Developmental Psychology PDF

DEVELOPMENTAL PSYCHOLOGY 1  NEW TERMS 1. Growth: refers to quantitative changes – Example - Increase in size of brain, increase in weight 2. Development: refers to those changes that are qualitative in nature. Development is a progressive, se...

DEVELOPMENTAL PSYCHOLOGY 1  NEW TERMS 1. Growth: refers to quantitative changes – Example - Increase in size of brain, increase in weight 2. Development: refers to those changes that are qualitative in nature. Development is a progressive, series of orderly, coherent changes leading towards the goal of maturity. 2  NEW TERMS 3. Maturity Refers to the completion of structural changes and attainment of the capacity to function physically and mentally in a manner characteristic of the normal adult. Example - Maturation of the brain. Thus, maturation will take place with growth and development. 4. Phylogenetic - Study from origin of species to Humans 5. Onto genetic approach – Study from the inception to death 3  DEVELOPMENTAL PSYCHOLOGY We study – 4 types developments 1. MOTOR DEVELOPMENT 2. EMOTIONAL DEVELOPMENT 3. SOCIAL DEVELOPMENT 4. COGNITIVE DEVELOPMENT 4  MOTOR DEVELOPMENT 1. IMPORTANCE & GENERAL PRICIPLES 2. EARLY MOTOR DEVELOPMENT 3. MOTOR DEVELOPMENT DURING LATE CHILDHOOD AND ADOLESCENCE. 4. DECLINE WITH AGE 5. HANDEDNESS 5  IMPORTANCE OF MOTOR FUNCTIONS & GENERAL PRINCIPLES Motor ability is essential to man because it is through this ability that he controls his physical and social environment. Inadequate motor developments will lead to many psychological problems like inferiority feelings, lack of self confidence, shyness, withdrawal etc. 6  GENERAL PRINCIPLES 1. Mass to specific trend - gross motor skill to specific motor skill. Example: Walking and writing 2. From large to small muscles - full body to specific muscles. Example: Grasping and one finger touching while dialing through phone 3. Cephalo-caudal to proximo-distal -top to bottom, and center of the body to peripheral parts. Example: first head and then legs. First body and then limbs 7  GENERAL PRINCIPLES 4.Bilateral to unilateral – Both the side of the body and then one side. Example: both side of the limbs to one side limbs 5. Hierarchical integration– sequence in the development Example: neck control- sitting – standing –walking- running – jumping etc. 8  EARLY MOTOR DEVELOPMENT Early motor developments undergo the acquisition of different levels of motor skills- 1. The neonate exhibits 3 type of motor skills- a). Random, generalized activities where full body is involved. b). Specific reactions to internal and external stimuli- for example, reflexes c). Complex behavioral patterns involving the co-ordination of several reflexes. 9  EARLY MOTOR DEVELOPMENT 2. Pre- school level – three stages of motor developments are exhibited. a). Loco-motor behavior - e.g. Walking b). Manipulative behaviors – e.g. Reaching and grasping reactions c). Some complex motor skills of locomotion and manipulative behavior- e.g. Jumping , climbing , writing 10  Motor development during late childhood and adolescence. Late childhood (7 to 13 years) Investigations at this stage are limited. But basic motor skills will be refined, smoothened and speed will increase. Adolescence ( 14 to 20 years) Studies are very much limited. But the Reaction time of the adult’s motor skill will increase. Eye- hand co-ordination and speed will improve. Athletic performance will improve. 11  DECLINE WITH AGE Decline will be in the form of a. reduced Reaction time. b. delayed nerve conduction c. decrease in loco motor speed and smoothness d. unsteady gaits e. diminishing the fine motor skills. 12  Handedness Refers to the preference of the hand for different motor activities How handedness will be achieved? Two theories – a. Structural b. Social learning 13  EMOTIONAL DEVELOPMENT 1. Key terms 2. Three components of emotions 3. Characteristics of emotional behaviors 4. Beginning of emotional behavior 5. Development of emotional patterns 6. Emotional changes throughout the life span 7. Age changes with specific emotions 14  Key terms Feelings Internal, non expressive aspect Example: sadness, happiness Emotions External, expressive aspect of feelings. Example: laughing, crying Affect Pervasiveness or persistence of emotions for a relatively longer duration. Example: your feelings since last 6 months/1month 15  Three components of emotions 1. Physiological arousal Example: Increase in the reaction of autonomic nerves system 2. Voluntary behavior Example: movements of facial muscles. 3. Phenomenological experience Example: Conscious of thought and feelings BEST EXAMPLE IS: EXAMS 16  CHARACTERISTICS OF EMOTIONAL BEHAVIORS Sl. Paramet Children Adolescence Adult no er 1 Duration Brief A little Prolonged prolonged days together 2 Intensity Lack of graded Graded Occurs at intensities intensities specific grades 3 Shift Transitoryness (fast Less shifts No significant shift) shifts 4 Frequency More frequent Less frequent Very much less 5 Control No inhibition of More Max. control overt response controlled by society 17  SOCIAL DEVELOPMENT 1. Key terms 2. Pattern of social development 3. Development and characteristic of social Behavior 4. Factors influencing the social behavior 18  New terms & Definitions Social development refers to the development of socialization skills. It also refers to the acquisition of the ability to behave in accordance with the social expectation ( Hurlack, 1964). 19  SOCIALIZATION Processes involved in socialization are – 1. Proper performance of the behavior – behaving in a manner approved by the social group Example: Proximity, Facial expression, verbal reactions, Greetings etc. 2. Playing of approved social role – pattern of customary behavior which is defined and respected by the members of social group Example: As a father, As a mother, as a sister, As a teacher, as a daughter etc. 3. Development of social attitudes- becoming imbued with a sense of oneness, Intercommunication and cooperation Example: Group morale –oneness, team sprit, Sense of belongingness 20  PATTERN OF SOCIAL DEVELOPMENT 1. Starts with lack of group feeling at first 2. Partial adjustment with peers at young child 3. Establishment of group relation at late childhood 4. Socialization at school entrance age. 21  Development and characteristic of social Behavior At 12 months 1. Social response of infants (0 – 2 years) Strange age period Some of the social behaviors characteristics of these are imitation, timidity and shyness, rivalry (tries to take the toy of others), social co-operation and resistant behavior( tensing the body, refusing to obey the elders) 2. Social response of preschool children (2 to 6 Pre-gang age years age ) The characteristic social behaviors are negativism, aggression, quarreling, ascendant behavior, generosity, sympathy, dependency and friendliness. 22  Development and characteristic of social Behavior 3. Social development at late childhood (6 to 11 year) The characteristic social behaviors are- Over sensitivity Gang period Suggestibility Contra-suggestibility Rivalry and competition Sportsmanship Responsibility Social insight Sympathy 23 Development and characteristic of social Behavior 4. Social development at puberty (11 to 16 years) ANTISOCIAL The characteristic social behaviors are – STAGE antagonistic attitude aggression non- co-operation loss of social insight isolation day dreaming resistance to authority shyness excessive reserve ness persistence of anti-social behaviors. 24 Development and characteristic of social Behavior PUBERTY - changes a. Trend Period of negative practice & disequilibrium Downward trend in the social growth Decline in the interest of group activities b. Why this trend? 1. Early & late maturity 2. Rapid physical & glandular changes 3. Environmental demands c. What happens? 1. Proper treatment by parents, teachers, peers decide what behavior persists 2. AS the maturity completes all these disappear 25 Development and characteristic of social Behavior 5. Social development at adolescence (16 – 20 years) The characteristic social behaviors are Practice period to play 1.Transition period between puberty and adulthoodadulthood for Appearance, Habit, Manner, Educational Choice, values 2. Adjustments with home 3. Social group 4. Leisure time activity – depends on the time, money, distance etc. 5. Hetero-sexual interests 6. Preparation for work and job. 26 Development and characteristic of social Behavior 6. Social development at Adulthood The characteristic behaviors are pre occupation with- work family civic affairs 27 Development and characteristic of social Behavior 7. Social development at old age The characteristic social behaviors are Adjustments with retired life social activity family 28  FACTORS INFLUENCING THE SOCIAL BEHAVIOR 1. Family 2. Parental attitude 3. Physical, physiological conditions 4. Illness 5. Peer group interaction 29  COGNITIVE DEVELOPMENT I. Intellectual development A. Evolutionary growth of intelligence B. Growth from early childhood to adolescence C. Decline with age II. Development of cognitions Piaget’s theory of cognitive development 30  INTELLECTUAL DEVELOPMENT A. Evolutionary growth of intelligence Depends on the type of the definition adopted and conceptualization on the nature of intelligence According to Weschler’s definition we are not having any information in the evolution of intelligence. The Aggregate or global capacity of the individual to think ratio deal effectively & act purposefully with his environment 31  INTELLECTUAL DEVELOPMENT B. GROWTH FROM EARLY CHILDHOOD TO ADOLESCENCE Within the available information about the intelligence it has been found that there is individual difference between two at a given age or time period and there is a general pattern about how it grows. The intellectual development takes place in terms of ‘g’ factor( general factor) and ‘S’ factor (specific factor). Growth is rapid in the early years of childhood slow at 12 to 13 years and ceases at 16 years (Terman & Merrill, 1937) or early 20 (Freeman & Flory, 1937). 32  INTELLECTUAL DEVELOPMENT B. GROWTH FROM EARLY CHILDHOOD TO ADOLESCENCE I.Q. is relatively stable throughout childhood & adolescence. Testing at early age can be used to predict his intelligence as an adult Between 6 to 18 years… 15 IQ point difference 33  INTELLECTUAL DEVELOPMENT C. DECLINE WITH AGE After 20 years, intelligence begins to decline rapidly. No significant influence of environment in later life has been found On the other hand, significant influence of hereditary in later life has been found. Decline will be in terms of “g” factor No age change was found on vocabulary and general information. Decline with age also noticed in the performance on speed tests (Sward,1945). 34  Development of cognitions Piaget’s theory of cognitive development Key terms Integration and Interaction of biology and epistemology. Structure and composition of cognitive elements. Content – observable behavior Functions- Adaptation, Assimilation, Accommodation and organization. Schema- Results of these functions. Cognition- structure of intelligence 35  Piaget’s theory of cognitive development Adaptation – Adjustments that occur between perceived stimuli & the mental structure used to interpret these stimuli Assimilation- Interpretation of the reality in terms of one’s internal model of the world which is constructed from previous knowledge Accommodation- Act of improving one’s cognitive model of the world by adjusting it to external reality Organization- Relation among different scheme & which leads towards the mental structure 36 Piaget’s theory of cognitive development Development of cognitions (Stages) I. Sensory-motor period ( birth to 2 years) II. Pre- operational period ( 2 to 7 years) III. Concrete operational ( 7 years to 11 years) IV. Formal operational ( 11 years to through out adulthood). 37