UNIT 1 Flashcards
What is the Life Span Perspective?
Development refers to the pattern of movement or change that begins at conception and continues through the human life span.
Two approaches of Development
Life-Span Approach, Traditional Approach
Life-Span Appproach
Developmental change is throughout childhood to adulthood. No plateau.
Traditional Approach
Development focuses on certain highlights. Every moment there are changes…
Incline - Childhood
Plateau - Adulthood
Decline - Old Age
8 Characteristics of the Lifespan Approach
- Lifelong
- Multidirectional
- Multidimensional
- Multidisciplinary
- Plastic
- Contextual
- Growth, Maintenance, and Regulation of Loss
- Co-Construction of Biology, Culture, and the Individual
Lifelong
Development is lifelong and never stops.
No domination of one age period over another.
Multidirectional
Growth/Development may be linear, decline, incline, be in stages, unpredictable, etc.
Multidimensional
A person can develop biologically, socio-emotionally, and cognitively.
Development of these aspect may not be simultaneous or at the same speed.
Plastic
Plasticity in Psychology: the capability/ability to change; to be shaped, molded or altered.
Multidisciplinary
Different expertise have different ways of viewing things.
Merging and integration of multiple disciplines is important.
Contextual
All development occurs within a context.
Norm
The standard/The natural agreed expectation
Three Subcomponents of the Contextual Characteristic
Normative Age-Graded Influence
Historic Age-Graded Influence
Non-Normative Life Events
Normative Age-Graded Influence
Events that are expected that people may experience in correlation to the norm of their age.
Historic Age-Graded Influence
Historical Events that impacts and influences people’s lives and mindsets.
Non-Normative Life Events
Unpredictable traumatic experiences that have heavy impacts on people’s life.
A wakeup call.
Growth, Maintenance, and Regulation of Loss
How a person manages and faces the changes and challenges of growing, and your mindset towards it.
Co-Construction of Biology, Culture, and the Individual
How we adapt to our environment.
The pandemic (biology) taught us a lot about ourselves (individual) and to be mindful of our hygiene [to wear masks] (culture).
The brain shapes the culture and the culture shapes the brain
Contemporary Concerns about Development
Health and Wellbeing
parenting and Education
Sociocultural Context and Diversity
Health and Wellbeing
Mental health concerns are real.
Work-life balance is essential for one’s well-being.
Parenting and Education
Positive Parenting
Relationship should not be a dictatorship.
There are different types of parents, different types of individual situation.
Sociocultural Contexts and Diversity
Gender Issues, Mixed Race Issues.
There are a lot of factors considered when talking about full development.
Nature of Development
The patterns that we need to look into in order to develop
The three processes of Nature of Development
Biological, Socio-emotional, Cognitive
Biological Processes
DNA, Genetics, Bodily Organ Condition etc.
Physical aspects, nature, and one’s capabilities.
Socio-Emotional Processes
Behavior of people; how were you brought up?
How does a child interact with different people?
Cognitive Processes
How you think and process your thoughts.
Periods of Development
Prenatal period
Infancy
Early Childhood
Middle and Late Childhood
Adolescence
Early Adulthood
Middle Adulthood
Late Adulthood
Prenatal Period
Conception to birth (9 months)
Infancy
Birth to 1-2 years
Development of infant and their heavy dependence on their parents.
Early Childhood
2 - 6 years old (play years)
Devours all knowledge and interaction
Preschool years
Middle and Late Childhood
6-11 years
Development of basic skills
Elementary years
Adolescence
10/12-18/21 years
Puberty; transition period
Early adulhood
20s-30s
Making life-changing decisions
Middle Adulhood
40s-60s
Where life “begins” and health declines
Late Adulthood
60s/70s to death
Four Ages of Development
First Age
Second Age
Third Age
Fourth Age
First Age
Childhood and Adolescence
Second Age
Prime Adulthood (20s-50s)
Third Age
Approx. 60-79 years
Fourth Age
Approx. 80 year and older
Three Developmental Patterns of Aging
Normal Aging
Pathological Aging
Successful Aging
Normal Aging
Your development of growth follows the curve of the norm.
Pathological Aging
You don’t take care/maintain yourself as much as you’re supposed to.
Prone to illnesses and sicknesses.
Successful Aging
You have a positive outlook in life.
You take care of/ maintain of yourself.
You live longer, happier, life.
Conceptions of Age
Chronological Age
Biological Age
Psychological Age
Social Age
Chronological Age
Your age since your birth.
Biological Age
Focuses on the age of your vital organs.
Related to genes
Psychological Age
Adaptive capacity compared to those of the same chronological age.
How you take care of yourself (positively or negatively) in response with the stressors around you.
Coping mechanisms.
Social Age
Your connectedness to others and how you adapt to your environment.
Developmental Issues
Nature vs Nurture
Stability vs Change
Continuous vs Discontinuous
Nature vs Nurture
Nature: Depends on DNA, Genes, and Hereditary factors
Nurture: Depends on your environment and experiences.
Stability vs Change
Stability: Traits from childhood is permanent throughout adulthood.
Change: Traits from childhood may change throughout adulthood.
Continuous vs Discontinuous
Continuous: No stages or pauses. Gradual changes throughout the lifespan.
Discontinuous: There are abrupt or distinct changes throughout the lifespan.
Theories of Development
Psychoanalytic Theories
Cognitive Theories
Behavioral and Social Cagnitive Theories
Ecological Theories
Ethological Theories
Psychosexual Stages
Sigmund Freud (1856-1836)
Oral - Birth to 1.5 year
Anal - 1.5 to 3 years
Phallic.- 3 to 6 years
latency - 6 years to puberty
Genital - puberty onward
Psychosocial Stages
Erik Erikson (1902-1994)
Trust vs Mistrust (1 year)
Autonomy vs Shame and Doubt (1-3 years)
Initiative vs Guilt (3-5 years)
Industry vs Inferiority (6 years to puberty)
Identity vs Identity Confusion (10-20 years)
Intimacy vs Isolation (20-30 years)
Generativity vs Stagnation (40-50 years)
Integrity vs Despair (60 years onwards)
TRUST VS MISTRUST
Child needs physical and psychological care.
Child must have attachment to someone trustworthy (primary caregivers)
Virtues: Hope and Optimism vs Fear, Suspicion, and Lack of Self-Confidence
AUTONOMY vs DOUBT and SHAME
Child encounters rules.
supportive parents: helps build child’s autonomy and strengthen their will
overprotective parents: child may loose their self-control and develop shame and doubt.
VIRTUES: Will vs Fear and Suspicion
INITIATIVE vs GUILT
Play years.
Play is important for the child to explore the world and develop a sense of purpose and direction. If not, then they may be passive about the world if they are sheltered.
Intentions to explore are not malicious, just pure curiosity
VIRTUES: Purpose vs Carefree
INDUSTRY vs INFERIORITY
Thirsty for knowledge.
Mastery skills are being honed.
Development of skills through small tasks like chores is important.
Being sheltered ma leave the child inadequate.
VIRTUES: Inadequacy vs Mastery
IDENTITY vs IDENTITY CRISIS
Discovering one’s identity and uniqueness.
What kind of person do I want to be?
Marcia’s identity Statuses
VIRTUES: Fidelity by making commitment to own values, organizations, and peope.
Marcia’s Identity Statuses
IDENTITY ACHIEVEMENT: Committed and has explored
IDENTITY MORATORIUM: Not committed and has explored
IDENTITY FORECLOSURE: Committed but has not explored
IDENTITY DIFFUSION: Not committed and has not explored
INTIMACY vs ISOLATION
Making relationships with others; significant others and friends.
VIRTUES: mutual Devotion and Commitment vs Withdrawal and Fear of Commitments.
GENERATIVITY vs STAGNATION
How can I contribute to the world?
Generativity: Learn how to mentor the young.
Stagnation: Self-Centeredness (mabigat na midlife crisis)
VIRTURES: Care vs Insensitivity
INTEGRITY vs DESPAIR
What kind of life have you lived?
Individual has wisdom and inhibitions.
VIRTUES: Wisdom
Cognitive Development
Jean Piaget (1896-1934)
The way we think is how to organize and to adapt to situations that are challenging.
Sensorimotor (Birth-2 years): Object Permanence
Preoperational (2-7 years): Egocentrism
Concrete Operational (7-11 years): Conservation
Formal Operational (11 years onward): Manipulation of Ideas
Epigenetic Principle
Erik Erikson
We develop through the predetermined unfolding of our personalities in 8 stages.
The performance of each stage is determined by the success or lack of success of the previous stages.
Sociocultural Cognitive Development (Sociohistoric / sociocultural theory)
Lev Vygotsky (1896-1934)
Children acquire culture, belief, and strategies through collaborative dialogue with more knowledgable members of society.
Assisted Learning
Providing strategic hep during initial stages and then gradually promote independence.
Zone of proximal development
Tasks that are too difficult for children to master alone, but can be learned through guidance of a teacher.
Upper Limit: idependent on others when learning.
Lower Limit: independent in learning.
Vygotsky’s Concepts
Scaffolding - help from teacher
Private Talk - talking w/ self
Co-Constructed Process - study group
Cultural Symbols - visual aid and tools
Information Processing Theory
Robert Siegler (1949-present)
- The human mind operated like a computer.
- It has logical rules and limitations.
- It is how you interpret, process, and store what you experience.
Perception: How you interpret society
Working Memory: What you want to store in your mind
Long Term: What you want to store for life
Operant conditioning
Burrhus Fredrick Skinner (1904-1990)
Consequences of a behavior produce changes in the probability of the behavior’s occurrence.
If there’s a reward, the likelihood of the behavior increases. And vice versa.
Social Cognitive Theory
Albert Bandura (1925-present)
People learn through observing.
(Bio)Ecological Theory
Urie Bronfenbrenner (1917-2005)
A person develops through five environmental systems:
Microsytem
Mesosystem
Exosystem
Macrosystem
Chronosystem
Ethological Theory of Attachment
John Bowlby (1907-1990)
Importance of human attachment and trust to the primary caregiver during the first year of life.
Ethological Theory
Konrad Lorenz (1903-1989)
Reflexive Behavior of newborn babies as innate abilities that promote survival.
Strongly influenced by biology.
Characterized by critical sensitive periods; strong attachments form during critical periods.
