UNDERSTANDING
HUMAN
DEVELOPMENT
Infant Development
Toddler Development
Preschooler Development
Middle Childhood Development
Adolescent Development
Adult Development
9
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Understanding Human Development: A Guide for Direct Service Workers, Study notes of Human Development
An overview of human development from infancy to adulthood, focusing on the stages of infant, toddler, preschooler, middle childhood, adolescent, and adult development. It offers helpful hints and suggestions for DSWs working with families, including safety precautions, activities, and communication strategies.
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UNDERSTANDING
HUMAN
DEVELOPMENT
Infant Development
Toddler Development
Preschooler Development
Middle Childhood Development
Adolescent Development
Adult Development
Adolescent Development Adult Development
A good starting point when you work with anyone who has a disabling
condition, is to follow this rule: Always see the person and then the
disability. As much as possible, engage with the person in the same way
you would if a disability were not present. All people need love,
opportunity, and support to develop socially and emotionally.
INFANT DEVELOPMENT (Newborn – One Year)
During this stage children grow from babies to toddlers. The most
important development that happens for babies is that they make their
earliest connections with others. In addition:
they learn the first aspects of language
they learn to crawl and possibly walk
they become familiar with their environment
Make sure the baby is surrounded by safe and interesting things. Provide pictures and mobiles for the child to look at. Provide music, the sound of your voice, or a rattle for the child to listen to. Provide soft toys for the baby to feel and teething rings or plastic cups for the baby to hold and bite.
Helpful
Hints
Understanding Human Development
J o u r n e y o f S u p p o r t: A DSW Action Guide
Learn to “read” the baby. As you get to know the child you will be better able to understand what he or she is communicating. If a child turns away or seems upset – it may indicate over-tiredness, over-stimulation, or perhaps that the environment is too noisy.
Crying is the baby’s way of getting your attention. It lets you know that he/she needs something. Go to the child and try to figure out if he or she is hungry, wet, or needs to be held and comforted. You cannot “spoil” a baby by responding to his or her needs; you are simply teaching that the world is a safe and consistent place. You are helping the baby develop a sense of trust.
Understanding Human Development
Helping babies learn new things. To develop language skills, talk with the baby, imitate sounds, and carrying on cooing, gurgling, and single sound conversations. To support physical development, you can help the child learn to crawl, walk, sit-up, and grasp objects.
J o u r n e y o f S u p p o r t: A DSW Action Guide
Play with the child. This will help in building the child’s communication skills, social skills, and motor skills, and will prepare him or her to play with others. Children enjoy a variety of activities at this stage such as building things, using play-doh, doing puzzles, singing simple memory songs, and generally doing things that combine movement and learning. Follow the child’s lead during play and build on what they are doing. Focus on the child’s needs and interests.
Their language skills develop quickly. Reading to
children is always important; particularly when they are
developing language.
They move towards eating more independently, helping
with getting dressed, picking up their toys, and getting
along with others.
Helpful
Hints
Understanding Human Development
Begin setting limits. Talk with the child’s parents to find out what rules are used to provide guidance for the child. Rules should make sense and be important – things like “being gentle” and “not hurting others”. If you need to provide direction try to phrase your statements in a positive way. Rather than saying, “Don’t make a mess,” say, “Remember to pick up your toys”.
Misbehaviour. If a child does misbehave when you are with them, try to figure out what happened and what the child was feeling at the time. Sometimes children misbehave when they are upset. If you can determine the cause of the upset without becoming upset yourself, you can remain calm and provide effective guidance to the child.
Understanding Human Development
Keep Toddlers Safe
PRESCHOOLER DEVELOPMENT (3 – 5 year olds)
As children grow into early childhood they continue to change physically ,
emotionally , intellectually , and socially.
Physically , children become increasingly able to run,
jump, skip, climb, and slide. Fine motor skills such as
drawing, colouring, and using safety scissors are also
developing. They are more responsible for their physical
care so during this stage they like to dress, eat, bathe,
and go to the bathroom on their own.
Emotionally , children at this age become more sure of
themselves, and will stick up for themselves. They can
If you are in the child’s home: ensure that sharp or dangerous objects are out of reach that cleaning products and medicines are locked up that electric outlets have plug-covers that the child is never left alone near water that stairs are blocked off that the kitchen does not have cords hanging off the counter or easily accessible appliances that toddlers can play with that toys are safe
If you are taking the child out in a vehicle: never leave the child alone in the vehicle. A good rule of thumb is to never leave a toddler unattended.
Understanding Human Development
J o u r n e y o f S u p p o r t: A DSW Action Guide
tolerate more frustration and they begin to develop rules
of their own.
Socially , they begin to enjoy cooperative play (taking
turns) and the company of other children. They are
concerned if other children feel sad or upset. They enjoy
the company of parents and care-givers and may want to
mimic or be like them.
Intellectually , children develop more competence in
speech and will ask endless questions. They are highly
imaginative and they are beginning to know the
difference between fact and fiction.
Encourage children to play with others. If you support a child with a disability, encourage the child to play with brothers, sisters, and other children – the same as you would if the disability were not present. During play, children are using their senses, building their skills, having fun, problem solving, talking, cooperating, and making choices.
Encourage children to try new things. Support children if they become frustrated with activities. Help them to problem solve by asking what they could do differently. Never ridicule, shame, or use physical punishment if children make mistakes or fail at something. Build self esteem by telling children specifically what they are doing well.
Understanding Human Development
Helpful
Hints
J o u r n e y o f S u p p o r t: A DSW Action Guide
Supporting children to get involved****. Parents may ask you to introduce activities that will help their children to get to know a broad range of children. School is one place to meet other children, but there are also, church activities, sports activities, and community and neighbourhood activities. Always look for ways to expand the child’s circle of friends.
Support Children to have a Sense of Responsibility. Parents may ask you to assist their children to begin taking on responsibilities around the home. These could include household chores such as setting the table, cleaning their room, and taking out the garbage. They may begin handling an allowance or caring for pets. These activities prepare young people with disabling conditions to manage responsibilities in later life.
Understanding Human Development
ADOLESCENT DEVELOPMENT (12 – 18 years)
During adolescence, young people experience physical changes, develop
a unique personal identity, become more independent, and are focused on
peer relationships.
Moving towards a unique identity. Individuals develop
an increasingly unique sense of “self” during this period.
They often believe that their thoughts and ideas are
distinctive and not understood by others. Interests,
skills, academic performance, self confidence, aptitudes,
and personal likes and dislikes, all serve to create an
increasingly unique identity.
In consultation with family, do the following:
Provide adolescents with freedom and support in exploring their
world
Provide opportunities to “fit in” by giving them room to be like their
peers
Provide clarity on issues – but allow them to solve problems for
themselves
Show respect and concern for the changes they are experiencing Offer them high expectations and support to meet their personal
goals
Helpful
Hints
Understanding Human Development
Moving towards meaningful relationships,
employment, and disengagement from family. In
early adolescence, friendships often take the form of
group peer relationships such as cliques, clubs, or teams.
In later adolescence individuals begin to think more about
the future; they contemplate romantic relationships, work
options, and moving away from home.
Helpful
Hints
Authors Melberg-Schwier and Hingsburger, (2000) list a number of things that young people should understand related to their developing sexuality. (p. 32)
Menstruation, wet dreams, and other body changes Risk reduction around sexual abuse Sexual feelings, sexual orientation, and sexual safety Relationships, marriage, and parenting
People who have accurate information are much less likely to become victims of abuse. As a DSW you can support individuals and families by helping them to deal with information in a clear and honest way.
Understanding Human Development
J o u r n e y o f S u p p o r t: A DSW Action Guide
For many young people graduation from school marks the beginning of
what can be a difficult “transition” period from adolescence to adulthood.
The more you know about inclusive options for young people with
disabilities, the more you can help the family in planning for a fulfilling
future.
ADULTHOOD (Ages 18 – 65)
Adulthood signals that time in an individual’s life when choice and more
control over one’s life typically occur. This may or may not be the case for
individuals with an intellectual disability.
Helpful
Hints
Encourage the young person to build relationships with others in their personal, community, and work life. Encourage the young person to look for employment. Be familiar with school and agency programs that help young people get real jobs. The young person may be thinking about moving out of the family home. Encourage him or her to clarify dreams and goals with the family and others who care.
Understanding Human Development
J o u r n e y o f S u p p o r t: A DSW Action Guide
restricts their involvement in romantic relationships, parenting, home
ownership, and employment. It is more typical for individuals with
disabling conditions to still be: living at home with their parents or living in
a community residence, attending a sheltered work program, unmarried
and without children.
With appropriate supports individuals can live in their own homes, have
their own jobs, and develop meaningful relationships. As a DSW you can
assist adults to have a fuller life by doing the following:
Older Adult:
It is typical in our society for older adults to
retire. Often this is seen as a time to rest
and reflect on the accomplishments of life.
Individuals with disabling conditions often
do not retire or retirement is merely a
modified extension of the service they were
initially placed in. Currently service
providers are striving to create interesting
and individualized retirement options.
Ensure that individuals are pursuing personal interests. Ensure that self-determination is guiding a person’s life. Ensure that individuals control as much of their life as possible – choices relating to relationships, vocation, and leisure.
Ensure that retirement is not just a time for doing less of the same thing someone has always done. Retirement should be a time to initiate new activities – hobbies, travel, relationships.
Understanding Human Development
So...
Human development is complex and the information presented here only
begins to touch on the topic. Human development is unique to each
person. Not everyone goes through the stages in lock-step fashion. As
you provide support to someone through the stages always consider and
respect the uniqueness of the person. If the person has a disability, don’t
assume that they are somehow “stuck” at some earlier level. All people
grow, learn, and develop as human beings. Keep in mind the factors that
facilitate growth and development:
High expectations
Opportunities
Challenge
Support
Choice
Control
Understanding Human Development