1

CYCLE 1
1st Semester | A.Y. 2021-2022

MODULE I
Human Development
Meaning, Concepts, Approaches,
and Issues
September 6-11, 2021

FTC 101
The Child and Adolescent Learners and
Learning Principles

ROMMEL S. CARREON, PhD

Instructor

BEED 2A, BPED 2A, BSED ENG 2A, BSED MATH 2A

 2

THE CHILD AND ADOLESCENT LEARNERS AND LEARNING PRINCIPLES

First Semester AY 2021-2022
FTC 101
MODULE 1

Human Development
Meaning, Concepts, Approaches, and Issues

LEARNING OBJECTIVES
1. Demonstrate understanding on the meaning and concepts of human development.
2. Describe the approaches and issues of human development.
3. Exhibit comprehensive understanding through blog making.

TOPIC OUTLINE
a. Human Development
b. Major Principles of Human Development
c. Approaches to Human Development
d. Principles of Child Development and Learning that Inform Practice
e. Issues on Human Development

READINGS
Human Development
➢ the pattern of movement or change that begins at conception and continues through the
life span
➢ includes growth and decline
➢ can be positive or negative

Major Principles of Human Development:

1. Development is relatively orderly
a.) Proximodistal Pattern
Development proceeds from the center of the body outward.
b.) Cephalocaudal Pattern
Development proceeds from the head downward.
2. While the pattern of development is likely to be similar, the outcomes of developmental
processes and rate of development are likely to vary among individuals.
3. Development takes place gradually.
4. Development as a process is complex because it is the product of biological, cognitive and
socio- emotional processes.

Approaches to Human Development

1.) Traditional Perspective
• Believes that individuals will show extensive change from birth to adolescence,
little or no change in adulthood and decline in late old age
2.) Life-span Approach
• Believes that even in adulthood, developmental change takes place as it does during
childhood.

Characteristics of a Life- Span Perspective

a.) Development is LIFELONG- It does not end in adulthood. No developmental stage
dominates development.
b.) Development is MULTIDIMENSIONAL- Development consists of biological, cognitive
and socio-emotional dimensions.
c.) Development is PLASTIC- Development is possible throughout the lifespan.
d.) Development is CONTEXTUAL- Individuals are changing beings in a changing world.
 3

e.) Development involves GROWTH, MAINTENANCE and REGULATION- Growth,

maintenance and regulation are 3 goals of human development. The goals of individuals
vary among developmental stages.

Principles of Child Development and Learning that Inform Practice

• All areas of development and learning are important.
• Learning and development follow sequences.
• Development and learning proceed at varying rates
• Development and learning result from an interaction of maturation and experience.
• Early experiences have profound effects on development and learning.
• Development proceeds toward greater complexity, self- regulation, and symbolic or
representational capacities.
• Children develop best when they have secure relationships.
• Development and learning occur in and are influenced by multiple social and cultural
contexts.
• Children learn in a variety of ways.
• Play is an important vehicle for developing self-regulation and promoting language,
cognition, and social competence.
• Development and learning advance when children are challenged.
• Children ‘s experiences shape their motivation and approaches to learning.

There are a number of important issues that have been debated throughout the history of
developmental psychology. The major questions include the following:
• Is development due more to genetics or environment?
• Does development occur slowly and smoothly, or do changes happen in stages?
• Do early childhood experiences have the greatest impact on development or are later
events equally important?

Developmental Psychology Issues and Debates

• Here are some of the basic questions within the realm of developmental psychology
and what many psychologists today believe about these issues.

Nature vs. Nurture

• The debate over the relative contributions of inheritance and the environment usually
referred to as the nature versus nurture debate is one of the oldest issues in both
philosophy and psychology.
• Philosophers such as Plato and Descartes supported the idea that some ideas are inborn.
On the other hand, thinkers such as John Locke argued for the concept of tabula rasa—
a belief that the mind is a blank slate at birth, with experience determining our
knowledge.
• Some aspects of development are distinctly biological, such as puberty. However, the
onset of puberty can be affected by environmental factors such as diet and nutrition.

Early Experience vs. Later Experience

• A second important consideration in developmental psychology involves the relative
importance of early experiences versus those that occur later in life. Are we more
affected by events that occur in early childhood, or do later events play an equally
important role?
• Psychoanalytic theorists tend to focus on events that occur in early childhood. According
to Freud, much of a child's personality is completely established by the age of five. If
this is indeed the case, those who have experienced deprived or abusive childhoods
might never adjust or develop normally.
• In contrast to this view, researchers have found that the influence of childhood events
do not necessarily have a dominating effect over behavior throughout life. Many people
with less-than-perfect childhoods go on to develop normally into well-adjusted adults.
 4

Continuity vs. Discontinuity

• A third major issue in developmental psychology is that of continuity. Does change occur
smoothly over time, or through a series of predetermined steps? Most theories of
development fall under three broad areas:
1. Psychoanalytic theories are those influenced by the work of Sigmund Freud, who
believed in the importance of the unconscious mind and childhood experiences.
Freud's contribution to developmental theory was his proposal that development
occurs through a series of psychosexual stages.
1. Theorist Erik Erikson expanded upon Freud's ideas by proposing a stage
theory of psychosocial development. Erikson's theory focused on conflicts
that arise at different stages of development and, unlike Freud's theory,
Erikson described development throughout the lifespan.
2. Learning theories focus on how the environment impacts behavior. Important
learning processes include classical conditioning, operant conditioning, and social
learning. In each case, behavior is shaped by the interaction between the individual
and the environment.
3. Cognitive theories focus on the development of mental processes, skills, and
abilities. Examples of cognitive theories include Piaget's theory of cognitive
development.
4. Abnormal Behavior vs. Individual Differences- One of the biggest concerns of
many parents is whether or not their child is developing normally. Developmental
milestones offer guidelines for the ages at which certain skills and abilities typically
emerge, but can create concern when a child falls slightly behind the norm. While
developmental theories have historically focused upon deficits in behavior, focus on
individual differences in development is becoming more common.
5. Psychoanalytic theories are traditionally focused upon abnormal behavior, so
developmental theories in this area tend to describe deficits in behavior. Learning
theories rely more on the environment's unique impact on an individual, so
individual differences are an important component of these theories. Today,
psychologists look at both norms and individual differences when describing child
development.

REFERENCES

Websites:
- https://www.slideshare.net/criscapilayan/human-development-meaning-concepts-and-approaches
- https://www.verywellmind.com/issues-in-developmental-psychology-2795069
Books:
- B.Corpuz, M. Lucas, H. Borabo & P. Lucido (2018) The Child and Adolescent Learners and Learn-
ing Principles, Lorimar Publishing Anomat, R. (2014). Child and Adolescent Development. Man-
daluyong City: Books Atbp. Publishing Corp.
- Ledesma, O, (2021) PROFED03: The Child and Adolescent Learners and Learning Principles,
PDFCOFFEE.COM

Instructors’ Contact details:

Name: Rommel S. Carreon

Mobile Numbers: 09098746059
Email Add: [email protected]/[email protected]
Messenger Account: Rommel Serrano Carreon
Online Office Days/Hours: Tuesday/6:00PM-9:00PM, Thursday/6:00PM-9:00PM,
Saturday/12:00pm-3:00PM, 6:00PM-9:00PM
 5

FTC 101 Module 1 Worksheet:

Student No.
Name:
Course/Year & Section:

A. Multiple Choice:
✓ To be posted at Edmodo Classroom
✓ Due Date: September 11, 2021

B. Blog:
✓ Write a blog about your take away learnings on the meaning, concepts, approaches, and
issues of human development.
✓ To be posted at edmodo.com
✓ Due Date: September 11, 2021

Instructions
1. For students (ONLINE), upload your blog at the Edmodo.com
2. For students (HUB), write your blog on a clean sheet of paper and submit it back to the DIGIHUB
you are stationed and make sure your work is properly secured and labelled.
3. Do not download or copy any samples from the internet.
4. Please make sure to have a copy of your written works (as a remedy for lost written works).
5. Rubric for scoring:

Criteria Your Score

Content and Creativity 10
Text Layout, Use of Graphics and Multimedia 5
Timeliness and Tags 5
Citations 5
Quality of Writing and Proofreading 5
TOTAL 30

Disclaimer:
It is not the intention of the author/s nor the publisher of this module to have monetary gain in
using the textual information, imageries, and other references used in its production. This module is only
for the exclusive use of a bona fide student of Mabalacat City College.
In addition, this module or no part of it thereof may be reproduced, stored in a retrieval system,
or transmitted, in any form or by any means, electronic, mechanical, photocopying, and/or otherwise,
without the prior permission of Mabalacat City College.

Prepared by: Reviewed by:

ROMMEL S. CARREON, PhD MAUREEN P. SANTOS, LPT, EdD

Instructor FoSH, BSED/BTVTEd

MARILYN S. ARCILLA, MAN, RN, LPT

Assistant Dean, IASTE