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Lifespan Development Learning objectives: By the end on this selection, you will be able to:  Define and distinguish between the. three domains of development: physical, cognitive and psychosocial  Discuss the normative approach to development  Understand the three major issues in development: continuity and discontinuity, one common course of development or many unique courses of development, and nature versus nurture

What is development? Development is viewed as a lifelong process that can be studied scientifically across three developmental domains- physical, cognitive and psychosocial development.  Physical development involves growth and changes in the body and brain, the senses, motor skills, and health and wellness.  Cognitive development involves learning, attention, memory, language, thinking, reasoning and creativity  Psychosocial development involves emotions, personality, and social relationships.

What is “normal” development? In the early decades of the 20th century, normative psychologists studied large numbers of children at various ages to determine norms (ex. Average ages) of when most children reach specific developmental milestones in each of the slightly different rates, we can use these age-related averages as general guidelines to compare children with same-age pers to determine the approximate ages they should reach specific normative events called developmental milestones (ex. Crawling, walking, writing, dressing, naming colors, speaking in sentences and starting puberty). Variable development is normal.

Issues in developmental psychology Is development continuous or discontinuous? Continuous development views development as a cumulative progress, gradually improving on existing skills. Discontinuous development believe that development takes place in unique stages Stage theories hold that development is universal. How do nature and nurture influence development? Nature (biology and genetics) Nurture (our environment and culture) 1. Monozygotic twins

  2.  

Different environments Similarities= nature Dizygotic twins Same environment Similarities= nurture

Lifespan theories Learning objectives: By the end of this section, you will be able to:  Discuss Freud’s theory of psychosexual development  Describe the major tasks of child and adult psychosocial development according to Erikson  Discuss Piaget’s view of cognitive development and apply the stages to understanding childhood cognition  Describe Kohlberg’s theory of moral development

Psychosexual theory of development Sigmund Freud (1900s)  5 stages  Each stage needs are either underindulgence (not met) or overindulgence (met too much) which causes “fixation” and part of the personality will remain stuck in that stage.  Stages are based on “erogenous zones” Stage s Oral

Age (years) 0-1

Erogenous zone Mouth

Major conflict

Anal

1-3

Anus

Phallic

3-6

Genitals

Latenc y Genita l

6-12

None

Adult fixation Example Wearing off breast or Smoking, bottle overreacting Toilet training Neatness, messiness Oedipus/Electra Vanity, complex overambition None None

12+

Genitals

None

Stage 1: Oral stage (birth-18 months)  Erogenous zone=mouth  Overindulgence-dependent, gullible, passive  Underindulgence-aggressive, sadistic, exploitative  “oral fixations”

None

Stage 2: Anal stage (18 months-3 years)  Pleasure from going/not going to the bathroom  Toilet training  “anal-retentive”=compulsively neat, stingy, obstinate  “anal-expulsive”=disorderly, rebellious, destructive Stage 3: Phallic stage (3-6 years)  “Oedipus Complex”=males  “Electra Complex”=females  Fall in love with the opposite sex parent and resolve by identifying with same sex parent  No resolution=males resent father/authority, females have low morality Stage 4: Latency Period (6-Puberty)  Personality most complete  Period of sexual calm and energy directed at school, hobbies, and friends, etc. Stage 5: Genital Stage (adolescence)  Learns about adult sexuality *Freud’s ideas are not supported by modern psychological research, but we cannot discount the contributions he made to the field of psychology. Erik Erikson (1902-1994), also a stage theorist, took Freud’s theory and modified it as psychosocial theory. His psychosocial development theory emphasizes the social nature of our development rather than its sexual nature. Sta ge 1

Age (year s) 0-1

2

1-3

3

3-6

4

7-11

5

12-18

6

19-29

7

03-64

8

65+

Developme ntal Task

Description

Trust vs mistrust Autonomy vs shame/debt Initiative vs guilt

Trust (or mistrust) that basic needs, such as nourishment and affection, will be met Develop a sense of independence in many tasks Take initiative on some activities-may develop guilt when unsuccessful or boundaries overstepped Develop self-confidence in abilities when competent or sense of inferiority when not Experiment with and develop identity and roles Establish intimacy and relationships with others Contribute to society and be part of a family

Industry vs inferiority Identity vs confusion Intimacy vs isolation Generativity vs stagnation Integrity vs despair

Asses and make sense of life and meaning of contributions

Infancy (birth to 12 months): Infants are dependent by caregivers, so the caregivers who are responsive and sensitive to their infant’s needs help their baby develop a sense of trust; their baby will see the world as safe, predictable place.  Toddlers (ages 1-3 years) begin to explore their world, they learn that they can control their actions and act on the environment to get results. They also begin to show clear preferences for certain elements of the environment, such as food, toys, and clothing.  Preschool stage (ages 3-6 years) are capable of initiating activities and asserting control over their world through social interactions and play. According to Erikson, preschool children must resolve the task to initiative versus guilt.  Elementary school stage (ages 6-12 years) children face the task of industry versus inferiority. Children begin to compare themselves to their peers to see how they measure up. They’ll either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and inadequate when they don’t measure up.  Adolescence stage (ages 12-18 years) children face the task of identity versus confusion. According to Erikson, an adolescent’s main task is developing a sense of self. Adolescents struggles on the questions such as “who am I?” or “what do I want to do with my life?”  Early adulthood stage (early 20s to early 40s)  Middle adulthood stage (ages 40s to mid 60s years)  Late adulthood (ages mid 60s to the end of life) Henry Harlow’s Monkeys Bowlby’s Attachment Theory Ainsworth’s Strange Situation 

Cognitive development Cognition is the mental activities associated with thinking, knowing, and remembering. Jean Piaget (1896-1980) is another stage theorist who studied childhood development. Piaget focused on children’s cognitive growth.  Thinking is a central aspect of human development  Children do NOT think and reason as adults

Foundations of cognitive growth Schemata are concepts (mental models) that are used to help us categorized and interpret information  Think of schemas you have Adjusting schematas are through two processes: assimilation and accommodation

 

Assimilation is when they take in information that is comparable to what they already know (incorporating) Accommodation describes when they change their schemata based on new information (change the schemata)

Stages of cognitive development Ages Stage Description (years ) 0-2 Sensorimo World experienced through tor senses and actions

2-6

Preoperati onal

Use words and images to represent things, but lack logical reasoning

7-11

Understand concrete events Concrete operationa and analogies logically: perform arithmetical l operations

12-

Formal Formal Operations operationa Utilize abstract reasoning l

Developm ental Issues Object Permanenc e Stranger anxiety Pretend play Egocentris m Language developme nt Conversatio n Mathematic a transformati ons Abstract logic Moral reasoning

Stage 1: Sensorimotor Intelligence (birth-2 years)  during this stage, children learn about the world through their senses and motor behavior  “object permanence” (5-8 months)- understanding that even if something is out of sight, it still exsists Stage 2: Preoperational Intelligence (2-7 years)  In this stage, children can use symbols to represent words, images and ideas, which is why children in this stage engage in pretend play.  Children also begin to use language in this stage, but they cannot understand adult logic or mentally manipulate information.  Logic based on personal knowledge-cannot perceive things from another person’s point of view  Have not developed an understanding of conversation Stage 3: Concrete Operational Intelligence (7-11 years)

In this stage, children can think logically about real (concrete) events CAN complete conversation task Demonstrate reversibility (objects can be changed and then returned back to their original form of condition Stage 4: Formal Operational Intelligence (11-adulthood, complete by age 14) i  In this stage, children in deal with abstract ideas and hypothetical situations  Alternate solutions and test hypothesis  Systematic reasoning  Renewed egocentrism   

Theory of moral development Lawrence Kohlberg (1927-1987) extended upon the foundation that Piaget built regarding cognitive development. He believed that moral development, like cognitive development, follows a series of stages  Moral dilemmas  Interested in the reasoning, NOT the answers Stages of moral reasoning

Level 1 Pre-conventional mortality

Stage 1 Obedience and punishment: behavior driven by avoiding punishment

Stage 2 Individual interest: behavior driven by self-interest and rewards

Level 2 Conventional mortality

Stage 3 Interpersonal: behavior driven by social approval

Stage 4 Authority: behavior driven by obeying authority and conforming to social order

Level 3 Post-conventional mortality

Stage 5 Social contract: behavior driven by balence of social order and individual rights

Stage 6 Universal ethics: behavior driven by internal moral principles

Stages of development Learning objectives: By the end of this selection, you will be able to:  Describe the stages or prenatal development and recognize the importance of prenatal care.  Describe physical, cognitive, and emotional development that occurs from infancy through childhood  Discuss physical, cognitive, and emotional development that occurs during adolescence  Discuss physical, cognitive, and emotional development that occurs in adulthood

Physical development Prenatal development: There are three stages of prenatal development:  Germinal (weeks 1-2)  Embryonic (weeks 3-8)  Fetal (weeks 9-40) Infancy and Childhood  Newborn reflexes and sensory abilities  Brain development  Motor skills Adolescence  Puberty: adrenal and sex glands, primary and secondary sex characteristics

Adolescence Primary sexual characteristics are organs specifically needed for reproduction Secondary sexual characteristics are physical signs of sexual maturation that do not directly involve sex organs, such as development of breasts, and hip in girls, and development of facial hair, and deepened voice in boys. Changes in physical and mental abilities  Changes in shape and sound of body  Theory of mind Emerging adulthood (18-mid 20s) is relatively newly defined period of lifespan development spanning from 18 years old to mid 20s, characterized as an in-between time where identity exploration is focused on work and love.

Adulthood

Adulthood begins around 20 years old and has three stages: early, mid and late.. 20s to 40s physical maturation complete and at peak Physical declines from 40s-60s  Weight gain  Fertility declines Late adulthood 60s and beyond  Significant declines

Death and dying Learning objectives: By the end of this section, you will be able to:  Discuss hospice care  Describe the five stages of grief  Define living will and DNR Facing death with dignity Social and spiritual support with dealing with negative emotions Not facing “it” until the very end...