6. A person believes that
even in adulthood,
developmental change takes
place as it does during
childhood
A person shows extensive
change from birth to
adolescence, little or no change
in adulthood and decline in
late old age
TRADITIONAL
APPROACH
TWO APPROACHES
LIFE-SPAN
APPROACH
14
7. Development
is lifelong
Characteristics of Life-Span Approach
(Paul Baltes)
Development is
multidimensional
Development
is plastic
Development
is contextual
Development involves growth,
maintenance and regulation
15
9. Development is relatively orderly
PROXIMODISTAL PATTERN
It occurs from the center or core
of the body in an outward direction.
CEPHALO-CAUDAL PATTERN
It occurs from the head down.
6
10. While the pattern of development is likely to
be similar, the outcomes of developmental
processes and the rate of development are
likely to vary among individuals
HEREDITY
ENVIRONMENT
7
11. Development takes place gradually
While some changes occur in a flash
of insight, more often it takes weeks,
months, or years for a person to undergo
changes that result in the display of
developmental characteristics
8
12. Development as a process is complex
because it is the product of biological,
cognitive and socioemotional processes
BIOLOGICAL PROCESSES
It involve changes in the
individual’s physical nature
9
13. Development as a process is complex
because it is the product of biological,
cognitive and socioemotional processes
COGNITIVE PROCESSES
It involve changes in the
individual’s thought, intelligence,
and language.
10
14. Development as a process is complex
because it is the product of biological,
cognitive and socioemotional processes
SOCIOEMOTIONAL PROCESSES
It include changes in the
individual’s relationships with other
people, changes in emotions, and
changes in personality.
11
15. Development as a process is complex
because it is the product of biological,
cognitive and socioemotional processes
Biological, cognitive and
socioemotional processes are
inextricably intertwined.
12
17. 1.
All the domains of development and
learning – physical, social and emotional, and
cognitive – are important, and they are closely
interrelated. Children’s development and
learning in one domain influence and are
influenced by what takes place in other
domains.
17
18. 2.
Many aspects of children’s learning and
development follow well documented
sequences, with later abilities, skills, and
knowledge building on those already acquired.
18
19. 3.
Development and learning
proceed at varying rates from
child to child, as well as at uneven
rates across different areas of a
child’s individual functioning.
19
20. 4.
Development and learning result
from a dynamic and continuous
interaction of biological
maturation and experience.
20
21. 5.
Early experiences have profound effects,
both cumulative and delayed, on a child’s
development and learning; and optimal
periods exist for certain types of
development and learning to occur.
21
23. 7.
Children develop best when they have
secure, consistent relationships with
responsive adults and opportunities for
positive relationships with peers.
23
25. 9.
Always mentally active in seeking to
understand the world around them, children in
a variety of ways; a wide range of teaching
strategies and interactions are effectives in
supporting all these kinds of learning.
25
26. 10.
Play is an important vehicle for developing
self-regulation as well as for promoting
language, cognition, and social
competence.
26
27. 11.
Development and learning advance when children
are challenged to achieve at a level just beyond their
current mastery, and also when they have many
opportunities to practice newly acquired skills.
27
28. 12.
Children’s experiences shape their
motivation and approaches to learning, such
as persistence, initiative, and flexibility; in
turn, these dispositions and behaviors affect
their learning and development.
28
