Child Ado. Flashcards
is the pattern of biological, cognitive, and socioemotional changes that
begins at conception and continues throughout the lifespan; it includes both growth and
decay.
Development
refers to physical changes that occur from conception to maturity; quantitative
changes in an individual as he progresses in chronological age, and it may refer to increases
in size, height or weight
Growth
In a biological sense, is the deterioration of organisms (including human beings) that
leads inevitably to death.
Aging
is the biological unfolding of an individual according to a plan contained in the
genes (the hereditary characteristics passed from parents to child at conception);
developmental changes that comes with age
Maturation
is the process of acquiring information through which experience brings about relatively permanent changes in thoughts, feelings, or behavior.
Learning
refers to all the external, physical, and social conditions and events that can
affect us, from crowded living quarters to stimulating social interactions.
Environment
an expert in life-span development
(Santrock, 2002)
It does not end in adulthood. Ken and Naschielle will continue
developing even in adulthood.
Development is lifelong
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 Kenn nor Naschielle will be too old to learn something.
Development is plastic
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.
Development is multidimensional
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.
Biological 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
Cognitive 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.
Socioemotional processes
Throughout life, some dimensions or components of a
dimension expand, and others shrink. For example, when one language (such as English)
is acquired early in development, the capacity for acquiring second and third languages
(such as Spanish and Chinese) decreases later in development, especially after early
childhood. During adolescence, as individuals establish romantic relationships, their time
spent with friends may decrease.
Development Is Multidirectional
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.
Development is relatively orderly.
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.
Development takes place gradually
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. Thus, individuals
are changing beings in a changing world. As a result of these changes, contexts exert
three types of influences: (1) normative age-graded influences, (2) normative historygraded influences, and (3) nonnormative or highly individualized life events.
Development is contextual
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.
Development involves growth, maintenance and regulation
As newborns, we were not empty-headed organisms.
We cried. Kicked, coughed, sucked, saw, heard and tasted. We
slept a lot and occasionally we smiled, although the meaning
of our smiles was not entirely clear.
Infancy and Toddlerhood (from birth 2 years)
Our greatest untold poem was being
only four years old. We skipped, played, and ran all day long,
never in our lives so busy, busy becoming something we had
not quite grasped yet. Who knew our thoughts, which worked
up into small mythologies all our own.
Early Childhood (3 to 5 years)
belonging to a generation and a feeling properly our
own. It is the wisdom of human development that at no
other time we are more ready to learn than at the end of
early childhood’s period of expansive imagination. Our thirst
was to know and to understand. Our parents continued to
cradle our lives but our growth was also being shaped by
successive choirs of friends. We did not think much about the future or the past, but enjoyed the
present.”
Middle and Late Childhood (6-12 years)
“In no order of things was adolescence, the
simple time of life for us. We clothed ourselves with
rainbows and went ‘brave as the zodiac’, flashing from
one end of the world to the other. We tried on one face
after another, searching for a face of our own. We
wanted our parents to understand us and hoped they
would give up the privilege of understanding them. We
wanted to fly but found that first we had to learn to
stand and walk and climb and dance. In our most
pimply and awkward moments we became
acquainted with sex.
Adolescence (13-18 years)
is a time for work and a time for
love. sometimes leaving little time for anything else. For some of us. finding our place in adult society and committing to a more stable life take longer than we imagine. We still ask ourselves who we are and wonder
if it isn’t enough just to be. Our dreams continue and our thoughts are bold but at some point, we become more pragmatic. Sex and love are powerful passions in our
lives at times angels of light, at other times of torment.
Early adulthood (19-29 years)
what we have been forms
what we will be. For some of us, middle age is such a
foggy place, a time when we need to discover what
we are running from and to and why. We compare our life with what we vowed to make it. In middle age,
more time stretches before us and some evaluations have to be made, however reluctantly. As the
young/old polarity greets us with a special force, we need to join the daring of youth with the discipline of
age in a way that does justice to both.
Middle adulthood (30-60 years)
“The rhythm and meaning of human development
eventually wend their way to late adulthood, when each of us
stands alone at the heart of the earth and “suddenly it is
evening.” We shed the leaves of youth and are stripped by the
winds of time down to the truth. We learn that life is lived
forward but understood backward. We trace the connection
between the end and the beginning of life and try to figure out
what this whole show is about before it is over. Ultimately, we
come to know that we are what survives of us.
Late adulthood (61 years and above)
In each stage of development, a certain task or tasks are expected of every individual.
Robert Havighurst defines developmental task as one that arise at a certain period in our life, the
successful achievement of which leads to happiness and success with later tasks awhile failure
leads to unhappiness, social disapproval, and difficulty with later tasks.”
Robert Havighurst 1972
There are eight (8) developmental stages given by Santrock. The eight (8) developmental
stages cited by Santrock are the same with Havighurst’s six (6) developmental stages only that
Havighurst did not include prenatal period. Havighurst combined infancy and early childhood
while Santrock mentioned them as two (2) separate stages. These developmental stages are
described more in detail in the next paragraphs..
John Santrock
extends from conception to birth. It involves tremendous growth- from
a single cell to an organism complete with behavioral capabilities
Prenatal period
extends from birth to 18 to 24 months. It is a time of extreme dependence on
adults. Many activities are just beginning, such as language development, symbolic
thought, sensorimotor coordination, and social learning.
Infancy
extends from the end of
infancy to about 5 years. During this period, children become more self-sufficient, develop school readiness skills (such as learning to follow instructions and identify
letters), and spend many hours with peers. First grade typically marks the end of early childhood.
Early childhood (sometimes called the “preschool years”)
extends from about 6 to 11 years of age. Children master the fundamental skills of reading, writing, and math, achievement becomes a more central theme, and self-control increases. In this period, children interact more with the wider social world beyond their family.
Middle and late childhood (sometimes called the “elementary school years”)
Is the development period that goes from childhood to adulthood,
beginning around ages 10 to 12 and ending in the late teens. Adolescence starts with rapid physical changes, including height and weight gains and development of sexual
functions. Adolescents intensely pursue independence and seek their own identity. Their thought becomes more abstract, logical, and idealistic.
Adolescence
extends from late teen or early 20s lasting through the 30s. It is a time
of establishing personal and economic independence, career development, selecting a
mate, learning to live with someone in an intimate way, starting a family and rearing
children.
Early adulthood
It is the time of expanding personal and
social involvement and responsibility; of assisting the next generation in becoming
competent and mature individuals; and of reaching and maintaining satisfaction in a career.
Middle adulthood (40 to 60 years of age)
It is the time for adjustment to decreasing strength and health, life review, retirement, and adjustment to new social roles.
Late adulthood (60s and above).
Refers to an organisms biological inheritance
Nature
To its environmental experiences
Nurture
Gradual, cumulative change, continues quantitative changes
Continuity
Distinct stages, qualitative changes
Discontinuity
The result of heredity and possibly early experiences in life
Stability
