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What components of our characters develop and evolve as we go through life? We experience enormous physical, cognitive, and psychosocial changes throughout our lifetimes—do these changes occur systematically and universally? How much is due to heredity, and how much is due to environmental factors and experiences (both within and outside our control)? Is there only one path to development, or are there other paths to progress? In this course, you will investigate these topics and learn about the key phases of development and the types of developmental activities and transitions that may happen along the way.
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You will investigate the human experience of life and the physical, cognitive, and social-emotional changes throughout a person's life. Students will investigate essential topics such as the interaction of genes and environment, intellectual and cognitive growth and decline, sensory perception, language, lifelong learning, ageing, and perspectives on death and dying. Students will study how the setting of our lives shapes our lifetime transformations.
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Our Human Development across the Lifespan assignment help providers say that the course is essential. It will give you information about the evolution of human beings and many facts and figures about our bodies and nature. You will also get the chance to examine the human mind and body. The course will also let you know how the human body works in various situations. To give you a better understanding, we have added here some learning outcomes of this course; take a quick look what the points jotted here -
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Numerous academic fields contribute to the study of development, and this type of course, is taught at some institutions under the umbrella of psychology (especially developmental psychology); in others, it is taught under the umbrella of sociology, family studies, or human development. Researchers from health care, gerontology, sociology, biology, anthropology, child development, psychology, nutrition, and many more have given their valuable contribution to this multidisciplinary course. As a result, the tales offered are rich and diverse, and the theories and discoveries may be used as part of a collective effort to understand human life better.
The primary aims of individuals participating in human development research are to characterise and explain changes. We will report observations made during development throughout this course and then look at how theories explain why these changes occur.
For instance, you may notice that two-year-old toddlers are very temperamental, and psychologists propose hypotheses to explain why. In the following lesson, we'll study more about theories, particularly developmental theories.
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Evolutionary theory investigates and understands the hypothesis that immature actions and cognitions of infants and early children are occasionally adaptable. Developmental immaturity, it is thought, had an advantageous role in evolution and continues to play an adaptive role in human development. The function of developmental delay in human evolution is examined, and the relationship between humans' longer childhood and brain plasticity is investigated. Play is used to illustrate behavioural neoteny, as are other possibly adaptive elements of baby perception and cognition that restrict the amount of information they can comprehend. Aspects of early childhood underdeveloped cognition that may have some contemporaneous adaptive benefit are also examined. It is recommended that immaturity be viewed as occasionally adaptive to the developing child alters how children and their development are viewed.
Source - Bjorklund, D. F. (1997). The role of immaturity in human development. Psychological Bulletin, 122(2), 153.
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Lifespan development can be defined as the study that demonstrates the human body's growth and changes from conception to death.
The human life cycle is divided into six stages: foetus, baby, child, teenager, adult, and old. Although we characterise the human life cycle in phases, humans change daily during all of these stages.
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