lifespan development (9) Flashcards
developmental psychology
study of patterns of growth and change occurring throughout life
physical development
growth and changes in the body and brain, senses, motor skills, and health and wellness (learn how to use scissors)
cognitive development
learning, attention, memory, language, thinking, reasoning, and creativity
psychosocial development
emotions, personalty, and social relationships
normal development
studies of when children should begin walking, talking, or crawling
issues in developmental psychology
1.) stability/change
2.) continuous/ discontinuous
3.) universal/individual
4.) nature/nurture
stability/change
do we change or stay the same?
as we grow do our traits persist or do we become different people
continuous development
development occurs gradually (physical growth)
discontinuous development
development occurs in unique stages (specific ages) and master one skill before mastering another
stage theory
stage theories: universal process
also, childcare practices and cultural differences influence the timing of developmental milestones
nature influencing development
biology and genetics
nurture influencing development
environment and culture
psychosexual theory
freud
childhood experiences shape our development
lack of proper nurturance and parenting during a stage could lead to a child becoming stuck or fixated in the stage
pleasure-seeking urges are the basis of each stage
psychosocial theory
erik erikson
personality development takes place across the lifespan, not just in childhood
8 stages of psychosocial tasks that must be masted to feel competent
basic trust vs. mistrust
birth to 1 year
Can I trust others around me? Can I trust my caregivers to meet my needs?
autonomy vs. shame and doubt
1 to 3 years
Can I do things myself? Or am I helpless and have to depend on others?
initiative vs. guilt
3 to to 6 years
Am I good or bad?
industry vs. infereiority
7 to 11 years/puberty
how can i be good/better?
identity vs. confusion
adolescence
who am i?
intimacy vs isolation
young adulthood
will i be loved, or will i be alone?
generativity vs stagnation
middle adulthood
how can i contribute to the world?
integrity vs. despair
later adulthood
did i live a meaningful life?
cognitive theory
piaget
cognitive abilites develop through specific stages
children develop schemata to understand the world
assimilation
incorporate information into exisitng schemata
accomodation
change schema based on new information
Stage 1: Sensorimotor Stage
(0-2 years)
children learn about the world through senses and motor behavior
object permanence: an object exists even when not in sight
develop stranger anxiety
stage 2: preoperational stage
(2-6 years)
use symbols to represent words, images, ideas
language development
lack logic
egocentric
lack conservation
irreversibility
egocentric
inability to see the world through anyone else’s eyes
lack conservation
think changing the appearance of an object changes it
irreversibility
inability to mentally reverse an action
stage 3: concrete operational stage
(7-11 years)
can perform logical operations
understand real events
no abstract thought
develop conservation
reversibility
develop conservation
understand that changing the appearance of an object does not change the size of the object
reversibility
ability to mentally reverse an action
stage 4: formal operational stage
(12+ years)
can reason abstractly and hypothetically
renewed egocentrism
socioculutral theory
Vygotsky
human development is rooted in one’s culture and historical influences
Child’s social world forms basis for the formation of language and thought
Individual’s interactions with their environment influences their development
moral development theory
Kohlberg
3 levels and 6 stages of moral development
1.) pre-conventional
2.) conventional
3.) post-conventional
the study of how people develop a sense of right and wrong as they grow
the heinz dilemma
should the man have stolen the drug to save his wife?
more interested in the reasoning than yes or no
people in the highest moral stage argued he should have stolen the drug
Carol Gillian
disagreed with Kohlberg
men and women reason differently
girls and women focus more on interpersonal relationships
newborn reflexes
born with reflexes that help us survive
rooting reflex
turn head towards something that touches their cheek
sucking reflex
suck on objects placed by their mouth
grasping reflex
cling to objects placed in their hands
moro reflex
spreads arms and pulls them back in when they feel like they’re falling
fine motor skills
focus on the muscles in our fingers, toes, and eyes, and enable coordination of small actions (ex. Gripping a pencil, grasping a toy)
gross motor skills
focus on large muscle groups that control arms and legs and involve larger movements (ex. Balancing, running, or jumping)
blooming period
neural pathways form thousands of new connections during infancy and toddlerhood
pruning period
neural connections are reduced during childhood and adolescence to allow the brain to function more efficiently
cognitive development milestones
6-9 months: can shake their heads “no”
9-12 months: respond to verbal requests (ex. wave-bye), develop permanence
1-2 years (i.e, toddlers): understand someone will come back when they leave the room, will look in appropriate places when asked to find objects
3-5 years: learn to count, name colors, know their name and age, can make small decisions, understand basic time concepts, enjoy pretend play, become more curious, develop theory of mind (understand that i am my own person)
6-11 years: logical and organized thinking, understand past, present, and future, can plan and work towards goals, understand cause-and-effect relationships, basic math skills
cognitive development (language)
Cooing (2-3 months)
Babbling (6 months)
One-Word Speech (1 year) “Milk”- “I want milk”
Meaningful Combinations (1.5 years) “Me up”
Whole Sentences (5+ years)
psychosocial development
occurs as children form relationships, interact with others, and understand and manage their feelings
attachment
a long standing connection or bond with others
secure base
parental presence that gives the child a sense of safety as they explore their surroundings
strange situation
Mary Ainsworth
Caregiver and infant are placed in a room together, with toys
Stranger enters the room and caregiver leaves
Caregiver returns to the room
3 types of style attachment developed + a fourth later
1.) secure
2.) avoidant
3.) resistant/ambivalent
4.) disorganized
secure attachment
child uses the parent as a secure base from which to explore
avoidant attachment
Unresponsive to parent, does not use the parent as a secure base, and does not care if parent leaves
resistant/ambivalent attachment
Show clingy behavior, but then reject caregivers attempts to interact with them
Become extremely disturbed or angry with parent, difficult to comfort upon return
disorganized
Show odd, inconsistent behavior around caregiver
Common when child has been abused
authoritative parenting style
Has reasonable demands and consistent limits
Expresses warmth and affection
Listens to the child’s point of view
Sets rules and explain them, but flexible and willing to make exceptions
(most encouraged)
impact: children have high self-esteem and social skills
authoritarian parenting style
Rule-oriented
Strict
Controlling
Cold
Impact: children are unhappy, anxious, and withdrawn
permissive parenting style
Make few demands
Establish few rules or limits
Play the role of a friend rather than parent
Nurturing and loving
Rarley use punishment
Impact: children lack self-discipline, tend to have lower grades, engage in risky or disruptive behaviors, but also higher self-esteem, strong social skills, and low levels of depression
uninvolved parenting style
Indifferent
Neglectful
Make few demands
Nonresponsive to child’s needs
Impact: children are emotionally withdrawn, fearful, anxious, have lower grades, and are at a greater risk of substance abuse
adolescence
begins at puberty, ends at emerging adulthood
no longer a child, but a self-supporting adult
peers become more influential
Predictable physical, cognitive, and psychosocial milestones
puberty
physical changes in the body allow for sexual reproduction
brain development continues
Frontal lobe: responsible for judgment, impulse control, and planning
May explain why adolescents engage in increased risk-taking behaviors and emotional outbursts (frontal lobe still developing!)
cognitive developement
Consider, form, and debate ideas and opinions (e.g., politics, religion, justice)
Cognitive empathy (theory of mind) – the ability to take the perspective of others and feel concern for others
Psychosocial Development During Adolescence
Experiment with and develop identity and roles
Adolescents refine their sense of self as they relate to others (Who am I? Who do I want to be?)
May adopt the values and roles that parents expect for them
May develop identities that are in opposition to their parents but align with a peer group
Peer relationships become a central focus in adolescents’ lives
emerging adulthood
newly defined period
18- mid-20’s
identity exploration is focused on work and love
Early Adulthood (20s-40s):
Physical abilities are at their peak
Middle Adulthood (40s-60s):
Gradual declines: skin loses elasticity (wrinkles form), visual acuity decreases, women experience menopause, men and women both tend to gain weight, hair begins to thin and turn gray
late adulthood (60+)
Skin continues to lose elasticity, reaction time slows further, muscle strength diminishes, and smell, taste, hearing, vision decline, memory loss
successful aging
active lifestyle
close relationships
independence
accepting aging
death and dying
Culture and individual backgrounds influence how we view death
5 stages of grief
Denial
Anger
Bargaining
Depression
Acceptance
