Development over the L ife Span

1. By: Voyd Davis and Matthew Bradley Development over the Life Span

2. The infants world • Experience plays a crucial role in shaping a person’s life • Not nurtured, prone to depression • Newborns begin life with several motor reflexes • cultural affects development too!

3. Attachment • Culture affects how a baby knows its mother • John Bowlby (1969-1973) who observed the devastating effects on neglect and deprivation. • The kids safe haven to return too is important for growth.

4. Separation anxiety • Cuddles and kisses, for all ages is crucial releasing pleasure and reducing stress. • Once babies are emotionally attached separation can be a horrifying experience. • Mary Ainsworth (1973-1979) strange situation

5. Types of attachment • Securely attached- • Insecurely attached-

6. Stress and Abandonment • Institutionalized babies are more likely than adopted children to have later problems with attachment. • Depression from parents can rub off on child. • Babies who are fearful and prone to crying from birth more likely to show insecure behavior

7. Kids can switch from secure to insecure attachment, becoming fearful or clingy if left alone • Kids are biologically disposed to become attached to their caregiver

8. Thinking and Theories • Children are always testing their child sized theories. Ex: throwing objects and expecting that each time you will pick it up • They learn that your desires and their desires differ. • Piagets theory: as children develop their minds constantly, they adapt to new situations and experiences.

9. Piagets Cognitive Stages • Birth-2years old: sensorimotor stage infants learn touching, observing, putting things in mouth. Sucking and grasping. they adapt to object permanence. • 2-7years old: preoperational stage child begins to use symbols and words and, can understand something one way but not the other. They cannot see the world from someone else's view, they think there way is the only way.

10. 7-12 years old: concrete operation children are increasingly able to take other peoples perspective and, make fewer logical errors. Understand concepts such as placing things in order from smallest to largest, biggest to smallest and lightest to darkest. They begin to solve number problems etc. • 12- 13 years old: continuing into adult hood people become capable of abstract reasoning and are able to search for answers. And draw logical conclusions to their culture and experience.

11. Language • In only a few years, children are able to understand thousands of words and endless number of word combinations. • Acquisition of language begins in the first few months. They are already able to be responsive to the pitch, intensity, sound of language and reaction to emotion. • By 4 to 6 months of age, babies can often recognize their own names and other words that are spoken with emotion.

12. At 7 months babies begin to remember words they have heard. • By 10 months they start to name things and have ideas in their minds of familiar objects. • Between the ages of 18 months and 2 years toddlers begin to use words in two or three combinations. • First few months- babies cry and coo; they respond to emotions and rhythms in voices. • 4-6 months – babies begin to recognize key vowel and consonant sounds of their negative language. • 6 months -1 year – infants familiarity with the sound structure of their native language increases and they can distinguish words from the flow of speech • End of first year- infants begin to name things based on familiar concepts. • 18 -24 months – children begin to speak in two or three –word phrases. • 2-6 years- children rapidly acquire new words, inferring their meaning from the grammatical and social contexts.

13. Stages & Ages • First modern theorists to propose a life-span approach to psychological development was psychologist Erik H. Erikson (1902-1994). • Trust versus mistrust – is the challenge that occurs during the babies first year, when the baby depends on others to provide food, comfort, cuddling and warmth. • Autonomy (independence) versus shame and doubt- is the challenge that occurs when the child is a toddler. The young child is learning to be independent and must learn to do so without feeling ashamed. • Initiative versus guilt- is the challenge that occurs as the preschooler develops. Acquiring new physical and mental skills, setting goals, and enjoying newfound talents.

14. Competence versus inferiority – is the challenge for school-age children, who are learning to make things, use tools, and acquire the skills for adult life. • Identity versus role confusion – great challenge of adolescence, when teenagers must decide who they are, what they are going to do, and what they hope to make of their lives. • Intimacy versus isolation - the challenge of young adulthood. Once you have decided who you are. You must share yourself with another and learn how to make commitments. • Generativity versus stagnation – the challenge of the middle years. Now that you know who you are and have intimate relationship, will you sink in complacency and selfishness, or will you experience generativity and creativity. • Ego integrity versus despair – the final challenge of late adulthood and old tranquility, and acceptance of their lives.

15. Old Age • First prediction is that life phase of retirement will change significantly because of demographic changes affecting older people in various aspects such as intelligence, memory, and other forms of mental functioning decline significantly with age. • Older adults score lower on testing of reasoning, spatial ability, and complex problem solving than do younger adults. • Fluid intelligence- the capacity for deductive reasoning and the ability to use new information to solve problems; it is relatively independent of education and tends to decline in old age. • Crystallized intelligence – consists of knowledge and skills built over a lifetime

16. Video!! • http://www.youtube.com/watch?v=38zU4FKdJo0&feature=related