2nd PPT Flashcards
Genetics, environmental influences, parenting styles, friends, teachers, schools, and the culture at large
influences on development
The early years are critical, because this is the period in life when the brain develops most rapidly and has a high capacity for change, and the foundation is laid for health and wellbeing throughout life.
World Health Organization
CHILD DEVELOPMENT
specific areas of a child’s developmental progress and growth. Each child develops at their own pace, and many factors, including age, genetics, and the environment can affect how and when a child develops.
Developmental domains
involves growth and changes in the body and brain, the senses, motor skills, and health and wellness.
Physical development
involves learning, attention, memory, language, thinking, reasoning, and creativity.
Cognitive development
involves emotions, personality, and social relationships.
Psychosocial development
explores how we change and grow from conception to death.
Lifespan development
identified seven (7) key principles of a life-span developmental approach
Paul B. Baltes (1936-2006) and his colleagues
a lifelong process of change. Each period of the life span is affected by what happened before and will affect what is to come. Each period has unique characteristics and value. No period is more or less important than any other.
- Development is lifelong.
It occurs along multiple interacting dimensions-biological, psychological, and social- each of which may develop at varying rates.
- Development is multidimensional.
As people gain in one area, they may lose in another, sometimes at the same time. Children grow mostly in one direction up both in size and in abilities. Then the balance gradually shifts. Adolescents typically gain in physical abilities, but their facility in learning a new language typically declines.
Some abilities, such as vocabulary, often continue to increase throughout most of adulthood; others, such as the ability to solve unfamiliar problems, may diminish; but some new attributes, such as wisdom, may increase with age.
- Development is multidirectional.
The process of development is influenced by both biology and culture, but the balance between these influences changes.
Biological abilities, such as sensory acuity and muscular strength and coordination, weaken with age, but cultural supports, such as education, relationships, and technologically age-friendly environments, may help compensate.
- Relative influences of biology and culture shift over the life span.
Individuals choose to invest their resources of time. energy, talent, money, and social support in varying ways.
Resources may be used for growth (for example, learning to play an instrument or improving one’s skill), for maintenance or recovery (practicing to maintain or regain
proficiency), or for dealing with loss when maintenance and recovery are not possible.
In childhood and young adulthood, the bulk of resources typically goes to growth; in old age, to regulation of loss. In midlife, the allocation is more evenly balanced among the three functions.
- Development involves changing resource allocations.
Many abilities, such as memory, strength, and endurance, can be improved significantly with training and practice, even late in life. However, even in children, plasticity has limits that depend in part on the various influences on development. One of the tasks of developmental research is to discover to what extent particular kinds of development can be modified at various ages.
- Development shows plasticity.
Each person develops within multiple contexts- circumstances or conditions defined in part by maturation and in part by time and place.
Human beings not only influence but also are influenced by their historical-cultural context. Developmental scientists have found significant cohort differences, for example, in intellectual functioning, in women’s midlife emotional development, and in the flexibility of personality in old age.
- Development is influenced by the historical and cultural context
Five major perspectives
(1) Psychoanalytic-which focuses on unconscious emotions and drives;
(2) Learning - which studies observable behavior;
(3) Cognitive - which analyzes thought processes
(4) Contextual-which emphasizes the impact of the historical, social, and cultural context; and
(5) Evolutionary/Sociobiological - which considers evolutionary and biological underpinnings of behavior.
proposed that humans were born with a series of innate, biologically based drives such as hunger, sex, and aggression.
He thought people were motivated to satisfy their urges, and that much of development involved learning how to do so in socially acceptable.
Freud
believed that early experiences shaped later functioning, and he drew attention to childhood as an important precursor to adult behavior.
Freud
believed that people are born with biological drives that must be redirected to make it possible to live in society.
Sigmund Freud: Psychosexual Development
Baby’s chief source of pleasure involves mouth-oriented activ ities (sucking and feeding)
Psychosexual Stages (Freud)
Oral (birth to 12-18 months)
Child derives sensual gratification from withholding and expelling feces. Zone of gratification is anal region, and toilet training is important activity.
Psychosexual Stages (Freud)
Anal (12-18 months to 3 years)
Child becomes attached to parent of the other sex and later identifies with same-sex parent. Superego develops. Zone of gratification shifts to genital region
Psychosexual Stages (Freud)
Phallic (3 to 6 years)
Time of relative calm between more turbulent stages
Psychosexual Stages (Freud)
Latency 6 years to puberty
Reemergence of sexual impulses of phallic stage, channeled into mature adult sexuality.
Psychosexual Stages (Freud)
Genital puberty through adulthood
