Human Development Process

Human development is a multifaceted process and involves different aspects. One aspect involves biological and physical development, the size and complexity of the human whereas the other aspect involves cognitive and intellectual abilities and processes. What children know, learn and can remember changes greatly as they grow with the time. A third aspect involves social behaviour and relationships.

A new born has limited ability to participate in social interactions but before reaching adulthood a child forms many relationships and knows how to behave appropriately in variety of social situations. All the different facets of development are interrelated.

Development refers to change through time but not all changes are developmental. Developmental changes are systematic rather than haphazard and successive rather than independent of earlier conditions. Werner (1957) suggested that changes areas when they are from a form of to a considered developmental global organization more differentiated and complex form.

The pattern of development for all typically developed children is approximately the same, so it is easy to evaluate each child in relation to the norms of her/his age group. The typically developed children may make adjustments to social expectations. But the children who deviate from the normal pattern may improve with help, opportunities and motivation. Knowledge about the pattern of normal development may facilitate the parents and teachers to guide, provide opportunities and encouragement for the delayed children.

One of the key element of growth and development is genetics. Genetics influences the speed and way in which people develop though other factors such as parenting, education, experiences and socio economic factors too play the role. The multiple genetic factors that affect human growth and development include genetic interactions and sex chromosome abnormalities.

Human’s genetic always interact with the environment this can impact development and growth. For example if a child is exposed to drugs, the child’s cognitive abilities may be impacted, thus changing the developmental process. Even if the child’s genes would indicate a tall height, if that child experiences poor nutrition, it may impact their height.

Each child inherits certain genetic potential from the parents. Although the gene determines particular behavior, it is the environment that determines where within those limits the behavior will be expressed.

Major environmental influences include: Culture-the impact of Indian values, Race, Social class – the influence of wealth, poverty, middle-class status, Ethnicity-the impact of common language, religion, or national origin,, Key people in the child’s life – parents, peers, relatives and others who exert a powerful influence,, The media – information and attitudes conveyed to children on TV, over the radio, and through books, magazines, newspapers, records, tapes and CDs, Unpredictable life events – the unexpected turns (or the loss of a and othersudden wealth poverty, parent, sudden disability factors) in life can alter the course of the child’s life.

Principles of Human Development

There is set of principles that characterizes the pattern and process of growth and development. These principles describe typical development as a predictable and orderly process i.e., we can predict how most children will develop and that they will develop at a same rate and at about the same time as other children.

Although there are individual differences in timing of developmental milestones such as ages and stages the principles of development are universal.

• Development is continuous
• Development follows an orderly pattern
• Development proceeds from general to specific
• Development leads to integration
• Development proceeds from egocentricism to allocentricism
• Development proceeds from dependence to autonomy
• Development is an individualized process
• Development is predictable
• Development is the product of the interaction between maturation and learning
• Development is the product of the interaction between heredity and environment
• All the aspects of development are interrelated
• Development is cumulative
• Development is complex
• Development is spiral and not linear

Stages of Human Development – Prenatal to Adulthood

Prenatal Period (Conception birth)

• Physical Development
  
  Basic body structures and organs form. Brain growth spurt begins. Physical growth is the most rapid in the life span. Vulnerability to environmental influences is great.
  
  
• Cognitive Development
  
  Abilities to learn and remember, and to respond to sensory stimuli, are developing.
  
  
• Psycho social Development
  
  Fetus responds to mother’s voice and develops a preference for it

Infancy (Birth to age 3 years)

• Physical Development
  
  All senses and body systems operate at birth to varying degrees. The brain grows in complexity and is highly sensitive to environmental influence. Physical growth and development of motor skills are rapid.
  
  
• Cognitive Development
  
  Ability to learn and remember are present, even in early weeks. Use of symbols and ability to solve problems develop by end of second year. Comprehension and use of language develop rapidly.
  
  
• Psycho social
  
  Development Attachments to parents and others form. Self-awareness develops. Shift from dependence to autonomy occurs. Interest in other children increases.

Early childhood (3 to 6 years)

• Physical Development
  
  Growth is steady, appearance becomes more slender and proportions more adult like. Appetite diminishes, and sleep problems are common. Handedness appears, fine and gross skills and motor strength improve
  
  
• Cognitive Development
  
  
  Thinking is somewhat egocentric, but understanding of other people’s perspectives grows. Cognitive immaturity leads to some illogical ideas about the world. Memory and language improve. Intelligence becomes more predictable. Attending preschool is common, kindergarten more so.
  
  
• Psycho social Development
  
  
  Self-concept and understanding of emotions grow, self-esteem is global. Independence, initiative/ self-control, and self-care increase. Gender identity develops. Play becomes more imaginative, more elaborate, and more social. Altruism, aggression, and fearfulness are common. Family is still focus of social life, but other children become more important.

Middle childhood (6 to 11 years)

• Physical Development
  
  Growth Slows. Strength and athletic skills improve. Respiratory illnesses are common, but health is generally better than at any other time in life span.
  
  
• Cognitive Development
  
  Egocentrism diminishes. Children begin to think logically but concretely. Memory and Language skills increase. Cognitive gains permit children to benefit from formal schooling.
  
  
• Psycho social Development
  
  Self concept becomes more complex, affecting self-esteem. Co-regulation reflects gradual shift in control from parents to child. Peers assume central importance.

Adolescence (11 to 20 years)

• Physical Development
  
  And other are rapid and Physical growth changes profound. Reproductive maturity occurs. Major health risks arise from behavioral issues, such as eating disorders and drug abuse.
  
  
• Cognitive Development
  
  Ability to think abstractly and scientific reasoning develops. Immature thinking persists in some attitudes and behaviors. Education focuses on preparation for college or vocation.
  
  
• Psycho social Development
  
  Search for identity, including sexual identity, becomes central. Relationships with parents are generally good. Peer groups help develop and test self-concept but also may exert an antisocial influence.

Early Adulthood (20 to 40 years)

• Cognitive Development
  
  Cognitive abilities and moral judgments assume more complexity. Educational and career choices are made.
  
  
• Psycho social Development
  
  Personality trait and styles become relatively stable, but changes in personality maybe influenced by life stages and events. Decision are made about intimate relationships and personal lifestyles. Most people marry, and most become parents.

Middle Adulthood (40 to 65 years)

• Physical Development
  
  Physical condition peaks, then declines slightly. Lifestyle choices influence health. Some deterioration of sensory abilities, health, stamina, and skills may take place. Women experience menopause.
  
  
• Cognitive Development
  
  Most basic peak;and skills are mental abilities expertise practical problem solving high. Creative output may decline but improve in quality. For some, career success and earning powers peak; for others, burnout or career change may occur.
  
  
• Psycho social Development
  
  Sense of identity continues to develop; stressful midlife traction may occur. Double responsibilities of caring for children and elderly parents may cause stress.

Late Adulthood (65 years and above)

• Physical Development
  
  Most people are healthy and active although health and physical abilities decline somewhat. Slowing of reaction time affects some aspects of functioning.
  
  
• Cognitive Development
  
  Most people are mentally alert. Although intelligence and memory may deteriorate in some areas, most people find ways to compensate.
  
  
• Psycho social Development
  
  Retirement from workforce may offer new options for use of time. People need to cope with personal losses and impending death. Relationship with family and close friends can provide important support. Search for meaning in life assumes central importance.