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STRANDS AND STANDARDS
HUMAN DEVELOPMENT
Course Description
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.
Intended Grade Level 11- Units of Credit 0. Core Code 34.01.00.00. Concurrent Enrollment Core Code 34.01.00.13. Prerequisite NA Skill Certification Test Number 301 Test Weight 0. License Type CTE and/or Secondary Education 6- Required Endorsement(s) Endorsement 1 Family & Consumer Sciences Endorsement 2 Child Development/ Early Childhood Education Endorsement 3 N/A
ADA Compliant: July 2020
STRAND 1
Students will investigate stages of development through the lifespan, understand the major developmental theories, and the scientific method.
Standard 1
Define human development focus on the three domains.
- Biological - Physical
- Cognitive - Mental
- Psychosocial - social/emotional.
- List and describe the basic steps of the scientific method (1. Pose a question, 2. Develop a hypothesis, 3. Test the hypothesis, 4. Draw conclusions, 5. Report findings, 6. Replicate).
- Describe surveys, noting at least one advantage and one disadvantage.
- Describe three basic research designs used by developmental psychologists; cross- sectional, longitudinal, and cross-sequential.
- Discuss the code of ethics and protection of research.
- Define the nature/nurture controversy (The impact of genetics and. environment on development).
Standard 2
- Investigate the lifespan perspective, which identifies the five facets of human development. Explain that development is multidirectional (multiple changes in every direction including sensitive and critical periods).
- Discuss the multi contextual aspects of human life (i.e. historical events, cohorts, SES, and ecological-systems approach).
- Discuss the multicultural nature of human development (i.e. culture, ethnicity, and race).
- Discuss the multidisciplinary approach and how each person develops simultaneously in the three domains. (biological, cognitive, psychosocial).
- Explain the importance of plasticity.
Standard 3
- Describe the major developmental theories Psychosocial theory, behaviorism, cognitive theory, humanism, evolutionary theories Describe the crises of Erikson’s theory
- Discuss the major focus of behaviorists. (Watson, Pavlov, Skinner, and Bandura).
- Explain the basic principles of classical and operant conditioning with social learning theory.
- Identify the primary focus of cognitive theories. (Piaget & Vygotsky)
- Describe Maslow’s hierarchy of needs.
STRAND 3
The student will outline healthy patterns of physical, cognitive and psychosocial growth during infancy (first two years).
*Performance Skills for this strand included below.
Standard 1
Understand the interaction of biological and environmental forces on physical development
during the first two years.
- Discuss the infant’s rapid change in height and weight compared to an adult.
- Identify the reflexes that a newborn exhibits. (Moro, Babinski, Grasping, Rooting)
- Discuss the dangers to the brain caused by shaken baby syndrome.
- Describe an infant’s sensory and perceptual abilities in hearing, vision, taste, smell, and touch.
- Describe the basic pattern and timing of gross and fine motor-skill development.
- Discuss SIDS and co-sleeping.
- Discuss the importance of childhood immunizations.
- Discuss the nutrition for the first two years. (include breast milk, colostrum, malnutrition)
Standard 2
Explore cognitive development. Distinguish between sensation, perception, and cognition.
- Discuss the three main goals of the dynamic sensory motor system. (social interaction, comfort, and learning)
- Identify and describe Piaget’s theory of sensorimotor intelligence. (i.e. object permanence and little scientist)
- Identify the universal sequence and normative benchmark of language development. (i.e. child-directed speech, babbling, holophrase, naming explosion, and grammar)
Standard 3
Explore psychosocial development. (emotions and brain development)
- Describe the basic emotions expressed by infants during the first year. (i.e. social smile, stress/c, separation anxiety, and stranger anxiety)
- Describe the social/emotional development. (i.e. self- awareness, pride, shame, embarrassment, disgust, and guilt)
- Discuss the role of temperament and personality in the child’s psychosocial development. (i.e. influence of genes and child-rearing methods)
Standard 4
Explore how social bonds lead to healthy growth and development.
- Discuss the importance of goodness of fit, social referencing and synchrony in
caregiver–infant interaction during the first year.
- Explore secure and insecure attachment. (i.e. insecure-avoidant, secure, insecure- resistant/ambivalent, disorganized)
- Describe the behaviorism perspective on emotion and personality that are influenced by parents. (i.e. social learning, distal and proximal parenting)
- Discuss the impact of non-Parental care on young children and identify factors that define high-quality day care. (i.e. family or center day care)
STRAND 4
The student will outline healthy patterns of physical, cognitive and psychosocial growth during early childhood (Ages 2 – 6).
*Performance Skills for this strand included below.
Standard 1
- Describe growth rates and changes in physical development.
- Describe normal physical growth.
- Describe changes in eating habits. (i.e. overweight, deficiencies, allergies, just right principle, and oral health)
- Explore the development between gross and fine motor skills.
- Discuss the risk of accidental injury and environmental hazards (i.e. primary, secondary, and tertiary prevention)
Standard 2
Examine brain growth and its role in physical and cognitive development.
- Describe the development of the prefrontal cortex during early childhood and its role in impulse control and appropriate focus.
- Describe the development of the limbic system, along with its role in the expression and regulation of emotions.
- Describe the major characteristics of Piaget’s stage of preoperational thought. (i.e. symbolic thought, animism, centration, egocentrism, focus on appearance, static reasoning, irreversibility, and conservation)
- Explain Vygotsky’s views on cognitive development. (guided participation, scaffolding and zone of proximal development)
- Explain vocabulary explosion and comprehension of speech (i.e. fast- mapping and over regularization).
- Discuss bilingualism at an early age.
Standard 3
Describe social understanding, beginning with emotional development and
emergence of sense of self.
overweight, heart disease)
Standard 2
Examine brain and cognitive development.
- Identify and discuss Piaget’s concrete operational thought (i.e. classification and seriation)
- Discuss Vygotsky’s views regarding the influence of sociocultural context on learning.
- Discuss how information-processing theory explains cognitive advances (i.e. selective attention, sensory memory, working memory/short-term memory, long- term memory, and metacognition)
- Explain pragmatics and informal/formal codes in language development.
- Explain how achievement and aptitude tests are used in evaluating individual differences in cognitive growth. (i.e. IQ, multiple intelligences)
Standard 3
Explore developmental psychopathology perspective and the value in treating
children with special needs.
- Describe symptoms and treatment of attention-deficit disorder.
- Discuss characteristics of learning disabilities. (i.e. dyslexia, autistic spectrum disorders)
Standard 4
Explore growing social competence of children, growth of social cognition, and self- understanding.
- Explore Erikson’s psychosocial developmental stage. (industry vs. inferiority)
- Describe development of the self-concept and its implications for children’s self- esteem. (social comparison)
- Discuss resilience and identify the variables that influence stressors and coping methods.
Standard 5
Explore growing social competence of children, growth of social
cognition, and self- understanding.
- Explore Erikson’s psychosocial developmental stage (industry vs. inferiority)
- Describe development of the self-concept and its implications for children’s self- esteem. (social comparison)
- Discuss resilience and identify the variables that influence stressors and coping methods.
Standard 6
Explore ways peer groups influence psychosocial development. Discuss positive and negative
social interactions of peer groups.
- Discuss bullying. (include physical, verbal, relational, cyber bullying, and prevention)
Standard 7
Explore how middle childhood is a time of expanding moral reasoning.
- Outline Kohlberg’s theory of moral development. (preconventional, conventional, and postconventional)
- Discuss the shift from parental influence on peers. (protect your friends, loyalty, conform to peer standards)
STRAND 6
The student will outline healthy patterns of physical, cognitive and psychosocial growth during adolescence (Ages 11 to 18).
*Performance Skills for this strand included below.
Standard 1
Explain biological maturation of the adolescent.
- Outline biological events of puberty. (i.e. primary and secondary sex characteristics) and discuss the emotional impact of hormones.
- Identify several factors that influence the onset of puberty and discuss effects of early and late maturation. (menarche and spermarche)
- Describe growth spurts, focusing on changes in body weight, height, and muscles.
- Discuss the relationship between poor nutrition and body image concerns.
- Describe eating disorders.
Standard 2
Describe cognitive advances and limitations.
- Discuss relationships between the limbic system and the prefrontal cortex. (cognition and behavior)
- Discuss egocentric fantasies/fables. (personal fable, invincibility fable, and imaginary audience)
- Describe evidence of formal operational thinking. (hypothetical thought, deductive and inductive reasoning)
- Discuss two modes of thinking. (intuitive and analytic thought)
Standard 3
Explore learning in secondary education.
- Discuss problems that often appear during the transition from elementary to secondary school.
- Describe changes in growth, strength, and overall health that occur.
- Discuss why emerging adults are more likely than people of other ages to take part in risky behaviors. (i.e. irresponsible sex, risky sports and occupation and drug use)
Standard 2
Examine personality development. Explain that ethnic and vocational identity from
Marcia’s identity achievement stage may still be unresolved.
- Describe personality regarding rising self-esteem and serious psychological disorders. (i.e. mood disorders, anxiety disorders, and schizophrenia)
- Discuss Erikson’s sixth developmental stage. (intimacy vs. isolation)
- The need for intimacy in emerging adulthood, focusing on friendship, love, and marriage. (hooking up, choice overload, and cohabitation)
STRAND 8
The student will outline healthy patterns of physical, cognitive and psychosocial growth during Middle adulthood (Ages 25-65).
*Performance Skills for this strand included below.
Standard 1
Describe typical patterns of biological development. Identify common physical signs of aging and
discuss their impact. (i.e. senescence: skin, hair, shape and agility, senses)
- Identify common changes that occur in the sexual-reproductive system. (i.e. infertility and in-vitro fertilization, menopause, and andropause)
- Discuss changes in brain functioning. (slowing of reaction time)
Standard 2
Discuss the relationship of environmental and personal factors to health.
- Describe the effects of certain lifestyle factors on health. (tobacco and alcohol use, lack of exercise, and overeating)
- Identify measures for increasing health during middle adulthood. (i.e. mortality, morbidity, disability, and vitality)
- Discuss differences in stress responses. (i.e. problem-focused, emotion-focused, and avoidant)
- Discuss how SES and ethnicity affects health.
Standard 3
Discuss cognitive expertise that often comes with experience, pointing out the ways in which expert thinking differs from that of the novice (selective optimization with compensation).
Standard 4
Discuss adult personality. Examine the Big Five personality traits. (openness, conscientiousness, extroversion, agreeableness, neuroticism)
Standard 5
- Understand ways in which friendship and family dynamics change during adulthood. Discuss importance of friendship and social convoy in protecting adults against the effects of stress.
- Describe how relationships with siblings, children, and parents change during adulthood. (i.e. fictive kin)
- Describe how and why marital relationships change during adulthood (i.e. intimacy, passion, commitment and time periods of marital happiness, empty nest)
- Discuss impacts of divorce and remarriage during adulthood.
Standard 6
- Examine Erikson’s seventh stage of development (generativity vs. stagnation) Explain how generativity is met. (i.e. care giving, employment, kinkeeper and volunteering)
- Discuss middle-aged adults as the “sandwich generation,” focusing on caring for their elderly parents.
- Describe how balance among work, family, and self often shifts.
- Describe intrinsic and extrinsic rewards associated with working; and how job change/loss influences older workers.
STRAND 9
The student will outline healthy patterns of physical, cognitive and psychosocial growth during late adulthood (ages 65+).
*Performance Skills for this strand included below.
Standard 1
Examine physical development.
- Define ageism and elderspeak; and explain contributions of gerontology to changing views about old age.
- Explore physical health including primary and secondary aging.
- Explain the concept of compression of morbidity.
- Describe ongoing changes in the age distribution. (demographic shift)
- Distinguish among three categories. (young-old, old-old, and oldest-old)
- Discuss concepts and theories of aging. (i.e. wear and tear, genetic clock, cellular aging)
- Discuss selective optimization with compensation. (i.e. sex, senses and driving)
- Discuss problems with identifying causes of dementia/Neurocognitive disorders. (polypharmacy)
Standard 2
Discuss cognitive changes.
- Compare Erikson’s integrity vs despair and Maslow’s self-actualization.
- Differentiate between grief. (emotional component), mourning (physical component), and bereavement (cognitive component)
Performance Skills
Strand 2 Research a teratogen and explain how it can affect a developing fetus.
Strand 2, 3, and 4 Research happenings during your cohort, identify how these have shaped or affected your development and outlook on life.
Strand 5 Complete/observe a conservation experiment with a preschooler and a 7- 8 year-old. Identify the differences you observed between the two ages.
Strand 6 Recall two personal experiences in your life and relate each to one of Erikson’s stages of development.
Strand 6, 7, 8 (Choose One) 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. 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 8 Identify which of the Big Five you most relate to in your personality and discuss how this affects your interactions with others.
Strand 9 List choices or changes you could make in your life to help yourself age well.
Workplace Skills
Students will develop professional and interpersonal skills needed for success in the fashion industry.
Determine the difference between hard skills and soft skills.
- Hard Skills: Hard skills are specific, teachable abilities that can be defined and measured
- Soft Skills: Personal attributes that enable someone to interact effectively and harmoniously with other people.
Identify soft skills needed in the workplace
- Professionalism
- Respect Legal requirements/expectations
- Good communication skills
- Resourcefulness & creativity
- Work Ethic
Skill Certificate Test Points by Strand
Example table below. Refer to instructions for specifics. Test Name Test #
Number of Test Points by Strand Total Points
Total Questions Human Development
301 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 79 68 4 7 6 4 5 5 4 5 5 4 4 4 3 4 2 2
