Module 1 Flashcards
Why do we study Human Development?
Describe, explain, predict, and intervene
What do we study in Human Development?
Patterns of change that begins at conception and continues throughout the lifespan (growth and decline)
What is Human Development?
Scientific study of the systematic processes of change and stability throughout the human life span.
Emphasizes that development is lifelong, multidimensional, multidirectional, plastic, contextual, and multidisciplinary.
Baltes’ Life-Span Perspective
German psychologist, a leading expert on lifespan development and aging, developed one of the approaches to studying development
Baltes
Life-span Perspective views Development as
lifelong, multidimensional, multidirectional, plastic,
multidisciplinary, and contextual.
Life-Span Perspective involves
growth, maintenance, and regulation of loss
Periods of the life-span; importance of each period
Development is Lifelong
Interaction of biological, cognitive, and socioemotional factors.
Development is multidimensional
Development of a particular domain does not occur in a strictly linear (growth and loss)
Development is multi-directional
Development is influenced by
biology, culture, and individual
Individuals allocate resources accordingly in order to maximize growth and regulate losses.
Development involves changing resource allocation
The Capacity for Change
Development is Plastic
Specific time when an event (or its absence) has specific impact on development
Critical periods
Developmental timing when child is particularly responsive to certain experiences
Sensitive Periods
What are the multiple contexts of Development?
- Family, School Work,
- Socioeconomic Status (SES)
- Culture
- Historical Time
Describe the Biological, Cognitive, and Socio Emotional Model (See
Describe the Biological, Cognitive, and Socio Emotional Model (See Picture for Reference: https://courses.lumenlearning.com/adolescent/chapter/domains-human-development/)
Bi-directional Intertwined
Why is the pattern of change complex?
Because it is the product of biological, cognitive, and socioemotional process.
Biological & social influences that are similar for individuals in a particular age group
Normative age-graded influences
Influences associated with historical context common to people in the same historical generation
Normative history-graded influences
Occurrences that are not common to most people, which have a major impact on one’s life
Non-Normative Influences
Debate about whether development is primarily influenced by nature or nurture
Nature and Nurture
Organism’s biological inheritance
Nature
Environmental Experiences
Nurture
If individuals tend to maintain their relative rank in a behavior (i.e., high or low in relation to others)
Stable
individuals tend to change in relative rank in a behavior
Unstable
If the phenomenon increases or decreases over time; gradual and incremental
Quantitative change: number, amount, size
Continuous
If the phenomenon changes in a fundamental, transformational way over time; abrupt or uneven
Qualitative change: kind, structure, complexity, organization
Discontinuous
the interaction between the child’s physical and genetic abilities and the child’s experiences created knowledge and unterstanding children create or construct their own understanding of the world
Piaget and Constructivism
People make decisions about behavior based on external controls to choosing behavior based on internal standards and principles
KOHLBERG and MORAL DEVELOPMENT THEORY
development is influenced by their culture
learning is shaped by their social experiences and interactions with and expectations from people (social context) around them
VYGOTSKY and SOCIOCULTURAL THEORY
chidlren’s development can be understood only in the context of political, social, legal, and economic systems - nested layers around the child
BRONFENBRENNER and ECOLOGICAL THEORY
basic attitudes and development are formed as individuals go through stages and challenges to form values
Erikson and Psychosocial Theory
behaviors are changed as a result of consequences
SKINNER and BEHAVIORIST THEORY
The number of years that have elapsed since birth, and experts argue that this is a crude index of experience.
Chronological Age
A person’s age in terms of biological health, and determining this involves knowing the functional capacities of an individual’s vital organs. The younger one’s biological age, the longer one is expected to live
Biological age
An individual’s adaptive capacities compared with other individual’s of the same chronological age.
Psychological age
refers to connectedness with others and the social roles individuals adopt.
Social Age
time frame in a person’s life that is characterized by certain features
developmental period
Prenatal
Conception to Birth
Infancy
18-24 months
Early Childhood
3-5 Years
Middle & Late Childhood
6 - 10/11 years
Adolescence
10-12 to 18-21 years
Early Adulthood
20s and 30s
Early Adulthood
20s and 30s
Middle Adulthood
40s and 50s
Late Adulthood
60s-70s to death
First Age
Childhood to Adolescence
Second Age
Prime adulthood, ages 20 through 59
Third Age
Approximately 60 to 79 years
Fourth Age
Approximately 80 years and older
Changes in one’s relationships with others, changes in emotions, as well as changes in personality
SOCIOEMOTIONAL processes
enable developmental changes in one’s thoughts, intelligence, and language
Cognitive Processes
produce physical or physiological changes, such as genes from our parents, the development of our brain, height and weight gains, hormonal changes, health decline, and so on.
Biological Processes
