HUMAN DEVELOPMENT
HUMAN DEVELOPMENT
• Development. The systematic continuities and changes in
the individual that occur between conception and death.
– Systematic—Orderly, patterned, and relatively enduring
– Continuities—Ways in which we remain the same or
continue over time
• Development. The scientific study of qualitative and
quantitative changes that occur in people over time.
– Qualitative—Change in kind or structure (i.e.,
intelligence, beliefs)
– Quantitative—Cumulative and measurable changes that
occur (i.e., height, weight)
WHAT WE BELIEVE ABOUT HUMAN
DEVELOPMENT
• Humans are resilient.
– Plasticity. The capacity for change in response to positive or
negative life experiences
• People help shape their own development.
– Bidirectional. Development is an interplay or symbiotic
relationship between the individual and his or her environment
• Knowledge is useful.
– For infants, stimulation enhances awareness which later leads to
curiosity and pursuit
• Stress elevates when the environment is less predictable,
manageable, and controllable.
Ponder. Can there be growth or development in the absence of
stimulation? What kind of growth?
• Play is the central means by which we grow and develop. Initially, it is
how we engage the world.
– According to Locke, Play is necessary for imagination and fancy
development
– According to Hellerdorn, et. al. (1994), Play is described as the foundation
of learning and mental health in families
• What do we learn through play? How essential is Play?
Cultural/Socialization
Social Rules
Skill Development & Comparison
Knowledge of Right & Wrong
• According to Spariosu, the activity of play may have both
rational and irrational meanings for us.
– It is possible that play is an activity that has prehistoric roots for
humans (Play/Socialization/Survival)
– Some suggest that play is a precursor to rationality. It’s a means by
which we collect information about the world and engage the
world
Forms of Play
• Agon (Conflict). It was once believed that the ancient Greek
gods played with humans by creating challenges and conflicts for
them to overcome (war, politics, and physical and social
competition).
• Mimesis (Imitation). Play through rituals, imitations, and
theatrical expressions. This is believed to bring them closer to the
gods. Also seen as symbolic play
•
Chaos. The order and disorder of nature and that which is
manipulated by the gods. Through play, we try to predict the
actions of the gods to circumvent reality. Believe in game and
chance (Looking for signs by throwing bones, flipping coins,
drawing straws—games of chance/gambling)
Shaping Rational Thought on Play
• Friedrich von Schiller viewed play as excess energy from which all creative
artistic and spiritual activity grows.
• Johan Pestalozzi purported that children were supposed to learn naturally from
their encounters with real things. Learning is optimized by doing.
• Friedrich Froebel noted the importance of the play-based curriculum.
– Froebel identified gifts (objects) could be situated and manipulated in certain ways
to optimize learning and educational outcomes in children.
– Through play, children develop ideas and questions. Consequently, they grow into
maturity….Kindergarden.
– Froebel’s play based curriculum was seen as both rational and spiritual towards
building children into competence.
Froebel’s Gifts and Occupations
•
First gifts. Six small yarn balls, one each in a primary or secondary color
•
Second gift. A small wood ball, wood cylinder, and wood cube
•
Third gift. A small wooden cube, composed of eight component cubes
•
Fourth gift. A small wooden cube, composed of eight rectangular blocks
•
Fifth gift. A larger wooden cube, composed of 27 cubes
•
Sixth gift. A comparably sized wooden cube, composed of 27 rectangular blocks
•
Seventh gift. Wooden tablets (squares, half-squares, triangles, half-triangles, third-triangles)
•
Eighth gift. Wooden sticks (lines) and metal curves (circles, half circles, quadrants)
•
Ninth gift. Points (beans, seeds, pebbles, holes in paper)
•
Tenth gift. Peas (or pellets) construction, with sticks
• Occupations: Plastic clay (solids), Paper folding (surfaces), Weaving (lines),
Drawing (lines), Stringing beads (points), Painting (surfaces).
Froebel’s Kindergarden Curriculum
• The Ball. Simulating the relationship of objects in the world to
one another and for representing our connection to one another
through games
• Building Blocks. Construction materials to simulate.
• Sticks. For pattern creation to simulate letters
• Pricking Sheets. Creating patterns and sewing
• Many of the basic tenants and resources utilized by Froebel
continue to be implemented in daycares, preschools, and
kindergardens today.
Influences on Play
• Media influences on play.
• Technological influences on play.
• Cultural influences on play.
– Beckoning the Chicken. Culturally specific and symbolically indicative
of summoning and feeding birds.
– Patty-cake. Symbolic of baking bread.
– Hide & Seek
Musical chairs
– Double Dutch
Ring around the roses
– Red light green light
Duck duck goose
– Hop scotch
Chase games--Shark (it)
– Jacks
Cowboys/Indians--Tarzan
– Family feud
Tea sets
– Wheel of fortune
Simon says?
– Dominoes
– Checkers/Chess
Spin the bottle
The Influence of Darwin’s Evolutionary Theory on
Play
• G. Stanley Hall. “Recapitulation Theory” Throughout the process of
human development, we repeat the development of the species.
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Animal
Savage
Nomad
Agricultural/settlement
Tribal
Climbing, swinging
Tag, hide-and-seek, hunting games
Pet care
Digging in sand, doll play
Team games
• Accordingly, by passing through these stages we are able to get those things
out of our system and focus on more civilized things (critical thinking and
expanded consciousness).
• Hall was instrumental in noting the importance of tracking behavioral progress
in children. Ideas instrumental in the shaping of theorists such as Mildred
Parten, Jean Piaget, and Kenneth Rubin.
Karl Groos
• According to Groos, lower special animals do not play (insects,
fish, snakes, and toads). However, play is identified essential in
higher animals (mammals).
• Play is seen as an adaptive process. Play is seen as an essential
survival activity in which higher animals practice behaviors
necessary for survival. Also, the higher the species, the greater
the period of play as instrumental for development.
– Experimental Play. Sensory and motor practice—object manipulation,
construction, and games with rules.
– Socionomic Play. Provides practice for interpersonal skills, including
chase and rough-and-tumble games, social and family (dramatic) play, and
imitation.
John Dewey and Pragmatism on Play
• Play provides a more generalized internalizing of
knowledge in young children.
• Play is the free, intrinsically interesting exploration of
society and nature. According to Dewey, to practice
freedom, one must experience freedom.
• Play is also seen as experimental and experiential.
Consequently, we are learning skills of socialization
(political, religious, or economic).
Vytgotsky’s View of Play
• Play is seen as a developmental mechanism that allows
children to turn actions into meanings and to internalize
those meanings.
• For the preschool and early school years, play becomes a
means by which children internalize the knowledge and
expectations of culture.
Johan Huizinga on Play
• Play has social and historical function.
– Through play, we evolve into roles later to be realized
in society.
• Play serves social functions:
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Forming social groups
Creating distinct communities within society
Creating social status among groups
Social cohesion, transforming culture.
– Later play evolves into physical performance, adult
festival, sports.