UNIT 4A Physical, psychological and social development hanim 2.ppt

Physical, Psychological, Cognitive and Social development UNIT 4 BY MADAM SALIDA 1 2  Learning outcomes At the end of the lesson, students should be able to: 1. Define growth. 2. Define development. 3. State the principles of growth and developmen...

Physical, Psychological, Cognitive and Social development UNIT 4 BY MADAM SALIDA 1 2  Learning outcomes At the end of the lesson, students should be able to: 1. Define growth. 2. Define development. 3. State the principles of growth and development. 4. Explain the factors influencing the growth and development. 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17  Developmental Psychology  What shapes the way we change over time?  Focus on psychological changes across the entire life span  Every area of psychology can be looked at from this perspective # biological development # social development # cognitive/perceptual development # personality development 18  Fundamental Issues: Nature vs. Nurture  What is role of heredity vs. environment in determining psychological makeup? # Is IQ inherited or determined early environment? # Is there a ‘criminal’ gene? # Is sexual orientation a choice or genetically determined?  These are some of the greatest societal debates  Mistake to pose as “either/or” questions 19 Fundamental Issues: Is Development Continuous? Development means change; change can be abrupt or gradual Two views of human development stage theories: there are distinct phases to intellectual and personality development continuity: development is continuous 20 21 22 23 24 25 26 27 28 29 30 31  Learning objectives At the end of the lesson, students should be able to: 1. Describe the changes during the various stages of life. Cognitive development theory Sociocultural theory. Psychosocial theory. 32 Human will growth and mature accordingly Which may involve :- 1) Physical 2) Psychosocial 3) Cognitive 4) Sociocultural 33  Physical development  Changes that occurring in a person’s body like changes in height, weight, in the brain, heart, skeletal, muscular, neurological features and other structures that affect motor skills. 34 35 Cognitive development  Changes that occur in the mental activity including sensation, perception, memory, thought, reasoning and language. 36  Psychosocial development  Changes that concern a person’s personality, emotions and relationships with others.  Refers to mental health and social conditions, or factors that affect psychological or social well-being 37  Sociocultural  Sociocultural factors involve a combination of both social and cultural factors 38  Introduction  Personality is the total quality of an individual’s behaviour as it is shown in their habits of thinking, attitude, interest, manner of acting and their personal philosophy.  It is expressed through their behaviour. 39 40  Theories of cognitive & psychosocial development  Theory of cognitive development(Piaget’s}  Sociocultural theory (Vygotsky).  Psychosocial theory (Erik Erikson). 41 Piaget’s Theory 42  Piaget’s Theory  Stage 1 : Sensorimotor period (birth to 2 years) - Newborn and infants are basically helpless and will not survive without assistance. - From only capable from being only reflexive actions such as sucking and grasping, infants begin to gain voluntary control over their actions. 43  Piaget’s Theory  Stage 2 : Preoperational period ( 2 years to 6 or 7 years) - Refer to actions that are performed in the mind and governed by rules and logic. - From infant who communicate with sound emerges a 6-year –old with a vocabulary of at least 10,000 words. 44 45  Piaget’s Theory  Stage 3 : Concrete-operational period (7 years to 11 or 12 years) - Their thinking is no longer dominated by what they see they now can carry out tasks that require logical thinking such as grouping objects in terms of similar features such as shape or colour. 46  Piaget’s Theory  Stage 4 : Formal-operations period (11 or 12 years to adulthood) - Allow children to engage in abstract thinking, to think about ‘ what would happen if’ and to think systematically about the possible outcome. For example they can think about how best to spend money. - Adolescent is now able to imagine the possibilities of “what could be” 47 48  Sociocultural Theory  Introduced by Lev Smyonovich Vygotsky (educational psychologist). 49 Sociocultural Theory (cont.)  Vygotsky believed that the child constructs representations of the world by absorbing his or her culture.  This means that development depends on interaction with people and the tools that the culture provides to help form their own view of the world. 50 Sociocultural Theory (cont.)  3 ways of cultural tool that can be passed from one individual to another: 1. Imitative learning. 2. Instructed learning. 3. Collaborative learning. 51  Imitative learning  Refers to one person tries to imitate or copy another. # Involve model and learner.  Example: # Ballet class. 52  Instructed learning  Involves remembering the instructions of the teacher and then using these instruction to self-regulate. # Teacher and learner.  Example: # Drawing class. 53  Collaborative learning  Involves a group of peers who strive to understand each other and work together to learn a specific skills.  Example: # Group assignment. 54 Sociocultural Theory (cont.)  4 basic principles of Vygotsky’s Sociocultural theory of development: 1. Children construct their knowledge. 2. Development can not be separated from its social context. 3. Learning can lead development. 4. Language plays a central role in mental development. 55 Sociocultural Theory (cont.)  According to Vygotsky, children speak to themselves to plan or guide their own behaviour. # Common among the preschoolers.  Children often use private speech when a task become difficult and the child doesn’t know how to proceed. 56 Sociocultural Theory (cont.)  Private speech helps the child accomplish a task.  Vygotsky believed private speech changes with age, by becoming softer or being just a whisper. 57 58  Psychosocial theory  According to Erikson, human development occurs in eight (8) stages, which is known as psychosocial stages.  In each psychosocial stage individuals face of choice between two ways of coping : resolve crises in positive or negative way. 59 60  Stage 1 – Trust vs. Mistrust  Referred to newborn 1st awareness. # 0-18 months old.  Is the need for nourishment for the infant. 61 Stage 1 – Trust vs. Mistrust (cont.)  If the child’s caretaker (mother/ caregiver) anticipates and fulfills the needs consistently, the infant learns to trust others.  In contrast, if the experience moments of anxiety and rejection, this will be the first crisis – trust vs mistrust, concerns the child’s confidence in other people. 62  Stage 2 – Autonomy vs. Shame and Doubt  Stage of early childhood. # 18 months – 3 years.  The muscular and nervous systems have developed markedly, and the child is eager to acquire new skills.  The critical issue in this stage is the child’s feeling of independence. 63  Stage 2 – Autonomy vs. Shame and Doubt (cont.)  With a child’s increased mobility and the ongoing development of thinking comes a desire to be independent and ‘to do it myself’.  If children are allowed to explore and manipulate their environment, they will develop a sense of autonomy. 64  Stage 2 – Autonomy vs. Shame and Doubt (cont.)  If the control is too severe, the child feels worthless and shameful of being capable of so little.  The appropriate middle position, respecting the child’s needs and environmental factors, requires the caretaker’s careful and constant attention. 65 66  Stage 3 – Initiative vs. Guilt  Once a sense of independence has been established, the child wants to try out various possibilities.  Stage of middle childhood. # 3 – 5 years old. 67 Stage 3 – Initiative vs. Guilt (cont.)  Through playful fantasy, the child becomes a hunter, hairdresser, or any other character who captures the imagination.  During this time of crisis of initiative vs. guilt, that the child’s willingness to try new things is facilitated or inhibited. 68 Stage 3 – Initiative vs. Guilt (cont.)  Example: # A Child likes to draw on the wall, the parents stop him and this will inhibit his creativity in the future. 69  Stage 4 – Industry vs. inferiority  At this stage, most children are at school and industriously engaged in activities that enable them to participate in society.  Therefore, the child can expand much more effort in acquiring skills. 70  Stage 4 – Industry vs. inferiority (cont.)  Children need to experience feelings of success, whether at home or academically. If they experience repeated failure, they are likely develop a sense of inferiority or incompetence.  Environmental factors is important in develop the child’s capabilities. # Example: Proper guidance to the child. 71  Stage 5 – Identity vs. Role Confusion  Adolescence stage = growing up. Adolescence stage = growing up. # 13 – 19 years old.  Erikson describe this stage as “storm of puberty”. # Stage of finding identity, which means developing an understanding of oneself, the goals one wishes to achieve, and special work role. 72  Stage 5 – Identity vs. Role confusion  The primary task during adolescence is to develop an identity, which lays the foundation for adulthood.  Role confusion may result when adolescents have difficulty deciding which roles to play in life, and may stem from uncertainty about their place in the world. 73  Stage 6 – Intimacy vs. Isolation  Early adulthood. # 20 – 40 years old.  According to Erikson, this stage can create tensions and frustrations.  One solution is to have an intimate relationship with some. # The relationship can provide relief from the strains of work and family. 74  Stage 6 – Intimacy vs. Isolation (cont.)  If this crisis is adequately resolved, then the adult feels the support of some else, rather than feeling isolated.  Erikson emphasizes that true intimacy is not possible without first achieving identity and gaining confidence in oneself. 75  Stage 7 – Generativity vs. Stagnation  Middle / mature adulthood. # 40 – 65 years old.  This crisis requires expanding oneself to include the next generation.  Positive solution to this crisis is manifested in working, teaching, and caring the young. 76  Stage 7 – Generativity vs. Stagnation  Stagnation, is self – absorption – caring for no one. 77  Stage 8 – Integrity vs. Despair  Stage of old age. # 65 years old – death.  This is the stage in which a person finds meaning in memories or instead looks back on life with dissatisfaction.  The term integrity means accepting one’s life as one’s own responsibility. 78  Stage 8 – Integrity vs. Despair (cont.)  If a person has found meaning in certain goals, or even in suffering, then the crisis has been satisfactory resolved.  If not, the person experiences dissatisfaction, and the prospect of death brings despair. 79  Erikson’s 8 Life Stages Age Development Central Issue Significa Favourab (Stage) al Task nt le relations outcome 0-18 months Trust vs Testing of Mother Faith (Infants) Mistrust trustworthines s of the infant’s significant others 18 months – Autonomy vs Testing Parents Will 3 years Shame and individual’s (Early Doubt capabilities in childhood) relation to significant others. 80  Erikson’s 8 Life Stages (cont.) Age Developmental Central Significant Favourable Task Issue relations outcome (Stage) 3-5 years Initiative vs Testing out Basic family Purpose (Middle Guilt abilities to childhood) compete in the outside world. 5-12 years Industry vs Gaining School Competence (Late Inferiority mastery of childhood) cultural tools 81  Erikson’s 8 Life Stages (cont.) Age Developmental Central Significant Favourable Task Issue relations outcome (Stage) 13-19 years Identity vs Developing Peer Fidelity (Adolescence) Role Diffusion a sense of Groups personal identity 20-40 years Intimacy vs Merging of Friends Love (Early Isolation identity adulthood) with another to achieve intimacy 82  Erikson’s 8 Life Stages (cont.) Age Developmental Central Issue Significant Favourable Task relations outcome (Stage) 40-65 years Generativity vs Investing Household Care (Mature Stagnation creative adulthood) energies in promoting the social welfare 65 – Death Ego integrity Acceptance Mankind Wisdom (Old age) vs Despair of the life one has lived as worthwhile 83 84  For you to think(Practice)  Compare the differences of social and psychological development between Cognitive theory, Sociocultural theory and Psychosocial theory.  To present in power point  Time : 15 minutes 85 86