human development. developmental psychology definition: field of study in psychology that examines...
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Human Development
Developmental Psychology
Definition: field of study in psychology that examines how people grow and change throughout the life span of a human
Life Span: - Conception - Infancy - Childhood - Adolescence - Adulthood - Aging - Death
Types of Development: - Cognitive - Perceptual - Physical - Social
Why Study Human Development?
• our experiences in one stage affects later stages
• studying early stages helps us learn about developmental problems
• can learn what types of experiences which foster well adjusted humans in later stages
How Do We Study It?
• Use Longitudinal & Cross-Sectional method*
(interested in people across life span)
Concerned with: - hereditary & environmental influences on behavior - discovering if development is gradual (inclined plane) or in stages (climbing stairs)
Stage Theorist: - Jean Piaget
- Arnold Gesell
Gradual Theorist:
- J.H. Flavell
Nature = heredity/genetics• certain behaviors are “biologically
programmed” based on nutrition & social experience
• Maturation automatic & sequential process of development resulting from genetic signals
• Critical Period point in development which a human is best suited to learn
Nature v. Nurture
Nurture = environment• Mind is a “blank slate” and is
written on by environment
Ex: sit-crawl-
stand-walk
Ex: language development in
early childhood
Ex: effects of
family structure,
culture, school,
community
Q What’s side of the debate are you on?
Nature v. Nurture
Instructions • Get into Lab Groups• Nature on Left (near side chalkboard)• Nurture on Right (near windows)• Split a piece of paper in half and both
sides state their case• Turn them into me and I will evaluate and
declare a winner
Birth through
Childhood
So, what are you born with?
Physical Development
• Physical characteristics (weight/height)
• Reflexes (involuntary response)• Certain reflexes exist at birth:
- Moro extension of arms when feel loss of support - Palmar hand grasping - Rooting turning to objects w/ check attempting to suck
Height & Weight: most dramatic gains happen prior to birth
• Embryo Stage– 1st 8 weeks = tiny embryo develops fingers, toes,
eyes, ears, nose, a heart, & circulatory system
• Fetal (Fetus) Stage – lasts until birth & other vital organs form
• Infancy (birth to 23 months)– double weight & height in 5 weeks (triple by 1 year)– grow 10 inches a year
• Childhood (2 years to adolescence)– gain an avg. of 2-3 inches & 4-6 lbs each year until
adolescence
Physical Development
Perceptual Development
• Five Senses are functional at birth– Newborns can utilize sight
(prefer to focus on objects 9 inches or less away from them)
– Focus on objects w/contour, contrast, complexity, and movement
• Definition: process by which infants make sense of the senses to which they are exposed
• Infants prefer new & interesting stimuli (take it all in and learn)
• Sense of hearing & smell are better than eyesight at birth
Social DevelopmentFocus on: the ways in which infants & children learn to relate to other people
– Attachment: close emotional relationship between an infant & their caretakers• Secure Attachment: parent serves as a secure
base from which to explore• Insecure Attachment:
– Insecure tend to cling to parent & be angry when parent returns after separation
– Avoidant seek little contact with parent
Factors that affect
Social Development:
Stranger Anxiety
Separation
Anxiety
Factors that affect
Social Development:
– Contact Comfort: instinctual need to touch & be touched by something soft (i.e. skin)• Harry Harlow's experiment
with Monkeys (1959)
– Imprinting: process by which immediate attachments are formed by animals during critical period• In humans it does not happen:
(takes months to form/no critical period in humans)
Social Development
– Temperament: characteristic of a child’s mood & activity level
• Easy Infants: 40%; adaptable to new situations; predictable in schedule; positive in mood
• Difficult Infants: 10%; intense reactions; not adaptable to new situations; negative mood
• Slow-to-Warm Infants: 15%; initially withdraw when approached; may warm up later
• Average Infants: 35%; do not fit into any of the above categories
Social DevelopmentParenting Styles are based on two dimensions:
• Strict-Permissive• Strict impose rules
& supervise closely• Permissive less
rules & supervision
• Warm-Cold• Warm show lots of
affection & enjoyment• Cold little affection &
enjoyment shown;
Social DevelopmentParenting Styles:
Authoritative: affectionate & loving; sets limits; engages in verbal give-and-take
Authoritarian: demands unquestioned obedience; less affection
Permissive: few demands made; children allowed to make own decisions; inconsistent discipline
Social Development
Self-Esteem: value or worth that people attach to themselves
Factors which affect:• Secure Attachment = High self-esteem• Ways in which parent react to their children• Love & Acceptance no matter what
(Unconditional Positive Regard)• Love only shown when children behave as
expected (Conditional Positive Regard)• Also…… Gender & Age
Begins in early
childhood
Cognitive Development
Key Terms:• Schema: basic thought process/structure• Organization: combining & integrating
simple schemas• Adaption: modifying existing schema to fit new experiences
Definition: development of thought process
Theory & Theorist
Contributions & Focus:• developed a theory of intellectual development based
on a stage oriented process of cognition• Belief children will not learn a skill through
reinforcement or modeling unless they are cognitively ready to do so
• Belief organized information through:• Assimilation: interpreting new info/stimuli
based current knowledge known• Accommodation: changing thoughts/ideas
through experiences
Jean Piaget (1896-1980)• Developmental Psychologist• Focus how children think• CreatedTheory of Cognitive
Development
Student Activity
Task I • Read & Highlight Piaget’s “Stages of
Intellectual Development”• Complete the “Piagetan Tasks” activity
(Parts A,B,C) • Complete the “Application of the Stages
of Cognitive Development” activity• See me for answers
Theory & Theorist
Contributions & Focus:• Developed a six stage cognitive theory about
the development of children’s moral reasoning• Belief a child’s stage of mental processing
influences the way they make moral decisions• Belief child in a certain stage of development
make moral judgments consistently• Stages follow a sequence that children do not
skip or go backwards in
Lawrence Kholberg(1927-1987)• Developmental Psychologist• Focus Mental Processing &
Moral Decisions• Created Theory of Moral
Development
Student Activity
Task II • Read & Highlight Kohlberg’s “Stages of
Moral Development” (Part A)• Complete Part B on the paper.• Complete the “Evaluation” activity.• Be ready to discuss, share, and turn in
tomorrow.
Adolescence
Adulthoodthrough Aging
Young Adulthood
Life Span: • age 20-40
Characteristics:• Physical Change: - height of strength & reaction time - signs of aging begin to show • Social Concern: - forming intimate relationships • Cognitive Skill: - intellectual abilities stable - processing skills stable
Developmental Tasks: • Exploring adult roles• Becoming independent of parents• Developing intimate relationships• Adjustment to living with someone
else• Starting a family• Maintaining/managing a home• Beginning a career• Involvement in “community”• Creation of “social network”
Reassessment: • occurs in early 30’s• reevaluation of choices &
decisions made while in 20’s• life changes occur (careers,
divorce, move)• Biological factors are
considered (women & childbirth)
Settling Down: • occurs in late 30’s• “planting roots”• focus on career & life stability
Middle Adulthood
Life Span: • age 40-65
Characteristics:• Physical Change: - number of active brain cells decrease - vision decreases - menopause begins in women• Social Concern: - more aware of own mortality - caught between needs of their children & their own parents• Cognitive Skill: - intelligence remains stable - retrieval of long term memory slows
Developmental Tasks: • Strengthening relationship w/spouse• Helping children adjust from home to
real world• Assuming roles in community to
improve overall world• Achieving mastery in career• Adjusting to physical changes• Making decisions about future• Pursuing Passions• Coping with aging parents
Generality: • ability to influence the world
around you• interest in guiding the next
generation• Examples w/kids, w/co-workers,
w/community
Midlife Transition: • occurs in age 40-45• realize “life is half over” • realize “I’m not a kid anymore”• Result perspectives change
Midlife Crisis: • 2nd period of reassessment• Feeling of trapped in meaningless
life roles• Result find new outlets (roles)
• Middlescence: search for a new identity (similar to adolescence stage)
Empty-Nest Syndrome: • occurs when children leave home
& start own live• Result feelings of emptiness &
depression (old research)• Result increase in freedom, focus
on career/spouse, new things to focus on(new research)
Late Adulthood
Life Span: • age 65-older
Characteristics:• Physical Change: - health problems begin to show - aging takes place• Social Concern: - acceptance & adjustment
- opportunity for self-fulfillment• Cognitive Skill: - decrease in memory & cognitive
ability
Developmental Tasks: • Adjusting to physical changes• Maintain concern for others while
balancing your own changes• Shift focus from work to retirement &
leisure activities• Adjustment to financial changes• Adjustment to living with spouse in
retirement (fulfilling living arrangement)
• Adjustment to death of spouse
Why Do People Age? 1. Theory #12. Theory #2
Cognitive Changes? • • • •
Social Changes? • • • •
Stage of Dying
Kubler Ross Theory: • proposed by Elizabeth Kubler-Ross
(1969) wrote “On Death & Dying”• worked with terminally ill people• Idea death happens in five stages in which dying people pass
Stage of Dying
Stage of Dying
Stage 1 Denial• defense mechanism• deny the reality of the situation • block out the words & hide from
realityStage 2 Anger• intense emotion & guilt• possible resentment
Stage 3 Bargaining• attempt to regain control of reality• thoughts of “if we only…”• try to postpone the inevitable
Stage of Dying
Stage 4 Depression• Two types:• 1 sadness & regret• 2 quiet preparation of actual
death Stage 5 Acceptance
• not all reach this stage• withdrawal and calm• limited social interaction
