Developmental Psychology PDF Notes

DEVELOPMENTAL PSYCHOLOGY Chapter 1: The Study of Human Development Prepared by: Camille Faye Elcano-de la Paz, RPm TOPICS Chapter 1: The Study of Human Development Human Development: An Evolving Field Basi...

DEVELOPMENTAL PSYCHOLOGY Chapter 1: The Study of Human Development Prepared by: Camille Faye Elcano-de la Paz, RPm TOPICS Chapter 1: The Study of Human Development Human Development: An Evolving Field Basic Concepts in Human Development Influences on Development The Life-Span Developmental Approach Quiz 1 : 15 items In some societies, there is no concept of adolescence or middle age HUMAN DEVELOPMENT: AN EVOLVING FIELD HUMAN DEVELOPMENT Focuses on the The pattern of scientific study of movement or the systematic change that begins processes of at conception and change ans stability continues through in people the life span (Papalia) (Santrock)  DEVELOPMENTAL SCIENTISTS Looks at ways in which people change from conception through maturity and those characteristics that remain stable. Child Rearing Education Health Social Policy  LIFE-SPAN DEVELOPMENT Concept of human "Womb to Tomb" development as a lifelong Comprising the entire human life process, which can be span from the conception to death. Acknowledges that development can studied scientifically. be either positive or negative. GOALS OF EXPLORING HUMAN Describe Explain DEVELOPMENT Predict Control  Describe How large is a child's vocabulary at a certain age? When do children say their first word? GOALS OF Explain How do some children acquire language? EXPLORING Why do some children talk later than usual? HUMAN Predict Predict the likelihood of a child to have serious DEVELOPMENT speech problem. Control Giving child therapy earlier once a speech delay or speech problem is present in a child. Intervene in development  BASIC CONCEPTS IN HUMAN DEVELOPMENT Domains of Development - separate, yet interrelated Physical Cognitive Psychosocial Development Development Development  Physical Development Growth of the body and brain, sensory BASIC capacities, motor skills and health. (Biological) CONCEPTS Cognitive Development IN HUMAN Learning, attention, memory, language, thinking, reasoning, and creativity. DEVELOPMENT Psychosocial Development Pattern of change in emotions, personality, and social relationships PERIODS OF THE LIFE SPAN Division of the life span into periods in just a social construction. A concept or practice that is an invention of a particular culture or society. Meaning, some culture may have different concepts about the life span. Developmentalists suggests that certain basic needs must be met, and certain tasks mastered for typical development to occur PERIODS OF THE LIFE SPAN 1 Prenatal Period Conception to birth 2 Infancy and Toddlerhood Birth to age 3 3 Early Childhood Ages 3 to 6 4 Middle Childhood Ages 6 to 11 PERIODS OF THE LIFE SPAN Adolescence 5 Ages 11 to about 20 Young/Emerging Adulthood 6 Ages 20 to 40 Middle Adulthood 7 Ages 40 to 65 8 Late Adulthood Ages 65 and over Influences on INDIVIDUAL Development DIFFERENCES Though developmentalists studies about universal processes of development, they are also studying about individual differences. People differ in gender, height, weight, and body build; in health and energy, level; in intelligence; and in temperament, personality, and emotional reactions. "Context is also a factor"  Influences on Development can be describes in two primary ways: Heredity Environment (“nature”, biological process) (“nurture”, outside the body) Inborn traits or characteristics Totality of nonhereditary, or inherited from the biological parents. experiential, influences on development. NATURE AND NURTURE AS INFLUENCE IN DEVELOPMENT IS FIERCELY DEBATED IN HUMAN DEVELOPMENTAL FIELD. Contemporary theorists and researchers are more interested in finding ways to explain how nature and nurture work together than arguing which factor is more important. MATURATION Unfolding of a natural sequence of physical and behavioral changes. Varies in timing and pacing Only when deviation from the average is extreme, should we consider development exceptionally advanced or delayed CONTEXTS OF DEVELOPMENT Family Socioeconomic Status Culture, Ethnicity and Race Gender Historical Context Timing of Influence FAMILY Nuclear Family Two-generational kinship; household unit comprising of one or two parents with their children, whether biological, adopted or stepchildren. Extended Family Multigenerational kinship network of parents, children, and other relatives sometimes living together in an extended-family household. SOCIOECONOMIC Combination of economic and social factors describing an STATUS individual or family, including income, education, and occupation. Affects developmental processes outcomes indirectly. Kind of home Parent’s income Neighborhood Quality of nutrition Medical Care Education  Culture CULTURE, RACE A society’s or group’s total way of AND ETHNICITY life, including customs, traditions, beliefs, values, language, and physical products — all learned behavior, passed on from parents to children. Constantly changing, often through contact with other cultures. Individualistic Culture ⚬ priority on personal goals and encourage people to view themselves as distinct individuals Collectivistic Culture ⚬ concerned with collective goals and group dynamics. People view themselves with respect to their relationship with others. CULTURE, RACE Race AND ETHNICITY A grouping of humans distinguished by their outward physical characteristics or social qualities from other groups. Not a biological construct So we cannot define race using biological differences. We can say that Thai, Vietnamese, Malaysian and Indonesian looks the same, (but we cannot assume differences in race due to physical appearance), so we use Ethnic Gloss CULTURE, RACE Ethnic Group AND ETHNICITY Consists of people united by a distinctive culture, ancestry, religion, or national origin, all of which contribute to a sense of shared identity and shared attitudes, beliefs and values. Ethnic Gloss ·Overgeneralization about an ethnic or cultural group that obscures differences within the group. (Asian, Latina, Hispanic) GENDER Gender Roles and expectations may affect one's development and differences in experiences based on gender HISTORICAL CONTEXT The time in which people live. Developmentalists began to focus on how influences tied to time affect the course of people’s lives. NORMATIVE AND NON-NORMATIVE Normative Influences INFLUENCES Characteristic of an event that occurs in similar way for most people in a group. Normative Age-Graded Influences Normative History-Graded Influences NORMATIVE AND Normative Age-Graded NON-NORMATIVE Influence INFLUENCES Highly similar for people in a particular age group; factors that have a strong correlation with chronological age. Normative History-Graded Influences Associated with specific time period or significant events that shape the behavior, values and attitudes of a historical generation. (WW1, Covid19 Pandemic) NORMATIVE AND Historical Generation NON-NORMATIVE A group of people who experience the event at a formative time of their lives. INFLUENCES Cohort A group of people born at about the same time. Note that... A historical generation may contain more than one cohort, but cohorts are part of a historical generation only if they experience major, shaping historical events at a formative point in their lives (Rogler, 2002). NORMATIVE AND Non-Normative Influence NON-NORMATIVE Characteristic of an unusual event that happens to a particular person or INFLUENCES a typical event that happens at an unusual time of life. Unpredictable and not tied to a certain developmental time in a person’s development or to a historical period. Unique experiences of an individual. Earning master’s degree Getting a job offer Divorce Coping with death of a child TIMING OF Konrad Lorenz INFLUENCE Austrian zoologist, showed that newly hatched goslings will instinctively follow the first moving object they see, whether it is a member of their species or not. Imprinting is automatic and irreversible Imprinting Result of the readiness of an organism’s nervous system to acquire certain information during a brief critical period in early life  TIMING OF INFLUENCE Critical Period Sensitive Period Specific time when a given The time when a developing person event, or its absence, has a is especially responsive to certain specific impact on kinds of experiences. development. Less sensitive than critical period Length is not absolutely fixed No exact time frame (Starts and ends abruptly) Results are not necessarily as Limited time frame during dramatic or irreversible which a certain development (Starts and ends gradually) can occur. Window of time where development is more easily achieved.  1 Development is lifelong. LIFE-SPAN DEVELOPMENTAL 2 Development is multidimensional. APPROACH 3 Development is multidirectional. (Paul Baltes, 1987) Relative influences of biology and culture 4 shift over the life span Development involves changing resource 5 allocations 6 Development shows plasticity Development is influenced by the 7 historical and cultural context DEVELOPMENTAL ISSUES Reference: John W. Santrock, 2018 Nature Stability Continuity vs. vs. vs. Nurture Change Discontinuit y  DEVELOPMENTAL ISSUES Nature vs. Nurture Nature Nurture Inborn traits or Totality of nonhereditary or characteristics inherited experiential, influences on from biological parents development. Heredity and genes Starting with the prenatal environment in the womb and continuing throughout life Environment NATURE AND NURTURE AS INFLUENCE IN DEVELOPMENT IS FIERCELY DEBATED IN HUMAN DEVELOPMENTAL FIELD. Contemporary theorists and researchers are more interested in finding ways to explain how nature and nurture work together than arguing which factor is more important.  DEVELOPMENTAL ISSUES Stability vs. Change Stability Change Involves the degree to which early Involves the degree to which early traits and characteristics persist traits and characteristics changes as through life. an individual grows. Are we an older version of our Do we develop into someone early experience? different from who we were at an Developmentalists that earlier point in development? emphasize stabiliy argue that Developmentalists who emphasize stability is the result of heredity change take the more optimistic view and possible early life that later experiences can produce experiences. change  DEVELOPMENTAL ISSUES Continutity vs. Discontinuity Continuity Discontinuity Does our development Does our development involves involves either gradual, distinct changes? cumulative change? Qualitative in nature Quantitative in nature ex. Larvae into Pupa and into a ex. puppy into a dog Butterfly ⚬ oak seed into oak tree END OF SLIDE