introduction to life span development

1. DEVELOPMENTAL
PSYCHOLOGY

3. Developmental psychology
A branch of psychology that studies changes in human behaviour
from early life to death
It is the scientific study of how and why human beings change over the course
of their life

4. Unit 1 : study of human developments
• How the study of human development evolved
• Periods of life span
• Developmental processes
• Domains of development
• Contextual influences
• Significance of lifespan development

6. LIFE SPAN DEVELOPMENT
 concept of a lifelong process of development which can
be studied scientifically is known as life span
development.
 describe, explain, predict and modify behaviors
 The study of life span development include psychology
psychiatry, sociology, anthropology, biology, genetics, family
science, education, history, philosophy and medicine.

7. EARLY APPROACHES - HISTORY
 child and adolescent development.
 Later, adult development and aging began to assume more
importance.
 Developmental psychology - focused more on observations

8. Philosophical Bases of Developmental Psychology
• John Locke (1632¬-1704)) end of 17th century
Tabula rasa or blank tablet on which experience writes. the role of the
environment in development.
• Jean-Jacques Rousseau (1712-1778) (18 th century)
• Children – innate goodness(children are innately good and must be
permitted to grow naturally.)
The three stages of development in his book Emile : Infants, childhood
and adolescence.

9. HISTORY-The German philosopher, Dietrich Tiedemann is
credited with creating the first baby biography (1787)

10. CHARLES DARWIN (1877) – SON DODDY

11. G. Stanley Hall
“father of American developmental psychology.”
• Adolescence was not considered a separate period until the early 20th
centuries
• A pioneer in child Study published a popular book (through unscientific)
called adolescence.
• Hall was one of the first psychologist to become interested in ageing. In
1922, at age 78 he published Senescence; The last half of Life.
• Six years later Stanford University opened the first major Scientific research
unit devoted to ageing.

12. • PSYCHOANALYTIC APPROACH
• LEV VYGOTSKY - social and historical context to development
• LEARNING THEORY – JOHN WATSON,
• B.F.SKINNER - OPERANT CONDITIONING
• ALBERT BANDURA – MODELING
• Jean Piaget - COGNITIVE DEVELOPMENT (1970)

13. Developmental processes
CHANGE
 QUANTITATIVE
 QUALITATIVE
STABILITY

14. Domains of Development
PHYSICAL
COGNITIVE
PSYCHOSOCIAL

15. Physical development - body and brain, sensory capacities, motor
skills and health.
Cognitive development - mental abilities such as learning,
attention, memory, language, thinking, reasoning and creativity
constitute.
Psychosocial development - emotions, personality, and social
relationships.
All these are important, interrelated and mutually affected.

16. Relationships
Physical, Cognitive and Psychosocial Development are related
Examples
Impact of rapid and dramatic physical and hormonal changes on
the developing self of some adolescents during puberty etc.
Anxiety about examination Vs poor academic performance
Poor communication ability Vs self-image
Physical changes in the brain vs intellectual and personality
deterioration in some older adults
Frequent ear infections Vs slow language development in some

17. Relationships
between Physical, cognitive and psychosocial development
Examples
Social support and decrease in stress
Slow or poor physical development of mouth and brain Vs the
delay in or inability to speak,

18. Periods of lifespan
AGE PERIODS PHYSICAL DEVELOPMENT COGNITIVE DEVELOPMENT PSYCHOSOCIAL
DEVELOPMENT
Prenatal period
(conception to birth)
Conception occurs.
Basic body structures and
organs form
Physical growth is the most
rapid
developing.
Fetus responds to mothers
voice and develops a
preference for it.
Infancy and toddlerhood
(birth to age 3)
All senses and body
systems operate at birth to
varying degrees
Physical growth and
development of
motor skills are rapid.
Abilities to learn and
remember
Use of symbols
Comprehension and use of
language develop rapidly
Attachments to parents
and others form.
Self awareness develops
Shift from dependence to
autonomy occurs.
Interest in other children
increases

19. Early childhood
(3 to 6years)
fine and gross motor
skills and strength
improve.
Thinking is somewhat
egocentric.
illogical ideas about the
world.
Memory and language
improve
Independence, initiative,
self control and self care
increase
Gender identity develops
Play becomes more
imaginative, more
elaborate and more
social.
Middle childhood
(6 to 11years)
Growth slows
Strength and athletic
skills improve.
Egocentrism diminishes. Children
begin to think logically but
concretely.
Memory and language skills
increase.
formal schooling.
Self- concept becomes
more complex, affecting
self – esteem.

20. Adolescence ( 11 to
about 20 years)
Reproductive maturity
occurs.
Ability to think abstractly
and use scientific
reasoning develops.
Immature thinking
persists in some attitudes
Search for identity,
including sexual identity,
becomes central.
Peer groups .
Young Adulthood
(20 to 40 years)
Physical condition peaks,
then decline slightly.
Life style choices
influence health.
Cognitive abilities and
moral judgment assume
more complexity
Educational and career
choices are made.
Decisions are made about
intimate relationships and
personal lifestyles.
Most people marry and
most become parents.
Middle Adulthood
(40 to 65 years
Some deterioration of
sensory abilities, health,
stamina may take place
mental abilities peak;
practical problem solving
skills are high.
Creative output may
decline , improve in
quality
career success
career change may occur
Double responsibilities of
caring for children and
elderly parents may cause
stress.
Empty nest

21. Late Adulthood
(65 years and over)
health and physical
abilities decline.
intelligence and memory
may deteriorate in some
areas,
Most people find ways to
compensate.
People need to cope with
personal losses and
impending death.
Relationships with family
and close friends can
provide important
support.

22. Contexts of Lifespan development
Contextual view of development
Both the individual and the environment mutually interact and influence
continuously.
Development takes place in such a context or setting.
Behaviour need to be understood in terms of total settings or contexts
against which it occurs.

23. Contexts of Lifespan development
Some of the important contexts of lifespan development are
Biological context,
Family context,
Social context,
Cultural context,
Historical context,
Economic context etc.

24. Types of Contextual influences
To understand similarities and differences in development, we
must look at influences that impinge on many people and
those that touch only certain individuals.
 Age- Normative (Normative age- graded) influences
 History- normative (Normative history- graded) influence
(historical)
 Non-normative influences.

25. Age- Normative (Normative age- graded) influences
Characteristics of an event that occurs in a similar way
for most people in a group. (biological and maturational
growth) Example: Puberty, menopause, Graduation,
Retirement
History- normative (Normative history-graded) influence
(historical)
Influences of major historical event. This generally affect a
generation Eg :such as war, famine, earthquakes, epidemics,

26. Types of Contextual influences
3. Non-normative influences (life events /conditions)
Influences that occur at any time in life
Have serious impacts on one’s life such as personal/Individual
experiences, personality etc.
Example
Death of a spouse, or child,
Accidents,
Illness,
Divorce,
Career change etc

27. Need of the studying lifespan development
Studying lifespan development has great significance.
Helpful in anticipating various events and changes at different ages.
Useful to understand what is happening to an individual and others.
For better planning of life and adapting and coping to changes
Helps to avoid known pitfalls.
It will help others in the same ways.
To help people to grow and change in a positive manner over the life span.
To help clients to develop an awareness of their strengths, as well as their
limitations.

28. Applications of the research findings
Some of the practical applications are
Better parenting,
Nurturing the next generation,
Better health care,
Self-help,
Providing public information,
Designing educational programs,
Business,

29. Economic planning
(e.g., insurance sales, marketing etc.,),
Taking social policy decisions
(e.g., poverty alleviation, rural and urban planning, launching
social programs such as social welfare schemes, social security
programmes such medicare, laws on marriage etc.),