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Lifespan Development

Lifespan Development. Siyuan Chen. About the context. Covers development of infancy, early childhood, middle childhood, adolescence, adult and elders. Study the research methods first; then we learn each period time in details respectively. Research Methods. Lifespan perspective (p.315)

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Lifespan Development

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  1. Lifespan Development Siyuan Chen

  2. About the context • Covers development of infancy, early childhood, middle childhood, adolescence, adult and elders. • Study the research methods first; then we learn each period time in details respectively.

  3. Research Methods • Lifespan perspective (p.315) • Development changes happen throughout the lifespan • Basic issues of development • Continuous (smooth process) or discontinuous (climbing up stages)? • Nature (DNA) or nurture (environment)?

  4. Research Methods • Longitudinal study (p.274) • Same group of participants is followed or measured at different ages over a period of years • Cross-sectional study (p.274) • Compare different groups of participants of different ages to determine age-related differences in some characteristics

  5. Differences between the two

  6. Differences between the two • Fixed time point + subjects ABC = Cross. • Time123 + fixed subjects = Long.

  7. Research Methods • Identical twins: same genes vs. different environment • Fraternal twins: different genes vs. same environment

  8. Prenatal development • Critical period (p.279) • Teratogens(p.278) • Low birth weight (p.279)

  9. Teratogens • Cause negative impact of birth defects

  10. Infancy & Toddlerhood • Birth to first 2 years • Brain development

  11. Infancy & Toddlerhood • Know the critical changes of motor development in the first 2 years (p.280)

  12. Infancy & Toddlerhood • Perceptual development • Hearing is better-developed than vision • Sensitive to pain • Responsive to touch • Appropriate stimulation • Examples: the visual cliff (depth perception); “super babies” curriculum

  13. Infancy & Toddlerhood • Cognitive development • Piaget’s sensorimotor stage (p.290) • Understand/explore the world by senses & motor activities • Object permanence (12 to 18 months) • Realization that objects continue to exist, even when they can no longer be perceived • Example: Peekaboo, where are you?!

  14. Infancy & Toddlerhood • Language development • The Behaviorist perspective • Operant conditioning, reinforcement • “good job!” • The Nativist perspective • Naturally developed when picking up enough words • Nouns  verbs • The Interactionist perspective • Interact with family and environment

  15. Let’s look at toys! • Three handles-- yellow, blue, and read colors with different touching designs (lines, balls and squares). • On the top of this toy, baby can watch the color's lights dancing through the ball to classical melodies. • The toy can speak out the name of the primary colors and the secondary colors in dancing and music. • Speak in 3 languages.

  16. Let’s look at toys! • the star for Mozart's "Twinkle, Twinkle"; • the sun for the "Good morning" song; • the moon for the "Good night" song; • the handle for fun sounds of an alarm clock and a rooster crowing; • the rattle bean section for soothing nighttime and owl sounds; • the cheeks for all sounds and phrases with lights up! • Speak 3 languages.

  17. Infancy & Toddlerhood • Emotional development • Basic emotions– happiness (3-4 months), fear (10 months), anger & sadness (4-6months) • Temperament (p.283) • Easy children • Pleasant moods, adaptable, regular behavioral patterns • Difficult children • Unpleasant moods, negative adaption, intense emotional reactions, irregular body functions • Slow-warm-up children • Withdraw, slow to adapt, negative in mood

  18. Infancy & Toddlerhood • Attachment (p.284) • Strong affectionate bond a child forms with mother or primary caregiver • Separation anxiety (p.285) • 8-24 months • Fear, upset, distress shown when caregiver leaves • Stranger anxiety (p.285) • 6months-12months-2years • Greater in an unfamiliar setting, when a parent is not close at hand, and when a stranger abruptly approaches or touches the child

  19. Infancy & Toddlerhood • Types of attachment (p.284) • Secure attachment • seek contact actively, crying reduced immediately • Avoidant attachment • Not distressed, avoid or slow to greet parents • Resistant attachment • Distressed, display angry resistive behavior, hitting, pushing • Disorganized/disoriented attachment • Greatest insecurity, look away, flat depressed expression

  20. Infancy & Toddlerhood • Erikson’s psychosocial development theories (p.317) • Trust vs. Mistrust (birth – 1y) • Depend on quality of caregiving • Trust: expect good & gratifying; comfortable to explore • Mistrust: not count on the kindness and compassion, withdraw • Autonomy vs. Shame & doubt (1-3y) • Provide suitable guidance and choices • Autonomy: self-confident, secure, independence • Shame & doubt: feel forced, shamed & doubtful for ability

  21. Early childhood • 2-6 years old • Gross motor development • More flexible when throwing, catching, hopping & jumping; with greater speed & endurance • Fine motor development • Develop self-help skills when doing things by themselves, such as feeding, dressing, shoe tying, drawing, writing

  22. Early childhood • Cognition development • Piaget’s preoperational stage (p.290) • Centration • Focus on 1 aspect, neglect other features • Egocentrism • Fail to distinguish the viewpoints of others from one’s own • Believe everyone sees what they see • Animistic thinking • Objects have thoughts, wishes, feelings, and intentions

  23. Early childhood • Inability to Conservation (p.291)

  24. Parenting styles • Authoritaive parents (p.303) • H acceptance; H involvement • Authoritatrian parents • L acceptance; H control • Permissive parents • H acceptance; L control • Neglecting parents • L acceptance; L control

  25. Early childhood • Emotional development • self-regulation, empathy • Erikson’s psychosocial development theories (p.317) • Initiative vs. Guilt (3-6y) • Develop new sense of purposefulness • Initiative: eager to do new tasks, join in activities with peers, help adults • Guilt: feel threatened, criticized or punished excessively by adults; painful feelings of guilt occur when disobeying standards

  26. Middle childhood • 6-11 years old • Piaget’s Cognitive development • The Concrete Operational Stage • Conservation • Classification (organization, collections) • Use memory strategies • Rehearsal, organization

  27. Middle childhood • Erikson’s psychosocial development theories • Industry vs. Inferiority • Develop a sense of competence at useful skills & tasks • Industry: a positive but realistic self-concept, pride in accomplishment, moral responsibility, and cooperative participation with agemates • Inferiority: have little confidence in their ability and sense of inadequacy

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