Notes on Child and Adolescent Development

Topics: Sigmund Freud, Developmental psychology, Unconscious mind Pages: 6 (1304 words) Published: October 7, 2012
Child and Adolescent Development Module 2: Patterns of Growth and Development 2.1 Directional pattern
    Develo pment proceeds from the head downward. The child gains control of the head first, then the arms, and then the legs. Zygote- fertilized ovum Fetus- product of conception (40 weeks of gestation) or 10 th lunar month of gestation Newborn/neonate- birth to 28th day Infant- 29th day to 12 months of age    Develo pment proceeds from the center of the body outward. This means that the spinal cord develops before outer parts of the body. The child's arms develo p before the hands and the hands and feet develop before the fingers and toes. Finger and toe muscles (used in fine motor dexterity) are the last to develop in physical development.

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Primary Germ
     Outer layer skin nervous system pituitary gland mammary gland        Middle layer bones, muscles, joints connective tissue adipose tissue kidney reproductive organs adrenal gland Inner Layer epithelial lining o digestive system (gastrointestinal track) o respiratory system o circulatory/ cardiovascular system  thyroid gland  parathyroid gland  liver  pancreas  

2.2 Sequential pattern

2.3 Secular pattern
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Child and Adolescent Development Module 3: Origins in development of a person

James Baldwin
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A. acknowledged the inherited & acquired characteristics of a person from childhood to adulthood a. Charles Cooley described self-percep tion with “Looking oneself in a glass” b. Inherited—parents c. Acquired—environmental influence Baldwin effect a. C. D. Baldwin identified the adaptation process in every human being in meeting needs and facing challenges and problems in life.


Moral Development is part of social development of every individual. Baldwin believed that “Evolu tionary Biology” is the hand maiden of indi vidual development. a. Evolution is the process of change which results to distinctive characteristics of a person and changes in the “phenom enon”. b. Charles Darwin on Theory on Evolution: Origin of the Species c. The greatest evid ence is by natural selection on the origin of species d. Evolution of Man i. Homo erectus- Philocanthropus erectus (Java Man, 1891-discovered by Eugene Dubois) ii. Homo sapiens- Neanderthal (Thinking bei ng or rational organism) e. Terms to Remember: i. Phylogeny- evolutionary history ii. Ontogeny- individual evolution

John Dewey

A. noted for a Philosophical Pragmatism with three elements: a. Interaction b. Reflection c. Critical Thinking- ideals in democratic governance and scientific inquiry Consummate Juvenilism: “Every being develops from itself”. Dewey believed that the school is a setting for development through LIFE EXPERIENCES. He proposed that education serves as a lever of social change and charged schools with a mandate to become places tha t set d evelopm ent in the right direction.

B. C. D.

Child and Adolescent Development

Herbert Marcuse
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A. B. noted for One-Dimensional Man (1964) a. a. b. Powerful critique of new modes of domination and control Classical liberalism fostered the ideal of individual rationality over superstition and irrationality Human thought must now be rational, means-ends, technical, operationalized, etc. C. Totalitarian a. b. c. d. e. a. b. Individuals are profoundly integrated into consumer capitalist thought and behavior “mechanics of traditionalism” Man has freedom in his inner consciousness but man is integrated into society and thus has the same standards as society Man sees society outside himself and evaluates it based on its own standards Man becomes alienated from his individuality Values, aspiration, ideals that don’t fit are repressed Economic, Social, and Political freedoms are highly publicized but are actually slight instruments of domination We think we are free, but only within the parameters imposed by technological rationality; for instance: we have economic choice in the marketplace...
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