVITY
 (This is supposed to be assigned at least more than one week before the
scheduled debate)

Small group Debate

Divide the class into 3 small groups. Let the groups choose their topic for
debate. Here are the topics and issues: The nature versus nurture debate is one of the oldest
philosophical issues within psychology. So what exactly is the nature versus nurture debate all about?

1. Nature versus Nurture. Which has a more significant influence on

human development? Nature or Nurture? Nature refers to
environmental experiences.

2. Continuity versus Discontinuity – Does development involve gradual,

cumulative change (continuity) or distinct changes (discontinuity). To
make it more concrete, here is a question: Is our our development like
that of a seedling gradually growing into an acacia tree? Or is it more
like that of a caterpillar becoming a butterfly?

3. Stability vs. Change – Is development best described as involving

stability or as involving change? Are we what our first experiences have
made of us or do we develop into someone different from who we were
at an earlier point in development?

Report to the whole class what transpired in your small group debates.
ANALYSIS

After every small group presentation to the whole class, the teacher facilitates the
whole class discussion and asks the following:

1. Who are pro-nature? Pro-nurture? Are there additional reasons you can give in
favour of nature/nurture? Who are neither for nature nor nurture? Why?

2. Who go for continuity? Discontinuity? Can you give additional arguments do defend
continuity/discontinuity? Who are in between continuity and discontinuity? Why?

3. Who claims stability is more correct than change? Change is more correct than
stability?

APPLICATION

Let’s find out where you can apply what you learned from a discussion of the
developmental issues.

1. Convinced of the interactive influence 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. Remember that heredity is
already fixed. Their children have been born and they have passed on these
inherited traits at conception and that they cannot do anything anymore to change
them. So concentrate on how they can contribute to their children’s favourable
development by creating the environment conducive to development. It includes
nutrition as early as conception, parenting, family dynamics, schooling
neighbourhood quality and biological encounters such as viruses, birth
complication’s, and even biological events in cells.
 Do not lose sight of the objective of your powerpoint presentation. At the end of
your powerpoint presentation the parents should go home very much convinced of
their role in the development of their children and get very much inspired to do
their part.

2. Do the same presentation (in # 1) to aclass in General Psychology where they discuss
the nature-nurture debate or to a group of student teachers.

3. 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 titled “ How the First Nine Months Shape the Rest of
Your Life” from the October 4, 2010 Issue of Time Magazine. Read, analyse then
answer the following questions:

 Does the article agree that heredity, environment and individual’s choice
are the factors that contribute to what a person may become? Read the
paragraph that tells so.

 Read all 4th paragraph again. Focus your attention on the highlighted
word, PERMANENTLY. Relate this to the issue on stability versus change
issue on p.31. Does the word PERMANANTLY convince you that we are
what our first experiences have made of us (stability)? Explain your
answer.
BIG IDEAS

Complete the sentence.

1. With regard to the nurture-nature, continuity-discontinuity and change0-stability

controversies, the wiser stand is

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

TEST TOUR UNDERSTANDING

As far as our discussions are concerned, which statement is correct and which one is
wrong? Put a check (√) before the correct statement and mark X the wrong one. If you
mark a statement X, explain why.

_____1. Heredity exerts a greater influence on human development than environment.

_____2. What has been experienced in the earlier stages of development can no longer
be changed.
_____3. From the perspective of life-span developmentalist, later experiences are the
key determinants of person’s development.

RESEARCH

1. Read the published book The Nurture Assumption, by Judith Harris (1998).
2. State in not more than 2 paragraphs the thesis of Judith Harris book.

3. a. Watch “Lonely Only” in your YouTube. Only Children Debunking the Myths About
Single Children.
b. In 1896 Granville Stanley Hall described only children as “deficient on the social
side”, “petted”, “humored”,”indulged”, and “spoiled”. Today, many consider this a
MYTH-WHAT DO YOU THINK?
 4. Read on Fetal Origin.

REFLECTION

1. Relate what you learned here to your personal development. Reflect on your own
personal development. What has helped you the person that you are now? Is what you
have become product of the mere interaction of heredity and environment? Or is what
have become a product of both heredity and environment interacting and what you
have decided or determined yourself to become? (Self-determination or freedom is a
third factor). Write your reflection.
MODULE 4

ACTIVITY

Read each statement below. Do you agree/disagree with each statement? Put a mark
√ to indicate your answer.

Statement Yes No
1. Research is only for who plan to take master’s degree or doctorate
degrees.
2. Research is easy to do.
3. Research is all about giving questionnaires and tallying the responses.
4. Research with one or two respondents is not a valid research.
5. Teachers, because they are busy in their classrooms, are expected to
use existing research in their classroom.
6. There is no need to go into research because a lot of researches have
already been conducted.
7. Students are more users of knowledge arrived at by research, It is not
their task to conduct research.
8. Students do not possess the qualification to conduct research.
9. It is not worth conducting research considering the time and money it
requires.
 APPLICATION

1. The class may be divided into groups. Except this Module on research, divide the
Modules of the Unit assigned to your group and look for statements of research
findings. If the research design and the data-gathering techniques were not identified,
identify to the best of your ability what must have been use in the researches. The table
below can make your task easier.

Unit/Module Statement of Research Finding Page Research Design Used Data gathering
technique

2. A research Abstract – A research abstract is a brief summary that appears at the

beginning of the article. It has the following parts:
 Title
 Researcher/s
 Date of Research
 Introduction
 Methods
 Findings/Results of the Study
 Conclusion and Recommendations
 References