HUMAN DEVLOPMENT 1

LEVEL 1
 LEARNING GAOLS
• EXPLAIN HOW PSYCHOLOGISTS THINK ABOUT
DEVELOPMENT
 HOW PSYCHOLOGISTS THINK ABOUT
DEVELOPMENT
• AS CHILDREN WE ALL TRAVELLED SOME
COMMON PATH
• HOWEVER THERE ARE INDIVIDUAL
VARIATIONS
• NO ONE ELSE IN THE WORLD HAS THE SAME
FEATURES EG FINGERPRINTS
 KEY QUESTIONS ABOUT DEVELOPMENT

• WHAI IS • DO EARLY • HOW DO NATURE

DEVELOPMENT EXPERINCES RULE AND
US FOR LIFE • NATURE
INFLUENCE
DEVELOPMENT
 WHAT IS DEVELOPMENT?

THE PATTERN IN HUMAN THAT BEGIN

1

3
OF CHANGE CAPABILITIES AT
CONCEPTION
AND
CONTINUES
THROUGH
OUT THE LIFE
SPAN

1.PHYSICAL PROCESS-CHANGES IN
BIOLOGICAL NATURE=MATURATION
WHAT IS DEVWHELOWHAT IS WHDEVELOPMENT ?
PMENT ?
WHAT IS DEVELOPMENT ?
WHAT IS DWHAT IS DEVELOPMENT ?
EVELOPMENT ?
3.SOCIALEMOTINAL PROCESS—
2. COGNITIVE PROCESS –CHANGES IN
CHANGES IN RELATIONS,EMOTIONS
THOUGHT,INTELLIGENCE,LANGUAGE
,PERSONALITY
DO EARLY EXPERIENCES RULE US FOR LIFE

• EARLY EXPERIENCE DOCTRINE-FIXATED AND

PERMANENT MAKEUP
• POWER OF LATER EXPERIENCE-CHILDREN ARE
MALLEABLE
• EARLY EXPERIENCE CREATE A FOUNDATION
FOR LATER EXPERINCE,BOTH MAKE
IMPORTANT CONTRIBUTIONS TO
DEVELOPMENT
HOW DO NATURE AND NURTURE INFLUENCE
DEVELOPMENT
• NATURE=AN ORGANISMS BIOLOGICAL
INHERITANCE
• NURTURE=AN ORGANISMS ENVIRONMENTAL
EXPERIENCES
• DEVELOPMENT IS INTERACTION OF THE TWO
• SOME INDIVIDUALS GO BEYOND THE TWO
 CHILD DEVELOPMENT

PRENATAL PHYSICAL COGNITIVE

DEVELOPMENT DEVELOMENT DEVLOMENT

SOCIAL POSITIVE
EMOTIONAL PSYCHOLOGY AND
PHYSICAL CHILDREN
DEVLOMENT DEVLOPMENT
 PRENATAL DEVELOPMENT

AT 4 ½ MONTHS 18
AT 8 WKS 4 CMS
AT 4 WKS EMBRYO CMS , THUMB
END OF EMBROYNIC
1 CM HEAD EYES COMES CLOSE TO
PHASE HEART BEAT
EARS BEGIN TO MOUTH SUCKING
MUSCLES ACT SEX
SHOW RELEX ORGANS
DFFERNTIAN
DEVELOPS
PRENATAL DEVELOPMENT

GERMINAL PERIOD
WKS 1-2

EMBROYNIC PERIOD
WKS 3 THROUGH 8

FETAL PERIOD MONTH

2 THROUGH 8
 PHYSICAL DEVELOPLMENT

GRASPING
SUCKING THE BRAIN
STEPPING DENDRITIC SPREADING THERE IS
STATRLE DEVELOPMENTAL INCREASE IN CONNECTIONS
ACCOMPLISHMENTS IN GROSS OVER THE COURSE OF THE FIRST
PERSISTENT REFLEXES 2 YRS
MOTOR SKILLS DURING THE FIRST
COUGH
15 MONTHS
BLINKING
YAWNING
VOLUNTARY CONTROL OF MANY
BEHAVIOURS FOLLOW.
MOTOR SKILLS DURING THE FIRST 15 MONTHS
THE BRAIN
COGNITIVE DEVLOPMENT IN CHILDHOOOD

INVOLVE
• THOUGHT ,INTELLIGENCE,LANGUAGE
• CHILDREN ACTIVELY CONSTRUCT THEIR WORLD. USING
SCHEMAS
• SCHEMA=A FRAME WORK IN PERSONS MIND THAT
ORGANIZES AND INTERPRETS INFORMATION
• ASSIMILATION=INCORPORATING NEW INFORMATION
INTO EXISTING KNOWLEDGE
• ACCOMNDATION=ADJUSTING SCHEMAS TO TAKE NEW
INFORMATION INTO ACOUNT.
SYNAPTIC DENSITY FROM
INFANCY TO ADULTHOOD

THE GRAPH SHOWS THE

DRAMTIC INCREASE IN
SYNAPTIC DENSITY AND THEN
PRUNING ,IN THREE REGIONS
OF THE BRAIIN

GREEN =VISUAL CORTEX

PURPLE= AUDITORY CORTEX
BROWN=PREFONTAL
CORTEX(REASONING AN
DSELF REGULATION)
 PIAGET’S THEORY OF COGNITIVE
DEVELOPMENT
STAGES 1&4 STAGES 2 &4
• BIRTH TO 2 YRS • 2-7 YRS
• FROM REFLEX TO • WORDS AND IMAGES
SYMBOLIC THOUGHT EVOLVE
2.
1.SENSORIMOTOR • OBJECT PERMANCE-
PREOPERATIONAL
STAGE ABILITY TO UNDERSTAND
OBJECTS EVEN WHEN STAGE
THEY CAN BE SEEN
DIRECTLY

• 7-11 YRS • 11YRS THROUGH

• REASON ADULTHOOD
• CLASSIFY OBJECTS 4. HYPOTHETICAL • ABSTRACT THINKING,
3. CONCRETE
DECFORMAL • IDEALISTIC
OPERATIONAL
OPERATIONAL • LOGICAL
STAGE
STAGE • HYPOTHETICAL
DEDUCTIVE REASONING
SOCIOECONOMIC DEVELOPMENT

1.ERIKSONS 2.ATTACHMENT
4.TEMPERAMENT
THEORY IN INFANCY

7.GENDER
6.THE WIDER DEVELOPMENT
5.PARENTING SOCIALWORLD

8. MORAL
DEVELOPMENT
6.THE WIDER
SOCIALWORLD
1.PEERS

BEYOND THE FAMILY

ALL INFLUENCE
2.SCHOOL
DEVELOPMENT

4. THE BROADER 3. QUALITY OF

CULTURE NEIGHBOURHOO
 ERIKSONS STAGES OF SOCIOECONOMIC
DEVELOPMENT
STAGES 1,3,5,7 STAGES 2,4,6,8.
• BIRTH TO 1 ½ YRS • UP TO 3 YRS
2.AUTONOMY
1.TRUST VS • BASIC NEED IS SENSITIVE RESPONSIVE • SENSE OF FREEDOM
CAREGIVERS, TRUSTED ONES VS • IF PUNSHIED A LOT THEY DEVELPO SHAME
MISTRUST • ALLOWS ATTACHMENT TO DEVELOP
SHAME/DOUBT

• AGE 3-5 –PRESCHOOL YRS • MASTERING KNOWLEDGE

• MAY FEEL INADQUATE IF NOT VERY
3.INTIATIVE VS
• RESPONSIBILITY 4.INDUSTRY VS V COMPETENT
• MADE TO FEEL ANXIOUS DUE TO
GUILT INCOMPETENT GUIL FORMS S INFERIOTY

• 10-20 YRS • 20S AND 30S

5.IDENTITY VS • FINDING OUT WHO THEY ARE 6.INTIMACY VS • INTIMATE REALTIONS FORMS OR FAILS

IDENTITY ISOLATION
CONFUSION
• LIFE ACHIEVEMNTS \
7. GENERARITY • POSITIVE =INERGRITY
8.INTERGRIKTY
VS VS DESPAIR
• NEAGATIVE =DESPAIR

STAGNATION
 • FREUD-ORAL STATSFACTION FROM
BREASTFEEDING
ATTACHMENT IN INFANCY
• “CONTACT COMFORT” IS THE CRUCIAL ELEMENT IN
ATTACHMENT(WIRE AND CLOTH ARTIFICIAL
MOTHERS EXPERIMENT HARRY HARROW 1958)

THE CLOSE EMOTINAL • IMPRINTING (LORENZ 1903-1989)THE TENDANCY

BOND BETWEEN AN OF AN INFANT ANIMAL TO FORM AN
ATTACHEMENT TO THE FIRST MOVING OBJECT IT
INFANT AN D ITS SEES OR HEARS
CAREGIVER
• 6 TO 7 MONTHS ARE CRUCIAL IN HUMAN
ATTACHMENT(JOHN BOWLBY)
THE BASIS FROM
WHICH TO EXPLORE • SECURE ATTACHMENT(RESPONSIVE CAREGIVERS)
THE ENVIRONMENT
• ATTACMENTS CAN BE TO MULTIPLE CARE GIVERS
IN AFRFICAN CULTURES
TEMPERAMEN • THE
T • THE EASY DIFFICULT
AN INDIVIDUALS CHILD CHILD
BEHAVIROAL STYLE
AND
CHARACTERISTIC
WAY OF
RESPAONDING • SLOW TO
WARM UP
CHILD
5.PARENTING
3
1. AUTHORITARIAN
NEGLECTFUL
PUNITIVE,RESTRICTIVE
THE IDEAS UNINVOLVED PARENT
ABOUT THE BEST
4.
WAY TO REAR 3.
INDULGENT
AUTHORITATIVE
CHILDREN INDEPENDENCE BUT
PLACES NO LIMITS
WITH RESTRICTIONS

TYPES OF PARENTING
BY DIANA
BAUMRID()1971
6.THE WIDER
SOCIALWORLD
1.PEERS

BEYOND THE FAMILY

ALL INFLUENCE
2.SCHOOL
DEVELOPMENT

4. THE BROADER 3. QUALITY OF

CULTURE NEIGHBOURHOO
7. MORAL
DEVELOPMENT LEVEL 1 LEVEL 2
LEVEL 3
POSTCONVENTIONA
PRECONVENTIAL CONVENTIONAL
L LEVEL

INVOLVES CHANGES
WITH AGE IN
THOUGHTS, STAGE 1 STAGE 3
STAGE 5VALUES
RIGHTS AND
FEELNGS I AND CHIDREN OBEY
PARENTS
TRUST,CARING
LOYATY
PRINCIPLES
TRANSCEND
BEHAVIOUR LAW

REGARDING THE
PRINCIPLES AND
VALUES THAT GUIDE STAGE 2
STAGE 3
STAGE 6
LAW AND
WHAT PEOPLE PURSUE OWN
SOCIAL ORDER
LAW JUSTICE
CONSCIENCE
INTERESTS COSCIENCE
AND DUTY
SHOULD DO PREDOMINATE
GENDER
DEVELOPMENT/GEND
ER ROLES
GD=THE SOCIAL
AND
PSYCHCOLOGICAL
ASPECTS OF BEING
NATURE NURTURE GENDER
A FEMALE OR MALE
GR=EXPECTATIONS
FOR HOW FEMALES
AND MALES
SHOULD THINK
,FEEL AND ACT
 WIDER
• SUPPORTIVE POSITIVE ADULTS,SUPPORTIVE ORGANIZATIONS WORLD
• SUPPORTIVE FAMILY,ECONOMIC ADVANTAGES FAMILY
,AUTHORITATIVE PARENTING,WARM HOME STRUCTURE
• INTELLIGENT APPEALING EAY GOING SELF ESTEEM TALENTS INDIVIDUAL
FAITH SOCIABLE
CHARACTERITICS OF RESILENT CHILD