Developmental Psychology PDF

(Two study nature and nurture, researcher commonly used twins for DIAGNOSTIC RATIONALIZATION their study.) Developmental Psychology - Branch of psychology Development as Continuous/Quantitative concerned with changes i...

(Two study nature and nurture, researcher commonly used twins for DIAGNOSTIC RATIONALIZATION their study.) Developmental Psychology - Branch of psychology Development as Continuous/Quantitative concerned with changes in physical, cognitive, psychological, - development occurs in small incremental changes and social functioning that occur throughout the lifespan. - easy to predict - changes in the number or amount Lifespan Development - womb to tomb Development as Discontinuous/Qualitative Human Development - Focuses on the scientific study of the - Development is marked by the emergence of new systematic process of change and stability, in people. phenomena that could not be easily predicted. - Stages build upon each other and cannot be skipped. Maturation - the biological unfolding of an individual according - Stages are fundamentally different from each other. to species-typical biological inheritance. (Process of growth and development based on our genes.) Contexts of Development Normative Influences - events that occur in a similar Domains of Development way for most people in a group Physical (growth of the body or brain, muscle groups, Normative Age-Graded - particular age group health) Normative History-Graded - historical generation Cognitive (pattern of changes in mental abilities and - not necessarily the same age problem solving abilities) Nonnormative Influences - unusual events that have Psychosocial (emotions, personality, and social a major impact on individual lives because they relationships) disturb the expected sequence of the life cycle. - Typical events at an atypical time or atypical Developmental Principles events. Development is lifelong. (throughout the lifespan) Development is multidimensional (This means that Developmental Research Designs development encompasses various areas of life like Cross-sectional - different ages assessed at one emotional, cognitive, economic, social, etc.) point in time; for age-related differences Development is multidirectional (In one area you can Longitudinal - same group more than once over time gain while lose on the other) (Attrition - the gradual loss of respondents over the life of Relative influences of biology and culture shift over longitudinal research the lifespan Cohort Effect - where the characteristics of the group impact the Development involves changing resource allocations. results of the study and are common on comparing results from different age groups) (child - growth / young adult to middle adulthood - maintenance) Sequential - combines two approaches Development shows plasticity. (Characteristics or abilities is malleable or changeable.) Development is influenced by historical and cultural context. Nature vs. Nurture Nature - Genetics - Hereditary - Nativists (a person who advocates the theory that concepts, mental capacities, and mental structures are innate rather than Major Methods of Data Collection acquired by learning) Naturalistic Observation - behavior is studied in Nurture natural settings without intervention or manipulation. - Environment Laboratory Observation - all the participants are - Experiential factors (early experiences from the womb to observed under the same controlled conditions. throughout the lifespan) - Empiricists (a person who supports the theory that all knowledge is based on experience derived from the senses.) Perspectives on Human Development First 3 Stages: most crucial for personality Psychoanalytic - early experiences and unconscious development. forces (Freud and Erikson) Too much or too little gratification > fixation Learning - change based on experience or Fixation - arrest in development that can show up in adaptation to the environment (Skinner and Pavlov) adult personality. Cognitive - thought processes (Piaget) Contextual - development can only be understood in Psychosexual Stages Fixations its social context Oral - overeating, excessive drinking, biting pencils, too much Ethological/ Evolutionary - based on animal talking (EZ. Mouth) behaviors and tied to evolution Anal - (EZ. Anus) - anal retentive: orderly, organized, tidy Psychosexual Theory (Freud) - anal expulsive: messy, untidy, disorganized, generous unconscious forces and early experiences Phallic - sexual deviances (overindulging or avoidance) people are born with biological drives that must be - confused or weak sexual identity redirected to make it possible to live in a society - EZ. Genital (Opposite Sex - Parent) - Hunger - Oedipus Complex: The attachment of the child to the parent of the - Sex opposite sex, accompanied by envious and aggressive feelings - Aggression toward the parent of the same sex. Provinces of the Mind - When Superego emerged ID Latency - no EZ - pleasure principle Genital - EZ. Genital (Opposite Sex - Peers) - Immediate gratification - illogical, emotional, irrational Psychosocial Development (Erikson) - (present at birth) positive / syntonic element & negative / dystonic element EGO Each stage requires the balancing of a positive trait and a - Reality principle corresponding negative one, though there should be a little - gratify the id that is acceptable to the more positive superego successful resolution of each stage → virtue or strength - logical, rational too much positive/syntonic → maladaptation - (develop at age 2) too much negative/dystonic → malignancy SUPEREGO successful resolution of each crisis puts the person in a - Morality principle particularly good position to address the next crisis. - conscience: "shoulds" and "should nots" when you fall on one stage, you’ll find it difficult to adapt in - (develop at age 5 to 6) the next stages  Compulsiveness - This individual feels immense pressure to perform perfectly and often becomes consumed by their need to control every aspect of their life. Inhibition - This individual avoids taking risks and often feels stuck, unable to pursue their goals due to fear of failure or disapproval. Inertia - This individual feels incapable of achieving anything and often gives up easily, lacking motivation and a sense of self-efficacy. Repudiation - This individual rejects their own identity and struggles to find a sense of belonging in the world. Exclusion - This individual avoids close relationships and isolates themselves from love, friendship, and community, potentially developing bitterness or resentment as a result. Rejectivity - This individual becomes self-absorbed and loses interest in contributing to society or nurturing others. Disdain - This individual develops a sense of bitterness and contempt for life, both their own and others'. Cognitive Development (Piaget) - children's cognitive development advances in a series of four stages involving qualitatively distinct types of mental operations Sensorimotor (0 - 2 years) - sensory and motor activity - reflexes - Circular Reactions → Infant learns to reproduce events - object permanence (infants know an object or person still exists even when they are hidden and they can't see or hear them.) Preoperational (2 - 7 years) - Symbolic Function & Intuitive thought language - Centration → focus only on one aspect - Transductive Reasoning.→ flawed reasoning; connect unrelated events MALADAPTATION: - Egocentrism→ inability to understand another Sensory Distortion/Sensory Maladjustment - This involves an person's POV overly trusting and gullible individual who believes everyone has good intentions and struggles to accept any wrongdoing. - Animism → attribute life to inanimate objects Impulsiveness/Shameless Willfulness - This individual acts without Concrete Operational (around 11 years) considering consequences, lacks self-control and often jumps into - Decentering. → look at more than 1 aspect at once situations without proper planning. - Conservation → substance changes shape but Ruthlessness - This individual lacks empathy and compassion, often acting selfishly and without regard for others' feelings. remains constant Narrow Virtuosity - This individual focuses on a single area of - Seriation → arrange according to dimension competence, neglecting other areas of development and potentially ex. shortest to longest becoming overly specialized. Fanaticism - This individual rigidly adheres to a specific belief - Reversibility. → initial conditions can be restored system, often to the exclusion of other perspectives and potentially 2+3 = 5 becoming intolerant of opposing views. 0 5-3 = 2 Promiscuity - This individual seeks intimacy too freely and easily, - Inductive Reasoning → specific to general lacking depth and commitment in their relationships. Overextension - This individual becomes overly involved in work or Formal Operational (7 - 12 years) other activities, neglecting their own needs and potentially - Abstract thought experiencing burnout. - Hypothetical-Deductive Reasoning. → create and test Presumption - This individual assumes they have achieved ego integrity without truly confronting the challenges of aging and hypothesis; think about possibilities potentially becoming out of touch with reality. Cognitive Development (Piaget) occurs through 3 related MALIGNANCY: processes: Withdrawal - Characterized by depression, paranoia, and potentially psychosis, this individual struggles to trust anyone and often isolates Organization → create categories by observing common themselves. characteristics  - Schema (are units of understanding that can be hierarchically categorized as well as webbed into complex relationships with one another. Cognitive Structure) Adaptation→ handling new information Assimilation→ Incorporate new info into existing schema Disequilibrium (a state of cognitive imbalance. We experience such a state of imbalance when encountering information that requires us to develop new schema or modify existing schema) Accommodation → adjust schema to fit new info Equilibration→ constant strive for balance in cognitive structures and new experience Immature Aspects of Adolescent Thought Imaginary Audience - Assume everyone else is thinking about the same thing they are thinking about themselves. Personal Fable - the belief that they are special, their experience is unique, and they are not subject to the rules that govern the rest of the world Classical Conditioning (Ivan Pavlov) - An unconditioned stimulus is repeatedly paired with a neutral stimulus. (Partial - best to maintain a behavior) Operant Conditioning (B.F. Skinner) - learning based on the association of behavior with its consequences. terms: fixed - consistent variable - inconsistent ratio - no. of responses interval - time (Ex. Fixed-Ratio: After baking 30 pieces of brownies, the workers are given 100 Bioecological Theory (Bronfenbrenner) pesos. Microsystem - immediate physical and social environment Fixed-Interval: Rafayel's mother told him that if he finished washing the dishes in 15 minutes, she would give him 100 pesos. Mesosystem - interrelationship between or more Variable-Ratio: Jennie got a plushie after two tries. However, in another machine, microsystems it took her 50 tries. Exosystem - social settings NOT directly experienced but Variable-Interval: Rain does not know when the next jeepney will come. Sometimes it comes after only 5 minutes, sometimes it takes as long as 20 affects individual minutes.) Macrosystem - cultural or societal context Chronosystem - time, life transitions Social Learning Theory (Bandura) - Development is bidirectional Reciprocal determinism → The person acts on the world as the world acts on the person. Observational learning → learning through watching the behavior of others. 3 Attachment Styles (Ainsworth) Strange Situation - designed to assess attachment patterns 4 IDENTITY STATUSES (MARCIA) between infants and adults. - when the caregiver is there - when caregiver leaves - when caregiver returns 1. Secure - explore surroundings - cry when the caregiver leaves - easily comforted 2. Avoidant - unaffected by the caregiver leaving or returning - does not reestablish contact when the caregiver returns 3. Ambivalent/Restraint - anxious even before the caregiver leaves. - very upset when the caregiver leaves - mix of proximity seeking and angry behaviors when comforted 4. Disorganized (Main & Solomon) (Identity Achievement: You've explored different options and made conscious - no cohesive strategy decisions about who you are and what you want to do. You feel confident and comfortable with your choices. - snow contradictory repetitive, or misdirected Identity Moratorium: You're still figuring things out. You're exploring different behaviors possibilities, trying new things, and asking questions. Identity Foreclosure: You've accepted the values and beliefs of your family or society without much questioning. Identity Diffusion: You're not really interested in figuring out who you are or what you want. You might feel lost, confused, and apathetic about your future.) Emerging Adulthood (Arnett) - 18 - 29 yrs - the time during which young people are no longer adolescents but have not yet settled into adult roles (feeling in-between) - identity exploration and a focus on self. Middle Adulthood - 40/45 - 60/65 yrs - those who are in their prime - assist the younger generation in becoming responsible adults - accept and adjust to physiological changes Grief - intense emotional response following experience of - care for children and aging parents (sandwich generation) death or loss Mourning - an outward expression of bereavement and grief Teratogens - an environmental agent that can interfere with Bereavement - process of adjusting to the experience of death normal prenatal development. or loss (period of loss - grief + mourning) - Examples: alcohol, nicotine, marijuana, and cocaine Dual Process Model of Grief (Stroebe & Schut) Reflex - automatic, innate response to stimulation (for survival and focuses on 2 types of stressors protection) Tonic Neck - Turns head to one side, assumes "fencer" Loss Oriented - comes from focusing on and position, flexes opposite limbs when laid down on the back processing the loss of the person who has died and Moro - Extends legs, arms, and fingers, arches back, draws our relationship with that person. back head when a baby is dropped or hears a loud noise. Restoration Oriented - secondary sources of stress (Startle Reflex) and coping: considers the stress of feelings of Darwinian - grasping; Makes strong fist isolation, having to fulfill tasks that the person who Babkin - mouth open, eyes close, neck flexes. and head died used to do titles forward. no specific timing, it depends on the person LESSON (MX. EMMAN) HUMAN DEVELOPMENT Infancy and Toddlerhood HUMAN DEVELOPMENT - Infant - 0-18 months systematic processes of change + stability in people - Toddler- 18-36 months and are influenced by different factors that interact - period of rapid growth researchers consider Lifespan development - from - emergence of self-awareness. womb to tomb (ways in which people change from - play with other children of same sex, age, and gender conception through maturity) Stages of Death/Grief (Kubler-Ross) (human development: this pertains to from conception to - basis are people with a terminal illness maturity) - not everyone goes through all five stages and not necessarily in the same sequence  (lifespan perspective: ito ay mula simula—‘yung stage. Dapat titingnan mo ang bawat stage ng buhay—mula pagsama ng sperm at egg na naging childhood, adolescence, adulthood, hanggang pagtanda. zygote—hanggang sa mamatay ang tao. ‘Yung buong Ano ang nagbabago pagdating sa physical domain ng isang tao mula early childhood? At ano ang nananatili habang span na ‘yun, ‘yun ang pinag-uusapan natin sa tumatanda? Kaya nagkaroon ng expansion sa field of human development.) knowledge ng mga behavioral scientists at scholars.) (ang pinag-uusapan throughout the lifespan ay ang (At the same time, may mga philosophers na nagtatanong, change and stability in people—ano ‘yung mga bakit kaya ang mga babies, na parang pare-pareho noong nagbabago sa isang tao, at the same time, ano ‘yung una, ay nagiging iba-iba habang lumalaki? Dito nagsimula mga nananatili) ang idea ng individual differences. Noong una, iniisip nila ○ (For example, may isang tao na bata pa lang na since halos pareho ng trajectory ang mga babies, iisa ay may very difficult lang din ang kanilang development. Pero napagtanto nila na pati pala mga infants, may mga individual differences na temperament—bugnutin, laging nag-aappear habang tumatagal. Kaya inumpisahan nilang nakasimangot, laging may kaaway. Gusto pag-aralan ang mga pagkakaibang iyon.) nating pag-aralan: kapag siya ba ay naging young adult, ganun pa rin ba ang Jean-Jacques Rousseau temperament niya o nagbago na?) So kung all human beings are naturally good (noble savage) and nagbago ang temperament niya, ang seek out experiences that help them grow (Crain, susunod nating pag-aaralan ay: ano ‘yung 2011). mga factors na nakaapekto sa pagbabago ○ (Nung tayo daw ay pinanganak, lahat tayo ng temperament niya? For example, ay mga noble savages (sabi ni Jean). We nagkaroon siya ng isang green flag na jowa, are all naturally good and have the capacity o nagkabati sila ng nanay niya na dati niyang to shape our development.) kaaway noong bata pa siya. ○ (Halimbawa, ang simpleng pagkuha ng baby (In human development, we adopt a very holistic ng laruan sa mesa—hindi lang basta basta perspective.) ‘yun ginagawa. Ginagawa ‘yun ng baby kasi (Ang human development is influenced by different gusto niyang maintindihan ang mundo. factors na nag-iinteract.) Kapag nalaman niya kung ano ang bagay na ‘yun, nagkakaroon siya ng development.) ○ (Tayo rin bilang adults, naghahanap tayo ng Throwback in Human Development experiences na makakatulong sa pag-unlad The term development was largely confined to natin. Halimbawa, Si Mx Emman, nag-aaral childhood during the early years. In the second half of the 20th ng bagong certifications para madagdagan century, behavioral scientists began to acknowledge that ang knowledge niya. Ganon din ang sinasabi important age-related changes occur across the entire human ni Rousseau. We seek out experiences to lifespan. Typically, philosophers' inquiries into the nature of grow.) development focused on why babies, who appear to be quite children need only nurturing and protection to reach similar, grow up to vary widely. (Before, people and other their full potential. philosophers believe that developmental psychology should only focus ○ (Pero sabi ni Rousseau, para maabot ng on children but as time goes by they contradict this beliefs and acknowledge that in order to understand human development it should mga bata ang full potential nila, kailangan be studied THROUGHOUT THE LIFE SPAN of an individual and also nila ng sapat na nurturing and protection. study their INDIVIDUAL DIFFERENCES.) Kung hindi sila mabibigyan ng sapat na alaga, maaapektuhan ang development (Before, ang development ay largely confined lang sa nila.) childhood. Kaya ‘yung misconception na ang devpsych ay ○ (Ang problema, minsan, masyado ring tungkol lang sa mga bata is hindi naman maiiwasan. Kasi nagiging protective ang mga magulang. before, ‘yung mga scholars, researchers, Kapag hinadlangan nila ang exploration ng psychologists—’yun din ang nasa isip nila. Kapag pinag-uusapan ang human development, nagsisimula lang bata—kahit na walang masyadong sila sa childhood. Pero noong second half ng 20th century, risk—naaantala ang development ng bata. nagkaroon ng shift. Ang mga behavioral scientists, ○ (Dapat, may tamang balance—letting the napagtanto nila na dapat pag-aralan din ang age-related child explore the world in a safe way para changes throughout the entire lifespan. Kasi, kung gusto ma-develop sila as a person.) mong maintindihan ang changes and stability sa isang tao, hindi pwedeng tumingin ka lang sa isang developmental  Developmental outcomes are good when a child's ○ (Ang psychosocial domain ay tungkol sa epekto ng environment refrains from interfering in her attempts social relationships sa development ng tao at kung to nurture her own development. paano rin siya nakaapekto sa iba.) (Give children opportunities to help them maximize their full (These 3 domains interact with each other that makes an potential.) individual achieve it's full development) Development and Interactions Human development is a complex and tangled web of multiple influences, and understanding these influences DOMAINS OF DEVELOPMENT requires thinking carefully about their interactions. (Kapag nag-aaral mg dev psych, mapapansin na sa bawat developmental stage ay may tatlong chapters: physical development, cognitive development, at psychosocial (Ex. This baby has an congenital ear infection. According to development. Bakit ganito? Kasi ang pag-aaral ng developmental psychology, for us to learn how to speak and use development ay dapat holistic. Hindi puwedeng language, hearing is important. Since the baby has a problem in one-dimensional lang; kailangang tingnan mula sa iba’t ibang hearing it can result to slower language development.) lenses.) (Kaya laging sinasabi na kapag nag-aaral ka ng tao, dapat PHYSICAL - Physical nature: Growth of the body and tingnan ang tatlong domains na ito—physical, cognitive, at brain, sensory capacities, motor skills, and health psychosocial. Hindi sila independent sa isa’t isa. Nag-iinteract ang bawat domain, kaya kapag may problema ○ (Ito ay tungkol sa biological aspects ng sa isa, maaapektuhan ang iba.) tao—ang kanyang physical nature.) ○ Halimbawa, may bata na may ear infection (Halimbawa, gusto mong (physical domain). Dahil hindi siya makarinig, pag-aralan ang brain development, apektado ang kanyang language development motor skills, o sensory capacities. (cognitive domain), at maaaring pagtawanan siya Kailan nade-develop ang vision ng ng mga kaklase niya, na magdudulot ng low isang neonate? Bakit nasa peak self-esteem (psychosocial domain). Kitang-kita ang physical capacity ng isang tao dito ang interconnectedness ng mga domains. (Kaya sa pag-aaral ng development, kailangan nating sa young adulthood? Kapag ang maging holistic at maunawaan ang context ng bawat tao. pinag-uusapan ay tungkol sa Tandaan na ang bawat domain ay magkakaugnay.) physical nature, biological aspects, o kahit mga illnesses, ito ay under ng physical domain.) CONTEXTS OF DEVELOPMENT COGNITIVE - Leaming, attention. memory, language, HISTORICAL GENERATION - a group of people who thinking, reasoning, and creativity. (process of mind) experience the event at a formative time in their lives. ○ (Ito ay tungkol sa kung ano ang nangyayari sa isip ○ ( Ito ay isang grupo ng mga tao na ng tao. It focuses on information nakaranas ng isang makabuluhang processing—paano natututo ang tao, paano nagiging creative, paano nagbabago ang memory pangyayari sa formative stage ng kanilang habang tumatanda.) buhay.) ○ (Halimbawa, bakit mabagal ang reaction time ng (Halimbawa, ang mga baby matatanda? O bakit mas mabilis matuto ang mga boomers sila ‘yung mga bata? ‘Yung mga tanong na ‘yan ay under ng ipinanganak right after World War II. cognitive domain.) Ngayon, noong panahon na PSYCHOSOCIAL (SOCIOEMOTIONAL)- iyon—right after the relationships with other people. changes in war—maraming mahahalagang personality. (How other people affect you and how you kaganapan ang naganap. affect other people) Ang mga ipinanganak mula 1946 ○ (Ito ay tungkol sa relasyon ng tao sa iba at sa hanggang 1964, sila ‘yung kanyang personality at emotions.) ○ (Halimbawa, bakit mas konti ang kaibigan ng isang tinatawag nating baby boomers. tao habang tumatanda? O bakit sobrang attached Maraming importanteng events ang ang isang infant sa kanyang nanay?) nakaapekto sa kanila bilang isang  generation, tulad ng rapid economic ○ (Ito ay may kinalaman sa mga historical growth pagkatapos ng digmaan. generations.) ○ (ang historical generation ay binubuo ng iba't (Halimbawa: Ang Baby Boomers (ipinanganak mula 1946–1964) ay ibang cohorts na, sa loob ng isang specific nabuo sa panahon pagkatapos ng World time span, may mga significant life events na War II, kung saan may significant events nangyari na nakaapekto sa kanila na nakaapekto sa kanilang pag-uugali at collectively.) pananaw.) COHORT - a group of people born at about the same (Ang "Generation COVID" o Gen C, ang time. mga batang ipinanganak sa panahon ng ○ (group of people born at about the same COVID-19 pandemic, ay time.) pinaniniwalaang may kakaibang pattern ng pag-uugali. Sila’y kadalasang mas (So for example, tinanong ko, sino introverted, mas gustong manatili sa dito ang nineteen ninety nine loob ng bahay, at limitado ang social babies? Tayo po ay cohort number interactions.) one. Kung kayo naman ay mga (Ang mga significant events, tulad ng 2005 babies, kayo ang cohort two. World War II, Martial Law, EDSA Kumbaga, kayo-kayo po ‘yung mga Revolution, o pandemya, ay tinatawag sabay-sabay ipinanganak. na normative history-graded influences Ipinanganak kayo sa parehong dahil ang mga ito ay naghubog ng kolektibong karanasan ng mga tao sa panahon, tulad ng mga 1999 babies panahong iyon.) or 2005 babies.) Nonnormative - unusual events that have a major impact on individual lives because they disturb the expected sequence of the life cycle. They are either typical events that happen at an atypical time of life or atypical events. (Ex. early/teenage pregnancy or early death of parent) ○ (ang "non-normative" ay kabaliktaran. Ito ay mga bagay na kakaiba, hindi pangkaraniwan, at nararanasan lamang ng iilan.) ○ (Ito naman ay mga kakaibang pangyayari na may malaking epekto sa buhay ng isang tao. Hindi ito pangkaraniwan o inaasahan.) (Halimbawa: Skydiving mishap, kung saan topperware ang laman ng parachute bag—sobrang unusual) (Manalo sa lotto o magtap sa board exam—hindi lahat ay nagkakaroon ng NORMATIVE AND NONNORMATIVE INFLUENCES ganitong pagkakataon.) Normative - consistent within a certain standard. (Pagkamatay ng magulang sa murang ○ (Ang ibig sabihin nito ay normal o expected. Hindi edad—bagamat normative ang death, ito isang bagay na nangyayari lang sa iisang tao; kung nangyari ito nang masyadong ito’y nararanasan ng marami. Normative yan.) maaga (halimbawa, 4 years old pa lang Normative AGE-GRADED - highly similar for people ang anak), ito ay nagiging in a particular age group. The timing of biological non-normative.) ○ (Kaya ang non-normative influences ay hindi lang events is fairly predictable within a normal range. (Ex. tungkol sa pagiging kakaiba; maaari rin itong usual Menarche of a biological female that commonly start at 9 events na nangyari sa unusual times ng buhay ng years old, and spermarche at 11 years old for biological isang tao.) male) ○ (Ito ang mga kaganapan o pangyayari na madalas na nararanasan ng mga tao sa isang tiyak na THEORETICAL PERSPECTIVES IN DEVELOPMENTAL edad.) PSYCHOLOGY Normative HISTORY-GRADED - significant events that shape the behavior and attitudes of a historical IS DEVELOPMENT… generation. (Ex. COVID-19 or pagtaas ng presyo ng bigas) C ○ Ang psychosexual development ni O QUANTITATIVE; Sigmund Freud: Oral Stage: Birth to 1 year N Development is 50 kg -> 60 kg old; Anal Stage: 2–3 years old; Phallic T governed by the 2 months vs. 7 months pregnant Stage: 4–6 years old I SAME PROCESS; 5'9 -> 6'5 (Sa bawat stage, may mga significant changes na N Gradual refinement 4 words -> 700 words U nangyayari.) and extension of (Characteristics na binabantayan O ○ Halimbawa rin dito ang pagbubuntis: early skills into later natin throughout certain stages.) U ○ Continuous Development: Mula 3 weeks abilities S pregnant, nagiging 30 weeks pregnant. D ○ Discontinuous Development: Dati, hindi I buntis; ngayon, buntis na. S QUALITATIVE: C Preoperational thinking -> Development at (Reactive Development: Ayon sa mechanistic O Formal operational different points in model, ang mga tao ay parang makina na tumutugon N Pregnant vs. not pregnant lifespan is sa stimuli mula sa kapaligiran.) T Normal eating pattern > I fundamentally ○ Halimbawa: Hindi magde-develop ang bata abnormal pattern N different in nature; kung walang nagtuturo sa kanya o Non-verbal > verbal U change in size, kind. nagbibigay ng input. (Each stage may ibang nangyayari) O ○ Parang kanta: “Kulang ako kung wala ka.” U (Active Development: Ayon sa organismic model, S ang mga tao ay may kakayahang itakda ang kanilang ORGANISMIC; sariling pag-unlad.) People are active, ○ Halimbawa: Ang bata ay kayang matutong A growing organisms magbasa nang mag-isa sa pamamagitan ng C who set their own "Kaya kong MABUHAY kahit pag-explore ng libro. T development in wala ka. Dahil unang una hindi ○ Empowering ang perspective na ito dahil I motion ikaw ang dahilan ng aking pinapakita na tayo ang may kontrol sa ating V (Erikson's Psychosocial, paghinga.” E Social learning, Cognitive development. stage, Sociocultural, Ang development ay hindi laging isang perspektibo Bioecological, lamang. Maaaring ito ay kombinasyon ng active at Information processing) reactive, continuous at discontinuous, depende sa R MECHANISTIC: konteksto at sitwasyon. E people are like A C machines that. react to “Kulang AKO kung wala KA” T PSYCHOSEXUAL DEVELOPMENT I environmental input V (Psychoanalytic, people are born with biological drives E Traditional learning) everything we do is fueled by either the sexual drive (eros - anything that can make us feel pleasured) or (Continuous Development: Tinatawag ding aggressive drive (thanatos) quantitative change dahil nasusukat ito gamit ang ○ (According to Freud, people are born with numero.) biological drives. These biological drives are ○ Halimbawa: the Eros and Thanatos. Also, he asserted ○ Vocabulary size: Ang bata na may alam na that all behaviors are fueled by Eros or 3 salita ay natututo ng 100, 10,000, Thanatos.) hanggang 20,000 salita. ○ (Eros is the sexual drive. So, when you say ○ Timbang: Ang dating 30 kilos ay naging 75 sexual drive, hindi lang siya about having kilos. sex—hindi lang yung coitus na tinatawag. (Ang continuous development ay linear at nasusukat.) Pero with the sexual drive, anything that (Discontinuous Development: Tinatawag na would let us feel pleasure; something that is qualitative change dahil nagkakaroon ng pagbabago pleasurable.) sa uri o estruktura ng development.) ○ (Behaviors are also fueled by our ○ Halimbawa: aggressive drive. Sabi ni Sigmund Freud,  it’s sex and aggression. It’s just fueled by sex ○ (For example, kapag na-frustrate tayo or or aggression. For example, bakit gusto masyadong na-over gratify, the ego might mong mag-exam? At the same time, gusto unconsciously remain in a stage that feels mo i-prove people wrong na sinabing hindi more comfortable psychologically.) mo kayang makapasa—'yun ang manifestation ng aggressive drive. So, it is FREUD’S PSYCHOSEXUAL THEORY because we want to feel pleasure, and at the EROGENOUS same time, we want to be aggressive with STAGE AGE FIXATION ZONE other people. the first 5 years are the crucial ones. (adult O personality was firmly shaped and crystallized by 5 Infant’s pleasure Smoking R Birth to 1 ½ yrs old) centers on the Gum-chewing A Years mouth. Nail-biting ○ (By five years old, specifically, your L personality is shaped and crystallized) less attention to later childhood and adolescence, little concerned with personality development in adulthood. A Child’s pleasure Orderliness N ○ (Less attention is given to later childhood focuses on the 1 ½ to 3 Years Obsessiveness A Rigidity and adolescence. While there’s little concern anus. L with personality development in adulthood, the first three stages are important.) A person's unique character type develops in P childhood largely from parent-child interactions. H Child’s pleasure The child tries to maximize pleasure by satisfying the A focuses on the Vanity id demands, while parents, as representatives of L genitals. (where 3 to 6 Years Exhibitionism society, try to impose the demands of reality and L superego is Pride I developed) moralitv. C Our development occurs in 5 stages and sensual pleasure shifts from one body zone to another. ○ (Our development occurs in five stages, and L Child’s sensual pleasure shifts from one body zone A represses sexual to another as we go through different T interest and 6 Years to Not a psychosexual developmental stages. Alam natin, may five E stage of development N develops social Puberty according to Freud time body zones—oral, anal, phallic, latency, and intellectual C and genital. Pero everything starts sa oral skills. Y and anal, hanggang reproductive organs later. Sa latency, walang body zone; sa A time of sexual genital, it’s more on relationships with other G reawakening: people. E source of sexual N pleasure Puberty Focus on adult FIXATION I T becomes Onward sexuality too little or too much gratification = fixation, an arrest A someone in development that can show up in adult personality. L outside the (Over gratified children are fixated in a certain stage because family. they feel comfortable on that stage that makes them had an anxiety to go to next or other stages. Little gratified children might have unresolved or unmet needs.) PSYCHOSEXUAL STAGES taking the next stage becomes too anxiety provoking ORAL STAGE (0-1) = ego may resort to remaining at the present, more Mouth is used for survival 📌 comfortable psychological stage. chief source of pleasure ORAL-RECEPTIVE (Fixation: too little or too much gratification can lead involves mouth-oriented CHARACTER - dependency, to fixation. Fixation is an arrest in development activities gullibility, excessive that can show up in adult personality.) dependence is a core mouth-related activities. feature; thumbsucking  ORAL-SADISTIC kulang ang response ng caregivers, puwedeng CHARACTER - hostility, envy, mag-develop ang oral-receptive character. exploitation, critical. Halimbawa, sa over-gratified, they tend to rely too ANAL STAGE (1-3) much on others or become too dependent. On the other hand, kapag kulang ang gratification, nagiging anal region is the pleasurable zone ANAL EXPULSIVE CHARACTER - critical sila sa ibang tao. So, it all comes down to how sensual gratification from absent or minimal toilet training; much pleasure or gratification ang ibinibigay during withholding and expelling feces, messy, disorganized, and/or cruelty this stage. Kaya nga sa oral stage, ang mga bata ay and toilet training is important ANAL RETENTIVE CHARACTER - very dependent on others.) activity strict toilet training; rigid, orderly, Anal Stage: From one to three years old, ito na ang independence / autonomy is a perfectionism anal stage. Sa stage na ito, ang independence ng core feature bata ay nagsisimula. This is the stage characterized PHALLIC STAGE by the pleasure zone na nasa anus. Kapag hindi tama Sooooo... what if fixated yan ang toilet training—halimbawa, sobrang strict or s'ya??? walang guidance—nagkakaroon ng fixation. Masturbation is universal lingering forms of castration Puwedeng maging anal-retentive character ang bata: Superego develops (stronger in anxiety and penis envy male; weaker in females) masyadong rigid, orderly, or perfectionist. evidences strong narcissism. Castration complex helps in Focus shifts to toilet training and gaining control over (need continual recognition and superego development bodily functions. This period is critical because it appreciation of their attractive and Child becomes attached to influences the child’s sense of control and orderliness. unique qualities lacking support parent of the other sex could lead to feeling inadequate and ○ For example, if parents are overly strict identification with same-sex inferior.) during toilet training, a child might develop parent happens difficulty establishing mature an anal-retentive personality—someone heterosexual relationships who is overly neat, organized, or MALE OEDIPUS COMPLEX FEMALE OEDIPUS COMPLEX perfectionistic. Conversely, if toilet training is The female child realizes that she lax or inconsistent, the child may develop an preceding the phallic stage an does not have a penis and feels anal-expulsive personality, characterized infant boy forms an identification cheated (penis envy). by messiness and a lack of control. The way with his father. Desire to have her father since he parents approach toilet training plays a key Development of sexual desire may "give" her a penis. role in this stage. for his mother. Ends with identification with the Castration complex in the form Phallic stage: which spans ages three to five (though mother. of castration anxiety leads to Weaker superego in the end due some sources say four to six years). During this time, repression of sexual feelings. children begin to explore their bodies, and sexual to absence of traumatic event Leads to stronger superego. energy is directed toward self-stimulation. (castration anxiety). LATENCY STAGE ○ For instance, a child might engage in behaviors such as masturbation, which is Time of relative calm between more turbulent stages normal during this stage as they are learning Repression and redirection of sexual energy into socially about their own pleasure. This acceptable activities self-stimulation is not sexual in the adult Not a psychosexual stage of development according to Freud sense but is a part of their developing sense GENITAL STAGE of self and body. Children might also become Reemergence of sexual impulses of phallic stage, curious about differences between boys and channeled into mature adult sexuality girls, which is part of their developing Less intensity of conflicts awareness of gender and sexuality. 📌 During the phallic stage, children also develop their superego, which represents the internalization of Oral Stage: During the oral stage, the erogenous societal rules and moral standards. zone is our mouth. The chief source of pleasure ○ For example, the superego helps children involves mouth-oriented activities. During this time, understand concepts like right and wrong. usually zero to one year old, ang bata ay Interestingly, the superego develops stronger nakakaranas ng pleasure through the mouth. in boys and weaker in girls, according to Halimbawa, thumb sucking. Yung libido or sexual Freudian theory. This process is influenced energy manifests sa activities na ito. Kapag sobra o by the child's relationship with their parents,  particularly their identification with the intellectual and social development, with children same-sex parent. engaging in activities like sports, learning, or modeling. There’s no intense focus on sexual PARALLEL PATHS OF THE SIMPLE MALE AND FEMALE impulses during this time; instead, it's about forming PHALLIC PHASES skills and relationships. MALE PHALLIC PHASE FEMALE PHALLIC PHASE Genital Stage: which starts around the age of 12 and continues into adulthood, is when sexual impulses 1. Oedipus complex (sexual 1. Castration complex in the mature and are directed toward romantic partners. desires for the mother/ form of penis envy (START of This stage marks the shift from self-centered urges to hostility for the father - female Oedipus complex) more mature sexual relationships. The sexual energy unconsciously) 2. Oedipus complex develops that was previously expressed in the phallic stage is 2. Castration complex in the as an attempt to obtain a penis now channeled into forming mature, romantic form of castration anxiety (sexual desires for the father; relationships, which is considered the most socially shatters the Oedipus complex hostility for the mother) acceptable form of sexual expression. 3. Identification with the 3. Gradual realization that the father. (Take-in or copy the Oedipal desires are behavior of their father. START of PSYCHODYNAMIC self-defeating male Oedipus complex) ATTACHMENT THEORY (JOHN BOWLBY) 4. Identification with the mother. 4. Strong superego replaces 5. Weak superego the nearly completely attachments formed during childhood have an Replaces the partially. dissolved Oedipus important impact on adulthood. 📌 Bowlby became dissatisfied with the object relations perspective (inadequate theory of motivation & lack of Castration anxiety refers to the fear that boys empiricism) experience about losing their penis, which stems from ORT could be integrated with an evolutionary the belief that their father might castrate them as perspective (could correct empirical shortcomings) punishment. This anxiety plays an essential role in the departed from psychoanalytic thinking by taking formation of the super ego—a strong super ego childhood as its starting point and then extrapolating develops during this stage, particularly in boys, and it forward to adulthood greatly influences their moral development. This is investigators should study childhood directly and not part of the Oedipus complex, where the boy rely on distorted retrospective accounts from adults (It identifies with his father, fearing castration, but also means do not interview an individual on what happened to develops feelings of desire toward his mother. them on the past–just like what Freud's do on his patients, if For the female child, the situation is different. She you want to study about attachment during childhood you realizes that she does not have a penis and, should focus more on children.) according to Freud, feels cheated or inferior. The SEPARATION ANXIETY - clear sequence of penis symbolizes power and male dominance, which reactions when separated from their primary Freud considered central to his very sexist view of caregivers. (Bowlby anchored his theory on his sexuality. For girls, this leads to what Freud called observations on this concept) penis envy, where they experience feelings of inadequacy. Over time, this complex leads the girl to STAGES OF SEPARATION ANXIETY identify with her mother, which Freud saw as a way to PROTEST STAGE resolve her feelings of inferiority. When their caregiver is first out of sight, infants will cry, resist Identification: it means the process of wanting to soothing by other people, and search for their caregiver. possess or adopt the qualities of someone else, often in an idolized or idealized way. So, both for males and DESPAIR STAGE females, identification is critical in the development of Infants become quiet, sad, passive, listless, and apathetic. the super ego and in shaping their future social roles. DETACHMENT STAGE Only unique to humans. (Only humans can differentiate Latency Stage: occurs during middle childhood, their caregiver to other people.) where sexual energy is not directed outward toward infants become emotionally detached from other others but is invested in activities such as schoolwork, people, including their caregivers. If their caregiver hobbies, and friendships. It's a period focused on (mother) returns, infants will disregard and avoid her.  Children who become detached are no longer upset Piaget's term for organized patterns of thought and when their mother leaves them. behavior used in particular situations. SUPERFICIAL INTERACTIONS - As they become It is internal, structured, learned from past older, they play and interact with others with little experiences, and guides our daily behaviors. emotion but appear to be sociable. However, their ASSIMILATION interpersonal relations are superficial and lack Using existing schemas on new warmth. situations/information. (Psychopathological speaking, assimilation could be one reason for psychopathology or depression. Since it is hard for us to accept that some of the things we know are probably wrong.) PSYCHODYNAMIC ACCOMODATION INFANTILE NARCISSISM (HEINZ KOHUT) new experiences cause an individual to alter existing infants require adult caregivers not only to gratity schemas; Adjusting one's cognitive structures. physical needs but also to satisfy basic psychological needs. Selfobjects (adults) treat infants as if they had a sense of self (Ex. ‘Ay umiiyak si baby' - making the infant knows that they have sense of self.) Infants are naturally narcissistic (self-centeredness), early self have* two basic narcissistic needs Need to exhibit grandiose self - established when infant relates to a mirroring selfobject; reflects approval of its behavior. (Ex. Ginaya ang pagbubuhat ng caregiver at yung caregiver sasabihan siya ng ‘ay ang galing-galing mo naman magbuhat’. It makes the infant do it again for the sake of praise or validation.) Need to acquire idealized image of one or both parents self Cognitive growth occurs through three interrelated processes.. - implies that someone else is perfect. Nevertheless, it ORGANIZATION - tendency to create categories. too satisfies a narcissistic need because the infant EQUILIBRIATION - achieved through a balance adopts the attitude. (You are perfect, but I am part of between assimilation and accommodation. you) (The infant attaches themselves to a powerful or ADAPTATION - how children handle new information high-status caregiver. Ex. My mom is perfect, which also in light of what they already know. makes me perfect.) (According to Kohut, one of the things that the caregiver should give towards their infant is emphatic interaction. Because if caregiver failed to give the infant an emphatic interaction it can result to low self-esteem that can leads to need to exhibit grandiose self and need to acquire idealized image of one or both parents self.) COGNITIVE STAGE THEORY JEAN PIAGET Development is the product of children's attempts to understand and act upon their world. (According to Piaget, us humans used this gathered information to form a SENSORIMOTOR STAGE schema.) Begins with an inborn ability to adapt to the Usage of senses to develop their first schemas. environment. Not yet capable of mental representations (Ex. face of Qualitative development; stage theory their mother or the things other people do) and thinking Piaget believed that children have active roles in their about the consequences of their behaviors own development; organismic perspective. Object permanence / symbolic thought toward the end of this stage. SCHEMA 0 - 2 years old  (Children on this stage are highly dependent on concrete CEPHALOCAUDAL: "head to tail" dictates that experience. Kung ano yung hindi nila nakikita, hindi yun real. development proceeds from the head to the lower Kung anong nakikita nila, duon sila dedepende.) part of the trunk. OBJECT PERMANENCE - realization that something PROXIMODISTAL: "near to far" development continues to exist when out of sight. proceeds from parts near the center of the body to 18 to 24 months - almost all babies appear to understand that outer ones. (That's why before we have more capability to objects have independent existence. use our hands than our fingers. The reason why some child find it difficult to hold or grasp a pen.) PREOPERATIONAL STAGE (Prenatal development marks the start of the development of a person. While prenatal starts with fertilization - or when Capable of mental representations and less on sperm and egg cell finally meet) 📌 immediate experience to know more about the world Represent the world through words and images Pretend play, intuitive thinking, centration (they only Proximodistal Pattern of Development: This is a pattern focus on one aspect), and egocentrism. where development starts from the center of the body and 2 to 7 years old moves outward. ○ For example, sa gross motor skills, we use large REPRESENTATIONAL ABILITY muscle groups, pero sa fine motor skills, we use ability to mentally represent objects and actions in smaller muscle groups like the fingers. memory, through symbols such as words, numbers, and mental pictures frees toddlers from immediate experience. COGNITIVE DEVELOPMENT - Abilities to learn and remember and to Can think about actions before taking them and try respond to sensory stimuli are developing. out solutions in their mind. PSYCHOSOCIAL DEVELOPMENT - Fetus responds to mother's voice No longer have to go through laborious trial and error and develops a preference for it. in the real world CONCRETE OPERATIONAL STAGE Logical thinking about physical reality and concrete STAGES OF PRENATAL DEVELOPMENT events Stage/Time Frame Milestones Logical reasoning G Day 1: Conception Lack abstract logic and moral reasoning abilities E Sperm and ovum unite, forming Simple calculations, less egocentrism (They developed THEORY OF MIND, wherein they found out that other R a zygote containing genetic people have different thinking process.), and decentering. M I instructions for the development 7 to 11 years old of a new and unique human FORMAL OPERATIONAL STAGE N A Sperm and egg being. can now reason hypothetically Can generate knowledge about events that are not L (united = zygote) concrete The zygote burrows into the abstract reasoning and more logical Days 10 to 14: lining of the uterus. Specialized Scientific reasoning, metacognition (Awareness and Implantation cells that will become the understanding of one's own thought processes. Ex. ‘Kaya ko pala to?’), hypothetical-deductive reasoning. placenta, umbilical cord, and 11 years old and older embryo ⬇️ HYPOTHETICAL-DEDUCTIVE REASONING Zygote = solid cells adolescents begin to think more as a scientist thinks, devising plans to solve problems and systematically Blastocyst = hollow cells testing solutions. (attached on women's uterus) creating a hypothesis and deducing its implications GERMINAL STAGE FERTILIZATION (2 WEEKS) develop hypotheses about ways to solve problems The zygote divides, becomes more complex, and is and then systematically deduce the best path to implanted in the wall of the uterus. follow to solve the problem Within 36 hours after fertilization, the zygote enters a period of rapid cell division and duplication (mitosis). While the fertilized ovum is dividing, it is also making its way PRENATAL AND INFANCY through the fallopian tube to the uterus, a journey of 3 or 4 days. Before birth - 3 years old Its form changes into a BLASTOCYST, a fluid- filled sphere, PATTERNS OF DEVELOPMENT which floats freely in the uterus until the sixth day after fertilization, when it begins to implant itself in the uterine wall. Ectopic pregnancy - is a complication of pregnancy in Weeks 3 to 8: which the embryo attaches outside the uterus. E M Organogenesis Teratogens - substances that might affect a women's B All of the embryo's organ pregnancy. R systems form during the 6-week 📌 Y period following Implantation. O (Time when the pregnancy is most N vulnerable.) Germinal Stage (Fertilization to 2 Weeks): The germinal I stage starts from fertilization—sperm meets egg. After C 6-week embryo fertilization, rapid cell division occurs. This marks the early EMBRYONIC STAGE (2 - 8 WEEKS) part of pregnancy, and the embryo moves toward the uterus, The organs and major body systems respiratory. Digestive, and nervous develop rapidly. This process is known as where it will attach and start dividing rapidly. ORGANOGENESIS. Embryonic Stage (2 to 8 Weeks): From 2 to 8 weeks, This is a critical period when the embryo is most vulnerable to organogenesis happens. This is the time when organ destructive influences in the prenatal environment. Any organ systems like the respiratory, nervous, digestive, and system or structure that is still developing at the time of exposure is circulatory systems are formed. This stage is very critical most likely to be affected. because the embryo is most vulnerable to harmful Brain growth and development begin. substances like drugs, alcohol, or other environmental SPONTANEOUS ABORTION - commonly called a MISCARRIAGE. Is toxins. Miscarriages or spontaneous abortion can happen the expulsion from the uterus of an embryo or fetus that is unable to here if the embryo is affected by destructive influences. survive outside the womb. This is more common in men. Fetal Stage (8 Weeks to Birth): From 8 weeks to birth, the Weeks 9 to 38: The fetus grows from 1 inch fetal stage starts. This is where the baby experiences rapid Growth and organ long and 1/4 ounce, to a length growth, and the organ systems become more complex. The refinement first bone cells, called osteocytes, form. In the next few of about 20 inches and a weight months, small details like fingernails, eyelashes, and taste of 7-9 pounds. By week 12, buds develop. The fetus also starts responding to stimuli, like F most fetuses can be identified sounds from the outside world. E as male or female. Changes in T the brain and lungs make A viability possible by week 24; Cognitive Development During the Prenatal Stage: L optimum develop- ment requires During the prenatal stage, the fetus begins to learn and remember things. an additional 14 to 16 weeks in S ○ For example, in the embryonic stage, the fetus T the womb. Most neurons form starts responding to sensory stimuli like sounds, A by week 28, and connections and as time goes on, they start recognizing and G among them begin to develop remembering different stimuli. This is a key E shortly thereafter. In the last 8 milestone in cognitive development. weeks, the fetus can hear and Psychosocial Development: Psychosocial development smell, is sensitive to touch, and also begins in utero. The fetus can recognize and develop The appearance of responds to light. Learning is preferences for familiar voices, like the mother’s voice. This the FIRST BONE is a key part of psychosocial development as it helps CELLS (osteocytes) also possible. establish the fetus's first connections with the world around FETAL STAGE (8 WEEKS - BIRTH) them. The appearance of the FIRST BONE CELLS. Rapid growth and body systems become more complex. MATERNAL EXPERIENCES Right up to birth, finishing touches such as fingernails, toenails, and eyelids continue to develop. 1st TRIMESTER (1st to 3rd months) Taste buds (taste) and Olfactory receptors (smell) begin to form. Key Developments By the end of week 22, 20% to 33% of babies have attained Zygote implants in the uterus lining. VIABILITY, the ability to live outside the womb Chemical signals stop menstrual periods; pregnancy Remain in the womb at the end of week 23, 38-58% chance is detected in urine. of survival breast enlargement, cervical thickening, and mucus End of week 24, 58-87% chance of survival secretion. Most neurons form by week 28, and connections among Common Symptoms them begin to develop shortly thereafter Increased urination (because this time the uterus already (There's no concrete explanation that can prove that it's healthier to put pressure to the bladder) give birth to a baby at seven months than at eight.) Fatigue, breast tenderness (because of increased blood flow on breast’s tissue that makes the breast ready for  lactation), morning sickness (nausea and vomiting, Fetal Behavior Hyperemesis gravidarum is a severe form - Noticeable individual differences (e.g., hiccupping, happens because of rising level of HCG or Human thumb-sucking). chorionic gonadotropin, a hormone that assist Regular periods of fetal activity and rest. pregnancy). Clear fetal images observed during ultrasounds. Prenatal Care Prenatal Care Critical for preventing birth defects (first 8 weeks: Monthly doctor visits continue until week 32. organ formation). From week 32 onwards: weekly visits. Screening for maternal conditions (e.g., STDs) that Monitoring of blood pressure is crucial to detect may harm development. toxemia (life-threatening condition). Urging abstinence from drugs and alcohol to reduce Toxemia of Pregnancy (Pre-eclampsia) birth defect risks. Sudden increase in blood pressure; risk of stroke if 2nd TRIMESTER (4th to 6th months) untreated Physical Changes Morning sickness usually disappears. (because of Placentophagy or placentophagia - the postpartum decreasing level of HCG and the mother’s body already ingestion of the placenta. adopted the pregnancy) Fetus' urine and feces are put inside the placenta. Increased appetite and weight gain. (Gestational Eclampsia - is seizures that occur in pregnant people with diabetes is a condition in which a woman without diabetes preeclampsia. develops high blood sugar levels during pregnancy. Risk for premature labor because the baby is too big inside the BIRTH diabetic mother's uterus) Uterus expands PARTURITION is the act or process of giving birth, and it Fetal movements felt between