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Unit 1: Human Lifespan Development
Transcript of Unit 1: Human Lifespan Development
Learning Aim A:
Explore human growth and development across life stages.
Learning Aim B:
Investigate factors that affect human growth and development and how they are interrelated.
Aspects of Growth and Development
physical growth and physiological change across the life stages.
Intellectual / Cognitive:
developing thinking and
language skills and common activities that promote them.
developing feelings about self
Physical factors that affect human growth & development
Genetic inheritance (inherited characteristics, disabilities)
Lifestyle choices (diet, exercise, alcohol, smoking, drugs)
Illness and disease (general effects on growth and development
Social, Cultural & Emotional factors that affect human growth & development
Influence of play (solitary play/social play)
Culture (effects of religion and spirituality, community influences)
Gender (inequality of employment opportunity and pay, social inequality, expectations)
Influence of role models
Influence of social isolation.
Infancy (0–2 years)
Early childhood (3–8 years)
Adolescence (9–18 years)
Early adulthood (19–45 years)
Middle adulthood (46–65 years)
Later adulthood (65+)
Unit 1: Human Lifespan Development
The 60-minute examination consists of:
extended writing opportunity.
The examination will cover all aspects of the specification over a number of
examination series and is designed to enable learners to demonstrate their
knowledge and understanding of the unit content.
Infancy and early childhood
– development of gross motor skills and fine motor skills
– the main physical changes in puberty
– physical maturity
– menopause (description and main effects), ageing process (hair loss, greying hair, loss of muscle tone)
– ageing process
hair loss, greying hair, loss of muscle tone, loss of strength, loss of mobility, loss of fine motor skills, sensory loss.
Intellectual / Cognitive
Rapid learning in the early years (language, moral development)
Learning and developing new skills including abstract and creative thinking, problem solving
Memory and recall, effects of old age on memory.
Bonding and attachment
Self-image (definition, common reasons for positive and negative self-image)
Self-esteem (definition, common reasons for positive and negative self-esteem)
Friendship and friendship groupings
The formation of relationships with others
Independence (activities and events that promote independence, including performing tasks and activities for self, entering employment, learning to drive).
Income/wealth (effects of level of income)
Occupation (type, status, security of income)
Employment/unemployment/not in education, employment or training (effect on income, social and emotional effects).
Housing conditions (effects of poor living conditions)
Pollution (effects on health).
Relationships with family members including unconditional acceptance
Growing up in care
Friendship patterns and relationship with partner/s (effects on emotional and social development)
Stress (effects on physical, intellectual, emotional and social development of individual experiencing stress).
Expected Life events & Positive/ negative effects
Starting, being in and leaving education
Entering and being in employment
Living with a partner/marriage/civil ceremony
Unexpected Life Events and their effects
Death of a partner, relative or friend
Accidents and injury, ill health
Exclusion, dropping out of education
Understanding how to manage changes caused by life events
Types of support (formal, informal, emotional, physical)
Support offered by people (family, friends, partners, professional carers, including
District nurse and social care worker)
Support offered by community groups, voluntary and faith-based organisations
Factors affecting growth and development
Life events and how they affect growth and dveleopment
Read the question - more than once if needed
Underline key words/points
Check how many marks the question is and break down according to how many points you will need to make
Highlight the command verb - Identify/state, describe, explain
Describe and explain questions - ensure you make a point and then give a why/how, when