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Lifespan DevelopmentLifespan Development builds basic knowledge in human growth and development.
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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
2) Using supporting evidence from a variety of academic journals and news media, compare and
contrast the following theories of human development. Identify the researcher(s) credited with
developing each theory and analyze the significance of their contributions to the field of human
development.
a. Psychoanalytic theories
b. Behavioral theories
c. Humanistic theories
d. Cognitive theories
e. Ecological theory
f. Sociocultural Theory
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
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.
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.
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)
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
8) Create an annotated model or graphic illustrating the parts of the human brain, detailing
principle functions as they relate to physical and cognitive development. Draft a companion
artifact on the stages of human development in the form of a timeline from toddlerhood
through early adulthood. Draw conclusions from cases studies, news articles, and academic
journals about the most important influences on and relationships among brain development,
reasoning capacity, and learning. Define brain plasticity and describe how it changes over the
lifespan.
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
Preschool
10) Research and outline the physical, cognitive, and emotional-social development that occurs in
preschool. Prepare an informational artifact for parents that describes this stage of growth and
development with real life including but not limited to the following:
a. Physical: height & weight, body proportions, teeth, musculoskeletal development, vital
signs, gross and fine motor skills, sleep patterns,
b. Cognitive: sensory development, depth perception, maximum visual ability, language
acquisition/vocabulary, sexual curiosity, locates body parts, understanding of
relationships between people and things, curiosity, concept of time, moral
development, symbolic play, imagination, Piaget’s preoperational thought and
centration, concept formation
c. Emotional-social: Erikson’s initiative, jealousy, preschool socialization, friendships with
other children, Freud’s development of superego, cooperative play, fears
d. Appraise activities and techniques that optimize the development of preschool age
children
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 preconventional 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
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
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.
Middle Adulthood
14) Research and outline the physical, cognitive, and emotional-social development that occurs
during middle adulthood. Prepare an informational artifact highlighting steps for achieving
optimum wellness during late adulthood, addressing at minimum the following:
a. Physical: decline of physical functions and characteristics, increase in health risks due to
genetic conditions or contraction of diseases
b. Cognitive: plateau of mental capabilities, reevaluation of life purpose and meaning
c. Emotional-social: Erikson’s task (generativity), evaluating and redesigning career options
d. Analyze components of a healthy and safe environment during middle adulthood.
Later Adulthood
15) Research and outline the physical, cognitive, and emotional-social development that occurs
during later adulthood. Prepare an informative artifact that includes steps for achieving
optimum wellness during late adulthood, addressing at minimum the following:
a. Physical: continued decline of physical functions and characteristics
b. Cognitive: cognitive decline, long-term versus short-term memory loss
c. Emotional-social: Erikson’s ego integrity, changes in work and leisure
d. Analyze components of a healthy and safe environment during later adulthood.
Death and Dying
16) Below are the most commonly listed stages of the grief model. Research and create graphic or
artifact that explains each stage of the model. The graphic or artifact could include but not be
limited to: definition of each stage, emotional and physical actions, and ways to cope.
a. Shock and Denial
b. Pain and Guilt
c. Anger and Bargaining
d. Depression, Reflection, and Loneliness
e. Upward Turn
f. Reconstruction and Working Through
g. Acceptance and Hope
Final Project
17) Differentiate the major periods of life outlined in the course and describe major developmental
changes and key tasks associated with each period. Create a timeline of a human from
conception to age 100 following typical growth and development patterns outlining what is
occurring at each stage.
The following artifacts will reside in the student’s portfolio:
Methodologies artifact
Human Growth & Development report
Prenatal Development artifact
Genetic artifact
Human Development Stage artifacts
Death and Dying artifacts
Capstone Timeline graphic
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
2) Using supporting evidence from a variety of academic journals and news media, compare and
contrast the following theories of human development. Identify the researcher(s) credited with
developing each theory and analyze the significance of their contributions to the field of human
development.
a. Psychoanalytic theories
b. Behavioral theories
c. Humanistic theories
d. Cognitive theories
e. Ecological theory
f. Sociocultural Theory
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
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.
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.
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)
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
8) Create an annotated model or graphic illustrating the parts of the human brain, detailing
principle functions as they relate to physical and cognitive development. Draft a companion
artifact on the stages of human development in the form of a timeline from toddlerhood
through early adulthood. Draw conclusions from cases studies, news articles, and academic
journals about the most important influences on and relationships among brain development,
reasoning capacity, and learning. Define brain plasticity and describe how it changes over the
lifespan.
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
Preschool
10) Research and outline the physical, cognitive, and emotional-social development that occurs in
preschool. Prepare an informational artifact for parents that describes this stage of growth and
development with real life including but not limited to the following:
a. Physical: height & weight, body proportions, teeth, musculoskeletal development, vital
signs, gross and fine motor skills, sleep patterns,
b. Cognitive: sensory development, depth perception, maximum visual ability, language
acquisition/vocabulary, sexual curiosity, locates body parts, understanding of
relationships between people and things, curiosity, concept of time, moral
development, symbolic play, imagination, Piaget’s preoperational thought and
centration, concept formation
c. Emotional-social: Erikson’s initiative, jealousy, preschool socialization, friendships with
other children, Freud’s development of superego, cooperative play, fears
d. Appraise activities and techniques that optimize the development of preschool age
children
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 preconventional 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
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
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.
Middle Adulthood
14) Research and outline the physical, cognitive, and emotional-social development that occurs
during middle adulthood. Prepare an informational artifact highlighting steps for achieving
optimum wellness during late adulthood, addressing at minimum the following:
a. Physical: decline of physical functions and characteristics, increase in health risks due to
genetic conditions or contraction of diseases
b. Cognitive: plateau of mental capabilities, reevaluation of life purpose and meaning
c. Emotional-social: Erikson’s task (generativity), evaluating and redesigning career options
d. Analyze components of a healthy and safe environment during middle adulthood.
Later Adulthood
15) Research and outline the physical, cognitive, and emotional-social development that occurs
during later adulthood. Prepare an informative artifact that includes steps for achieving
optimum wellness during late adulthood, addressing at minimum the following:
a. Physical: continued decline of physical functions and characteristics
b. Cognitive: cognitive decline, long-term versus short-term memory loss
c. Emotional-social: Erikson’s ego integrity, changes in work and leisure
d. Analyze components of a healthy and safe environment during later adulthood.
Death and Dying
16) Below are the most commonly listed stages of the grief model. Research and create graphic or
artifact that explains each stage of the model. The graphic or artifact could include but not be
limited to: definition of each stage, emotional and physical actions, and ways to cope.
a. Shock and Denial
b. Pain and Guilt
c. Anger and Bargaining
d. Depression, Reflection, and Loneliness
e. Upward Turn
f. Reconstruction and Working Through
g. Acceptance and Hope
Final Project
17) Differentiate the major periods of life outlined in the course and describe major developmental
changes and key tasks associated with each period. Create a timeline of a human from
conception to age 100 following typical growth and development patterns outlining what is
occurring at each stage.
The following artifacts will reside in the student’s portfolio:
Methodologies artifact
Human Growth & Development report
Prenatal Development artifact
Genetic artifact
Human Development Stage artifacts
Death and Dying artifacts
Capstone Timeline graphic
