Lifespan Development PDF

Lifespan Development  To what extent is the adult you are today influenced by the child you once were? To what extent is a child fundamentally different from the adult he grows up to be? Lifespan Development The study of how humans change and grow from conception to death. Physical...

Lifespan Development  To what extent is the adult you are today influenced by the child you once were? To what extent is a child fundamentally different from the adult he grows up to be? Lifespan Development The study of how humans change and grow from conception to death. Physical development: growth and changes in the body and brain, the senses, motor skills, and health and wellness. Cognitive development: learning, attention, memory, language, thinking, reasoning, and creativity Psychosocial development: emotions, personality, and social relationships Normative Approach Large numbers of people at different ages are studied to determine norms of when people reach specific developmental milestones in each of the three domains (physical, cognitive, psychosocial) Developmental milestone: specific normative events that individuals tend to reach at certain ages (crawling, walking, speaking in sentences, starting puberty) Learn Psychology by Carter and Seifert Chapter 12: Development Throughout the Life Span Issues in Developmental Psychology Is development continuous or discontinuous (in stages)? Continuous development: Development is a cumulative process, gradually improving on existing skills. (fine motor skills) Discontinuous development: Development occurs in separate stages, at specific times or ages. (object permanence) Is development the same for everyone or are there different patterns of development? Does culture influence development? (speech, walking) Is development the result of nature or nurture? Nature and nurture affect our development, but different aspects may be influenced by one more than the other. The Achievement Gap The persistent differences in grades, test scores, and graduation rates that exist among students of different backgrounds Research suggests that this gap is strongly influenced by differences in socioeconomic factors. Low-income children perform significantly lower than middle- and high- income peers. State and federal legislature has been put in place to try to close this gap; however, these programs help children once they get to school. Unfortunately, before children enter kindergarten, high-income children score 60% higher than their low-income peers (Lee & Burkam, 2002). A longitudinal study of interactions between parents and children from the time that the children were infants until they were 3 years old found that middle- and high-income parents talk to their children significantly more starting at infancy. High-income children had heard 30 million more words and knew almost double the amount of words as low-income children (Hart & Risley, 2006) LIFESPAN THEORIES: Psychosexual Theory of Development Freud believed that personality developed during early childhood. Freud believed that children progress through stages of psychosexual development. Children who were nurtured and parented correctly would develop without problems; however, children who did not receive proper parenting would become fixated, or stuck, in a stage and would develop issues. Freud’s psychosexual stages are not supported by research. Research does support the idea that childhood experiences can shape personality development. LIFESPAN THEORIES: Psychosocial Theory of Development Erik Erikson agreed that development occurs in stages, but he emphasized social aspects as the basis for development. Our interactions influence our sense of self. Erikson believed that personality development continues throughout the lifespan. ERIKSON’S 8 STAGES OF PSYCHOSOCIAL DEVELOPMENT Early Childhood (2- Childhood/School Play Age (3-6 yrs.): Infancy (0-2 yrs.): 3 yrs.): Will Age (6-12 yrs.): Purpose Hope Trust/Mistrust Autonomy/Shame & Competence Initiative/Guilt doubt Industry/Inferiority Late Adulthood Adolescence (12-18 Middle Adulthood Young Adulthood (65+ yrs.): yrs.): Fidelity (26-64 yrs.): Care (18-25 yrs.): Love Wisdom Identity/Identity Generativity/Stagna Intimacy/Isolation Integrity/Despair & Confusion tion disgust LIFESPAN THEORIES: Cognitive Theory of Development Jean Piaget believed that we learn to think differently as we mature. Piaget proposed that children develop schemata to understand the world. Schemata: concepts that are used to categorize information mental representations that organize knowledge (Creatures with four legs and fur are dogs.) Assimilation: using existing schemes to deal with new information or experiences (Four-legged creatures are dogs, so a horse is a dog.) Accommodation: adjusting schemes to fit new information and experiences (Dogs, horses, deer, cats) Piaget’s theory Object permanence Objects continue to exist , even when they cannot be seen Piaget said 8-9 months, but now believed to be 3-4 months. When infants witness an impossible event, their eyes widen and look at longer. https://youtu.be/8qruCSXRrKg Egocentrism Viewing from one’s own perspective, not recognizing another’s perspective Story: A mommy bear cooked a cake, then she went outside to pick some strawberries. Her two bear cubs stayed inside the house. While she was outside, a monkey climbed in the window, ate some cake, and left. When mommy bear comes back inside, who does she think ate the cake? Telephone conversation: Father: Is Mommy home? Daughter nods head. Father: Can I speak to mommy? Daughter nods head. Mountain scene video https://youtu.be/OinqFgsIbh0 Conservation Awareness that altering an object’s appearance does not change its basic properties (Liquid in a short, wide glass can be equal to liquid in a tall, skinny glass.) https://youtu.be/TRF27F2bn-A LIFESPAN THEORIES: Theory of Moral Development Lawrence Kohlberg believed that moral development proceeds through stages. He analyzed answers given to moral dilemmas, such as the Heinz dilemma, to determine moral development. A woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging 10 times what the drug cost him to make. He paid $200 for the radium and charged $2000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1000, which was half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, “No, I discovered the drug and I am going to make money from it.” So Heinz got desperate and broke into the man’s store to steal the drug for his wife. Should the husband have done that? (Kohlberg, 1969, p. 379) Kohlberg’s Stages of Moral Development This Photo by Unknown Author is licensed under CC BY-SA STAGES OF DEVELOPMENT: Prenatal Development Begins with fertilization, ends with birth (approx. 266 days) Divided into 3 periods Germinal: first 2 weeks after conception (when a sperm fertilizes an egg) Creation of the zygote (fertilized egg, one cell structure, genetic makeup and sex are determined), mitosis (cell division), attachment to uterine wall  Embryonic: 2-8 weeks after conception Embryo: multi-cellular organism attached to lining of the uterus Blood vessels grow and form the placenta: structure connected to the uterus that provides nourishment and oxygen from the mother to the developing embryo via the umbilical cord Rapid cell division, organs form and begin to function, neural tube forms, heart begins to beat  Fetal: 2 months after conception to birth At 9 weeks, fetus is about the size of a kidney bean. At 16 weeks (4 months), fetus is about 4.5 inches long and has fully developed fingers and toes and visible fingerprints. Brain almost doubles in size between 16 and 24 weeks. At 24 weeks (6 months), the fetus can hear. The organs are formed, so the fetus has a chance of survival outside of the mother’s womb. Throughout this stage, the fetus becomes active and gains weight. Prenatal Influences During prenatal development, the embryo/fetus can be harmed by environmental factors. Prenatal care: medical care during pregnancy that monitors the health of the mother and the fetus Whatever the mother ingests (food, medication) travels through the placenta to the fetus. Teratogen: any environmental agent (biological, chemical, physical) that causes damage to the developing embryo/fetus Teratogens Alcohol use during pregnancy is the leading preventable cause of mental retardation in children in the U.S. Fetal Alcohol Spectrum Disorders (FASD): birth defects associated with alcohol consumption during pregnancy Smoking during pregnancy can result in premature birth, low-birth-weight infants, stillbirth, SIDS (sudden infant death syndrome). Illegal drugs, prescription medications, and over-the counter medications are also teratogens. Radiation (x-rays) and certain viruses are teratogens. Should women who use drugs during pregnancy be arrested and jailed?  0-2 yrs. 3-6 yrs. Write 2 7-11 yrs. words to 12-17 yrs. describe 18-24 yrs. each 25-33 yrs. stage.. 34-54 yrs. 55-70 yrs. 70+ yrs. INFANCY Average newborn weighs 7.5 pounds (5-10 pounds). Infants double their weight by about 6 months. Newborn reflexes: inborn automatic responses to particular forms of stimulation rooting reflex (turns head when cheek touched), sucking reflex, grasping reflex Sensory Abilities Prefer to look at faces, prefer to hear humans speaking, prefer mom’s voice to a stranger, turned toward nursing pad that belonged to mom CHILDHOOD Children continue to grow although the rate of growth slows (2-3 inches per year). Motor skills: ability to move our bodies and manipulate objects Gross motor skills: movement of larger muscle groups in arms and legs (jumping) Fine motor skills: coordination of small actions using muscles in our fingers, toys, and eyes (writing) This Photo by Unknown Author is licensed under CC BY-NC- Cognitive Development Children also reach developmental milestones in their cognitive abilities (ability to problem-solve, communicate, etc.). Follow simple directions (wave bye-bye) to complex multi-step directions Make decisions (which shirt to wear, what snack they want) Understand mathematical concepts (count objects, subtract numbers) Understand time concepts (before/after, plan to reach a goal) Communicate (shake head “no,” tell stories) Use creativity and imagination (pretend play, invent stories) Curiosity (Why?) Around 3-5 years, children develop theory of mind: other people have thoughts, feelings, and beliefs which are different and sometimes false Attention span increases Language Development https://youtu.be/G2XBIkHW954 Crying: birth Cooing: 2-4 months Babbling (ba, ba, ba, ba): 5-7 months Gestures (wave bye bye, nod yes): 8-12 months First word: 10-15 months 18-24 months: two words (“more milk”, “where book”) 3 years old – vocabulary up to 1000 words, can speak in sentences Attachment: psychosocial milestone of infancy Attachment: bond with someone Harlow’s Monkeys Harlow’s monkey experiment https://youtu.be/OrNBEhzjg 8I Wire or cloth surrogate mother Monkeys preferred cloth mother, even if fed by wire mother. Monkeys fed by cloth mother This Photo by Unknown Author is licensed under CC BY-SA went to cloth mother when scared. Those fed by wire mother did not. JOHN BOWLBY’S ATTACHMENT THEORY Responsive and interactive caregiver creates a secure base for child. Attachment – Mary Ainsworth https://youtu.be/QTsewNrHUHU Strange Situation: Infant and mother enter a room, a stranger enters the room, the mother leaves, the mother returns. Researchers observe whether the caregiver’s presence provides the infant with security and confidence. Secure attachment: Babies use the caregiver as a secure base from which to explore, might protest mildly when caregiver leaves room, reestablishes positive interaction with caregiver when caregiver returns (smiles, crawls in lap), then often resumes play. Avoidant attachment: Babies are not responsive to the caregiver, not distressed when caregivers leave, often do not establish contact upon their return or may lean or look away or turn back. Resistant attachment: Babies cling to caregiver but reject interaction, do not explore, cry loudly when caregivers leave, difficult to comfort when caregivers return Positive sense of self: psychosocial milestone of childhood Self-concept: understanding of who you are Infants don’t recognize themselves in a mirror. Using the rouge mirror test (put dot on nose), psychologists have found that toddlers recognize themselves around 18 months. Children gain a positive self-concept as they are successful at tasks.  PARENTING STYLES Infant cries. 2 year old falls out in store 3 year old refuses to wear shoes 4 year old magical thinking 5 year old wets bed 6 year old won’t share https://youtu.be/zb2BrbG b5Z4 Baumrind’s Parenting Styles Authoritarian: restrictive, punitive, must do what told or else, firm limits and controls on child, little verbal exchange Children may not initiate activity and have weak communication skills. Authoritative: warm, nurturant, encourage independence but still has limits, verbal exchange is allowed Children may be cheerful, self-controlled, self-reliant, achievement-oriented, cooperative, socially competent, and cope well with stress. Neglectful: uninvolved Children may have low self-esteem, be immature, be alienated from the family, and may exhibit truancy and behavior problems. Permissive: highly involved, allows child to do whatever he/she wants Children may not be respectful toward others, have difficulty controlling their behavior, be domineering, egocentric, noncompliant, and have poor peer relations. *Children’s behaviors based on correlational, not experimental, studies. Temperament Innate traits that influence how one thinks, behaves, and reacts Easy temperaments: positive emotions, adapt easily, regulate emotions Difficult temperaments: negative emotions, difficulty adapting, difficulty regulating emotions EXERCISE Young children should engage in physical activity every day. Recommendation: 15 minutes per hour – total of 3 hours per day Vigorous physical activity linked to lower probability of being overweight. 60 minutes of physical activity per day in preschool improved early literacy.  ADOLESCENCE – around 12-18 yrs. Period of development that begins at puberty and ends at emerging adulthood Physical development Rapid increase in height, hormonal changes, body prepares for reproduction, change in body size and proportions Cognitive development Frontal lobes last to develop (planning, attention, working memory, abstract thought, impulse control) Able to consider multiple points of view, imagine hypothetical situations, debate ideas and opinions Psychosocial development Develop own identity (values and roles) Peers become primary social influence.  Transitional phase between EMERGING adolescence and young ADULTHOO adulthood (18-25) Focuses include work and D love Realization that will have to be responsible for own food, shelter, other bills, etc.  20-early 40s Physical abilities at peak (muscle strength, reaction EARLY time, cardiac functioning) Financial responsibility ADULTHOO Living arrangement determined D Marriage/Long-term partnerships Parenthood MIDDLE ADULTHOOD 40s-60s Physical decline is gradual. Visual acuity decreases. Learning new skills stimulates new neural growth. Verbal memory peaks around 50 yrs. Exercise and mental activities help reduce cognitive decline. This Photo by Unknown Author is licensed under CC BY-SA LATE ADULTHOOD 60s-on Physical abilities decline (strength, reaction time) Significant decline in vision, hearing, smell, taste. Memory loss may occur.  Hospice: program that helps patients and their families during the final days of the patient’s life Terminally ill patients are often able to spend their last days at their own home. Stages DEATH AND Denial Anger DYING Bargaining Depression Acceptance Research suggests that people with religious or spiritual beliefs are better able to cope with death.