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PRINCIPLES OF DEVELOPMENT
• The Life span is arbitrarily divided, for purposes of research and speculation, into segments with
each segment being a part of a whole. It is divided into:
Late Childhood
Adolescence
• Achieving emotional independence from parents and other adults
• Preparing for an economic career
• Preparing for marriage and family life
• Acquiring a set of values and an ethical system as a guide to behavior- developing an ideology
Early Adulthood
Middle Age
• Achieving adult, civic, and social responsibility
• Assisting teenage children to become responsible and happy adults
• Developing adult leisure time activities
• Relating oneself to one’s spouse as a person
• Accepting and adjusting to the physiological changes of middle age
• Reaching and maintaining satisfactory performance in one’s occupational career
• Adjusting to aging parents
Old Age
• Adjusting to decreasing physical strength and health
• Adjusting to retirement and reduced income
• Adjusting to death of spouse
• Establishing an explicit affiliation with members of one’s age group
• Establishing satisfactory physical living arrangements
• Adapting to social roles in a flexible way
THEORIES OF DEVELOPMENT
• Psychosexual - Freud
• Psychosocial - Erikson
• Moral Development – Kohlberg
• Cognitive Development – Piaget
• Emotional – Goleman
• 1. Self Awareness 2. Self Management
• 3. Social Awareness 4. Relationship Management
Multiple Intelligence - Gardner
Richard Q. Bell (1979) focused on the mutually interactive effects of the mother and child.
Robert Cairns (1998) points out, the idea of bidirectionality does not assume that parents and children
exercise equal influences over each other.
Bell’s model has made us aware that socialization depends on the reciprocal influences of each person in
the system on every other person.
Patricia Minuchin’s (1985) family system model underscores the bidirectional influences and reciprocal
relationships among all family members.
Minuchin’s model underscores that children’s socialization depends on the reciprocal influences of each
person in the system.
ECOLOGICAL CONTEXT
• BRONFENBRENNER - stress that development takes place in a variety of contexts that extend
from the immediate physical environment of the child.
A. THE MICROSYSTEM
It includes family, peers, school, and
neighborhood
B. THE MESOSYSTEM
It includes links between home, school, and
neighborhood.
C. THE EXOSYSTEM
Consists of settings that do not include the child
but that affect the child, such as city
government, the workplace, school board, and
mass media.
D. THE MACROSYSTEM
Involves the dominant attitudes and ideologies
of the child’s culture
E. THE CHRONOSYSTEM
Patterns of stability and change in children’s
environment over time.
Lev Vygotsky (1898 – 1934) – made culture an important feature in his theory. His theory emphasized
the collective wisdom of each culture that is then passed on to its children.
Culture reflects the values, ideals, and beliefs of a particular group of people that are passed on from
one generation to the next.
Zone of proximal development. Vygotsky’s phrase to describe the range of skills a child has not yet
mastered, but could accomplish with the assistance provided by adults and more knowledgeable peers.
Scaffolding
More knowledgeable other
B. Humanistic Approach
Hierarchy of Needs - Maslow
3. Constructivist Theory - Jerome Bruner SPIRAL curriculum
The ability to represent knowledge develops in (3) three stages
1. Enactive representation –represent objects in terms the immediate sensation
2. Iconic representation – learning can be obtain through the use of pictures, models and mental images
3. Symbolic representation- the ability to think in abstract terms
LANDMARKS OF DEVELOPMENT
1. Physical / Motor Development
• Nervous System, Muscular, Endocrine Glands, Physique
2. Cognitive Development
• Speech, Understanding
3. Social Development
• Social Individual, Gregarious Inference of Social Group Gang
4. Moral Development
• Morality, Discipline, Recreational Activities
Impairment – deceased or defective tissue (hearing and visual)
Disability - reduction of function or absence of a particular body part or organ
Handicap - refers to the problems that an impaired or disabled person might have met in interacting
with the environment.
• Orthopedic Impairment- bone and muscular defect
• Neuro-Muscular Impairments – defects of the nerve and muscle system
BEHAVIORAL DISABILITIES
• Emotional Disturbance – psychosocial problems or impairment
(SED) Seriously Emotionally Disturbed
• Schizophrenia – psychotic disorder characterized by distorted thinking
• Autism – psychotic condition characterized by bizarre behavior. Extreme social isolation and
delayed development
• ADHD – (Attention Deficit Hyperactivity Disorder)
LEARNING DISABILITIES
• DYSARTHRIA - STUTTERING
• DYSGRAPHIA - WRITING
• MOTOR APHASIA - SPEAKING
• VISUAL AGNOSIA - SIGHT
• AUDITORY AGNOSIA - HEARING
• OLFACTORY AGNOSIA - SMELLING
• DISCALCULIA - MATH
• DYSLEXIA - READING
SENSORY IMPAIRMENT