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HDFS202 Week One Notes

by: Kristen Pruett

HDFS202 Week One Notes HDFS

Marketplace > University of Delaware > 201 > HDFS > HDFS202 Week One Notes
Kristen Pruett
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Life Span Development
Palkovitz,Robin J
Class Notes




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This 3 page Class Notes was uploaded by Kristen Pruett on Tuesday September 6, 2016. The Class Notes belongs to HDFS at University of Delaware taught by Palkovitz,Robin J in Fall 2016. Since its upload, it has received 4 views. For similar materials see Life Span Development in 201 at University of Delaware.


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Date Created: 09/06/16
HDFS Week 1 Notes    8/30/16    What is development?  ­ Development is change overtime   ­ People often say they “hate change”  ­ Development is not possible without change   ­ Not all periods of life are equal regarding change...observations?  ­ Different rates/foci of development in different eras  ­ Fast change ­ win the lottery, moving to college  ­ Slow ­ relationship going bad or growing strong  ­ Not all change is development...differences?  ­ Functionally significant  ­ Ex. kid learning to pull himself up, learning to walk  ­ Not functionally sig = changing your shirt every day   ­ Relatively permanent  Development takes time  ­ By definition ­ functional significance takes time to get established  ­ We may “see” or “set” goals for ourselves or others ­ then become frustrated with the  time required to reach the goal ­ patience  ­ Long views across the lifespan    9/1/16    Systems perspectives  ­ Human beings are developing systems in the context of other developing systems  ­ We’re developing but so are the things around us (culture, technology, etc.)  ­ Even as we're developing as students, so are teachers   ­ Changing one component of the system has an effect on all parts of the system  ­ Bio­psycho­social­spiritual domains  ­ Example  ­ A stone in your shoe  ­ What will you do different   ­ Walking differently ­ hip alignment  ­ Won’t want to go places ex. Walk down main street for coffee  ­ Relationships with people, being annoyed  More systems examples  ­ Beginning to crawl  ­ Biologically ­ infants growing muscle  ­ Parents have to watch out ­ baby proof house   ­ Exploring environment   ­ Changes attitude ­ sense of mastery ­ they can do something on their own  ­ Don’t forget families as systems  The toolbox: building an understanding of development  ­ So that you can:  ­ Describe​ HOW you are in professional terms (your developmental status, abilities  and challenges)  ­ Adolescent, emerging adult  ­ Not good at this, really great at this  ­ Explain​ development (WHY you are the way you are) in professional terms  ­ Predict​ development (WHAT you may become, given what and where you are  now)  ­ Prediction is hard  ­ Doctor said this baby would be the vegetable, as an adult she says she  has a better quality of life than some “able bodied people”  ­ Control  ​ (shape?) development (within reason)  ­ There are things you can do to shape development  ­ Know and ​understand  ​ the “stuff that matters”  ­ Apply​ your knowledge as parents, teachers, nurses, social workers, friends,  family, etc. (LIVE well! ­ facilitate development)  Different aspects of development (multifaceted)  ­ Growth​: the physical changes that occur from conception to maturity (e.g. height, weight,  etc.)  ­ Biological aging​: the deterioration of organisms that leads inevitably to death (functional  capacity)  ­ Maturation​: developmental changes that are programmed primarily by genes rather than  caused primarily by learning, illness, or some other life experience  ­ Learning​: a relatively permanent change in behavior (or behavioral potential) that results  from a person's experiences or practice  Qualities of development  ­ Quantitative  ­ Easily counted or numericized  ­ Age  ­ Height  ­ Weight  ­ IQ  ­ Vision  ­ Clothing size  ­ Grades  ­ Income  ­ Number of kids  ­ Qualitative  ­ Having to do with quality of functioning  ­ Communication  ­ Glass is half full or half empty   ­ Health ­ excellent, good, fair, poor  ­ Realistically, all development entails some degree. Its a matter of focus or  emphasis  ­ Kids can each take four steps, one stops around the other more graceful  The life­span perspective  ­ Some elaborations on paul baltes (page 6­7)   


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