Cpe 100 Lesson 1-3

CPE 100 (LESSON 1)
Human Growth and Development

Human Development
- is a lifelong process of physical, behavioral, cognitive, and emotional growth and
change. Throughout the process, each person develops attitudes and values that guide
choices, relationships, and understanding.
Growth
- Is defined as an irreversible constant increase in size.
- Has a quantitative measure
- Involves increase in size and number
Principles of Human Growth and Development:
Development is Continuous
- Development of both physical and mental traits continues gradually until

these traits reach their maximum growth. It goes on continuously throughout
life. Even after maturity has been attained, development does not end.
Development is Gradual
- It does not come all on a sudden. It is also cumulative in nature.

Development is Sequential
- Every species, whether animal or human, follows a pattern of development.

The child crawls before he creeps, stands before he walks, and babbles before
he talks.
Rate of Development Varies Person to Person
- Individuals differ in the rate of growth and development. Boys and girls have
different development rates. Each part of the body has its own particular rate of
growth.
Development Proceeds from General to Specific
- In all areas of development, general activity always precedes specific activity.
For example, the fetus moves its whole body but is incapable of making specific
responses.
Most Traits are Correlated in Development
- Generally, it is seen that the child whose mental development is above
average, is also superior in so many other aspects like health, sociability and
special aptitudes.
Growth and Development is a Product of Both Heredity and Environment
- Development is influenced by both heredity and environment. Both are
responsible for human growth and development.
Development is Predictable
- The difference in physiological and psychological potentialities can ‘be
predicated by observation and psychological tests.
Development brings about both structural and functional changes
- Involves the growth and development of the body and brain and how they
interact with one another. Milestones such as reaching, sitting, crawling,
walking, running and jumping are part of their mastered skills.
There is a Constant Interaction Between All Factors of Development
- Development in one area is highly related to development in other areas. For
example, a child who has a good health can be active socially and intellectually.
CPE 100 (LESSON 2)
RESEARCH
- Research in Human Development promotes conceptual, empirical, and

methodological integrative and interdisciplinary approaches to the study of
human development across the entire life span. (Taylor & Francis, n.d)
REASEARCH METHOD IN HUMAN DEVELOPMENT
NUEROSCIENCE
- the study of how the nervous system develops, its structure, and what it
does. Studying the nervous system advances understanding of our basic
biology and body function. (NICHD, 2018)
- The study of neuroscience allows us to:
 A high level of stress has a negative impact on learning
 We learn more and better in social interaction and cooperation
 Emotions and mood affect the brain and its functions positively or
negatively
 Direct and multisensory experiences enable people to learn better.
 Exercises and movement are connected with learning
 Diet, quality of sleep, socioeconomic and cultural environment, brain
injuries, and genetics, are factors that influence the brain and therefore
the way it learns
HUMAN DEVELOPMENT
- Progressive changes in size, shape, and function during the life of an
organism. This helps us understand the living world and the ways its many
species (including humans) function, evolve, and interact. (Mulley, J. 2015)
Havighurst’s Developmental Stages
Robert J. Havighurst was an avid researcher, a prolific writer, and a civil rights activist. Best
known for his conceptualization of human development as mastery of a series of age-related
cultural tasks.
EARLY CHILDHOOD (0-5 YEARS OLD)
- Covers prenatal, infancy, babyhood, and preschool years.
PRENATAL - Conception to birth.
G (GERMINAL)
- Conception- 2 weeks Creation of zygote

E (EMBRYONIC)
- 2 - 8 weeks Zygote to Embryo

F (FETAL)
- 2 – 9 months Organ maturation

INFANCY
- Birth to 2 weeks. Shortest of all developmental periods. Extreme

helplessness /dependence.
BABYHOOD
- 2 weeks to 2 years. Decreasing dependence. Baby achieves body control. Coo,

cry, and babble are forms of communication.
PRESCHOOL
- Years before formal schooling. Pre-gang, exploratory, and questioning age;

initial socialization is experienced.
MIDDLE CHILDHOOD (6-12 YEARS OLD)
- Composed of primary schoolers (G.1-3) and intermediate schoolers (G4-6)

ELEMENTARY YEARS
- Gang and creative age where self-help, social, school, and play skills are
developed. 3R’s are mastered. Achievement in school is the central theme of
child’s world.
ADOLESCENCE (13-18 YEARS OLD)
- Transition age from childhood to adulthood. Central theme: Independence &
Identity
HISGHSCHOOL YEARS
- Begins rapid changes (weight, heights, body contour, sexual characteristics).

Thoughts are logical, abstract, and idealistic. Spends more time outside of the
family.
EARLY ADULTHOOD (19-35 YEARS OLD)
- Age of adjustment to new patterns of life. Central Theme: Role as Spouse,

Parent
DATING YEARS
- Time to establish personal and economic independence, career development,

selecting a mate, starting a family, and having children.
MIDDLE AGE (36-60 YEARS OLD)
- Transition age when adjustment to initial physical and mental decline.

BITTERSWEET YEARS
- Time to expand personal and social involvement and responsibility. Assist

new generation, and maintain satisfaction in career.
LATE MATURITY (60 AND ABOVE)
- Adjustment to decreasing strength and health, life view, retirement, and

social roles.
OLD AGE YEARS
- Retirement age when increasingly rapid physical and mental decline are
experienced.
CPE 100 (LESSON 3) HAVIGHURST’S DEVELOPMENTAL TASK

EARLY CHILDHOOD (0-5 YEARS OLD)
1. Learning to walk.
2. Learning to take solid foods
3. Learning to talk
4. Learning to control the elimination of body wastes
5. Learning sex differences and sexual modesty
6. Forming concepts and learning language to describe social and physical reality.
7. Getting ready to read
MIDDLE CHILDHOOD (6-12 YEARS OLD)
1. Learning physical skills necessary for ordinary games.
2. Building wholesome attitudes toward oneself as a growing organism
3. Learning to get along with age-mates
4. Learning an appropriate masculine or feminine social role
5. Developing fundamental skills in reading, writing, and calculating
6. Developing concepts necessary for everyday living.
7. Developing conscience, morality, and a scale of values
8. Achieving personal independence
9. Developing attitudes toward social groups and institutions
ADOLESCENCE (13-18 YEARS OLD)
1. Achieving new and more mature relations with age-mates of both sexes
2. Achieving a masculine or feminine social role
3. Accepting one's physique and using the body effectively
4. Achieving emotional independence of parents and other adults
5. Preparing for marriage and family life Preparing for an economic career
6. Acquiring a set of values and an ethical system as a guide to behavior; developing an ideology
7. Desiring and achieving socially responsible behavior
EARLY ADULTHOOD (19-35 YEARS OLD)
1. Selecting a mate
2. Achieving a masculine or feminine social role
3. Learning to live with a marriage partner
4. Starting a family
5. Rearing children
6. Managing a home
7. Getting started in an occupation
8. Taking on civic responsibility
9. Finding a congenial social group
MIDDLE AGE (36-60 YEARS OLD)
1. Achieving adult civic and social responsibility
2. Establishing and maintaining an economic standard of living
3. Assisting teenage children to become responsible and happy adults
4. Developing adult leisure-time activities
5. Relating oneself to one’s spouse as a person
6. Accepting and adjusting to the physiologic changes or middle age
7. Adjusting to aging parents.
LATE MATURITY (60 AND ABOVE)
1. Adjusting to decreasing physical strength and health
2. Adjusting to retirement and reduced income
3. Adjusting to death of a spouse
4. Establishing an explicit affiliation with one’s age group
5. Meeting social and civil obligations
6. Establishing satisfactory physical living arrangement

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CPE 100 (LESSON 1)

Human Growth and Development

- Development of both physical and mental traits continues gradually until

- It does not come all on a sudden. It is also cumulative in nature.

- Every species, whether animal or human, follows a pattern of development.

- Research in Human Development promotes conceptual, empirical, and

- Conception- 2 weeks Creation of zygote

- 2 - 8 weeks Zygote to Embryo

- 2 – 9 months Organ maturation

- Birth to 2 weeks. Shortest of all developmental periods. Extreme

- 2 weeks to 2 years. Decreasing dependence. Baby achieves body control. Coo,

- Years before formal schooling. Pre-gang, exploratory, and questioning age;

- Composed of primary schoolers (G.1-3) and intermediate schoolers (G4-6)

- Begins rapid changes (weight, heights, body contour, sexual characteristics).

- Age of adjustment to new patterns of life. Central Theme: Role as Spouse,

- Time to establish personal and economic independence, career development,

- Transition age when adjustment to initial physical and mental decline.

- Time to expand personal and social involvement and responsibility. Assist

- Adjustment to decreasing strength and health, life view, retirement, and

CPE 100 (LESSON 3) HAVIGHURST’S DEVELOPMENTAL TASK

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