Lifespan Human Development

Final Signature Assignment

Charlene Blackburn
December 4, 2016

1. First, describe the view of the lifespan human development perspective.

Next, explain why it is important to view human development from this
perspective?

It can be easy to think of human development as the growth and change that
occurs from childhood through adolescence. So much remarkable visible change
occurs here in a very short time frame. The path from learning to walk, use
language, explore the social and cultural world, reach sexual maturity and become
an independent adult is a vast one to traverse in 20 short years. But when we take
a lifespan development perspective, the story doesnt end here. A lifespan
perspective expands on this limited window of development and recognizes every
stage of life as one of change, acknowledging that no life is static but instead
human development begins at conception, continues throughout life, and involves
growth and change no matter the age (Santrock, 2016).
Fleshing out this perspective, we discover that a lifespan approach to
development does not focus solely on growth but recognizes that development is
lifelong, multidimensional, non-linear and involves considerable maintenance and
the management of loss (Santrock, 2016). The lifelong perspective allows us to
view development past reaching adulthood into old age and even death. The many
dimensions of development include biological, social, cultural, emotional and
cognitive elements. Changes in one area can have a significant impact on another.
Most interesting to me, is that development does not progress in a linear fashion.
There are the proverbial one-step-forward, two-steps-back moments, the detour and
of course the failure to progress at all.

Why is this perspective important? Cultivating an understanding of where

people have been in their development and where they might be going would be of
immense value in fostering health and well-being, for educators, parents, policy
makers and for anyone on the human path. Understanding engenders tolerance
and can be powerful in living a best life.

2. Meaningful concept and how it relates to my experience.

I found the acknowledgement of the multidirectionality in the lifespan
particularly interesting and comforting. The give and take involved in progressing in
one area while making concessions in another was validating. The research done
by Sarah-Jayne Blakemores team in cognitive neuroscience and the development of
the adolescent brain especially piqued my interest. To find physical evidence that
supports the risk taking behaviors we see in teenagers is acutely emblematic of this
give and take or multidirectional perspective. Blakemore tells us during the teen
years the decision making center in the prefrontal cortex is immature while the
limbic system housing the reward center is heightened in sensitivity. (TED, June
2012) What does the teenager gain in this scenario? They are more likely to take
risks, explore and discover new things. The drawback? Their ability to make
rational decisions and evaluate the safety or consequences of their actions is not as
strong. In other words, there is a tradeoff.

3. Describe and explain the significance of your chosen concept.

Applying this concept of non-linear or tradeoff development really speaks to
me. In our individualistic and growth mindset culture it is easy to view lifes events
in a linear, forward, improvement only track. We are supposed to grow stronger,
wiser, richer and better at every turn. But to think of development in a larger way
that incorporates the losses associated with each gain takes the bite out of the
pressure to always be progressing forward.
As the mother of three young boys I have often felt guilt towards this stage of
my life where I am not as actively involved in friendships, hobbies and creating

things in the world. My focus has been on the very physical and emotionally labor
intensive work of child rearing. Knowing that this give and take during this period in
my life is not only normal, but that Ive experienced it before and will experience it
again allows me to set the guilt aside and know that I am OK.
Thinking inside this framework gives me a greater understanding of the
children that I work with in the schools and my own children as they move through
childhood. Of course, they are constantly growing, but to remember that for each
area of their lives that they are improving on, there is some other area that might
suffer. As my pre-teen enters the more complex social world of high school, he may
not be as involved in his family. As he becomes more able to think abstractly and
creatively, he may not always be as considerate of others feelings or perspective.
Understanding this will help me be patient when I feel like he isnt living up to a
previous standard. It will help me guide him in those areas that may need
strengthening (again). The constant here is change, not always forward but in a
much more three-dimensional way. I prefer this complexity over a straight line. I
will be a better parent and educator for this understanding. No one dances in a
straight line anyway.

Works Cited
Santrock, J. W. (2016). Essentials of Lifespan Development, 4th Ed. New York, NY:
McGraw-Hill Education.
TED (Director). (June 2012). Sarah-Jayne Blakemore: The mysterious workings of the
adolescent brain [Motion Picture]. Retrieved from
https://www.youtube.com/watch?v=6zVS8HIPUng