NCM 102 | Midterm

• Is the dynamic process of change that occurs in the physical, psychological, social, spiritual, and emotional constitution and make-up of an individual which starts from the time of conception to death

  Human Development
• It is a relatively permanent change in behavior as a result of experience which is primarily determined or influenced by the environment where the person is situated.

  Learning
• Includes bodily changes which are primarily a result of heredity or the traits that a person inherits from his parents which are genetically determined. Preprogrammed inherited biological patterns are reflected in maturation.

  Maturation
• This includes the time from conception to birth, from a single cell to an organism complete with brain and behavioral capabilities produced in 9 months (270-280 days or 40 weeks).

  Prenatal development
• Is the sum total of characteristics which are biologically transmitted thru parents to offspring

  Heredity
• This cell is concerned with the development of the different parts of the body

  Body or somatic cells
• These are concerned with heredity

  Germ or reproductive cells
• T/F  Each human cell, except the sex cells (ovum and sperm), has a nucleus which has a set of 46 chromosomes arranged in 23 pairs.

  True
• Are found in the nucleus of each cell which contains the genes.

  Chromosomes
• The beginning of many psychological activities like language, symbolic thought, sensorimotor coordination, and social learning.

  Infancy
• Head turns to direction of touch, lifts chin & head, holds head erect, reaches for objects, sits with support, stands with help, crawls, walks with support.

  Sensorimotor Development
• This begins from the end of infancy to about 5-6 years which is sometimes called "pre-school years".

  Early Childhood
• School-age is the period from 6 to 11 years. This period is called "elementary school year where the child is formally exposed to the world & its culture, he/she becomes more achievement centered with increased self-control.

  Middle to Late Childhood
• This marks the transition from childhood to early adulthood; approximately from 10-12 years and ending at 18-22 years old; "pubertal growth spurt" marked by rapid gains in height and weight, and changes in body contour.

  Adolescence
• This is marked by the development of sexual characteristics (breast enlargement, development of pubic and facial hair, deepening of the voice), production of sex hormones and physical capability of reproduction, onset of menarche or menstruation

  Puberty
• This begins in late teens or early twenties through the thirties. It is a period of establishing personal and economic independence, career development, intimate relationships, and starting a family.

  Early Adulthood
• This begins from 35-45 years old up to 65 years old. It is characterized by menopause for women, climacteric or andropause for men, time of expanding personal and social involvement and responsibility; of assisting next generation in becoming competent

  Middle Adulthood
• This begins from 65 to 80 years of age and lasting until death, time of adjustment to decreasing strength & health, life review, retirement, adjustment to new social roles.

  Late Adulthood
• The person must be able to resolve the conflicts that each stage poses before he can move on to the next higher stage.

  Theory of Psychosexual Development
• Each stage has a unique development task or dilemma that must be resolved the individual is presented with a crisis he must resolve.

  Erikson's Psychosocial Stages of Development
• Personality continues to develop throughout the entire life span. Each part of the personality has a particular time in the life span when it must develop, if it is going to develop at all.

  Epigenetic principle
• A turning point, crucial period of increased vulnerability and heightened potential. The individual develops a "healthy personality" by mastering life's outer and inner dangers.

  Crisis
• The needs must be met by caretakers who are responsive and sensitive. They should be cuddled and fondled.

   

  Infant (Trust vs. Mistrust)
• As child begins to crawl, walk, and explores his surroundings, the conflict is whether to assert their wills or not.

  Toddler (Autonomy vs. Shame and Doubt)
• Development of mental and motor abilities

  Preschool (Initiative vs. Guilt)
• Child's concern is "how things work" and "how they are made".

  School age (Industry vs. Inferiority)
• Entering adolescence, children experience "psychological revolution"; search for answers to the questions "who am I", "what do I value", "where am I headed in life?"; trying on many new roles; and parent/teen conflict usually occurs.

  Adolescence (Identity vs. Role confusion)
• The capacity to reach out and & make contact with other people; ability to share with and care for another person without fear of losing oneself in the process

  Intimacy
• Results to withdrawal, isolation & formation of shallow relationships

   

  Rejection
• Entails selflessness; reaching out beyond one's own concerns to embrace the welfare of society and future generations through creative or productive work and caring for children

  Generativity
• People are preoccupied with their material possessions or physical well-being (i.e., self-centered, embittered individual).

  Stagnation
• Towards twilight years, people tend to take stock of their lives or do a self-accounting. May result to sense of satisfaction with their accomplishments or despair ("so much to do, so little time").

  Old age (Ego Integrity vs. Despair)
• The child constructs reality by interacting with the environment and that children have predictable qualitative differences in how they think about things at different ages.

  Universal Constructivist Perspective
• Begins with reflexes in infancy evolving into schemata and more complex structures called operations.

  Mental Structures Cognitive Structures
• A mental concept formed through experiences with objects and events

  Schema
• Are building blocks of cognitive structures

  Schemata
• Mental actions allowing children to interact with the environment using their minds and bodies; invariant sequence where child must first develop concrete operations before formal operations

  Operations
• Humans have natural and innate tendency to organize their relationship with the environment; people organize activity lawfully, constructing a reality that makes sense at that time.

  Organization
• Are gaps in knowledge that exist between a desired level of performance and the actual level of performance

  Learning needs
• Who is the learner, is it an individual or a group and what are the learning needs?

  Identify the learner