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Developmental Psychology

Developmental Psychology. Prenatal Development. Zygote = first 2 weeks (fertilized egg) Embryo = 2 – 8 weeks Fetus = 9 weeks until birth Teratogens – any harmful substance that can affect the baby’s growth and development. Infancy/Childhood. Infancy/Childhood.

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Developmental Psychology

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  1. Developmental Psychology

  2. Prenatal Development • Zygote = first 2 weeks (fertilized egg) • Embryo = 2 – 8 weeks • Fetus = 9 weeks until birth • Teratogens – any harmful substance that can affect the baby’s growth and development

  3. Infancy/Childhood

  4. Infancy/Childhood • Maturation - the internally programmed growth of a child • This includes all aspects of development • All children are different, just because one walks at 9 months does not make it any more “gifted” than one who walks at 18 months • Cognition – mental activities associated with THINKING

  5. Infancy/Childhood • Grasping – touch the palm of the hand, infant will grasp on; so strong you can lift the infant into the air • Rooting – touch the side of the mouth, infant will turn head towards where you touched; the infant learns where the breast/nipple is • Sucking – when you touch or put something (bottle/pacifier) against the roof of the mouth, the infant will start sucking

  6. Infancy/Childhood • Piaget – Cognitive Development • Sensorimotor Stage • Preoperational Stage • Concrete Operational Stage • (Formal Operational Stage)

  7. Sensorimotor Stage • Ages: Birth to 1 ½ - 2 years • Infants experience world through their reflexes, mostly sucking and grasping (their SENSES) • Object permanence – understanding that objects still exist even when they are no longer in view • Infants lack object permanence for the first 6-9 months

  8. Preoperational Stage • Ages: 1 ½ - 2 to 6 or 7 years • Language and mental symbols are learned; these represent things • Egocentrism – children at this age think the world revolves around them because they can’t think about someone else’s perspective • Animism – giving life to inanimate objects (making lunch for a doll) • Still lack logic and problem solving abilities

  9. Concrete Operational Stage • Ages: 6 to around 11/12 • Children think more concrete or logically. It is based on reality. • Conservation - the principle that a given quantity does not change when its appearance is changed • Example – rolling/unrolling clay, liquid in different sized containers • Children in this stage should be learning this concept.

  10. Infancy/Childhood - Attachment • Goal = secure Body Contact • Harry Harlow • Monkey experiment • Wire = bottle • Furry = no bottle http://www.youtube.com/watch?v=MmbbfisRiwA

  11. Infancy/Childhood - Attachment Familiarity • Critical Period • Small time period where important bonds are built • Imprinting • Forming attachments during the critical period of life

  12. Infancy/Childhood - Attachment • Temperament • Emotional reactions/intensity (naturally) • Parenting Styles • Authoritarian • Authoritative • Permissive • Uninvolved

  13. Infancy/Childhood • Erikson – Social Development • Trust vs. Mistrust • Autonomy vs. Shame and Doubt • Initiative vs. Guilt • Industry vs. Inferiority • (Identity vs. Role Confusion) • (Intimacy vs. Isolation) • (Generativity vs. Stagnation) • (Integrity vs. Despair)

  14. Basic Trust vs. Mistrust • Ages: Birth to 1 year • Infant is learning security; if a parent cares for the child adequately, the infant will see the world as a safe place and know that his/her needs will be taken care of • If the infant is neglected, left hungry, etc., he/she will not feel the world will be able to satisfy needs • Is my world predictable and supportive?

  15. Autonomy vs. Shame & Doubt • Ages: 1 to 2/3 years • Self-efficacy – belief that one can make changes in his/her life • In this stage, children are learning to do more things for themselves; if a parent encourages this behavior, children will learn a sense of autonomy • Can I do things myself or must I rely on others?

  16. Initiative vs. Guilt • Ages: 2/3 to 5/6 years • Children are learning to interact more with family members and other people. • If children are accepted by other family members, they will gain a sense of initiative, but if they are turned away frequently, they will feel like they are unwanted and feel guilty.

  17. Industry vs. Inferiority • Ages: 6 years to 11/12 (puberty) • This is the time when children are making the transition from their world, to the world of others (school). They now have to do work when they are told, eat when they are told, etc. • If children do not adjust well to this new ‘industry’ they may develop feelings of inferiority.

  18. Adolescence

  19. Adolescence • The time period between childhood and adulthood • Sexual maturity • Primary sex characteristics • Secondary sex characteristics • Independence

  20. Adolescence • Moral Development – Kohlberg • Preconventional (childhood) • Make decisions on avoiding punishment or getting a rewards • Conventional (childhood/adolescence) • Make decisions on laws/rules • Postconventional (adolescence/adulthood) • Make decisions on own ethical principles

  21. Adolescence • James Marcia – View of the Identity Crisis • Identity moratorium – considering issues but have not made a decision • Identity foreclosure – not really considering the issues for themselves, but based on other’s views and have made a decision • Identity diffusion – not given thought to identity issues, no decisions made • Identity achievement – considered many issues and identity possibilities and made a decision

  22. Adolescence • Piaget – Formal Operational • Ages: 11/12 to adulthood • Adolescents are learning to think abstractly and hypothetically • They can think about problems without having to literally see the problem in front of them

  23. Adolescence • Erikson – Identity vs. Role Confusion • Ages: 11/12 – 18/19 (puberty to early adulthood) • Questioning of who they are, what they believe, what they want to be • Getting through this stage with minimal (more or less) difficulty results in the foundation of an identity • Otherwise it will delay moving into the next stage of life • WHO AM I????

  24. Adulthood - Physical • Health Problems – Lifestyle heavily impacts health in adulthood; common health issues include heart disease, cancer, and cirrhosis of the liver (drinking too much) • Menopause – women stop ovulating and menstruating (no egg + no period = no pregnancy) Side effects include: irritability, depression, hot flashes, etc. (although it is uncommon)

  25. Adulthood - Cognitive • Adult’s cognitive ability tends to grow as time passes, but it tends to take longer to think out problems. (Fluid Intelligence) • Vocabulary, problem solving skills, and ability to learn more material will continue to grow in an environment that demands it (Crystallized Intelligence)

  26. Intimacy vs. Isolation • Ages: 18/19 to 35/40 • WilllI share my life with someone or live alone? • Time in life when you are finishing high school starting life in college/work force and figuring out what you are doing with your life and if you are going to get married or just be a cat lady.

  27. Generativity vs. Stagnation • Ages: 35/40 to 65ish • Will I succeed in life? • Midlife – Looking at career, family, decide if it is fulfilling and everything he/she wanted; is that person working towards leaving a mark on the world?

  28. Integrity vs. Despair • Ages: 65 – death • Have I lived a full life? • If a person can look back on life and be satisfied with the things that have happened, he/she can die with a sense of integrity, but if that person looks back and has done nothing in life and has no one to share wisdom with, that person will die with a sense of despair

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