Exploring Human Development: Patterns of Change and Influences

1. Chapter 4 Human Development

2. Exploring Human Development • What is Development? • How people change • Quantitative • Qualitative • But, some things remain the same • The pattern of change in human capabilities that begins at conception and continues throughout the lifespan

3. Biological, Cognitive and Socioemotional Processes

4. Themes in Human Development • Stability, Instability & Plasticity • Some things change, some remain the same • Temperament is somewhat stable throughout the lifespan (ex. MBTI scores) • Perhaps genetically based • Yet conditions (ex. Parenting style) may result in change • Normative and non-normative influences • Normative - Occur in a similar manner for most in a group • Age-graded ex. Schooling, puberty, marriage • History-graded ex. Growing under Marcos dictatorship • Non-normative –uncommon occurrences • ex. illness

5. How infants and children develop personalities / form relationships Temperament • Temperament - the behavioral characteristics that are fairly well established at birth. • Easy - regular, adaptable, and happy • Difficult - irregular, nonadaptable, and irritable • Slow to warm up - need to adjust gradually to change. Menu

6. Themes in Human Development • Multidimensional and integrated • Changes in one aspect affect the other

7. Exploring Human Development • Do Early Experiences Rule Us for Life? • the early-experience doctrine • after early development, we become fixed • the later experience doctrine • What about those who overcome early hardship?

8. Weight Gain in Massaged and Non Massaged Infants

9. Exploring Human Development • the early-experience doctrine • Study found that adolescent girls were more likely to be depressed when parents had been overly controlling, had demanded high achievement, and had not adequately nurtured the girls when they were aged 3 to 5.

10. Exploring Human Development • the later-experience doctrine • But other studies show link between stressful adolescent experiences are related to depression in teenage girls.

11. Relationship between heredity and environmental factors Nature versus Nurture • Nature - the influence of our inherited characteristics on our personality, physical growth, intellectual growth, and social interactions. • Nurture - the influence of the environment on personality, physical growth, intellectual growth, and social interactions. • Behavioral genetics – focuses on nature vs. nurture. Menu

12. Exploring Human Development • How Do Nature and Nurture Influence Development? • Genotype • Genetic heritage • Phenotype • How genotype is expressed • Eye color, height, intelligence, personality etc.

13. Exploring Human Development • How Do Nature and Nurture Influence Development? • Exploring Nature and Nurture • Nature – biological • Nurture – environmental • Learning • Experiences • Interaction

14. Exploring Human Development • How Do Nature and Nurture Influence Development? • Optimal experiences • Developing life themes • Life is not restricted to biological survival or passive acceptance of environmental dictates • We go beyond what our genetic inheritance and environment give us

15. Child Development • Prenatal Development and Birth • The Course of Prenatal Development • Three Prenatal Periods • Germinal (weeks 1 and 2) • Embryonic ( weeks 3 to 8) • Fetal (months 2 through 9)

16. LO 7.6 Germinal, embryonic, and fetal periods of pregnancy Periods of Pregnancy • Germinal period - first two weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining. Embryo -- name for the developing organism from two weeks to eight weeks after fertilization. • Embryonic period - the period from two to eight weeks after fertilization, during which the major organs and structures of the organism develop. • Critical periods - times during which certain environmental influences can have an impact on the development of the infant. • Teratogen - any factor that can cause a birth defect. Menu

17. LO 7.6 Germinal, embryonic, and fetal periods of pregnancy Menu

18. LO 7.6 Germinal, embryonic, and fetal periods of pregnancy Periods of Pregnancy • Fetal period - the time from about eight weeks after conception until the birth of the child. • Fetus - name for the developing organism from eight weeks after fertilization to the birth of the baby. Menu

19. Child Development • Physical Development • Reflexes • Grasping • Sucking • Stepping • Startle • Rooting

20. Physical changes in infancy and childhood Menu

21. LO 7.7 Physical changes in infancy and childhood Menu

22. Synaptic Density: Infancy to Adulthood

23. Capacities of the Newborn • 5 senses • Hearing • Mother’s voice • Prefer human voice over other sounds • Taste • Similar to adults • Smell • Well-developed • Can recognize mother’s scent • Touch • Responsive to touch • Soothing • Vision • Least developed of senses • Enjoy looking at black, white, red • Enjoy looking at the human face • See best at 6 to 12 inches

24. Cognitive Development • Cognitive development - the development of thinking, problem solving, and memory scheme (plural schemas) a mental concept formed through experiences with objects and events. Menu

25. COGNITIVE DEVELOPMENT • Jean Piaget • Swiss biologist, philosopher, psychologist

26. COGNITIVE DEVELOPMENT • Major concepts • Schemas • Basic units of the intellect • Concepts of “how the world works” • Changes, becomes more complex with age & experience • Assimilation • Process of interpreting new info and experiences according to existing schemas • Ex. Suck mother’s breast ... But also everything else • Accommodation • Modifying or differentiating existing schemas to fit new stimuli • Ex. Sucking schema doesn’t always work! • Equilibration • Cognitive balance attained when schema in accordance with demands of external world

27. Piaget’s Stage Theory • Sensorimotor stage - Piaget’s first stage of cognitive development in which the infant uses its senses and motor abilities to interact with objects in the environment. • Object permanence - the knowledge that an object exists even when it is not in sight. Menu

28. LO 7.9 Three ways of looking at cognitive development Piaget’s Stage Theory • Preoperational stage - Piaget’s second stage of cognitive development in which the preschool child learns to use language as a means of exploring the world. • Egocentrism - the inability to see the world through anyone else’s eyes. • Centration - in Piaget’s theory, the tendency of a young child to focus only on one feature of an object while ignoring other relevant features. • Conservation - in Piaget’s theory, the ability to understand that simply changing the appearance of an object does not change the object’s nature. • Irreversibility - in Piaget’s theory, the inability of the young child to mentally reverse an action. Menu

29. LO 7.9 Three ways of looking at cognitive development Menu

30. LO 7.9 Three ways of looking at cognitive development Piaget’s Stage Theory • Concrete operations stage - third stage of cognitive development in which the school-age child becomes capable of logical thought processes but is not yet capable of abstract thinking. • Formal operations - Piaget’s last stage of cognitive development in which the adolescent becomes capable of abstract thinking. Menu

31. LO 7.9 Three ways of looking at cognitive development Menu

32. Evaluating Piaget • Critics • Underestimated cognitive development of infants • Evidence that infants possess object permanence as early as 4 months • The universality of the stages of cognitive dev’t • Acknowledge • The 1st major theory of cognitive dev’t • Revolutionized teaching methods • What is age-appropriate to teach

33. Child Development • Socioemotional Development • Erikson's Theory • Erikson's Eight Stages of Development

34. SOCIOEMOTIONALDEVELOPMENT • ERIKSON • Develop individual competencies • Fulfill societal expectations

35. Erikson’s first four stages of psychosocial development Erikson’s First Four Stages • Trust versus mistrust - first stage of personality development in which the infant’s basic sense of trust or mistrust develops as a result of consistent or inconsistent care. • Autonomy versus shame and doubt - second stage of personality development in which the toddler strives for physical independence. Menu

36. Erikson’s first four stages of psychosocial development Erikson’s First Four Stages • Initiative versus guilt - third stage of personality development in which the preschool-aged child strives for emotional and psychological independence and attemps to satisfy curiosity about the world. • Industry versus inferiority - fourth stage of personality development in which the adolescent strives for a sense of competence and self-esteem. Menu

37. Adolescent’s search for identity Erikson’s Fifth Stage • Identity versus role confusion - fifth stage of personality development in which the adolescent must find a consistent sense of self. Menu

38. Work, relationships, parenting, aging, and death Erikson’s Last Three Stages • Intimacy - an emotional and psychological closeness that is based on the ability to trust, share, and care, while still maintaining a sense of self. • Generativity - providing guidance to one’s children or the next generation, or contributing to the well-being of the next generation through career or volunteer work. • Integrity - sense of wholeness that comes from having lived a full life and the ability to let go of regrets; the final completion of the ego. Menu

39. Erikson’s first four stages of psychosocial development Menu

40. LO 7.17 Work, relationships, parenting, aging, and death Menu

41. SOCIOEMOTIONALDEVELOPMENT • Evaluating Erikson • Overlooked females path of dev’t may be different • 1st to conceptualize a life span theory of dev’t. Development is life long. • Neglected alternative relationships for intimacy • Homosexual relationships • Religious vocations

42. Child Development • Socioemotional Development • Parenting • Parenting Styles • Authoritarian • Authoritative • Neglectful • Indulgent • Divorce • Positive Parenting

43. Parenting Styles and Child Outcomes

44. How infants and children develop personalities / form relationships Attachment • Attachment - the emotional bond between an infant and the primary caregiver. • Secure - willing to explore, upset when mother departs but easily soothed upon her return. • Avoidant – unattached; explore without “touching base.” • Ambivalent - insecurely attached; upset when mother leaves and then angry with mother upon her return. • Disorganized-disoriented – insecurely attached and sometimes abused or neglected; seemed fearful, dazed, and depressed. Menu

45. Child Development • Socioemotional Development • The Wider Social World • Moral Development • Kohlberg's Theory • Evaluating Kohlberg's Theory

46. MORAL DEVELOPMENT • How do people evaluate whether behavior is good or bad? • Is morality universal? • What is good? • What is bad? Kohlberg

47. LO 7.14 How adolescents develop formal operation and moral thinking Development of Morality • Preconventional morality - first level of Kohlberg’s stages of moral development in which the child’s behavior is governed by the consequences of the behavior. • Conventional morality - second level of Kohlberg’s stages of moral development in which the child’s behavior is governed by conforming to the society’s norms of behavior. • Postconventional morality - third level of Kohlberg’s stages of moral development in which the person’s behavior is governed by moral principles that have been decided on by the individual and which may be in disagreement with accepted social norms. Menu

48. Kohlberg’s Moral Development

49. Teh & Macapagal, 2007 • Stage 1 • Punishment and obedience orientation • Stage 2 • Reward orientation • Stage 3 • Good boy/Good girl Orientation (avoid disapproval) • Stage 4 • Authority orientation/Authority-maintaining morality (Anticipation of dishonor, blame, guilt) • Stage 5 • Social Contract orientation/ Morality of contract & Democracy (desire for respect) • Stage 6 • Ethical Principle Orientation/Morality of Ind’l Principles of Conscience (sense of universality of moral principles, no matter the cost)

50. MORAL DEVELOPMENT • Focus of the young is on personal need • As they get older, appreciate perspectives of others • Later, consider larger society • Becomes more abstract • But must be exposed, encouraged to be aware of the perspectives of others • Criticism of Kohlberg’s theories • Is it universal? What about culture, education, gender?