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Human Development
Human Development introduces the developmental stages of individuals across the lifespan. Students will study biological, cognitive, and social/emotional developmental changes of the individual in the context of the family and society. It emphasizes and demonstrates the vital connections between theory, research, and application. This can be offered as a concurrent enrollment course. Student leadership and competitive events (FCCLA) may be integrated into this course. This course will strengthen comprehension of concepts and standards outlined in Sciences, Technology, Engineering and Math (STEM) education.
GENERAL INFORMATION
Human Development Standards STRAND 1
Students will participate in activities that help increase their awareness about stages of development through the lifespan, understand the major developmental theories, and the scientific method.
Standard 1: Define development, briefly describing the how, why, and who of this definition. (STEM) *Science
Standard 2: Explain the lifespan perspective, which identifies the five facets of human development. (STEM) *Science
Standard 3: Describe the major developmental theories—psychoanalytic theory, behaviorism, cognitive theory, humanism, evolutionary theories—that will be applied throughout the lifespan to present information and to provide a framework for interpreting events and issues in human development. (STEM) *Human Development/Biology
Standard 4: Discuss the strategies developmentalists use in their research, including scientific observation, experiments, and surveys. (STEM) *Science
Performance Objective 1: Research happenings during your cohort, identify how these have shaped or affected your development and outlook on life.
STRAND 2
Students will begin to understand the prenatal development process from conception to birth including genetics and risk factors.
Standard 2: Discuss the prenatal development process through birth (germinal/zygotic, embryonic, and fetal periods). (STEM) *Human Development/Biology
Standard 3: Discuss abnormal genes and chromosomes, possible harm to the fetus (teratogens), prenatal testing, and low birthweight. (STEM) *Human Development/Biology
Standard 4: Discuss how nature and nurture interact to affect development and which birth defects can be caused by teratogens. (STEM) *Human Development/Biology
Performance Objective 2: Research a teratogen and explain how it can affect a developing fetus.
STRAND 3
The student will understand the typical patterns of physical and cognitive growth, and language acquisition that occur in healthy development during infancy (first two years).
Standard 2: Explore cognitive development—the ways in which the infant learns, thinks, and adapts to his or her surroundings. (STEM) *Human Development/Biology
Standard 3: Understand the most remarkable cognitive achievement of the first two years: language acquisition. (STEM) *Human Development/Biology
STRAND 4
The student will explore the psychosocial development of the first two years; including self‐awareness and personality, the relationships between the infant and parents, and their culture.
Standard 2: Explore how social bonds lead to healthy growth and development. (STEM) *Human Development/Biology
Standard 3: Explore the psychoanalytic, behaviorism, cognitive, humanism, and evolutionary theories, to understand how the infant’s emotional and behavioral responses begin to form personality. (STEM) *Human Development/Biology
STRAND 5
The student will explore the developing child between the ages of 2 and 6.
Standard 2: Examine brain growth and development and its role in physical and cognitive development. (STEM) *Human Development/Biology
Standard 3: Explain Piaget’s and Vygotsky’s views of cognitive development at this age focusing on what young children can do, including their emerging abilities to theorize about the world. (STEM) *Human Development/Biology
Standard 4: Describe the cognitive learning of language. (STEM) *Human Development/Biology
Standard 5: Understand the variations in early childhood education programs.
Performance Objective 3: Complete a conservation experiment with a preschooler and a 7-8 year old. Identify the differences you observed between the two ages.
STRAND 6
The student will explore the ways young children begin to relate to others in expanding social environments.
Standard 2: Discuss importance of play in psychosocial development of young children. (STEM) *Human Development/Biology
Standard 3: Discusses the effects of Baumrind’s parenting patterns on the developing child. (STEM) *Technology/ Human Development/Biology
Standard 4: Discuss how children develop moral values, behaviors, and social bonds. (STEM) *Human Development/Biology
Standard 5: Identify the various categories of child maltreatment; warning signs, consequences, and prevention.
STRAND 7
The student will explore biological and cognitive development of middle childhood.
Standard 1: Understand middle childhood is generally the healthiest period of the life span though health related problems still occur. (STEM) *Human Development/Biology
Standard 2: Examine development of the brain and cognitive abilities. (STEM) *Human Development/Biology
Standard 3: Discuss variations in schooling including language learning and testing. (STEM) *Human Development/Biology
Standard 4: Explore developmental psychopathology perspective and its value in treating children with special needs.
STRAND 8
The student will understand psychosocial development in middle childhood (ages 7 to 11) and master abilities that are important in the child’s culture.
Standard 2: Explore ways in which families influence children in middle childhood. (STEM) *Biology/Science/Behavioral Sciences
Standard 3: Explore ways peer groups influence psychosocial development. (STEM) *Biology/Science/Behavioral Sciences
Standard 4: Understand middle childhood is a time of expanding moral reasoning. (STEM) *Human Development/Biology
Performance Objective 4: Relate two personal experiences in your life and identify which of Erickson’s stages of development they relate to.
STRAND 9
The student will identify the biological and cognitive development for adolescents (ages 11 to 18).
Standard 2: Describe cognitive advances and limitations of adolescence. (STEM) *Human Development/Biology
Standard 3: Explore teaching and learning in secondary education.
STRAND 10
The student will identify adolescents’ search for self‐understanding and identity.
Standard 2: Examine influences of family, friends, and society on adolescent psychosocial development. (STEM) *Human Development/Biology
Standard 3: Examine romantic/sexual interactions of adolescents. (STEM) *Human Development/Biology
Standard 4: Describe how sadness, anger, and delinquency can influence adolescent lives. (STEM) *Biology/Science/Behavioral Sciences
Standard 5: Discuss drug use, abuse and preventative measures. (STEM) *Biology/Science/Behavioral Sciences
Performance Objective 5: Identify where you feel you are in the four major life statuses (Role confusion, Foreclosure, Moratorium and Identity achievement) List reasons that substantiate this status.
Performance Objective 6: Identify some of the challenges faced by adolescents and emerging adults (Drug or alcohol abuse, early sexual activity, bullying, etc.) Explain ways to help avoid the pitfalls of these challenges.
STRAND 11
The student will examine the overall development of emerging adults.
Standard 2: Describe how adult thinking differs from adolescent thinking. The experiences and challenges of adulthood result in a new, more practical and flexible thinking. (STEM) *Human Development/Biology
Standard 3: Examine personality development during emerging adulthood. (STEM) *Human Development/Biology
STRAND 12
The student will examine biological and cognitive development during middle adulthood (ages 25-65).
Standard 2: Discuss the relationship of environment and personal factors to health. (STEM) *Human Development/Biology
Standard 3: Understand differences among the various methods of testing intelligence and recognize that intellectual abilities can follow many different developmental patterns with age.
Standard 4: Discuss cognitive expertise that often comes with experience, pointing out the ways in which expert thinking differs from that of the novice. (STEM) *Engineering/Creativity & Problem Solving
STRAND 13
The student will examine psychosocial development during middle adulthood.
Standard 2: Understand ways in which friendship and family dynamics change during adulthood. (STEM) *Human Development/Biology
Standard 3: Examine how productivity during middle age is reflected in caregiving and employment. (STEM) *Human Development/Biology
Performance Objective 7: Identify which of the Big 5 you most relate to in your personality and discuss how this affects your interactions with others.
STRAND 14
The student will identify biological and cognitive development during late adulthood (ages 65+), discussing the myths and reality of this final stage of the lifespan.
Standard 2: Summarize common age-related changes that occur in the brain during late adulthood. (STEM) *Human Development/Biology
Standard 3: Explore physical health and describe progressive stages and forms of dementia/Major Neurocognitive Disorder (NCD). (STEM) *Human Development/Biology
Standard 4: Discuss positive cognitive changes that may occur.
STRAND 15
The student will examine psychosocial development during late adulthood..
Standard 2: Explore ways older adults fulfill their need for generativity. (STEM) *Human Development/Biology
Standard 3: Explore ways older adults fulfill their need for affiliation. (STEM) *Human Development/Biology
Standard 4: Address problems facing the frail elderly and their families, including caregiving and living arrangements. (STEM) *Human Development/Biology
Performance Objective 8: List choices or changes you could make in your life to help yourself age well.
STRAND 16
Explore various views on death and dying over the lifespan.
Standard 2: Understand the meaning of a “good death” and explore the controversy to prolong life or hasten death in a terminally ill person. (STEM) *Human Development/Biology
Standard 3: Understand grief. (STEM) *Human Development/Biology
ADDITIONAL GENERAL INFORMATION