MODULE 1UNDERSTANDING DEVELOPMENTLEARNINGOBJECTIVESAfter studying this modue! students "re e#$e%ted to &e "&e to'1' E#$"in"nd%"rifythe&"si%%on%e$tsin(o(edinhum"nde(eo$ment')' Enumer"te"nde#$"inthe$rin%i$esofde(eo$ment"nd%riti%"y "ssess someissues in hum"n de(eo$ment'*' +om$"rethe("rioustheoriesof de(eo$ment"nde#$"intheir %ontri&ution in the underst"nding of the de(eo$ment" $ro%ess',' An"y-e their o.n e#$erien%es "nd de(eo$ment in the ightof the $rin%i$es! issues "nd theories dis%ussed in this modue'CHAPTER1BASIC CONCEPTS,PRINCIPLES AND ISSUES INDEVELOPMENTDEFININGDEVELOPMENTWhat is Development?De(eo$ment is usu"y (ie.ed"s "$ro%ess of gro.th"ndm"tur"tion th"t "n indi(idu" undergoes throughout his/her ifetime'The study of hum"n de(eo$ment is! "&o(e "! the study of %h"nge'0u1"t1o "nd D"eher 213345 des%ri&es de(eo$ment "s en%om$"ssing" the $hysi%" "nd $sy%hoogi%" %h"nges " hum"n &eing undergoesin " ifetime! from the moment of %on%e$tion unti de"th' Reg"rdess of the terms .e use to $ose these "nd other 6uestions! .e%"nthin1of de(eo$ment "s7"$rogressi(eseriesof %h"ngesth"to%%ur in the $redi%t"&e $"ttern "s the resut of inter"%tions &et.een&ioogi%" "nd en(ironment" f"%tors8 2S"1ind! )99,5' Inoo1ing "t de(eo$ment!itis im$ort"nt to%onsiderthefoo.ing$oints: De(eo$ment is the resut of %om$e# inter"%tions &et.een&ioogi%" "nd en(ironment" in;uen%es' At no other time of ife does %h"nge t"1e $"%e "t su%h " r"$id$"%e "s in %hidhood "nd "does%en%e' The r"nge "nd %om$e#ity of e(ery young $erson"ge%hid'Intime! it &e%"me"$$"rent th"t studyingdi?erent "re"sof %hid&eh"(ior"t di?erent "gee(es."snot &eenough' Thus! interest&eg"n to shift! "nd the n"me child psychology ."s %h"nged to childdevelopment.hi%h em$h"si-es th"t the fo%us ."s no.on the$"tternof the%hid&eing' A"$$y %hidren turn their energies into $ur$osefu"%ti(ities! .hie unh"$$y %hidren dissi$"te their energiesin &rooding! d"ydre"ming! "nd sef>$ity' A"$$iness im$ro(es %hidrendog8e#$ression %h"r"%teristi% of "n unh"$$y %hid' A"$$iness su$$ies " strong moti("tion to do things! .hieunh"$$iness sti;es moti("tion' A"$$y %hidren "%%e$t frustr"tions more %"my "nd try tounderst"nd the re"sons for frustr"tions' Unh"$$y %hidrenre"%t .ithtem$er out&ursts! "ndthis miit"tes "g"insttheir e"rning .hy frustr"tions e#ist' A"$$iness en%our"ges so%i" %ont"%ts "nd $"rti%i$"tion inso%i" "%ti(ities' Unh"$$inessen%our"ges%hidrento&e.ithdr".n "nd sef>oriented' Fith re$etition! h"$$iness &e%omes " h"&it' In the s"me."y! unh"$$iness %"n de(eo$ into "h"&it' A h"$$y %hidhood does not gu"r"ntee "dut su%%ess! &utit "ys the found"tion for su%%ess! .hie unh"$$iness "ysthe found"tion for f"iure'ISSUES IN HUMAN DEVELOPMENTTheissues r"ised&yde(eo$ment" $sy%hoogists %ontinue tostirde&"te"ndne.6uestions inunderst"ndinghum"nde(eo$ment'Some of the most intriguing issues "re outined &eo.' E#"mine e"%hissue"nddis%uss ho.they im$"%t onthe study of %hidren"nd"does%ents'81 What !oles Do "ature and "urture #lay in Development?Fithm"nyde%"desof de&"te"ndrese"r%ho(ertheissueofn"ture(ersusnurture! m"nyh"(e%ometo&eie(eth"t it isnot "6uestionof thegre"ter im$ort"n%eof en(ironment" in;uen%esorheredit"ry f"%tors! or ho.mu%hof it is $resentI r"ther! .h"t isim$ort"nt is the ."y in .hi%h these t.o eements inter"%t 2An"st"si!13C4! in S"1ind! )99,5'TheInter"%tion" Mode %"nhe$toe#$"inthere"ti(ee?e%tsofgeneti% "nd en(ironment" in;uen%es on de(eo$ment' Uness one setof in;uen%es! en(ironment or heredit"ry is %e"ry domin"nt! there is "su&te inter$"y or inter"%tion&et.eenthe roes of heredity "nden(ironment'$ %he#rocess %hat Guides Development & MaturationandLearningM"tur"tionis"&ioogi%" $ro%essin.hi%hde(eo$ment" %h"nges"re %ontroed &y intern" f"%tors' E(ents th"t resut from m"tur"tion2su%h "s ."1ing or se%ond"ry se# %h"nges "t $u&erty5 "re%h"r"%teristi% of the s$e%iesI they "re not e"rned' Le"rning refers tode(eo$ment" %h"nges th"t resut from e#er%ise or $r"%ti%e! "nd theout%omes of e"rning "re highy indi(idu"i-ed "nd s$e%i=%'' %he shape of development (s it )ontinuous ofdiscontinuous?S"1ind 2)99,5 e#$"ins th"t those .ho (ie.de(eo$ment "s "%ontinuous$ro%ess &eie(e th"t 2"5 %h"ngeso%%urinsm"!gr"du"ste$s! 2&5 the out%omes of de(eo$ment "re 7more of the s"me8 "ndnot 6u"it"ti(ey di?erent from .h"t ."s $resent e"rierI "nd 2%5 thes"me gener" ".s underie the $ro%ess "t " $oints "ong thede(eo$ment" %ontinuum' Theories of de(eo$ment th"t tend to stressthe im$ort"n%e of en(ironment" f"%tors! su%h "s &eh"(ior""$$ro"%hes! (ie. de(eo$ment "s %ontinuous'Those .ho (ie. de(eo$ment "s dis%ontinuous &eie(e 2"5 th"tde(eo$ment" %h"nges "re "&ru$t "nd re$resent 6u"it"ti(edi?eren%esfrom.h"te#isted&efore"nd2&5th"tdi?erent gener"".s %h"r"%teri-e ("rious de(eo$ment" %h"nges' Theorists i1e Je"nPi"get &eie(e th"t de(eo$ment is %h"r"%teri-ed &y " series ofinde$endent! 6u"it"ti(ey di?erent st"ges' * +ow prominent are individual di,erences in development?9Athough" indi(idu"s h"(e"gre"t de" in%ommon! .e"re"di?erent "s .e' 0y underst"nding ho. ("rious theories ofde(eo$ment e#$"in these di?eren%es! one %"n g"in some insight intothe di?eren%es "mongthesetheories' E(enfrom&irth! indi(idu"di?eren%es "re "$$"rent in hum"ns'ENRICHMENT ACTIVITIESC,'t'#l T$'n8'n%; 1' Fhy "re e"ry found"tions im$ort"nt in de(eo$mentH Do%hidren re"y outgro. undesir"&e tr"its "s they gro. oderH)' E#$"in further 7m"tur"tion sets imits to .h"t " $erson %"n door &e%ome8'*' Dis%uss the im$ort"n%e of re"diness to e"rn or 7te"%h"&emoment8 in e"rning "nd de(eo$ment',' Di?erenti"te ongitudin" study from %ross se%tion" study .hi%h"re usedinstudyinghum"nde(eo$ment' +ite e#"m$es toe#$"in the "d("nt"ges "nd dis"d("nt"ges of using e"%h ty$e ofstudy'Re/e,en#e!1' 0ee! Aeen Lifes$"nDe(eo$ment )ndedition' 1334 AddisonFesey Edu%"tion" Pu&ishers In%':Ne. Kor1')' 0u1"t1o! D"nut" "nd D"eher! M"r(in F'+hid De(eo$ment: AThem"ti% A$$ro"%h *rdedition' Aoughton MiLin +om$"ny:0oston*' Auro%1! Ei-"&eth0' +hidDe(eo$ment DthEdition213@45M%Gr".>Ai 0oo1 +om$"ny: Ne. Kor1',' S"1ind! Nei J' An Introdu%tion to Theories of Aum"nDe(eo$ment 2)99,5 SAGE Pu&i%"tions In%: +"iforni"'CHAPTER +THEORIES OF DEVELOPMENTT$eo,"; De! P!"#$o!e2-l T$eo," o/ DevelopmentEreud $ro$osed th"t m"ny "s$e%ts of the indi(idu"si&e throughe#$ressionsofdesirefor o$$osite>se#$"rent'0eginning ri("ry .ith mem&ersof the s"me se#' Ei#"tions"$$e"r "s inordin"te ties too$$osite>se#$"rentordi?i%utyin "%hie(ing "$$ro$ri"tere"tionshi$s .ith mem&ers ofthe s"me "nd o$$osite se#'L"ten%y 2Cye"rs to"does%en%eLi&idin" energy issu$$ressed "nd notsho.n through "ny&ody regionEnergies "re %h"nneed toemotion"ys"fe"re"s! su%h"sintee%tu"! "theti%! "ndso%i""%hie(ements'Genit"2"does%en%e "nd&eyond5Li&idin" energy%entered on m"tureforms of genit"stimu"tion'Gr"ti=%"tion dire%tedto."rd re$rodu%> ti(efun%tions'+om$ete inde$enden%e from$"rents &e%omes $ossi&e' A&""n%e&et.eeno(e"nd.or1m"r1s norm" $sy%hose#u"de(eo$ment'Ereud &eie(ed th"t the $erson tom"1e "nd t"1e%"re ofThe "dut not ony $rodu%esthings "nd ide"s through .or1 &ut"so %re"tes "nd %"res for the ne#tgener"tion' L"%1 of $rodu%ti(eende"(ors e"ds to &oredom!st"gn"tion! "ndthe"&sen%eof "sense of %"ring'Integrity (s'Des$"ir 2od"ge5A%%e$t"n%e G to &e2&y h"(ing &een5"nd to f"%e not&eingThe oder "dut re(ie.s his ife"nd ree("u"tes its .orth'A%%e$t"n%e of th"t ife! e(enthough " go"s h"(e not &een"%hie(ed! "nd of de"th%ontri&utes to " sense of .isdom' S'%n'o$er"tion" 2)>@ ye"rs5! +on%rete O$er"tion" 2@>1) ye"rs5! Eorm" O$er"tion" 21) ye"rs G "duthood5'A%%ording to Pi"get:1' De(eo$ment is " dis%ontinuous $ro%ess %h"r"%teri-ed &y"&ru$t %h"nges from st"ge to st"ge')' Dise6uii&rium is the moti("tion for further de(eo$ment' Another %ogniti(e>de(eo$ment" theorist!Lev 4ygots/y! "so $"%ed" gre"t de" of im$ort"n%e on "%%om$ishments of the indi(idu" in hisor her o.n "%tions' 0ut uni1e Pi"get! Vygots1y em$h"si-ed the roeth"t %uture "ndoutside in;uen%es $"y ine"dingthe indi(idu"to."rd the ne#t e(e of de(eo$ment'A%%ording to Vygots1y:1' +hidren%onstru%t their o.n1no.edgethrough"%ti(ity"ndinter"%tion .ith %uture "nd so%iety')' De(eo$ment %"nnot &e se$"r"ted from the so%i" %onte#t .ithin.hi%h it o%%urs'*' Le"rning %"n e"d or set the st"ge for de(eo$ment',' L"ngu"ge $"ys " %entr" roe in ment" de(eo$ment'A %riti%" eement of Vygots1y