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human growth and development notes
Toggle navigation Human Growth and Development. Assessment Lesson References. Lesson Objectives The first part of this course consists of nine lessons that cover child and adolescent development and its impact on learning.
This first lesson provides an overview of this topic. The rest of the course addresses individual differences and identifying and accommodating student disabilities and developmental issues.
Consider the following learning objectives to orient yourself to the content of this lesson: Upon completion of this lesson, you will be able to Prior to reading the selections, you may wish to acquaint yourself with the requirements for the Lesson 1 assignment, provided on Screen 4 of this online lesson. Discussion and Learning Activities. Discussion Children and adolescents change and grow in many ways: physically, socially, emotionally and intellectually. It is a fact of life. Change and growth -- development -- can be stressful, so it is important that teachers are aware of the changes so they can design instruction and instructional environments that facilitate learning, despite the stress of change.
The important points to glean from this lesson include an idea of what human growth and development entails, and what we learn from different types of educational research. In addition, you will consider the differences between experienced and beginning teachers so that you can develop professional development goals for your teaching practice , the role of learning theories in instruction, and your own personal learning goals for this course. To start with, a study of human growth and development involves the study of all kinds of people, to determine how and why they change or remain the same over time.
It is true that everyone experiences birth and death, but what other commonalities and differences are there in the human experience? How do these similarities and differences effect how and how well we learn? Researchers in human growth and development attempt to answer such questions, and their work is highlighted in the readings for this lesson.
When teachers understand the results of research in human growth and development, they are better equipped to understand and teach the children and adolescents with whom they work. Additional research related to teaching and learning is carried out by educational psychologists.
Educational psychology is the division of psychology which encompasses the nature of learning, development, motivation, diversity, and assessment, as these topics relate to classroom practice. It is the field that applies psychological theories and principles to instructional practice to provide a theoretical basis for what is done in the classroom. In some ways, the strategies and principles that educational psychologists propose seem like common sense.
However, research has shown that many of the strategies that teachers or students use are not effective, or that strategies that they believe to be ineffective actually are effective. For example, many students believe that taking notes during a lecture interferes with their learning more than it helps. However, research has shown that taking notes helps students to store information into memory more effectively and provides them with something to review and reinforce their learning at a later time.
Research What kind of research is used in human development and educational psychology? There are descriptive studies that describe phenomena. Researchers may survey teachers to see what types of classroom management techniques they use in their classrooms. Or they may videotape a classroom interaction and analyze it.
One type of descriptive study is the ethnography which is borrowed from anthropology and uses methods such as interviews, audio and videotapes, and journals to understand the meaning that certain events have to people involved. An example of an ethnographic study relevant to this coures is one where the researchers analyzed the differences between expert and beginning teachers.
Other types of descriptive studies include participant observation , where the researcher is part of the group that he or she is studying, and in-depth case studies where a researcher closely follows one or two subjects.
Very often correlational studies are done. A correlation is a statistical relationship between two variables. Your text, for example, states the correlation between height and weight is about. With positive correlations, when one factor increases or decreases the other factor does the same.
With negative correlations, as one factor increases or decreases the other factor does the opposite. The important thing to realize is that you can find correlations between almost any type of variables.
For example, there is probably a strong correlation between drinking milk as a child and becoming a murderer, but that does not mean one leads to the other. Correlations help you to know that a certain action might occur when a variable is present, but not that the variable causes that action. For example, there is a high correlation between transitions in the classroom and behavior problems.
However, with some classes of students you do not have problems; demonstrating it is not a cause and effect relationship. With other classes of students, you will have problems, and you can alleviate those problems by realizing that transitions are a risky period of time and preparing for them in advance. Besides descriptive studies, there are experimental studies that allow researchers to make statements about cause and effect. Investigators try to control as many variables as possible, use both a control group of subjects and an experimental group,and assign subjects randomly.
The experimental group gets the experimental treatment and the control group does not, so that the results of the two groups can be compared. It sounds pretty simple when laid out this way, but is much more complicated in the real world of the classroom. For example, experimental studies can be done to determine what reading program is better for students.
Group A does one program, Group B does another, then their reading scores are compared at the end of the program to determine which program might be better. If only it was so simple! Whenever you are reading about experiments, you need to keep your eyes open to other influences on the results.
All research should be read with a bit of skepticism. You were not there when the research was done. You are reading an article or a one-sentence summary of what someone has decided the research has shown. You do not know all of the problems that have been dealt with, how they have been solved, what may have been changed during the research, or even, in some cases, how the subjects were obtained.
We have learned a lot through the quality research that has been conducted through the ages, but there have also been many studies used to mislead us. Because expert teachers have developed systems of knowledge, not only of their subject matter, but of classroom management, assessment and motivation , they can more easily draw from this pool of knowledge to handle a situation.
They are usually more reflective. Beginning teachers, however, are still trying to remember the management strategies or teaching methods they have read about but rarely or never tried. Their knowledge is more segmented and not integrated into a functioning whole. But time will allow for that to happen. Time and reflection. Write these things down so that you can look at them later and learn from them. Learning Theories Another result of research are learning theories.
Learning theories provide a basis for learning in this course and for considering how you might teach. These theories have evolved from differing opinions on how people learn, and each of the more popular theories have a strong following. For example, be haviorists believe that learning results in a change in the learner's behavior, and that learning is a process of forming connections between stimuli and responses. Behaviorists focus on the outputs of the learning process.
Social Learning theorists believe that learning occurs through a modeling of behavior, dependent on environmental factors. Social learning theorists focus on the learning that occurs within a social context.
Cognitivists believe that learning cannot always be described in terms of a change in behavior because it occurs whether or not there is an observable change in the learner. They consider learning a change in mental processes. Cognitive theorists believe that an instructor can facilitate learning by transferring information to learners and helping them to organize it in such a way that they are able to recall it later.
Cognitivists focus on the inputs of the learning process. Constructivists believe that learning is an active process that uses existing knowledge to build new knowledge and that all knowledge is constructed from previous knowledge. Constructivists focus on the construction of knowledge, or "meaning-making.
It is important for you to set some goals so that while you are reading your text and articles you will have a purpose to your learning. The goal of this course is to help you become a better teacher by providing you with a foundation of research and theory for the decisions you make in the classroom. Each lesson will focus on information that will assist you as a teacher and provide reinforcement for what you are doing right, and cause for reflection for those activities which are not working.
Take this time to write down your goals for this course. Remember the following topics will be covered. What do you hope to achieve in each? Use five to seven double-spaced pages to write a synthesis paper that covers the following three items, below. Personal Introduction - Address the following six 6 bulleted items related to your practice and your goals for this course: About Me - Introduce yourself and state how long you have been teaching either formal or informal teaching , and describe any background experiences you've had that are related to or that impact your teaching.
About My Practice - Indicate what grade and subject you teach or intend to teach. DO NOT provide details that would enable others to identify your school, collegues, or students. My Goals - Write your learning goals for this course and provide a justification for why you have chosen them Note: you were prompted to contemplate these goals on Screen 3 of this lesson.
Maintaining a Reflective Practice - As you contemplate these points, you are engaging in reflective practice. What measures could you take to ensure that you continue to reflect on and improve your teaching? Theories of Child Development - List and briefly describe the seven 7 theories of child development covered in your textbook chapter. Then, pick two 2 that you feel are most applicable to your teaching situation and use two to three paragraphs to describe how you see their application to your classroom.
How Developmental Changes Impact Instruction - Your text mentions many factors that impact a person's development and learning, including the context of their lives nature and nurture , both common and individual developmental periods and changes, and qualitative and quantitative changes in development. Using the charts in your text on pages , use two to three paragraphs to describe how the developmental changes characteristic of the age group you teach impact the way you design and deliver your instruction.
Submitting Your Assignment - Use the student interface to officially submit your worksheet for a grade. Click here if you need additional information regarding submission of your assignment. Expectations: 40 points possible To obtain all possible points for this assignment, your submission must include complete and substantive answers to all the points listed above.
Your synthesis paper will be graded according to the following rubric. Criteria Points Possible Standard for Full Credit Points Awarded Part I — Personal Introduction Clarity and completeness of personal introduction 2 Synthesis includes a clear and complete personal introduction, background experiences related to teaching, and length and type of teaching experience. Clarity and completeness of school description 2 Includes clear and complete description of the school including demographics, school culture, rural, suburban or urban school, and other information without providing details that identify the school.
Human capital: productive, produced, earns a return through higher wage, depreciates. Growth generally takes place during the first 20 years of life. Any development process proceeds through some stages and each development stage differs from the other. Macapulay Prof. Ed 1A 2. Human Growth and Development chapter one typed lecture notes. Such growth monitoring should be continued up to the age of 5 years as a component of well child care.
Some of the senses of a new-born are already functional except the vision. Definition of Human Growth and Development The scientific study of processes of change and stability throughout the human life span conception to death. Growth is a quantitative and value natural concept whereas development is a qualitative change. Date Rating. The common features of this stage are: 1. Definition of growth and development. It is like the weaving of a cloth whose pattern never repeats itself.
Human Growth and Development - M1
Welcome to life span, growth and development. This is the study of how and why people change or remain the same over time. Although this course is offered in psychology, this is a very interdisciplinary course. Psychologists, nutritionists, sociologists, anthropologists, educators, and health care professionals all contribute to our knowledge of life span. We will look at how we change physically over time from early development through aging and death.
Toggle navigation Human Growth and Development. Assessment Lesson References. Lesson Objectives The first part of this course consists of nine lessons that cover child and adolescent development and its impact on learning. This first lesson provides an overview of this topic. The rest of the course addresses individual differences and identifying and accommodating student disabilities and developmental issues.
Adolescence Adolescence is stage that begins at onset of puberty. In many societies, rites of passage, or initiation, mark transition from childhood to adulthood. Usually take place around puberty. Serve as public acknowledgment of transition from childhood to adulthood. Adolescence is period of transition.
Human Growth & Development
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This is an archived course. A more recent version may be available at ocw. The actual size of these slides is Use Adobe Reader's print options to scale the slide to fit the page before printing.
Jump to content. This course addresses essential learning outcomes in normal growth, development and nutrition across the lifespan, inclusive of aging. Its focus is on normal function rather than disease, and is intended to achieve the following primary objectives. These objectives will be met through content provided in lecture format, in age-specific small group sessions, a nutrition self-assessment exercise, and in a multidisciplinary case conference. The class will be divided into four for the small group sessions. The following sections list the course expectations and the overall lifespan-perspective themes that are related to these objectives. In addition to gaining an appreciation for these themes through the content that will be presented during this course, we also wish to focus on normal.
Защитник Джорджтауна перехватил опасную передачу, и по трибунам пронесся одобрительный гул. Сьюзан наклонилась к Дэвиду и шепнула ему на ухо: - Доктор. Он смотрел на нее с недоумением. - Доктор, - повторила. - Скажи первое, что придет в голову.
Ты готов на это пойти. - Отпусти. - Голос послышался совсем. - Ни за .
Комната служила гордым напоминанием о тех временах: доспехи, гравюры на военные сюжеты и золотые слитки из Нового Света за стеклом. За конторкой с надписью КОНСЬЕРЖ сидел вежливый подтянутый мужчина, улыбающийся так приветливо, словно всю жизнь ждал минуты, когда сможет оказать любезность посетителю. - En que puedo servile, senor. Чем могу служить, сеньор? - Он говорил нарочито шепеляво, а глаза его внимательно осматривали лицо и фигуру Беккера.
Это наш долг. Нравится нам это или нет, но демократию от анархии отделяет не очень-то прочная дверь, и АНБ ее охраняет.
Стратмор отпустил створки двери, и тонюсенькая полоска света исчезла. Сьюзан смотрела, как фигура Стратмора растворяется во тьме шифровалки. ГЛАВА 63 Новообретенная веспа Дэвида Беккера преодолевала последние метры до Aeropuerto de Sevilla. Костяшки его пальцев, всю дорогу судорожно сжимавших руль, побелели.
Обычно лучистые и ясные, сейчас его глаза казались усталыми, тусклыми. Сколько я уже тут кручусь. Однако считать ему не хотелось. По профессиональной привычке поправив съехавший набок узел галстука, он повернулся к писсуару.
Беккер совсем забыл о кольце, об Агентстве национальной безопасности, обо всем остальном, проникшись жалостью к девушке. Наверное, родители отправили ее сюда по какой-то школьной образовательной программе, снабдив кредитной карточкой Виза, а все кончилось тем, что она посреди ночи вкалывает себе в туалете наркотик. - Вы себя хорошо чувствуете? - спросил он, пятясь к двери. - Нормально, - высокомерно бросила .
Что-то в этом абсурдном имени тревожно сверлило его мозг. Капля Росы. Он слышал приятный голос сеньора Ролдана из агентства сопровождения Белена. У нас только две рыжеволосые… Две рыжеволосые, Иммакулада и Росио… Росио… Росио… Беккер остановился как вкопанный.
Казалось, говорившие находились этажом ниже. Один голос был резкий, сердитый. Похоже, он принадлежал Филу Чатрукьяну. - Ты мне не веришь. Мужчины начали спорить.
На пальце? - усомнилась Сьюзан. - У всех на виду. - Почему бы и .
Заставил меня сесть на мотоцикл.
Нам необходимо число, - напомнил Джабба. - Шифр-убийца имеет цифровую структуру. - Тихо, - потребовал Фонтейн и повернулся к Сьюзан. - Мисс Флетчер, вы проделали уже немалую часть пути. Постарайтесь пройти по нему до конца.
Но Беккера там не оказалось, и он тихо застонал от злости. Беккер, спотыкаясь и кидаясь то вправо, то влево, продирался сквозь толпу. Надо идти за ними, думал. Они знают, как отсюда выбраться.
Сьюзан пришлось сделать крюк, притворившись, что она направляется в туалет. Нельзя, чтобы Хейл что-то заподозрил. ГЛАВА 43 В свои сорок пять Чед Бринкерхофф отличался тем, что носил тщательно отутюженные костюмы, был всегда аккуратно причесан и прекрасно информирован. На легком летнем костюме, как и на загорелой коже, не было ни морщинки.
Должна же она. - Да! - Соши ткнула пальцем в свой монитор. - Смотрите.