DEVELOPMENTAL

PSYCHOLOGY
 INFANCY
EARLY CHILDHOOD
MIDDLE CHILDHOOD
LATE CHILDHOOD
ADOLESCENCE
EARLY ADULTHOOD
MIDDLE ADULTHOOD
LATE ADULTHOOD
Ø INFANCY
Ø EARLY CHILDHOOD
Ø MIDDLE and LATE CHILDHOOD
Ø ADOLESCENCE
Ø EARLY ADULTHOOD
Ø MIDDLE ADULTHOOD
Ø LATE ADULTHOOD
Ø OLD AGE
“pa-cute-an kuno”
paramihan ng toys
pataasan ng grades
padamihan ng pimples
padamihan ng jowa
padamihan ng kabit
padamihan ng sakit
pabonggahan ng libing
birth to two years old
PHYSICAL GROWTH AND DEVELOPMENT
• Patterns of Growth (cephalocaudal & proximodistal)
• Height and Weight
• Brain Development
üMyelinization
üLateralization
• Sleep
üRegular sleep
üIrregular sleep
üDrowsiness
üAlert inactivity
üAlert activity
• Nutrition
ü50 calories per day
MOTOR DEVELOPMENT
• The Dynamic Systems View
- Motor skills are the result of many converging factors,
such as the development of the nervous system, the body’s
physical properties and its movement possibilities, the goal
the child is motivated to reach, and the environmental
support for the skill.
• Reflexes
üSurvival Reflex
üPrimitive Reflex
• Gross Motor Skills
• Fine Motor Skills
MOTOR DEVELOPMENT
•Visual Perception
üVisual preference method
üHabituation and dishabituation
üTracking
•Other Senses
•Intermodal Perception
•Perceptual-Motor Coupling
COGNITIVE DEVELOPMENT
• Piaget’s Theory of Infant Development
üSchemes
- actions or mental representations that organize
knowledge.
üAssimilation
- infant use their existing schemes to deal with new
information
üAccommodation
- infant’s adjustment to their schemes to deal with new
information
üEquilibration
COGNITIVE DEVELOPMENT
• The Sensorimotor Stage (birth to 2 years)
üinfant coordinates sensations with physical movements
üSix substages:
o simple reflexes
o first habits and primary circular reactions
o secondary circular reactions
o coordination of secondary circular reactions
o tertiary circular reactions (novelty, curiosity)
o internalization of schemes
ü Object permanence
- The ability to understand that objects continue to exist even
when infant is no longer observing them.
COGNITIVE DEVELOPMENT
• Attention
üIn the first year, much of the attention is on the
orientation/investigative type.
üHabituation and dishabituation
• Memory
ü 2-6 mos – perceptual-motor actions
ü end of 2nd year – long term memory
ü infantile (childhood) amnesia
COGNITIVE DEVELOPMENT
• Language Development
ü Phonology
- sound system of a language
ü Morphology
- units of meaning involved in word formation
ü Syntax
- the way words are combined to form acceptable
phrases and sentences
ü Semantics
- meaning of words and sentences
ü Pragmatics
- appropriate use of language in different contexts
COGNITIVE DEVELOPMENT
• Language Development
ü crying (birth)
ü cooing (1 to 2 months)
ü babbling (6 months)
ü making the transition from universal linguist to language-specific
listener (6 to 12 months)
ü using gestures (8 to 12 months)
ü comprehending words (8 to 12 months)
ü speaking one’s first words (13 months)
ü undergoing a vocabulary spurt (19 months)
ü rapidly expanding one’s understanding of words (18 to 24
months)
ü producing two-word utterances (18 to 25 months)
COGNITIVE DEVELOPMENT
• Language Development: Biological and
Environmental Influences
ü Broca’s area and Wernicke’s area
ü Language Acquisition Device (LAD)
ü Adults help children acquire language by:
o engaging in child-directed speech
o recasting
o expanding
o labeling
SOCIOEMOTIONAL DEVELOPMENT
• Emotions
ü emotions are the first language with which parents and infants
communicate
ü primary emotions and self-conscious emotions
ü crying (basic, anger, and pain)
ü social smiling (2 months)
ü fear (stranger anxiety and separation from caregiver)
• Temperament
ü temperament involves individual differences in behavioral
styles, emotions, and characteristic ways of responding
ü infant classification: easy, difficult, slow to warm up
ü extraversion/surgency, negative affectivity, effortful control
(self-regulation)
ü goodness of fit
SOCIOEMOTIONAL DEVELOPMENT
• Social Orientation/Understanding
• Attachment
ü Secure Attachment
ü Insecure Attachment
o Avoidant
o Resistant
o Disorganized
ü Strange Situation
• Caregiving Styles
• Family
ü Reciprocal socialization
ü Scaffolding
two to six years old
PHYSICAL CHANGES
• Body growth and change
ü average child grows 2 ½ inches in height and gains 5 to 10 pounds a year
ü from 3-6 years, most rapid growth in brain occurs in the frontal lobes
• Motor and Perceptual Development
ü Gross motor skills: children become increasingly adventuresome
ü Fine motor skills
ü eye muscles are developed; can move eyes efficiently across series of
letters
• Sleep (11 to 13 hours)
• Nutrition and Exercise
ü child’s life should be centered on activities, not meals
COGNITIVE CHANGES
• Piaget’s Preoperational Stage
ü children cannot yet perform operations, which are reversible mental
actions, but they begin to represent the world with symbols, to form stable
concepts, and to reason
ü Symbolic Function substage (2 to 4 years old)
o children begin to mentally represent an object that is not present, but
their thought is limited by egocentrism and animism
ü Intuitive Thought substage (4 to 7 years old)
o children begin to reason and to bombard adults with questions
ü Centration
ü Lack of conservation
COGNITIVE CHANGES
• Lev Vygotsky’s Theory
- children construct knowledge through social interaction, and they
use language not only to communicate with other but also to plan, guide,
and monitor their own behavior and to help them solve problems.
ü Zone of Proximal Development (ZPD)
- range of tasks that are too difficult for children to master alone but that
can be learned through guidance and assistance of adults or more-skilled
children.
ü Scaffolding
o changing the level of support over the course of a teaching session, with
the more-skilled person adjusting guidance to fit the student’s current
performance level.
COGNITIVE CHANGES
• Information Processing
ü Attention
o executive attention vs. sustained attention
o salient vs. relevant dimension
o planfulness
ü Memory
ü Executive Function
o cognitive inhibition
o cognitive flexibility
o goal-setting
o delay of gratification

ü The Child’s Theory of Mind

o Perceptions
o Emotions
o Desires
COGNITIVE CHANGES
• Language Development
ü Understanding Phonology and Morphology
o by age 3, can produce all vowel and most consonant sounds
o morphology rules
ü Changes is Syntax and Semantics
o application of syntax rules
o fast mapping
ü Advances in Pragmatics
o young children begin to engage in extended discourse
o becomes increasingly able to talk about things that are not here and not now
o by age 4 or 5, children learn to change their speech style to suit the situation
ü Young Children’s Literacy
COGNITIVE CHANGES
• Early Childhood Education
ü Child-centered Kindergarten
o each child follows a unique developmental pattern
o young children learn best through firsthand experiences with people and
materials
o play is extremely important in the child’s total development
ü Montessori approach
o children are given considerable freedom and spontaneity in choosing activities
o fast mapping
ü Developmentally Appropriate Practice (DAP)
o age-appropriateness
o individual-appropriateness
SOCIOEMOTIONAL DEVELOPMENT
• The Self
ü Initiative versus Guilt
ü Self-Understanding
- cognitive representation of the self, the substance and content of the child’s self-conceptions
ü Understanding others
• Emotional Development
ü Expressing emotions
o self-conscious emotions
o pride and guilt become more common
ü Understanding emotions
o Certain situations are likely to evoke particular emotions
o Facial expressions indicate specific emotions
o Emotions affect behavior
o Emotions can be used to influence others’ emotions
ü Regulating emotions
o Emotion coaching vs. emotion dismissing approach
SOCIOEMOTIONAL DEVELOPMENT
• Moral Development – thoughts, feelings, and behaviors regarding rules and
conventions about what people should do in their interactions with other people.
ü Moral Feelings
o Anxiety and guilt (psychoanalytic)
o Empathy, sympathy, admiration, self-esteem
o Anger, outrage, shame, guilt
ü Moral Reasoning (Piaget)
o Heteronomous morality (4 to 7 years)
o Transition (7 to 10 years)
o Autonomous morality (10 years and older)
o “immanent justice”
ü Moral Behavior
ü Conscience
ü Parenting and Young Children’s Moral Development
SOCIOEMOTIONAL DEVELOPMENT
• Gender
o gender identity
o gender roles
o gender typing
ü Biological Influences
o Chromosomes and hormones
o Evolutionary Psychology view
ü Social Influences
o Social theories of gender: psychoanalytic theory, social cognitive theory
o Parental influences: mother’s socialization strategies, father’s socialization strategies
o Peer influences: gender composition of groups, group size, interaction in same-sex groups
ü Cognitive Influences
o Gender schema theory
SOCIOEMOTIONAL DEVELOPMENT
• Families
ü Parenting Style
o Authoritarian Parenting
o Authoritative Parenting
o Neglectful Parenting
o Indulgent Parenting
ü Punishment
ü Coparenting
ü Child Maltreatment (physical abuse, child neglect, emotional abuse, sexual abuse)
üSibling Relationships and Birth Order
ü Changing family/changing society
SOCIOEMOTIONAL DEVELOPMENT
• Peer Relation
ü children of about the same age or maturity level
ü source of information and comparison about the world outside the family
ü children distinguish between friends and nonfriends
• Play
ü helps children master anxieties and conflicts
ü advances children’s cognitive development
ü types of play:
o Sensorimotor and practice play
o Pretense/symbolic play
o Social play
o Constructive play
o Games
• Media/Screen Time
ü screen time can have negative and positive influences on child development
six to twelve years old
PHYSICAL DEVELOPMENT
• Physical changes and health
ü children grow an average 2 to 3 inches a year
ü advancing functions of prefrontal cortex, reflects
improvement in attention, reasoning, and cognitive control
ü gains greater control over their bodies and can sit and pay
attention for longer periods of time
ü boys are better at gross motor skills, girls at fine motor
skills
ü injuries are the leading cause of death
ü being overweight is an increasingly prevalent health
problem in children
PHYSICAL DEVELOPMENT
• Children with disabilities
ü Learning disabilities (average IQ)
o Dyslexia/Alexia
o Dysgraphia/Agraphia
o Dyscalculia/Acalculia
ü Attention Deficit Hyperactivity Disorder (ADHD)
o Characterized by inattention, hyperactivity, and impulsivity
ü Emotional and Behavioral Disorders
- serious, persistent problems that involve relationships, aggression, depression,
and fears associated with personal or school matters, as well as other
inappropriate socioemotional characteristics.
ü Autism Spectrum Disorder
o Characterized by difficulty understanding social cues and stereotypy (repetitive
behavior, interests, and activities; rigidity)
ü Educational Issues
o Individualized Education Plan (IEP)
o Least Restrictive Environment (LRE)
COGNITIVE DEVELOPMENT
• Piaget’s Cognitive Developmental Theory
ü Concrete Operational Stage
o approximately 7 to 11 years of age
o Children can perform concrete operations and can reason logically as long as
reasoning can be applied to specific or concrete examples
o Allows the child to consider several characteristics rather than focusing on a
single property of an object