BOHOL ISLAND STATE UNIVERSITY

Clarin Campus
Poblacion Norte, Clarin Bohol
MEMBERS:

GROUP 2 ASUCAN, MERLINA, P.

TOPIC: ATABELO, MARY ANN, L.
Process of Growth and Development BACOLOT, ROSEMARIE, J.
Physical, Social, Emotional and Cognitive BADAJOS, JUDEL, E.
Development of Concept, Logical BADILLA, AMOR, V.
Reasoning, Problem Solving, Language. BAHALLA, SHIELA MARIE, F.
BARO, BONILYN, M.
Individual Differences: Determinants, Role
BAURA, RAQUEL, A.
of Heredity and Environment, Educational
BAUTISTA, JESSAMIE, C.
Implications.
BELANO, GENESA, R.
Process of
Growth and
Development
The process of growth and development begins
on the cellular level even before conception in
the womb and continues throughout life until
death. Growth is an increase in size, while
development is growth in function and
capability. Developmental psychologist study
how humans change and grow from conception
through childhood, adolescence, adulthood, and
death.
Process of Development
◦ Physical Development
◦ Social Development
◦ Emotional Development
◦ Cognitive Development
◦ Development of Concepts
◦ Logical Reasoning
◦ Problem Solving
◦ Language Development
Physical development refers to the
changes in a person’s body and physical
abilities. It includes aspects like growth in
height and weight. This type of
development is usually divided between
fine motor skills and gross motor skills.
Fine motor skills refer to the control of the smaller
muscles like fingers and hands, while gross motor skills
refer to control over the limbs (i.e., arms and legs).
Physical Development in Children and Adolescent
Stages Gross (Large) Motor Fine (Small) Motor
Skills Skills
Infant (0-18 months)
•Birth to Six Months •Lifts head and chest •Reaches for objects.
when on the stomach. Hold objects for short
•Rolls from back to side periods of time before
or side to back. dropping them.
•Rolls completely over •Touches and pats
from back or stomach. bottle.
Sits with support. •Usually responds to
•Holds head erect. objects or faces as
•Can raise him/herself they move.
up on forearms and •Play with fingers,
hold head up. hands, and toes.
•Rolls from the back •Holds and manipulates
tummy (by 4-6 objects, sucks on
months) everything.
Stages Gross (Large) Motor Fine (Small) Motor
Skills Skills
Infant (0-18 months)
• Six to 12 Months •Progresses from •Reaches for small
sitting steady when objects.
supported to sitting •Places objects in
without support. container.
•Crawls on hands and •Picks up medium and
knees. large objects.
•Pulls to standing •Changes objects from
position. one hand to another.
•Walks with help. •Plays with two toys;
•Stands alone. one in each other
•Learns to crawl, stand hand.
up and walk. •Points with fingers.
•Sits without support •Transfer toys from
(by 8 months) hand to hand.
•Begins to cruise and •Sees almost
eventually walk everything with good
•Develops eye-hand vision
coordination •Develops eye-hand
coordination.
Stages Gross (Large) Motor Fine (Small) Motor Skills
Skills
Infant (0-18 months)
• 12 to 18 Months •Stands alone. •Turns several pages of a
•Walks without book at one time.
support; starting and •Scribbles on a paper
stopping with control with crayon.
•Walks backward with •Releases ball with slight
a pull toy. thrust.
•Runs stiffly. •Picks up small objects
•Squats down to pick between thumb and
up an object and forefinger.
stands up. •Can open a small box.
•Climbs up stairs; •Holds a spoon with a
creeps down fist.
backward one at a •Feeds self with fingers.
time. •Holds and drink from a
•Climbs out of the crib cup.
and playpen. •Picks up small objects
•Can throw a ball with pointer finger and
•Walks well thumb.
•Can walk while •Can build tower of cubes
holding and object •Turns pages in a book.
Stages Gross (Large) Motor Fine (Small) Motor
Skills Skills
Toddler (18m to 12y)
•18 to 24 Months •Jumps off the ground •Manages spoon.
with both feet. •Makes vertical marks
•Bends at the waist to and circles with
pick up an object. crayon.
•Walks up and down •Turns doorknobs.
steps, one step at a •Pulls down zippers.
time. •Shows hand
•Throws objects preference, but
overhead. switches hand often.
•Kicks a large ball. •Assists in dressing and
•Climbs onto low undressing self.
objects •Can draw scribbles.
•Kicks backward and •Drinks from straw
forward.
•Stands on a balance
beam.
•Walks up stairs with
help
•Runs well
•Enjoys riding small
Stages Gross (Large) Motor Fine (Small) Motor
Skills Skills
Toddler (18m to 3y)
•Two to Three Years •Is constantly in motion. •Turns individual
•Jumps off low objects. pages of a book.
•Pushes self on wheeled •Screws lids on and
toys. off.
•Runs but has difficulty •Builds crude towers
stopping. of six or more
•Seats self in small blocks.
chairs. •Scribbles circles and
•Alternates feet going horizontal and
upstairs, but not vertical lines.
downstairs. •Takes simple objects
•Kicks ball. apart and puts back
•Throws ball overhand; no together.
aim. •Uses spoon, spills a
•Catches objects with lot.
arms extended and •Strings large beads
elbows stiff. •Holds scissors
•Walks backward correctly
•Can balance on one foot •Zips and snaps
(by 3 years)
Stages Gross (Large) Motor Fine (Small) Motor
Skills Skills
Preschooler(3y to
5y) •Hops, skips, jumps, and •Builds block towers
•Three to Four Years runs of about 9 or 10
•Makes sudden stops and blocks.
starts •Holds pencils and
•Walks on tiptoes crayons with control.
•Hops on one foot •Draws straight lines
•Marches to a rhythm and copies circles.
•Alternates steps when •Draws three-part
climbing stairs; comes person.
down one step at a time. •Cuts with scissors.
•Throw ball by thrusting •Unbutton clothes.
with arm and shoulder; •Pulls up large
catches with arms held zippers.
out straight. •Uses spoon and
•Swings on a swing. fork.
•Walks a low balance
beam.
•Rides tricycle.
Stages Gross (Large) Motor Fine (Small) Motor
Skills Skills
Preschooler(3y to •Whirls around turns •Builds straight block
5y) somersaults and hangs towers.
•Four to Five Years on bars. •Draws a house and
•Hops several times in a person.
row. •Prints name
•Climbs large play •Forms crude shapes
equipment. with clay.
•Jumps forward using a •Cuts on lines with
forward arm action. scissors.
•Jumps up and down. •Brushes teeth, combs
•Throws ball overhead hair and washes
with less body hands.
movement. •Dresses self except
•Bounces a ball and for tying shoes
catches the ball with •Develops hand
elbows in front of his preference
body. •Dresses and undress
•Can hop on one foot, him/herself
skip and jump •Can copy a simple
•Can catch a ball with design
both hands •Uses scissors to cut
Stages Gross (Large) Motor Fine (Small) Motor
Skills Skills
School Age(5y to
12y)
•Five to Six Years •Whirls around turns •Builds straight block
somersaults and hangs towers.
on bars. •Draws a house and
•Hops several times in a person.
row. •Prints name
•Climbs large play •Forms crude shapes
equipment. with clay.
•Jumps forward using a •Cuts on lines with
forward arm action. scissors.
•Jumps up and down. •Brushes teeth, combs
•Throws ball overhead hair and washes
with less body hands.
movement. •Dresses self except
•Bounces a ball and for tying shoes
catches the ball with •Develops hand
elbows in front of his preference
body.
Stages

School Age(5y to
12y) •Growth rate slows.
•Six to Nine Years •Requires around eleven hours to sleep
each night.
•Needs frequent rest.
•Establishes preference for one side of the
body over the other.
•Has established which hand to use.
•Girls mature faster than boys.
•Coordination not fully developed.
•Runs, jumps, climbs, slides, and dances.
•Play ball, tag, and catch.
•Improves writing skills.
•Engages in art activities.
•Play musical instruments
•Dresses and undresses self completely.
Stages

School Age(5y to
12y) •Develops more adult-like proportion.
•Nine to 12 years •Develops harder, larger bones
•Is sick less often
•Extremely active
•Starts developing secondary sex
characteristics.
•May begin growth spurt
•Develops interest in more specific motor
skills such as skating, bicycling, running and
gymnastics.
•Engages in organized sports such as
tennis, baseball, football, swimming, and
golf.
•Has well developed small muscles.
•Refines writing
•Develops special interest in activities such
as model building, shop work, art classes,
music and crafts.
•Tries new foods; has favorites.
•Eats neatly.
Stages

Teens (13y to 18y)

•12 to 15 years •Puberty: Rapid growth period
•Secondary sexual characteristics appear
grow body hair, increase perspiration and
oil production in hair and skin.
*Girls – breast and hip development,
the onset of menstruation
*Boys – growth in testicles and penis,
wet dreams, deepening of voice.
Tremendous physical growth gain height
and weight.
•Body Image
*Preoccupation with physical changes
and critical of appearance
*Anxieties about secondary sexual
characteristics changes
•Peers used as a standard for normal
appearance (comparison of self to peers)
Stages

Teens (13y to 18y)

•15 to 18 years •Secondary sexual characteristics advanced
•95% of adult height reached
•Puberty is completed
•Physical growth slows for girls, continues
for boys
•Body image
*Less concern about physical changes
but increased interest in personal
attractiveness
*Excessive physical activity alternating
with lethargy
During childhood, physical growth is rapid,
with remarkable transformations in
height, weight, and body proportions
throughout childhood reflecting the
intricate interplay of genetic
predispositions, nutritional factors, and
environmental influences. These changes
are not just markers of age but provide
valuable insights into the health and
well-being of a child.
Physical development is also important for maintaining
physical well-being throughout life. It is associated with a
range of health benefits, including improved
cardiovascular health, reduced risk of chronic diseases
such as diabetes and obesity, and improved mental
health.
 SOCIAL
DEVELOPMENT
By: Mary Ann Atabelo
 What is Social Development?
• Social development is about improving the • Social development is the process through
well-being of every individual in society so which children learn about their society and
they can reach their full potential. The success the proper ways to act within it. It is a process
of society is linked to the well-being of each through which behaviors, perspectives, and
and every citizen. attitudes are learned.
Social development means investing in people. • Social development is a theory about child
It requires the removal of barriers so that all development that states that as children
citizens can journey toward their dreams with experience life and view the actions of others
confidence and dignity. It is about refusing to and their accompanying responses, they will
accept that people who live in poverty will begin to learn how to act in society. They will
always be poor. It is about helping people so also learn about their abilities and their
they can move forward on their path to non-abilities through these experiences.
self-sufficiency.
Social Development: Why is it important?
Human beings are naturally social.

• It increases child’s capacity to be successful.

• It enhances mental health, success at work, and the ability to be a
useful citizen.
• Social Skills include various abilities such as:
a. Communication b. Problem-solving c. Decision-making
d. Self-management e. Peer Relations
 Social development theories are divided into two
camps that would colloquially be understood as
the ‘nature’ and ‘nurture’ camps.
• The ‘nature’ camp sees • The ‘nurture’ camp sees children’s
children’s social development social development as more
occurring in fixed linear stages. influenced by the adults and peers
Stage-based theories of social in a child’s life rather than by their
development include Erikson’s brain development.
psychosocial theory, Bowlby • Theories from the nurture camp
and Ainsworth’s attachment include social learning theory by
theory, and Kohlberg’s theory Bandura and the ecological
of moral development. systems theory by Bronfenbrenner
1. Attachment Theory (Bowlby And Ainsworth)

• Attachment theory focuses on social development in the early

years. It explores how babies start to slowly develop
independence and self-confidence in the first 2 years of life.
• According to Bowlby, there are four stages of attachment. Each
stage reveals the increasing social and emotional development of
the child
 2. Psychosocial Theory
(Erikson)
Psychosocial theory uses Freud’s
psychoanalysis framework and applies it
to social and emotional development.
Erikson proposes a series of stages. In each
stage, there is a social challenge and a
psychological consequence (see table
below).
For example, in stages 2 through 4,
development of independence and
self-efficacy are central features. If you can
successfully pass through these phases,
you’ll develop a sense of your social sense
where you are a confident and capable social
being.
 3. Stages Of Moral Development (Kohlberg)

• Kohlberg’s stages explore how people develop morality as they

grow older. These moral stages have consequences for – and
messages about – people’s social development.
• at each stage, different conceptions of society, social
interaction, and the social contract are evident. Thus, this
theory of moral development can also be used to explore how
our sense of ourselves as a social being is developed through
life.
 4. Social Development Theory (Bandura)
• Unlike the previous theorists, Bandura shows us that social development may not be as
rigidly stage-based as we may have thought. Bandura’s theory of social development posits
that people develop social skills primarily through observation of adults.
• To test this theory, Bandura conducted the now famous bonobo doll experiment. In this
experiment, he separated children into two groups:
• The first group observed an adult playing roughly with a toy – punching it, kicking it, and
showing no care for it.
• The second group observed an adult caring for the same toy – cuddling it, brushing its hair,
and carefully moving it about.
• Both groups were then allowed to go and play with the toy.
• The group who observed the adult being rough with the toy were also rough with it. They
had learned what was the normal range of social behaviors from their mentor and they
mirrored them.
5. Ecological Systems Theory
(Bronfenbrenner)
Like Bandura, Bronfenbrenner’s
ecological systems theory posits
that children’s development
occurs through social interaction.
But unlike Bandura, Bronfenbrenner
looks at the ways social
development occurs outwardly. Our
social development is firstly
influenced by our parents, but
extends all the way out to global
factors that also affect our sense of
ourselves as a social being.
 Conclusion
• Social development refers to a process of understanding and learning
how to act in social situations. We can see many examples of how
children work through this process throughout childhood.
• Some of the earliest expressions of social development occur in the
interactions between infant and mother. These interactions involve
physical bonding and eye-contact, and will affect a child’s social,
emotional, and cognitive development.
• As the child gets older, they learn how to interact with peers in either a
positive or negative manner. The way they handle these situations is
largely dependent on what they have observed in their parents’
interactions and their ability to regulate their emotions.
• Beginning in the early years, children also struggle with becoming
independent. Although their lives are heavily intertwined with their
parents, they strive to show their ability to function on their own.
Philosophy and Psychological -Sociological
Foundation of Education

Emotional
Growth and
Development

ROSEMARIE J. BACOLOT
 What's
emotional
development
?

Emotional development begins at birth.

Emotional development is a complex task that

begins in infancy and continues into adulthood.
 What's
emotional
development
?

It is the gradual learning process of a person

to experience, recognize, and express
various emotions.
 What's
emotional
development
?

It involves learning what feelings and

emotions are, understanding how and why
they occur, recognizing your own feelings
and those of others, and developing effective
ways for managing those feelings.
 The first emotions that can be
recognized in babies include:

joy anger

sadness fear
 As children’s sense of self develops, more
complex emotions like shyness, surprise,
elation, embarrassment, shame, guilt, pride
and empathy emerge. School aged children
and young people are still learning to identify
emotions, to understand why they happen,
and how to manage them appropriately.
 Emotional expression includes several components:

∙ thoughts and
∙ physical responses (like judgments associated
heart rate, breathing and with feelings
hormone levels) ∙ feelings that children
and young people
recognise and learn to ∙ action signals (for
∙ behavioural displays of example, a desire to
name
emotion approach, escape or
fight).
Influences on emotional expression include:
∙ values and beliefs about appropriate and inappropriate ways of
expressing emotions that children and young people learn from
families and educators
∙ how effectively children and young people’s emotional needs are
usually met
∙ children and young people’s temperaments
∙ cultural norms
∙ emotional behavior's that children and young people have learned
through observation or experience
∙ the extent to which families are under various kinds of stress.
The rate of emotional development in children
and young people can vary from person to
person. Some children may show a high level
of emotional skill development while quite
young, whereas others take longer to develop
the capacity to manage their emotions well
into adolescence.
Emotional development examples that occur during childhood
include:
∙ Responding to a parent or caregiver with a smile — Occurs
between infancy and 1 year of age
∙ Recognizing when others are sad — Occurs between 1 year
and 2 years of age
∙ Sharing toys with others — Occurs between 3 years and 5
years of age
∙ Exhibiting self-conscious emotions, such as embarrassment
— Occurs between 5 years and 7 years of age
∙ Exhibiting true emotions with friends and controlled
emotions with others — Occurs between 10 years and 13
years of age
Why is emotional growth important?
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References:

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Collaborative for Academic, Social, and Emotional Learning
(CASEL) (2018). Core SEL competencies. Chicago: CASEL.
Retrieved from https://casel.org/core-competencies/ Add a
Add a main point main point
National Scientific Council on the Developing Child (2004).
Briefly elaborate on what
Briefly ela Young
borate on
you want t what
children develop in an environment of relationships. Boston:
you want to discuss. o discuss.

Harvard University. Retrieved from

http://developingchild.harvard.edu/resources/wp1/
m a i n p o i nt
Shonkoff, J., & Phillips, D. Add a From neurons
(2000). to
neighbourhoods: The scienceBrieof early
fly el ab o r a te o n childhood
what
.
development.
to discuss
you want
Washington: National Academy Press.
Thank you!
LOGICAL REASONING
AMOR V. BADILLA
LOGICAL REASONING

• is a mental activity that aims to arrive at a conclusion in a rigorous way.

• it happens in the form of inferences or arguments by starting from a set of premises and
reasoning to a conclusion supported by these premises.The premises and the conclusion
are propositions, i.e. true or false claims about what is the case. Together, they form an
argument. Logical reasoning is norm-governed in the sense that it aims to formulate
correct arguments that any rational person would find convincing. The main discipline
studying logical reasoning is called logic.
TYPES OF LOGICAL REASONING

1. Deductive reasoning
offers the strongest support: the premises ensure the conclusion, meaning that it is
impossible for the conclusion to be false if all the premises are true. Such an argument
is called a valid argument, for example: all men are mortal; Socrates is a man;
therefore, Socrates is mortal. For valid arguments, it is not important whether the
premises are actually true but only that, if they were true, the conclusion could not be
false. It plays a central role in formal logic and mathematics.
2. Non-deductive logical reasoning
the premises make their conclusion rationally convincing without ensuring its
truth. This is often understood in terms of probability: the premises make it
more likely that the conclusion is true and strong inferences make it very
likely. Some uncertainty remains because the conclusion introduces new
information not already found in the premises. Non-deductive reasoning plays
a central role in everyday life and in most sciences.
OFTEN-DISCUSSED TYPES ARE:

• Inductive reasoning is a form of generalization that infers a universal law from a

pattern found in many individual cases. It can be used to conclude that “all ravens are
black” based on many individual observations of black ravens.
• Abductive reasoning, also known as “inference to the best explanation”, starts
from an observation and reasons to the fact explaining this observation. An example is a
doctor who examines the symptoms of their patient to make a diagnosis of the
underlying cause.
• Analogical reasoning compares two similar systems. It observes that one of them has
a feature and concludes that the other one also has this feature.
 What is language development? Language
development in children is the process
through which we gain the ability to
Process of Growth and Development
comprehend and communicate through
speech. Before acquiring fluency, a child
Language Development may progressively comprehend fundamental
Language acquisition is a significant verbal patterns and increase their
aspect of cognitive development. It vocabulary throughout this stage.
includes the ability to comprehend,
express, and communicate using
verbal and non-verbal language.
This process typically begins in
infancy and evolves throughout
childhood.
 • Language development is inherently a
• The development of verbal or process of change. Exploring the
non-verbal form of communication that multiple and varied trajectories of
is used by the community with varying language can provide us with insights
rules for grammar, syntax, sentence into the development of more general
structure and vocabulary. cognitive processes.
• Language development facilitates • Language helps us to connect with
teaching and learning (Berk, 2001) and others and communicate our thoughts
it is closely related to reading and and purposes. Language is a series of
writing skills. social transactions. Lev Vygotsky (1986)
• Language development is a process described this process in his seminal
starting early in human life, when a work, Thought and Language, where he
person begins to acquire language by indicates that children have social social
learning it as it is spoken and by exchanges of meaning that help them to
mimicry. unite their ideas and speech, termed
verbal thought.
 Language Development occurs as children
Components of Language develop receptive and expressive language
Language can be broken into four in ways that foster social communication,
domains: and there are identifiable stages or windows
❖ Phonology of growth.
❖ Grammar Syntax is a term that refers to the order of
❖ Semantics words, a concept that is necessary for
❖ Pragmatics written and oral communication.
Expressive language includes the ability to
express ideas in words, while receptive
These four areas refer to the sounds of language is a term that refers to the ability
language (phonology), how the sounds to understand words.
are put together (phonology and
grammar), the meaning/content
(semantics), and the use of the language
(pragmatics) (Bloom & Lahey, 1978).
Each of these domains includes the
expectation that the language users will
produce, receive, and comprehend the
language.
INDIVIDUAL DIFFERENCES: Determinants,
Role of Heredity and Environment, Educational
Implications The Sage Glossary of the Social and
Behavioral Sciences (Sulllivan, 2009) has
An English biologist in the 19th century, a definition of individual differences that is
Thomas Huxley, opined that “individuals particularly geared towards learning.
play out their lives in different ways”.

Definition They define individual disparity as “how

Individual differences point out the reality of individuals differ in traits such as skills,
traits that distinguish individuals. For aptitudes, and abilities to learn and perform”.
example, The Encyclopedia of Social Learners may vary in their personalities,
Psychology (Baumeister & Vohs, 2007) motivations, and attributions for their
defines individual differences in terms of successes and failures when learning—all of
enduring psychological characteristics as which may affect how and why they learn.
“the more-or-less enduring psychological
characteristics that distinguish one person
from another and thus help to define each
person’s individuality”.
Determinants of individual differences
Causes or determinants of dissimilarity in people
can be broadly categorized or classified into two
headings. They are hereditary or inheritance,
and environmental or acquired.

Individual Difference

Inherited Acquired

Physical Mental Temperamental Social Cultural Educational Emotional

1. Hereditary
2. Environment
These are mostly characters that
Environment brings
are passed on to children by their parents
individual differences in behaviour,
through genes. Thus, the individual inherits
activities, attitude, and style of life
these features from his parents. They are
characteristics and also the
also called genetics traits.
individual’s entire personality.
Some hereditary traits bring a change from
Environment does not refer only to the
one individual to the other. An individual’s
physical surroundings but also, it
height, body size, shape and colour of hair,
refers to the different types of people,
shape of face, nose, hands and legs, or the
the society, their culture, customs,
entire structure of the body is determined
traditions, social heritage, ideas and
largely by his hereditary qualities.
ideals.
Hereditary has an influence on such
behaviour traits as well.
“The entire personality or lifestyle of a man is
the sum total of his hereditary and
environmental contributing factors”
 b.) The use of different teaching
Educational Implications methods should be highly embraced to
The school, educational carry every student along with lessons
administrators, curriculum developers, being taught.
teachers and even the students themselves c.) Introduction of such
have a role to play in the structuring of the co-curricular activities as drama, music,
educational system to accommodate the literary activities (Essay & Debate
concept and importance of individual Competition) and different forms of sporting
differences. This could be made possible activities to nurture individual talents.
through the following ways. d.) In case of vocational guidance,
a.) Aims of education, curriculum, the counsellor is to plan the guidance
method of teaching, etc. should be linked technique keeping in view the needs and
with individual differences considering the requirements of the students.
variations in abilities and traits of the e.) Students should be
individuals. encouraged to accept themselves and their
abilities and get motivated to improve on
them. The world is not stationary.
The individual differ in various abilities,
capacities and a personality characteristic
necessitates the adoption of individual 3.It is wrong to expect uniformity in
tendencies in education. A teacher should gaining proficiency or success in a particular
realize the following facts about individual field from a group of students. On account
differences in class- of previous background, lack of proper
1.In any group there are individuals who interest, intelligence, aptitude and attitude
deviate from the norms of the group. Along some students have to lag behind in some
with the average, the presence of very or other area of achievement.
superior and extremely dull is equally 4. All students cannot be benefited by
possible. one particular method of instruction and a
2. Every teacher should try to have uniform and rigid curriculum.
desired knowledge of the abilities,
capacities, interests, attitudes, aptitudes
and other personality traits of his pupils
and in the light of this knowledge should
render individual guidance to children for
the maximum utilization of their
potentialities.
References

American Speech, Language and Hearing

Association (n.d.). Acquiring English as a second
language: What’s normal and what’s
not. https://www.asha.org/public/speech/develo
pment/easl/

Bates, E., Thal D., & Janowsky J.S. (1992). Early

language development and its neural correlates.
In S. J. Segalowitz & I. Rapin (Eds.), Handbook
of neuropsychology (Vol. 7), (pp. 69–110).
Elsevier.
INDIVIDUAL DIFFERENCES: DETERMINANTS
BY: RAQUEL BAURA
INDIVIDUAL DIFFERENCES: DETERMINANTS

INDIVIDUAL DIFFERENCES
REFER TO THE VARIATIONS IN
TRAITS, ABILITIES, AND
CHARACTERISTICS AMONG
PEOPLE. THESE DIFFERENCES
ARE INFLUENCED BY A
COMBINATION OF GENETIC,
ENVIRONMENTAL, AND
SITUATIONAL DETERMINANTS.
 individual differences: determinants

1. GENETICS
- Genetic determinants refer to the influence of an individual's
inherited genes on their traits and characteristics.

Examples:

• Height:

• Eye Color:

• Inherited Medical Conditions:

individual differences: Determinants

2. ENVIRONMENT
Environmental determinants include the impact of one's
upbringing, surroundings, and life experiences.

Examples:

• Socioeconomic Status:
• Culture and Language:
• Exposure to Pollution:
 Individual Differences: Determinants

3. LIFE EXPERIENCES
Specific events or experiences in a person's life can shape
their individual differences.

Examples:

Traumatic Events:. Academic Achievements: Travel and Exploration:

Individual Differences: Determinants

4. NEUROBIOLOGY
- Neurobiological factors involve the structure
and function of an individual's brain.

Examples:

• Brain Structure:
• Neurotransmitter Levels:
• Brain Injury:
 Individual Differences: Determinants

5. SOCIALIZATION
- Socialization refers to how a person is raised and the
values and beliefs they are exposed to.

Examples:

• Family Values:
• Peer Pressure:
• Religious or Spiritual Upbringing:
 Individual Differences: Determinants

6. COGNITIVE AND EMOTIONAL FACTORS

- Cognitive styles and emotional factors can lead to individual
differences.

Examples:

• Analytical vs. Intuitive Thinking: • Emotional Resilience:

• Creativity:
Individual Differences: Determinants examples:

7. PERSONALITY • Introversion vs. Extraversion:

• Conscientiousness:
- Personality traits, as defined by various personality
• Openness to Experience:
theories, are significant determinants.
 Individual Differences: Determinants

8. MOTIVATION AND GOALS

> Individual differences in motivation and goals can
influence life choices.

Examples:

• Career Aspirations:
• Personal Fulfillment:
• Athletic Achievement:
 INDIVIDUAL DIFFERENCES: DETERMINANTS

9. INTERACTIONS
How individuals interact with their environment and
others can lead to unique experiences.

Examples:

• Workplace Interactions:

• Online Interactions:

• Family Dynamics:
THANK YOU
 Individual Differences:
Educational Implications
GENESA R. BELANO
Reporter
 Educational Implications
❑ Personalized Learning- Recognizing individual differences means tailoring
educational approaches to accommodate diverse learning styles and paces.

❑ Early Intervention- Identifying learner’s strengths and weaknesses early on can

lead to targeted interventions.

❑ Inclusive Education- Educational institutions should promote inclusive practices that

accommodate learners with a range of abilities, learning styles, and backgrounds.

❑ Teacher Training- Educators should receive training in recognizing and addressing

individual differences to create inclusive and effective learning environments.

❑ Cultural Sensitivity- Acknowledging the role of culture and environment is crucial

for fostering an inclusive and equitable education system

❑ Special Education- For students with exceptional needs, special education services
may be required to provide tailored support and accommodations.
THANK YOU!!!