TOPIC: PRINCIPLES OF HUMAN DEVELOPMENT: THE PRODUCT OF MATURATION AND LEARNING

REPORTER: FRANK B. BLANZA

OBJECTIVES: After the discussion, they will be able to

a. Understand the different principles of human development

I. INTRODUCTION

Human development is a complex interplay between biology, psychology, and society (Newman
& Newman, 2015). Fundamentally, development happens throughout the lifespan and is shaped by
epigenetics (gene and environment interaction) and by active individual contributions that influence
development. When evaluating human development, the focus can narrowly assess such things as motor
skill acquisition, language development, cognitive and intellectual maturation, height and weight gain,
competency to regulate emotional responses and cultural assimilation (Newman & Newman, 2015).

Human development is a comprehensive process that encompasses the physical, cognitive,

emotional, and social growth of individuals from birth to old age. Understanding the principles of human
development is crucial for educators, parents, healthcare professionals, and policymakers as it helps
foster environments that nurture and support holistic growth. By recognizing these principles, we can
create systems and strategies that promote well-being and adaptability across all stages of life.

There is a set of principles that characteristic the pattern and process of growth and development.
These principles or characteristics describe typical development as a predictable and orderly process,
that is, we can predict how more children will develop and that they will develop at the same rate and at
about the same time as other children. Although there are individual differences in children’s personal
abilities, activity levels, and timing of developmental milestones, such as ages and stages, the principles
and characteristics of development are universal patterns.

I. BODY

Principles of Human Development

1. Development proceeds from the head downward.

This is called the cephalocaudle principle. This principle describes the direction of growth and
development. According to this principle, the child gains control of the head first, then the arms, and
then the legs. Infants develop control of the head and face movements within the first two months after
birth. In the next few months, they are able to lift themselves up by using their arms. By 6 to 12 months
of age, infants start to gain leg control and may be able to crawl, stand, or walk. Coordination of arms
always precedes coordination of legs.

2. Development proceeds from the center of the body outward.

This is the principle of proximodistal development that also describes the direction of
development. This means that the spinal cord develops before outer parts of the body. The child’s arms
develop before the hands and the hands and feet develop before the fingers and toes. Finger and toe
muscles (used in fine motor dexterity) are the last to develop in physical development.

3. Development depends on maturation and learning.

Maturation refers to the sequential characteristic of biological growth and development. The
biological changes occur in sequential order and give children new abilities. Changes in the brain and
nervous system account largely for maturation. These changes in the brain and nervous system help
children to improve in thinking (cognitive) and motor (physical) skills. Also, children must mature to a
certain point before they can progress to new skills (Readiness). For example, a four-month-old cannot
use language because the infant’s brain has not matured enough to allow the child to talk. By two years
old, the brain has developed further and with help from others, the child will have the capacity to say
and understand words. Also, a child can’t write or draw until he has developed the motor control to hold
a pencil or crayon. Maturational patterns are innate, that is, genetically programmed.

The child’s environment and the learning that occurs as a result of the child’s experiences largely
determine whether the child will reach optimal development. A stimulating environment and varied
experiences allow a child to develop to his or her potential.

4. Development proceeds from the simple (concrete) to the more complex.

Children use their cognitive and language skills to reason and solve problems. For example,
learning relationships between things (how things are similar), or classification, is an important ability in
cognitive development. The cognitive process of learning how an apple and orange are alike begins with
the most simplistic or concrete thought of describing the two. Seeing no relationship, a preschool child
will describe the objects according to some property of the object, such as color. Such a response would
be, “An apple is red (or green) and an orange is orange.” The first level of thinking about how objects are
alike is to give a description or functional relationship (both concrete thoughts) between the two
objects. “An apple and orange are round” and “An apple and orange are alike because you eat them” are
typical responses of three, four and five year olds. As children develop further in cognitive skills, they are
able to understand a higher and more complex relationship between objects and things; that is, that an
apple and orange exist in a class called fruit. The child cognitively is then capable of classification.

5. Growth and development is a continuous process.

As a child develops, he or she adds to the skills already acquired and the new skills become the
basis for further achievement and mastery of skills. Most children follow a similar pattern. Also, one
stage of development lays the foundation for the next stage of development. For example, in motor
development, there is a predictable sequence of developments that occur before walking. The infant lifts
and turns the head before he or she can turn over. Infants can move their limbs (arms and legs) before
grasping an object. Mastery of climbing stairs involves increasing skills from holding on to walking alone.
By the age of four, most children can walk up and down stairs with alternating feet. As in maturation, in
order for children to write or draw, they must have developed the manual (hand) control to hold a pencil
and crayon.‌
6. Growth and development proceed from the general to specific.

In motor development, the infant will be able to grasp an object with the whole hand before
using only the thumb and forefinger. The infant’s first motor movements are very generalized,
undirected, and reflexive, waving arms or kicking before being able to reach or creep toward an object.
Growth occurs from large muscle movements to more refined (smaller) muscle movements.

7. There are individual rates of growth and development.

Each child is different and the rates at which individual children grow is different. Although the
patterns and sequences for growth and development are usually the same for all children, the rates at
which individual children reach developmental stages will be different. Understanding this fact of
individual differences in rates of development should cause us to be careful about using and relying on
age and stage characteristics to describe or label children. There is a range of ages for any developmental
task to take place. This dismisses the notion of the “average child”. Some children will walk at ten months
while others walk a few months older at eighteen months of age. Some children are more active while
others are more passive. This does not mean that the passive child will be less intelligent as an adult.
There is no validity to comparing one child’s progress with or against another child. Rates of
development also are not uniform within an individual child. For example, a child’s intellectual
development may progress faster than his emotional or social development.

II. CONCLUSIONS

The principles of human development emphasize that growth is a continuous, multidimensional, and
context-specific process influenced by both nature and nurture. Understanding these principles helps
individuals support their own development and that of others by fostering environments that cater to
different developmental needs. By recognizing that human growth involves both progression and
regression, society can promote healthier, more adaptable communities.

Understanding the principles of development helps us to plan appropriate activities and

stimulating and enriching experiences for children, and provides a basis for understanding how to
encourage and support young children’s learning.

III. EDUCATION IMPLICATION

Understanding the principles of human development has profound implications for education.
Teachers, curriculum designers, and educational institutions must:

 Differentiate Instruction: Recognize that students develop at different rates, requiring

personalized approaches that respect their unique pace and style of learning.

 Promote Lifelong Learning: Develop programs that encourage students to continue learning
beyond formal education, fostering curiosity and adaptability in adulthood.
 Create Inclusive Learning Environments: Acknowledge that development is influenced by
context, and strive to create learning spaces that are culturally sensitive, supportive, and
equitable for all learners.

 Support Holistic Development: Focus not only on academic growth but also on emotional,
social, and physical development, fostering well-rounded individuals.

IV. REFLECTION
As we reflect the principles of human development, we obtain valuable insights into our
lifelong growth and adaptation. These principles underscore the importance of finding a
balance between nature and nurture, as well as recognizing the significance of context.
Personally, they prompt us to practice patience with ourselves and others, acknowledging
that development is intricate and non-linear. In the realm of education, they serve as a
reminder that each student is distinct, and creating environments that support the complete
range of human development is crucial for nurturing forthcoming generations.
As a Filipino Teacher….