developmental psychology (1).pdf

Developmental Psychology BURAK AKDÖNER, MD NEAR EAST UNIVERSITY PSYCHIATRY DEPARTMENT What is Developmental Psychology  Examines the progress of human beings  Developmental psychologists aim to explain how thinking, feeling, and behaviors change throughout life  Examines the influence...

Developmental Psychology BURAK AKDÖNER, MD NEAR EAST UNIVERSITY PSYCHIATRY DEPARTMENT What is Developmental Psychology  Examines the progress of human beings  Developmental psychologists aim to explain how thinking, feeling, and behaviors change throughout life  Examines the influences of nature and nurture on the process of human development, as well as processes of change in context across time  Physical Development  Cognitive Development  Social and Emotional Development Psychosexual Development (Freud)  Humans behave as they do because they are constantly seeking pleasure.  This process of seeking pleasure changes through stages because people evolve.  Each period of seeking pleasure that a person experiences is represented by a stage of psychosexual development.  These stages symbolize the process of arriving to become a maturing adult Psychosexual Development(Freud) Cognitive Development(Piaget)  Reality is a dynamic system of continuous change  Reality involves transformations and states  Transformations refer to all manners of changes that a thing or person can undergo.  States refer to the conditions or the appearances in which things or persons can be found between transformations Cognitive Development(Piaget)  Human intelligence is to be adaptive, it must have functions to represent both the transformational and the static aspects of reality  Piaget proposed that operative intelligence is responsible for the representation and manipulation of the dynamic or transformational aspects of reality, and that figurative intelligence is responsible for the representation of the static aspects of reality Cognitive Development(Piaget)  Operative intelligence is the active aspect of intelligence. It involves all actions, overt or covert, undertaken in order to follow, recover, or anticipate the transformations of the objects or persons of interest Figurative intelligence is the more or less static aspect of intelligence, involving all means of representation used to retain in mind the states (i.e., successive forms, shapes, or locations) that intervene between transformations Cognitive Development(Piaget) The figurative aspects of intelligence derive their meaning from the operative aspects of intelligence, because states cannot exist independently of the transformations that interconnect them It involves perception, imitation, mental imagery, drawing, and language This process of understanding and change involves two basic functions: assimilation and accommodation Cognitive Development(Piaget) According to Piaget, cognitive development is a balance issue Mind is in a balanced state if all the stimulus and information are familiar Lack of surprise Cognitive Development(Piaget)  Whenever a new stimulus occurs this state of balance disrupts  Disrupted balance is the sense of being surprised with this new information and the process of making it understood  This process is called adaptation  Adaptation happens with two functions: Assimilation and accomodation Cognitive Development(Piaget)  Assimilation: how humans perceive and adapt to new information. It is the process of fitting new information into pre-existing cognitive schemas  New experiences are reinterpreted to fit into, or assimilate with, old ideas and analyzing new facts accordingly  It occurs when humans are faced with new or unfamiliar information and refer to previously learned information in order to make sense of it Cognitive Development(Piaget) Accommodation: The process of taking new information in one's environment and altering pre-existing schemas in order to fit in the new information. This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation Accommodation is imperative because it is how people will continue to interpret new concepts, schemas, frameworks, and more Cognitive Development(Piaget) Assimilation and accommodation cannot exist without the other To assimilate an object into an existing mental schema, one first needs to take into account or accommodate to the particularities of this object to a certain extent Lastly these new schemas will be classified in the overall schemans of the mind This is called organization The new schema is being assoicated with the other ones. Bilişsel Gelişim (Piaget) Piaget’nin bahsettiği bu adaptasyon ve örgütleme sürecini, birey kendi başına gerçekleştirilmektedir. Uyarıcıyı alan, algılayan ve anlamlandıran, zihnine yerleştiren ve zihninde ilişkilendiren, bireyin kendi bilişi ve bilişsel süreçleridir. Piaget’ye göre bilişsel gelişim süreci, kalıtımla gelen özelliklerin zaman içinde olgunlaşma yoluyla ortaya çıktığı bir süreç olarak tanımlanabilir. «Genetik epistemoloji» yaklaşımı ile Piaget bunu vurgulamaktadır. 1. Sensorimotor Stage Infants progressively construct knowledge and understanding of the world by coordinating experiences (such as vision and hearing) from physical interactions with objects (such as grasping, sucking, and stepping) Infants gain knowledge of the world from the physical actions they perform within it Children learn that they are separate from the environment. They can think about aspects of the environment, even though these may be outside the reach of the child's senses 1. Sensorimotor Stage  In this stage, according to Piaget, the development of object permanence is one of the most important accomplishments  Object permanence is a child's understanding that an object continues to exist even though they cannot see or hear it  Peek-a-boo is a game in which children who have yet to fully develop object permanence respond to sudden hiding and revealing of a face. By the end of the sensorimotor period, children develop a permanent sense of self and object and will quickly lose interest in Peek-a-boo 2. Preoperational Stage This stage starts towards the end of the second year. It starts when the child begins to learn to speak and lasts up until the age of seven. During the pre-operational stage of cognitive development, Piaget noted that children do not yet understand concrete logic and cannot mentally manipulate information The pre-operational stage is sparse and logically inadequate in regard to mental operations. The child is able to form stable concepts as well as magical beliefs Thinking in this stage is still egocentric meaning the child has difficulty seeing the viewpoint of others 2. Preoperational Stage  The Pre-operational Stage is split into two substages: the symbolic function substage, and the intuitive thought substage.  The symbolic function substage is when children are able to understand, represent, remember, and picture objects in their mind without having the object in front of them.  The intuitive thought substage is when children tend to propose the questions of "why?" and "how come?" This stage is when children want to understand everything 3. Concrete Operational Stage Occurs between the ages of 7 and 11 (middle childhood and preadolescence) years Characterized by the appropriate use of logic. During this stage, a child's thought processes become more mature and "adult like". They start solving problems in a more logical fashion. Abstract, hypothetical thinking is not yet developed in the child, and children can only solve problems that apply to concrete events or objects 4. Formal Operational Stage This is the final stage of Piaget’s theory After 11-12 years old Intelligence is demonstrated through the logical use of symbols related to abstract concepts At this point, the person is capable of hypothetical and deductive reasoning. During this time, people develop the ability to think about abstract concepts 4. Formal Operational Stage  According to Piaget, not everyone develops into formal operational stage or even if they develop most of them can’t grasp all of the abilies of this stage Cognitive Development (Vygotsky)  Vygotsky, explains the cognitive development through an enviromental perspective  “Vygotsky, is the representative of the collectivist ideology in contrast to the radical individualism of the USA which is the origin of behaviourism and the psycho-physiologic ideology of Piaget” Cognitive Development(Vygotsky)  In contrast to Piaget, Vygotsky focuses on the environment than the individual itself  The development is not categorised with age progress. 1. Sociocultural Model  According to Vygotsky, development happens in a sociocultural history and includes the development of previous  In order to understand functions of mind, social and cultural progresses should be understood because human mind evolves from these.  Human mind consists two parts  The social part and the individual part  The second part originates from the first part 1. Sociocultural Model  Social plan: The place of the individual in the society.  The attention of the individual tends to the people instead of the objects in the environment  The individual observes and internalize the behaviours and ideas of others  Children’s mimicking of their parents 2. Zone of Proximal Development  The space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers  With adequete guidance individual may realize it’s potential and learn all kinds of things in their ability  Things outside of ZPD are the things an individual can’t do or learn 2. Zone of Proximal Development 2. Zone of Proximal Development  According to Vygotsky development and learning happens in a social environment  An individual can develop in a very limited way in isolation and won’t be able to realise its potential  The triggering effect of cognitive development is the parents, teacher and other people around not the innate developmental potential as Piaget expresses Scaffolding  At the beginning of the learning process individual recevies the help of an adult  If the process is succesful, the need for help decreases for the individual  After some point, the individual becomes a helper or teacher to a younger individual Psychosocial Development (Erikson) Psychosocial Development  Erikson's theory was based on what is known as the epigenetic principle  This principle suggests that people grow in a sequence that occurs over time and in the context of a larger community.  Each stage in Erikson's theory builds on the preceding stages and paves the way for following periods of development.  In each stage, Erikson believed people experience a conflict that serves as a turning point in development Stage 1: Trust vs. Mistrust  Begins at birth and continues to approximately 18 months of age.  The infant is uncertain about the world and looks towards their primary caregiver for stability and consistency of care.  Care -> consistent, predictable and reliable:  Sense of trust which will carry with them to other relationships, and they will be able to feel secure even when threatened.  Care -> not consistent  Mistrust, suspicion, and anxiety may develop.  The infant will not have confidence in the world around them or in their abilities to influence events.  Success: Hope  By developing a sense of trust, the infant can have hope that as new crises arise, there is a real possibility that other people will be there as a source of support.  Failure: Fear  This infant will carry the basic sense of mistrust with them to other relationships. It may result in anxiety, heightened insecurities, and an over feeling of mistrust in the world around them. Stage 1: Trust vs. Mistrust Stage 2: Autonomy vs. Shame and Doubt  Takes place during early childhood and is focused on children developing a greater sense of personal control.  Independence  The infant is starting to perform basic actions on their own and making simple decisions about what they prefer. By allowing kids to make choices and gain control, parents and caregivers can help children develop a sense of autonomy.  Potty training  Erikson believed that learning to control one's bodily functions leads to a feeling of control and a sense of independence. Other important events include gaining more control over food choices, toy preferences, and clothing selection.  Success: Autonomy  Failure: Shame and doubt Stage 2: Autonomy vs. Shame and Doubt Stage 3: Initiative vs. Guilt  Takes place during the preschool years.  Children assert themselves more frequently through directing play and other social interaction.  The primary feature involves the child regularly interacting with other children at school.  Play is central.  Success: A sense of purpose  Failure: Guilt Stage 3: Initiative vs. Guilt Stage 4: Industry vs. Inferiority  Teachers begin to take an important role in the child’s life.  The child’s peer group will gain greater significance and will become a major source of the child’s self-esteem. The child now feels the need to win approval by demonstrating specific competencies that are valued by society and begin to develop a sense of pride in their accomplishments.  Success: Competence  Failure: Inferiority  Some failure may be necessary so that the child can develop some modesty. Thus, a balance between competence and modesty is necessary. Stage 4: Industry vs. Inferiority Stage 5: Identity vs. Role Confusion  Takes place during the teenage years.  Plays an essential role in developing  a sense of personal identity.  Proper encouragement  A strong sense of self and feelings of independence and control  Remain unsure of one’s beliefs and desires  Feeling insecure and confused about themselves and the future.  Success: Staying true to yourself, fidelity  Being able to commit one's self to others by accepting others  Failure: Role confusion and a weak sense of self  Involves not being sure about themselves or their place in society. Stage 5: Identity vs. Role Confusion Stage 6: Intimacy vs. Isolation  Takes place during young adulthood between the ages of approximately 18 to 40 yrs.  The major conflict -> forming intimate, loving relationships with other people  Success: Love  The ability to form lasting, meaningful relationships with other people.  Failure: Loneliness and isolation Stage 6: Intimacy vs. Isolation Stage 7: Generativity vs. Stagnation  Takes place during middle adulthood (ages 40 to 65 years).  Generativity  Making your mark on the world through creating or nurturing things that will outlast an individual  Stagnation  The failure to find a way to contribute. Stagnant individuals may feel disconnected or uninvolved with their community or with society as a whole.  Success: feelings of usefulness and accomplishment  Failure: shallow involvement in the world Stage 7: Generativity vs. Stagnation Stage 8: Ego Integrity vs. Despair  Begins at approximately age 65 and ends at death.  We contemplate our accomplishments and can develop integrity if we see ourselves as leading a successful life.  Integrity  A person's ability to look back on their life with a sense of accomplishment and fulfillment  Despair  Looking back on life with feelings of regret, shame, or disappointment.  Success: Wisdom  Looking back on one’s life with a sense of closure and completeness, and accepting death without fear  Failure: A sense of regret and despair over a life misspent Teşekkür Ederim BURAK AKDÖNER, MD NEAR EAST UNIVERSITY PSYCHIATRY DEPARTMENT