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Life Span Development
DEPARTMENT OF SOCIAL WORK AND DEVELOPMENT
MODULE DESCRIPTION
LIFE SPAN DEVELOPMENT
General Data
Academic Year
2015-2016
Year Theme
Human development, social work theory, practice and research
Semester Theme
Human Development
Lecturer/Coach
Kimberley Wever
kimberley.wever@ua.aw
Period
August 2015-January 2016
Module
Life Span Development
Code
ASWD-CC38-12
ECs
4
Hours
28 Contact hours
84 Non-contact hours
Course Description
Content
In this module, development is approached as a psychosocial process. It provides an
organizing conceptual framework that highlights the continuous interaction and integration of
individual competences with the demands and resources of culture. Development is viewed as a
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Life Span Development
product of genetic, maturational, societal and self-directed factors. Applying this integrated
perspective to an analysis of human development has several advantages:
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It identifies and emphasizes themes and directions of growth across the life span.
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It helps assess the influence of experiences during early life stages on later development
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It clarifies the intergenerational transmission and the reciprocal influences of generation.
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It locates development within a framework of significant relationships.
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It offers a hope full outlook on the total life course.
This module will discuss and explore the growth and development of children,
adolescents and adulthood from the biological, psychosocial, psychosexual, socio cultural,
cognitive, and behavioral and attachment perspectives. The module will focus on both normal
and abnormal growth and development and the implications for social work practice. In this way
students shall acquire a systemic, holistic and developmental approach to analyzing and
assessing social and human problems in a critical and comprehensive manner. The student will
develop sensitivity to the ways societies change over time. They become aware that development
takes place in a context, which can change people’s life experiences. Some contexts can be
natural disasters, financial crisis, epidemic diseases etc. Through the psychosocial framework it
highlights the continuous interaction and integration of individual developments with the
demands and resources of society.
The module will focus on how individuals organize and interpret their experiences, the
changes in their behavior, attitudes, worldview and the way they cope with changes in the
demands of their environments. The implications for social work practice will be thoroughly
discussed and debated. The module will however place emphasis on the psychosocial perspective
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Life Span Development
of human growth and behavior. The module shall also provide insights and understanding on
selected aspects common in children, adolescents and adults. This module will explore explicitly
the transversal lines of identity and diversity.
Objectives
1. To provide a thorough chronological introduction to the study of human development for
children, adolescents and adults.
2. To provide insight in the life span of humans from a psychosocial perspective assuming
interconnection among people at every period of life.
Contents of the module
The module will be built around the following units:
Unit 1: The Development Through Life Perspective
Unit 2: Major Theories for Understanding Human
Development
Unit 3: Psychosocial Theory
Unit 4: The Period of Pregnancy and Prenatal
Development
Unit 5: Infancy (First 24 Months)
Unit 6: Toddlerhood (Ages 2 and 3)
Unit 7: Early School Age (4 to 6 Years)
DATE &
UNIT
25-08
Unit 1 & 2
Unit 8: Middle Childhood (6 to 11 Years)
Unit 9: Early Adolescence (12 to 18 Years)
Unit 10: Later Adolescence (18 to 24 Years)
Unit 11: Early Adulthood (24 to 34 Years)
Unit 12: Middle Adulthood (34 to 60 Years)
Unit 13: Later Adulthood (60 to 75 Years)
Unit 14: Elderhood (75 until death)
Unit 15: Understanding Death, Dying, and
Bereavement
CONTENTS
Purpose:
The first unit will be twofold. In the first part the basic
assumptions of development will be introduced. It will
focus on the psychosocial approach to the study of
development, including the interrelationship among the
biological, psychological, and societal systems, as well as
LITERATURE &
ASSIGNMENTS
Read chapter 1 and 2 of
Newman and Newman.
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Life Span Development
the historical changes in life expectancy and the
implications of these changes.
In the second part of this unit the focus will be the
understanding of major theories for Human Development.
Core concepts: biological system; culture; developmental
change; identity; psychological system; psychological
approach; societal system; longevity; theory; evolution;
ethology; psychosexual theory; personality; development;
cognitive developmental theories; theories of learning.
01-09-2015
Unit 3
Purpose:
In the second unit the remaining major theories for
Understanding Human Development will be discussed. In
addition the psychosocial theory will be discussed, where
the focus is on the ongoing interaction of the person and
the social environment.
Read chapter 3 of Newman
and Newman.
Assignment: multiple choice
exam
Core Concepts: Cultural Theory; (dis)continuity;
individualism, collectivism; social role theory; systems
theory; psychosocial theory; developmental tasks;
psychosocial crisis
08-09-2015
Unit 4
Purpose:
The fourth unit will focus on the period of pregnancy,
which involves intricate interactions between the
developing fetus and the pregnant woman. The pattern of
fetal development is guided by genetic factors, but the
pregnant woman’s health, social support, and emotional
well-being can have substantial impact on fetal growth
Read chapter 4 of Newman
and Newman.
Core concepts: Fertilization; development in different
trimester; birth process; impact of the fetus on the
pregnant woman and vice versa; cultural context of
pregnancy and childbirth.
15-09-2015
Unit 5
Purpose:
This unit will describe characteristics of newborns and
children till the age of 2. This unit will also identify
important milestones in the maturation of the sensory and
motor systems during this life stage, as well as
communication and attachment.
Core Concepts: Newborns; sensorimotor intelligence;
Read chapter 5 of Newman
and Newman.
Assignment: Open questions
(hand in 14-09-2015)
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Life Span Development
communication; attachment; emotional development;
trust; mistrust; hope, withdrawal.
22-09-2015
Unit 6
Read chapter 6 of Newman
Purpose:
The sixth unit will focus on the toddler. In this life stage
and Newman.
the toddler is expanding its motor skills in order to explore
the environment. Also discussed are the language
development and the role of fantasy play, as well as the
cognitive and social development.
Core concepts: Locomotion; semiotic thinking;
communicative competence; fantasy play; play
companions; self-control; shame; doubt; imitation; will;
compulsion.
29-09-2015
Unit 7
Purpose:
In this unit the focus will be children between the ages of
4 to 6 years. An important event is the start of school.
Starting school brings an expansion of the child’s social
world: encounters with new adults and peers, new social
norms, higher expectations, and new information. Each of
these changes has an effect on the child’s self-concept.
Read chapter 7 of Newman
and Newman.
Assignment: Group
presentation Beonnie and
Sharianne
Core concepts: Gender identification; early moral
development; empathy; caring; perspective taking;
06-10-2015
Unit 8
Purpose:
The focus of this unit will be children between the ages of
6 and 11. Also discussed will be the role of friendship and
the development of concrete operational thought. This unit
will also introduce students to the development of selfevaluation skills.
Read chapter 8 of Newman
and Newman.
Core concepts: Friendship; loneliness; conservation;
classification skills; mathematical reasoning; skill
learning; self-evaluation; team play; industry; inferiority;
education; competence; inertia.
27-10-2015
Unit 9
Purpose:
This unit will discuss the physical changes of puberty that
are accompanied by alterations in the self-concept. These
alterations are prompted, in part, by the realization that
one is making a transition from childhood toward
adulthood, and, in part, by changes in the way one is
Read chapter 9 of Newman
and Newman.
Assignment: paragraph
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Life Span Development
perceived and treated by others.
presentation all students
Core concepts: Physical maturation; romantic and sexual
relationships; conceptual skills; emotional development;
peer group; group identity; alienation; peer pressure;
fidelity, dissociation.
03-11-2015
Unit 10
Purpose:
This unit will focus on the later adolescent and the search
for autonomy from its parents, the development of gender
identity, and the maturation of morality.
Read chapter 10 of Newman
and Newman.
Core Concepts: Autonomy; attachment; self-sufficiency;
gender identity; culture; sexual orientation; internalized
morality; career choice; individual identity; identity
confusion; role experimentation
10-11-2015
Unit 11
Purpose:
Unit 11 will focus on concepts relevant for understanding
development during adulthood, including social roles,
intimate relationships, and the decision to have children.
Core concepts: Social roles; life course; fulfillment
theories; competence; intimate relationships; readiness to
marry; childbearing; work; intimacy; isolation; mutuality
among peers; love; exclusivity.
17-11-2015
Unit 12
Purpose:
This unit will focus on the world of work as a context for
development, interaction of work and family life, and the
impact of joblessness in the middle of adulthood. This unit
also discusses the expansion of caring, as it applies to two
roles (a parent and an adult child taking care for an aging
parent).
Read chapter 11 of Newman
and Newman.
Assignment: Chapter
presentation Shealah and
Arlette
Read chapter 12 of Newman
and Newman.
Assignment: Chapter
presentation Milvienne
Core Concepts: Managing a career; competence in work;
midlife career changes; balancing work and family life;
partnership; caring relationships; household; generativity;
stagnation; interaction; creativity; care; rejectivity; ,
01-12-2015
Unit 13
Purpose:
This unit will explore the construct of life satisfaction in
later adulthood. It will describe different factors that
promote intellectual vigor, as well as the process of
redirecting energy to new roles and activities.
Read chapter 13 of Newman
and Newman.
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Core Concepts: Life acceptance; the SOC model; life
goals and satisfaction; personality and well-being;
intellectual vigor; new roles and activities; point of view
about death; integrity; despair; introspection; wisdom;
disdain.
08-12-2015
Unit 14
Purpose:
This unit will describe some of the physical changes
associated with aging, living arrangements, and gender
roles
Core Concepts: Longevity; physical changes; fitness;
sleep and rest; sensory changes; psychohistorical
perspective; life structures; gender role definitions;
immortality; extinction; social support; confidence;
diffidence.
Unit 15
Purpose:
This unit will explain the role of mortality in shaping
psychosocial development and define the biological stage
of death. It will also describe factors associated with the
process of dying and the modern ideal of a good death.
Lastly it will describe death-related rituals and their
functions.
Assignment: Open questions
(to be handed in on 30-112015)
Read chapter 14 of Newman
and Newman
Assignment: Chapter
presentation Rahaida and
Adrienne
Read chapter 15 of Newman
and Newman.
Core Concepts:
Mortality; process of dying; care of the body, spirit,
surviving family, friends, and community; bereavement;
grief ; death-related rituals;
Entry Requirements
None
General
Students develop and appreciate theories of development. They understand the deeper
meaning of development starting from conception and continue through the different stages of
life. Students of SW&D become aware of the effects of cultural and historical contexts on human
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Life Span Development
development. They develop sensitivity to the ways societies change over time. They become
aware that development takes place in a context, which can change people’s life experiences.
Some contexts can be natural disasters, financial crisis, epidemic diseases etc. Through the
psychosocial framework it highlights the continuous interaction and integration of individual
developments with the demands and resources of society. Students develop a systemic, holistic
and developmental approach to all professional tasks and they learn how to analyze and assess
social and human problems in a critical, systemic and comprehensive manner.
Learning outcomes
1. Has knowledge and understanding of human development and factors that affect
human development.
2. Is able to apply rights based driven approaches, critical social work theories and
other development based theories and methods of social work
3. Is able to critique and apply knowledge to understand social problems and the
person-in-the-environment.
Attention for Transversal Lines
The following transversal lines are being dealt with in this module in their own distinctive ways.
Sustainability: the psychosocial framework and the life-span perspective are the right
platform where students will use their knowledge and insight in the different theories on human
development in a sustainable way. Through an interconnection between early and later
developments the cycle of development within the human being does not stop. Taking into
account the influences of history, culture and the changing environment illustrates the
sustainability in this module.
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Diversity: This module deals with a great diversity of ethnicity, cultures and
environmental influences on the human development.
Civic participation: This module stimulates optimal civic participation through the
different societal themes that have influence on the human development as a whole.
Identity: This module is exactly build for this kind of transversal line. Identity as a state
of being, in this module students will examine their own belief system, and its influence on the
individual or on the group as a whole! It takes a prominent form in this module.
Learning Methods
General
The module will be presented in 13 classes of two-and-a-half hours. The teaching
approach is dynamic and interactive. Students shall take notes of relevant issues, especially those
not in the handouts.
Work forms
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Small group presentations
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Participation in class discussions
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In class-exams
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Individual presentations
Assessments
1. Mid Semester Assessment: Students will have a mid-semester exam consisting of
multiple-choice questions. The chapters to study for the examination are chapter 4 through 8.
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Life Span Development
2. Final Semester Assessment: Students will have a mid-semester exam consisting of
multiple-choice questions. The chapters to study for the examination are chapter 9 through 15.
3. Group chapter presentation: Students will present one chapter. The presented
chapter will not be mandatory on their exam.
Chapter
Date
Student(s)
Early school age (4 to 6)
29-09-2015
Beonnie Brete
Chapter 7
Early adulthood (24 to 34)
Sharianne Kelly
10-11-2015
Chapter 11
Middle adulthood (34 to 60)
Shealah Maduro
Arlette Franken
17-11-2015
Milvienne Dijkhof
08-12-2015
Adrienne Martis
Chapter 12
Elderhood (75 until death)
Chapter 14
Rahaida Wever
4. In class assignments:
Assignment
Due date
Percentage 15%
Multiple choice exam chapter 3
01-09-2015
30%
Open questions chapter 5
14-09-2015 (one day
30%
before class)
Open questions chapter 13
30-11-2015 (one day
before class)
30%
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Paragraph presentation chapter 9
27-10-2015
10%
5. Interview: Students will interview one person in the following age group:
Target group
Student(s)
Middle childhood
Rahaida
Sharianne
Early adolescence
Arlette
Beonnie
Early adulthood
Shealah
Later adulthood
Milvienne
Adrienne
This assignment is an individual assignment. The assignment has to be video recorded. The
aspects to be interviewed are: developmental tasks, psychosocial crisis, central process,
prime adaptive ego quality, and core pathology.
EVALUATION DEVICES
Assignments
Due date
Grade 100%
Mid Semester Assessment:
Exam
October 2015
30%
Final Semester Assessment:
Exam
January 2016
30%
Group Chapter Presentation
TBD
10%
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In class assignments
Interview
15%
December
2015
Total
15%
100%
ATTENDANCE POLICY
Attendance and participation are vital elements of active student learning and
significantly enhance your chances of successfully completing the module and the program.
Students shall attend 80% or more of the 14 classes. The student is registered as absent if he/she
misses more than 15 minutes of the class.
Repair assignments will be given if the 80% is not met.
CLASSROOM ETIQUETTE
Remember that, just as presence in the work place is a requirement for compensation, the
attentive presence of the student for the entire session is a determining factor in assigning a
grade. It is not enough to “come to class”- be involved and help yourself and others to learn.
ALL MACHINES (e.g., Laptop, Blackberry, etc.)MUST BE OFF WHEN LECTURING
EXCEPT TO TAKE NOTES AND TO DO RESEARCH UPON THE REQUEST OF THE
LECTURER.
DISABILITY ACCOMODATION
Reasonable accommodations are available for students who have a documented
disability. Please notify the Lecturer during the first day of class of any accommodations needed
for the course. Late notification may cause the requested accommodations to be unavailable. Any
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Life Span Development
student who has a need for accommodation based on the impact of a disability should contact the
Lecturer to discuss the specific situation as soon as possible.
DELIVERY OF ACADEMIC PAPERS AND ASSIGNMENTS
All assignments should be delivered in the following manner:
1. Electronic copy to the lecturer on EDU2.0, before the deadline.
2. Hard copies of assignments must be submitted and signed for.
FRAUD/PLAGIARISM
1. Indicate clearly all sources that have been used with the complete reference of literature
as per the APA Style.
2. In case of material from Internet, the exact site should be given and the institution, author
and date as per the APA Style.
3. All forms of plagiarism will directly affect the evaluation and be given the grade “F”.
Any text that is not placed in quotation marks of which lacks an explicit reference to a
source is considered own work. Make sure that at no point writings or contributions of
others are presented as your own. Therefore, all literary quotes should be placed in
quotation marks and sources should be explicitly mentioned, even when paraphrasing.
Plagiarism also includes copied texts from the internet incorporated without mention,
particularly from other papers, which can be detected easily with modern search
technology.
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LITERATURE
Mandatory
Newman M. Barbara & Newman R. Philip (2015). Development through life: A psychosocial
approach. (12th ed.). Wadsworth: Cengage Learning.
Recommended Readings
At the end of every chapter a Casebook with recommended readings with additional material
related to the chapter.
Visit the website www.academic.cengage.com/psychology/newman for online readings.