Human Development: Stages of Growth and Theories from Infancy to Old Age, Lecture notes of Human Development

Download Human Development: Stages of Growth and Theories from Infancy to Old Age and more Lecture notes Human Development in PDF only on Docsity! STRANDS AND STANDARDS HUMAN DEVELOPMENT Learning that works for Utah TE Course Description Human Development introduces the developmental stages of individuals across the lifespan. Students will study biological, cognitive, and social/emotional developmental changes of the individual in the context of the family and society. It emphasizes and demonstrates the vital connections between theory, research, and application. This can be offered as a concurrent enrollment course. Student leadership and competitive events (FCCLA) may be integrated into this course. Intended Grade Level 11-12 Units of Credit 0.5 Core Code 34.01.00.00.197 Concurrent Enrollment Core Code 34.01.00.13.197 Prerequisite NA Skill Certification Test Number 301 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family & Consumer Sciences Endorsement 2 Child Development/ Early Childhood Education Endorsement 3 N/A ADA Compliant: July 2020 HUMAN DEVELOPMENT STRAND 1 Students will investigate stages of development through the lifespan, understand the major developmental theories, and the scientific method. Standard 1 Define human development focus on the three domains. Biological - Physical Cognitive - Mental Psychosocial - social/emotional. List and describe the basic steps of the scientific method (1. Pose a question, 2. Develop a hypothesis, 3. Test the hypothesis, 4. Draw conclusions, 5. Report findings, 6. Replicate). e Describe surveys, noting at least one advantage and one disadvantage. e Describe three basic research designs used by developmental psychologists; cross- sectional, longitudinal, and cross-sequential. e Discuss the code of ethics and protection of research. Define the nature/nurture controversy (The impact of genetics and. environment on development). Standard 2 Investigate the lifespan perspective, which identifies the five facets of human development. Explain that development is multidirectional (multiple changes in every direction including sensitive and critical periods). Discuss the multi contextual aspects of human life (i.e. historical events, cohorts, SES, and ecological-systems approach). Discuss the multicultural nature of human development (i.e. culture, ethnicity, and race). Discuss the multidisciplinary approach and how each person develops simultaneously in the three domains. (biological, cognitive, psychosocial). Explain the importance of plasticity. Standard 3 2|Page Describe the major developmental theories Psychosocial theory, behaviorism, cognitive theory, humanism, evolutionary theories Describe the crises of Erikson’s theory Discuss the major focus of behaviorists. (Watson, Pavlov, Skinner, and Bandura). Explain the basic principles of classical and operant conditioning with social learning theory. Identify the primary focus of cognitive theories. (Piaget & Vygotsky) Describe Maslow’s hierarchy of needs. Revised: May 2020 HUMAN DEVELOPMENT caregiver—infant interaction during the first year. e Explore secure and insecure attachment. (i.e. insecure-avoidant, secure, insecure- resistant/ambivalent, disorganized) e Describe the behaviorism perspective on emotion and personality that are influenced by parents. (i.e. social learning, distal and proximal parenting) e Discuss the impact of non-Parental care on young children and identify factors that define high-quality day care. (i.e. family or center day care) STRAND 4 The student will outline healthy patterns of physical, cognitive and psychosocial growth during early childhood (Ages 2 — 6). *Performance Skills for this strand included below. Standard 1 e Describe growth rates and changes in physical development. ¢ Describe normal physical growth. e Describe changes in eating habits. (i.e. overweight, deficiencies, allergies, just right principle, and oral health) e Explore the development between gross and fine motor skills. e Discuss the risk of accidental injury and environmental hazards (i.e. primary, secondary, and tertiary prevention) Standard 2 Examine brain growth and its role in physical and cognitive development. e Describe the development of the prefrontal cortex during early childhood and its role in impulse control and appropriate focus. e Describe the development of the limbic system, along with its role in the expression and regulation of emotions. e Describe the major characteristics of Piaget’s stage of preoperational thought. (i.e. symbolic thought, animism, centration, egocentrism, focus on appearance, static reasoning, irreversibility, and conservation) e Explain Vygotsky’s views on cognitive development. (guided participation, scaffolding and zone of proximal development) e Explain vocabulary explosion and comprehension of speech (i.e. fast- mappingand over regularization). ¢ Discuss bilingualism at an early age. Standard 3 Describe social understanding, beginning with emotional development and emergence of sense of self. 5|Page Revised: May 2020 HUMAN DEVELOPMENT e Explain Erik Erikson’s third stage. (initiative vs guilt) e Identify different types of motivation and emotional regulation. (i.e. extrinsic vs. intrinsic, and effects of rewards/positive reinforcement) Standard 4 Discuss importance of play in psychosocial development. Discuss types of play. (i.e. solitary, onlooker, parallel, associative, and cooperative) e Identify benefits of active play. (i.e. rough and tumble and sociodramatic) e Discuss gender differences that emerge during early childhood. Standard 5 e Discuss the effects of parenting patterns. Compare and contrast parenting styles. (i.e. authoritarian, permissive, authoritative, and neglectful/uninvolved) e Describe pros and cons of methods of discipline. (i.e. corporal punishment, psychological control, time-out/social exclusion, and explanation) e Discuss how screen time can affect development (i.e. violence in children and interference with family life) Standard 6 Discuss how children develop moral values, behaviors, and social bonds. e Explain empathy or antipathy, and describe the behaviors produced by each type of emotion. (i.e. antisocial and prosocial behavior) ¢ Differentiate types of aggression. (i.e. instrumental, reactive, relational, and bullying aggression) Standard 7 Identify the various categories of child abuse warning signs, consequences, and prevention. e Define different types of abuse (i.e. physical, emotional, sexual, and neglect) and short- term/long-term consequences. e Discuss the three levels of prevention when addressing child abuse. (primary, secondary, and tertiary) e Discuss foster and kinship care as intervention options. STRAND 5 The student will outline healthy patterns of physical, cognitive and psychosocial growth during middle childhood (Ages 7 — 11). *Performance Skills for this strand included below. Standard 1 Describe normal physical growth and development during middle childhood. e Discuss benefits and hazards of play and physical exercise. e Discuss short-term and long-term problems of asthma and obesity. (i.e. BMI, 6|Page Revised: May 2020 HUMAN DEVELOPMENT overweight, heart disease) Standard 2 Examine brain and cognitive development. e Identify and discuss Piaget’s concrete operational thought (i.e. classification and seriation) e Discuss Vygotsky’s views regarding the influence of sociocultural context on learning. e Discuss how information-processing theory explains cognitive advances (i.e. selective attention, sensory memory, working memory/short-term memory, long- term memory, and metacognition) e Explain pragmatics and informal/formal codes in language development. e Explain how achievement and aptitude tests are used in evaluating individual differences in cognitive growth. (i.e. 1Q, multiple intelligences) Standard 3 Explore developmental psychopathology perspective and the value in treating children with special needs. ¢ Describe symptoms and treatment of attention-deficit disorder. e Discuss characteristics of learning disabilities. (i.e. dyslexia, autistic spectrum disorders) Standard 4 Explore growing social competence of children, growth of social cognition, and self- understanding. e Explore Erikson’s psychosocial developmental stage. (industry vs. inferiority) e Describe development of the self-concept and its implications for children’s self- esteem. (social comparison) e Discuss resilience and identify the variables that influence stressors and coping methods. Standard 5 Explore growing social competence of children, growth of social cognition, and self- understanding. e Explore Erikson’s psychosocial developmental stage (industry vs. inferiority) e Describe development of the self-concept and its implications for children’s self- esteem. (social comparison) e Discuss resilience and identify the variables that influence stressors and coping methods. Standard 6 Explore ways peer groups influence psychosocial development. Discuss positive and negative 7|Page Revised: May 2020 HUMAN DEVELOPMENT e Describe changes in growth, strength, and overall health that occur. e Discuss why emerging adults are more likely than people of other ages to take part in risky behaviors. (i.e. irresponsible sex, risky sports and occupation and drug use) Standard 2 Examine personality development. Explain that ethnic and vocational identity from Marcia’s identity achievement stage may still be unresolved. e Describe personality regarding rising self-esteem and serious psychological disorders. (i.e. mood disorders, anxiety disorders, and schizophrenia) e Discuss Erikson’s sixth developmental stage. (intimacy vs. isolation) e The need for intimacy in emerging adulthood, focusing on friendship, love, and marriage. (hooking up, choice overload, and cohabitation) STRAND 8 The student will outline healthy patterns of physical, cognitive and psychosocial growth during Middle adulthood (Ages 25-65). *Performance Skills for this strand included below. Standard 1 Describe typical patterns of biological development. Identify common physical signs of aging and discuss their impact. (i.e. senescence: skin, hair, shape and agility, senses) e Identify common changes that occur in the sexual-reproductive system. (i.e. infertility and in-vitro fertilization, menopause, and andropause) e Discuss changes in brain functioning. (slowing of reaction time) Standard 2 Discuss the relationship of environmental and personal factors to health. e Describe the effects of certain lifestyle factors on health. (tobacco and alcohol use, lack of exercise, and overeating) e Identify measures for increasing health during middle adulthood. (i.e. mortality, morbidity, disability, and vitality) e Discuss differences in stress responses. (i.e. problem-focused, emotion-focused, and avoidant) e Discuss how SES and ethnicity affects health. Standard 3 Discuss cognitive expertise that often comes with experience, pointing out the ways in which expert thinking differs from that of the novice (selective optimization with compensation). Standard 4 Discuss adult personality. Examine the Big Five personality traits. (openness, conscientiousness, extroversion, agreeableness, neuroticism) 10| Page Revised: May 2020 HUMAN DEVELOPMENT Standard 5 e@ Understand ways in which friendship and family dynamics change during adulthood. Discuss importance of friendship and social convoy in protecting adults against the effects of stress. ¢ Describe how relationships with siblings, children, and parents change during adulthood. (i.e. fictive kin) e Describe how and why marital relationships change during adulthood (i.e. intimacy, passion, commitment and time periods of marital happiness, empty nest) e Discuss impacts of divorce and remarriage during adulthood. Standard 6 e Examine Erikson’s seventh stage of development (generativity vs. stagnation) Explain how generativity is met. (i.e. care giving, employment, kinkeeper and volunteering) e Discuss middle-aged adults as the “sandwich generation,” focusing on caring for their elderly parents. e Describe how balance among work, family, and self often shifts. e Describe intrinsic and extrinsic rewards associated with working; and how job change/loss influences older workers. STRAND 9 The student will outline healthy patterns of physical, cognitive and psychosocial growth during late adulthood (ages 65+). *Performance Skills for this strand included below. Standard 1 Examine physical development. ¢ Define ageism and elderspeak; and explain contributions of gerontology to changing views about old age. e Explore physical health including primary and secondary aging. e Explain the concept of compression of morbidity. e Describe ongoing changes in the age distribution. (demographic shift) e Distinguish among three categories. (young-old, old-old, and oldest-old) e Discuss concepts and theories of aging. (i.e. wear and tear, genetic clock, cellular aging) e Discuss selective optimization with compensation. (i.e. sex, senses and driving) ¢ Discuss problems with identifying causes of dementia/Neurocognitive disorders. (polypharmacy) Standard 2 Discuss cognitive changes. © Compare Erikson’s integrity vs despair and Maslow’s self-actualization. 11| Page Revised: May 2020 HUMAN DEVELOPMENT e Discuss purposes of a life review. ¢ Discuss problems with identifying causes of dementia/Neurocognitive disorders. (polypharmacy) Standard 3 Explain Erikson’s eighth developmental stage. (integrity vs. despair) Standard 4 Explore ways older adults fulfill their need for relationship. Describe long-term partners and how they protect against problems of aging. e Describe relationships between older adults and younger generations. (i.e. filial responsibility and types of grandparents: remote, companionate, involved, and surrogate) e Identify roles of friendship in late adulthood. Standard 5 Address problems facing the frail elderly and their families, including caregiving and living arrangements. e Identify and discuss Activities of Daily Living (ADLs): eating, bathing, toileting, dressing, and moving; and Instrumental ADLs (IADLs). (i.e. paying bills, driving acar) e Identify advantages and disadvantages of alternative care arrangements. e Describe risks and predictors of elder abuse. STRAND 10 Explore various views on death and dying. Standard 1 Describe how death and dying has changed from 100 years ago. e Analyze death throughout the lifespan. e Discuss a near-death experience. Standard 2 Understand the meaning of a death and loss. e Identify the purpose of hospice and palliative care. (i.e. living will, health care proxy) ¢ Describe characteristics of a “good death” that are accepted by most people. (i.e. at the end of a long life, peaceful, quick, in familiar surroundings, with family and friends present, without pain or discomfort) e Identify stages of grief according to Kubler-Ross. (denial, anger, bargaining, depression, and acceptance). © Compare normal grief to complicated grief. (absent grief, disenfranchised grief, and incomplete grief) 12| Page Revised: May 2020