Bài giảng Human Development - Chapter 1 What is human development?

1-1Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentChapter 1What IS human development?1-2Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentDefining human developmentHuman development can be defined as a process of progressive changes in people’s lives over time that enables them to adapt more effectively to theirenvironments.Points to note about this definition:People always have many forms of connections with one anotherWhat counts as progress is not unproblematicChange is always happeningWe are interested in the conditions that enhance people’s lives, so that we can live well in the situations in which we find ourselvesPlace shapes and locates the conditions of our livesA social constructionist approachIdeas about developmental progress:Change over timeAre different at different times in historyForeground different assumptions from time to timeDevelopmental progress is not one-directional:It is not a single line, marching towards a single goalIt is complex and is made up of many strands There is no single truth about ‘right’ development 1-3Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentDevelopment: a broader pictureEvolutionary theory encouraged those interested in social progress to think that: Some developmental changes help the species surviveDevelopmental change follows a pattern from primitive to more highly evolved, in stagesSpeedy development through stages is an advantageThe history of child development began with attempts to chart predictable stages, or ‘normal’ development1-4Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human DevelopmentThe power of normsA norm can be defined as a statistically average tendency, but it is often also seen as an expected appearance or behaviourWe derive norms by tracing patterns of development by individuals, finding the average, then generalising themThis approach is seen as scientific: It allows prediction, and Offers criteria for measuring developmental progressA norm is sometimes seen as an idealCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-5HoweverFollowing the norm does not guarantee successful developmentDeveloping faster than the norm may not always be usefulDifferent cultures value different developmental outcomesAdaptability is generally thought of as preferable for the success of a speciesPlasticity refers to flexibility in the way an individual developsCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-6Big debates: stages of developmentJean Piaget: Cognitive DevelopmentChildren develop new ways of thinking as their brains developCognitive development is also a response to environmental stimulationAll children’s cognition goes through the same stagesThe ultimate cognitive ability is logical thinkingSigmund Freud: Sexual-Emotional DevelopmentSexuality is the energising force of personalityInternal conflict is caused by aspects of personality: id, ego, superegoUnconscious forces play a large part in how a person behavesHow a person is treated as a child is important to how they turn out as an adultCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-7Jean Piaget: stages of cognitive developmentSensori-motorReflexes are the beginning of interaction and cognitionPrimary and secondary circular reactions are practice for beginning to control self and the worldPre-operationalThe child begins to use logical rules, but in an experimental wayConcrete operationalThe child can use logic to manipulate things in the worldFormal operationalThe child is able to think logically about abstract issuesCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-8Jean Piaget: how children learnChildren adapt to their environment by:Assimilation: using a familiar schema to work on the worldAccommodation: adapting a familiar schema to the new situationDevelopment proceeds through both assimilation and accommodationHumans aim for a balance between old and newCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-9Critiques of Piaget’s theoryAs a biologist he was seeking universal principles Can be interpreted as a prescription for development of individualsDoes not allow for diverse outcomesSuggests even development across all areas of cognitionInvites a stage approach to the presentation of new learning opportunitiesReflects a particular Euro-Western view of education and preferred learning goalsCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-10Sigmund Freud: theory of sexual-emotional developmentMuch of development is about learning to fit in with notions of manhood and womanhood appropriate to one’s cultureSame-gender parent-child relationships provide the child with a model of emotional lifeThe partner/spouse of that parent provide a model of the child’s future love relationshipsCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-11Freud’s stage theoryOral: the infant’s emotional energies are involved in coping with issues related to the oral – feeding, weaning and cutting teethAnal: the importance of controlling personal expressions as the very young child becomes an acceptable member of societyPhallic: the child develops a sense of its sexuality, learning to desire the parent of the opposite sexLatency: children’s sexual awareness is latent during the primary school yearsGenital: the child moves towards a heterosexual relationship and integration of the emotional battles of the earlier stagesCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-12Critiques of Freud’s theoryFocus on sexuality is better understood as about the ‘life force’Explanatory power of this theory continues to capture the minds of many theoristsSome critics have thought he generalised too much from his therapeutic work, particularly with women who had been abusedThe theory assumes hetero-sexual relationships are the dominant form of human relationshipCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-13Big debates: development in cultural contextLev Vygotsky: thought about how children’s learning – their ‘mind’ – is achieved within cultural and historical contextsUrie Bronfenbrenner: drew attention to the broader range of systems within which a child’s development proceedsCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-14Lev VygotskyDifferent cultures provide different settings and different learning outcomesEach culture has its own ‘cultural curriculum’Development occurs in interactions with peopleThus, development is co-constructedLanguage is a central tool in this processChildren learn in interaction with adults, working within the zone of proximal development (ZPD)Scaffolding is the process of supporting learning within the child’s ZPDCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-15Urie BronfenbrennerDevelopmental processes increase in complexity over time in people’s livesUsed ideas about interlinking social ‘systems’ to talk about five kinds of contexts that surround the individual child.Development is always grounded in a particular society at a particular time in historyDrew attention to the interaction between different aspects of a person’s ‘ecology’Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-16Bronfenbrenner’s nested systemsCopyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-17Complex constructionist ecologyDevelopmental outcomes are the result of complex interactionsComplexity: there is almost never a single cause for a developmental outcome To think ecologically is to consider the person in a complex situation or set of situationsThe quality of the interactions and the environment produce developmental outcomesDevelopment is constructed. That is, it is a product of multiple interactions; it is not inevitable or ‘natural’Copyright  2010 McGraw-Hill Australia Pty Ltd PPTs to accompany Claiborne & Drewery, Human Development1-18