Lifespan Development C. Hinds
Course Description
Lifespan Development builds basic knowledge in human growth and development. Upon completion of the course, proficient students will have knowledge of developmental theory, principles of growth, behavior of children from conception through adolescence, adult development and aging, and death and dying. Artifacts will be created for inclusion in a portfolio, which will continue to build throughout the program of study. Standards in the course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, as well as Tennessee State Standards in Psychology and Sociology, and National Standards for Family and Consumer Sciences Education, Second Edition.
Program of Study Application
This course is in the Social Health Services program of study.
Course Standards
Foundations of Human Development
1) Differentiate between the major methodologies used in research on human growth and development. Compare and contrast the benefits and consequences of each, including ethical issues involved with each method. Methods should include the following:
a. Case study method
b. Social survey method
c. Naturalistic observation method
d. Cross-cultural studies
(TN Reading 1, 2, 7; TN Psychology 35; FACS 12)
3) Conduct a research project on a topic related to human growth and development, citing specific textual evidence from academic resources. Topics might include, but are not limited to:
a. Emotional development/emotional intelligence
b. Cross-cultural conceptions of intelligence
c. Self-esteem
d. Relationships
e. Nature vs. nurture
f. Temperament and personality
(TN Reading 1, 2, 4, 9; TN Writing 2, 7, 8, 9; TN Psychology19, 33, 36, 38, 45, 46, 55, 60; TN Sociology11, 21, 25; FACS 12)
Prenatal Development
4) Outline the biological processes that occur from conception to delivery of a full-term infant, sequenced by trimester. Prepare an informational artifact for parents that describe each stage of growth and development. Analyzing the role of heredity and environment in infant growth and development. Create a corresponding list of common risk factors during each stage.
(TN Reading 1, 2, 4; TN Writing 4, 6, 7, 8, 9; TN Psychology19, 36, 39; FACS 12)
5) Define the concepts of DNA, genes, genetics, heredity, and analyze the structure of relationships among the concepts. Describe the process of how traits are passed from parents to offspring. Identify the most common chromosomal and gene-linked anomalies and the health implications associated with each. (TN
Reading 1, 2, 4, 5; TN Writing 4, 7; TN Psychology 19, 39; FACS 12)
6) Research the various types of labor and delivery. Create a sequenced presentation, artifact, or graphic describing what happens at each stage and complications that may arise, citing evidence from case studies and medical literature. Investigate what medical testing that the newborn might undergo over the course of the first few days of life. Newborn testing examples include but not limited to:
a. Apgar score
b. Brazelton Neonatal Behavioral Assessment Scale
c. Neonatal Intensive Care Unit Network Neurobehavioral Scale (NNNS)
(TN Reading 1, 2, 7, 8; TN Writing 2, 4, 7; FACS 12)
Infancy
7) Research and outline the physical, cognitive, and emotional-social development that occurs during infancy. Prepare an informational artifact for parents that describes this stage of growth and development with real life examples including but not limited to the following:
a. Physical: head and skull, interpreting height and weight growth charts, skin, umbilical cord healing, teeth, elimination, gross motor skills, fine motor skills, sleep patterns, feeding and nutritional needs, normal ranges for vital signs
b. Cognitive: reflexes, language acquisition, sensory development, play, Piaget
c. Emotional-social: bonding, Erikson’s psychosocial task, temperament vs. personality
d. Appraise activities and techniques that optimize the development of the infant
(TN Reading 1, 2, 4; TN Writing 2, 7, 8, 9; TN Psychology 38, 39, 40, 41, 42, 44; TN Sociology 20, 21,25)
Toddlerhood
9) Research and outline the physical, cognitive, and emotional-social development that occurs during toddlerhood. Prepare an informational artifact for parents that describes this stage of growth and development with real life examples including, but not limited to the following:
a. Physical: height and weight, body proportions, teeth, skeletal development, vital signs, gross and fine motor skills, sleep patterns
b. Cognitive: sensory development, language acquisition/vocabulary, object permanence, recognition of body parts, understanding relationships between people and things, curiosity, concept of time, moral development, symbolic play, imagination, Piaget’s preoperational thought
c. Emotional-social: separation anxiety, independence, possessive phase, toilet training,
Erikson’s autonomy,
self-concept, temper tantrums, regression, egocentric thinking
d. Appraise activities and techniques that optimize the development of a toddler
(TN Reading 1, 2, 4; TN Writing 2, 7, 8, 9; TN Psychology 38, 43, 44, 45, 46; TN Sociology 20, 21, 25)
School Age
11) Research and outline the physical, cognitive, and emotional-social development that occurs in school-age children. Prepare an informational artifact for parents that describes this stage of growth and development with real life examples including but not limited to the following:
a. Physical: height and weight, musculoskeletal development, improvement of hand-eye coordination, permanent teeth, development of gastrointestinal and nervous systems, immune system maturation, vital signs, fine motor skills development, gender differences in motor skills, development of writing, strength acquisition and endurance, sleep and rest requirements
b. Cognitive: visual maturity, peripheral vision and depth perception improvement,
Piaget’s stage, numbering classifying of objects, increased attention span, developing problem-solving skills, improved memory, language development, academic learning
c. Emotional-social: types of play, personality development, peer and sibling relationships,
Freud’s latency period, transition from Kohlberg’s pre-conventional level of moral thought to conventional level of moral reasoning and beginning of reciprocity
d. Appraise activities and techniques that optimize the development of school-age children
(TN Reading 1, 2, 4; TN Writing 2, 7, 8, 9; TN Psychology 38, 43, 44, 45, 46; TN Sociology 20, 21, 25)
Puberty and Adolescence
12) Research and outline the physical, cognitive, and emotional-social development that occurs during puberty and adolescence. Prepare an informational artifact that describes this stage of growth and development with real life examples including, but not limited to the following:
a. Physical: rapid growth to cessation of growth, development of secondary sex characteristics, maturing of reproductive system, changes in height and weight
b. Cognitive: experimentation and learning, Piaget’s shift from concrete thinking to formal operational thought processes, abstract thinking, formal problem solving
c. Emotional-social: peer and romantic relationships, Erikson’s search for identity, conflict with authority figures
d. Analyze components of a healthy and safe environment during adolescence.
e. Appraise activities and techniques that optimize the development of adolescences
(TN Reading 1, 2, 4; TN Writing 2, 7, 8, 9; TN Psychology 38, 44, 45, 46, 47; TN Sociology 20, 21, 25)
Early Adulthood
13) Research and outline the physical, cognitive, and emotional-social development that occurs during early adulthood. Prepare an informational artifact highlighting steps for achieving optimum wellness during late adulthood, addressing at minimum the following:
a. Physical: cessation of growth, peaking of physical functions and characteristics
b. Cognitive: post conventional stage of moral development, continued development of intellectual and reasoning capacities
c. Emotional-social: sexual maturation, Erikson’s intimacy, development of a professional and personal identity
d. Analyze components of a healthy and safe environment during early adulthood.
(TN Reading 1, 2, 4; TN Writing 2, 7, 8, 9; TN Psychology 38, 45, 46, 48, 49, 50; TN Sociology 20, 21, 25)
Standards Alignment
·TN Reading:
·TN Writing:
·TN Psychology:
·TN Sociology:
·FACS: National Standards
Primary Career Cluster Human Services.