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HUMAN DEVELOPMENT

HUMAN DEVELOPMENT. Beth Goss, LCMHC. WHAT IS HUMAN DEVELOPMENT?. Why do we study human development and is it important to educational practices? Is development individual or age, stage specific? What influences development? What is more important to human development nature or nurture?.

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HUMAN DEVELOPMENT

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  1. HUMAN DEVELOPMENT Beth Goss, LCMHC

  2. WHAT IS HUMAN DEVELOPMENT? • Why do we study human development and is it important to educational practices? • Is development individual or age, stage specific? • What influences development? • What is more important to human development nature or nurture?

  3. What has influenced your development? • Raising Cain – Exploring the Inner Lives of America’s Boys by Michael Thompson video clip

  4. BIOPSYCHOSOCIAL FRAMEWORK • Four Basic Forces in Human Development that affect development • 1. BIOLOGICAL • 2. PSYCHOLOGICAL • 3. SOCIOCULTURAL • 4. LIFE-CYCLE

  5. DIMENSIONS OF HUMAN DEVELOPMENT • 1. Physical Development: Motor, Senses and Body Regulation Systems • 2. Cognitive Development: Executive Functions, Brain and Language • 3. Emotional Development: Attachment, Trust, Security, Love and Affection • 4. Social Development: Socialization Process, Moral Development and Interpersonal Development

  6. PERIODS OF DEVELOPMENT • Prenatal Period : conception to birth • Infancy: birth to 2 years • Early Childhood: 3 to 5 years • Middle Childhood: 6-11 years • Pre-Adolescence: 12-14 years • Adolescence: 15 -19 years • ***video clip

  7. DEVELOPMENTAL INFLUENCES • Development is individual • Development is cumulative - early childhood experiences strongest influence • Cultural and socio-economic influences (poverty) • Early rejection experiences are a strong predictor for later poorer emotional and social adjustment in adolescence. • Temperament – disposition that your are born with • It is present at birth and strongly affected by heredity

  8. Categories of Temperament • Easy children: even tempered, regular sleep, eat habits, adapt to new people, situations and generally positive moods • Difficult children:irritable, withdrawn from new people, situations, unpredictable habits, and negative moods, “out of SYNC child” • Slow to warm up: inactive, somewhat negative moods, time to adjust to new stimuli

  9. RESILIENCY • Risk and resilience • Prenatal stressors lead to increased physical and cognitive difficulties. • Respond well to early intervention and support for parents/family

  10. The Infant Toddler Years: Unrememberable and Unforgettable “Our earliest experiences as babies have much more relevance to our adult selves than many of us realize. It is as babies that we first feel and learn what do with our feelings, when we start to organize our experiences in a way that will affect our later behavior and thinking capacities .” This time has been described by a neuroscientist, Doug Watt, as “unrememberable and unforgettable” (Gerhardt, 2004)

  11. The Unfinished Baby • develops almost entirely • after birth. • It can not develop and • grow without positive social contact. • Human babies are the least hard-wired of all babies in the animal kingdom, leaving them extremely vulnerable to the social (caregiver’s) influence on their development. • Much of the brain’s development

  12. Developmental Theories • Erikson • Freud • Piaget’s

  13. What makes the difference for healthy development

  14. Brain Function Abstract Thought Concrete Thought Affiliation/Reward Attachment Sexual Behavior Emotional Reactivity Motor Regulation Arousal Appetite /Satiety Sleep Blood Pressure Heart Rate Body Temperature Cortex Encourage Abstract Thought Facilitate Socio-emotional Growth Introduce Somato-Sensory Integration Establish State Regulation Limbic Diencephalon Brainstem Perry, B. (2006). Applying principles of neurodevelopment to clinical work with maltreated and traumatized children. New York, NY: Guilford Press

  15. Targeting our Interventions • Encourage Abstract Thought • v humor v language • v art v games • Facilitate Socio-Emotional Growth • v turn-taking v teams • v win & lose v sharing • Introduce Somato-Sensory Integration • v large motor v fine motor • v music v movement • Establish State Regulation • v tactile play repetition • v taste/smell v drumming Cortex Limbic Diencephalon Brainstem Bruce Perry (2006)

  16. Your Student…. • Think about your student • Where are they at developmentally • What are their needs – physically, socially, cognitively • Other thoughts • Be thoughtful about what is developmentally normal • Be thoughtful about culture (babies)

  17. Questions • What are your take-away’s? • How will you incorporate in your work with students? • Handouts • Developmental Assets • Development information birth – adolescence • Yard Sticks for grade of your student

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