CHAPTER ONETheory and Research in Human Development.docx

CHAPTER ONE
Theory and Research
in Human Development
OVERVIEW
Basic Concepts
Science / Research
Perspectives
BASIC CONCEPTS
Development: The process by which organisms unfold features
and traits, grow and become more complex and specialized in
structure and function.
Lifespan Perspective: Development is: lifelong,
multidimensional and multidirectional, highly plastic and
affected by multiple interactive forces.
Growth: The process by which organisms increase in size,
weight, strength, and other traits as they develop.
OUR LIFE SPAN: Then and Now

Major Life Events / Transitions Important
Issues
Birth Aging
Death Quality of Life
Religious Based Transitions Social
Expectations
Start School
Freedom/Responsibility
Drive The role of other
Social Institutions
Move Out of the House
Total, Financial Independence
BASIC CONCEPTS
DEVELOPMENTAL MODELS
Continuous versus Discontinuous Models
Continuous
Discontinuous
Biopsychosocial Model
IMPORTANT ISSUES:
Nature versus Nurture
Contexts: Unique combinations of personal and environmental
circumstances that can result in different paths of change.

Plasticity: Changes from one’s genetic blue print.
Multidimensional / Multidirectional Change
Age-Graded Changes
History-Graded Changes
Individual / Non normative Changes
SCIENCE / RESEARCH
Interdisciplinary Field (Psychology)
Definition: What we know has been drawn from many areas.
This is true of all areas of science.
Interdisciplinary Medicine
Sources:
Education / Educational Psychology
Family Studies
Biology
Medicine
Public Health
Etc..
SCIENCE / RESEARCH
Science Versus Common Sense
Common Sense
Science
Hard Science
Soft Science
Research
Types
Basic
Applied

Translational
Methodologies
Longitudinal
Case Studies
Correlational
PERSPECTIVES
PERSPECTIVES
Evolutionary
Darwin
-natural and sexual selection
Lamarck
-heritability of acquired traits
PERSPECTIVES
Psychoanalytic
Freud (1856 - 1939 )
Erikson (Neo Freudian) ( 1902 – 1994)

PERSPECTIVES
FREUD
Role in history
Influences
View of Human Nature
Psychosexual theory
Important Components
Eros / Thanatos
Libido
Fixation
Defense Mechanisms
The Mind
Unconscious
Pre Conscious
Conscious
The Personality
Id Unconscious Pleasure Principle
Ego Conscious Reality Principle
Superego Conscious Ego Ideal
PERSPECTIVES
ERIKSON
Psychosocial theory
Greater emphasis on social control
Considers entire lifespan
Epigenetic crisis

Psychosocial modality
Important aspect of society
PERSPECTIVES
Humanistic
Rogers (1902 – 1987)
Maslow (1908 – 1970)
Key Points
Humans are basically good
People free to grow and develop
Seek “self-actualization” (full potential and true self)
We are all unique
PERSPECTIVES
SOCIAL LEARNING
Bandura (1925 - )
Key Points
Role modeling
Imitation
Non-deterministic theory

Reciprocal determinism (behavior influences and is influenced
by outside factors)
PERSPECTIVES
BEHAVIORAL
Watson (1878 – 1958)
Skinner
Pavlov
Key Points
Rewards and Punishment
Focus = Environment
“The Here and Now”
PERSPECTIVES
COGNITIVE
Piaget (1896 – 1980)
Influences
Birth of I.Q. Testing
Key Terms
Schemas (mental framework)
Adaptation
Conservation
Stages (sensorimotor, preoperational, concrete operational,

formal operational)
PERSPETIVES
Information Processing Model
Sensory Registers
The Waiting Room for Information
Short Term / Working Memory
Visuo-Spatial Central Phonological
Sketchpad Executive Loop
Long Term Memory
Declarative Non Declarative Semantic Episodic
n
Sensory input
Decay
Decay
PERSPECTIVES
SOCIOCULTURAL
Vygostky (1896 – 1934)
Zone of Proximal Development

Scaffolding
Z.P.D.
M.K.O.
PERSPECTIVES
ECOLOGICAL
Bronfrenbrenner (1917 – 2005)
Systems
Microsystem: Home, school, peers
Mesosystem: School, community (interactive systems)
Exosystem: ie School boards (non impactive institutions)
Macrosystem: Culture / ideology
Chronosystem: Time in history/
throughout life
CHAPTER SEVEN
Physical and Cognitive Development
In
Early Childhood
(Three to Six Years)

DISCUSSION
Do children get enough exercise today?
Only one in three children are physically active every day. Less
than 5% of adults participate in 30 minutes of physical activity
each day;2 only one in three adults receive the recommended
amount of physical activity each week. ... The national average
for regular exercise is 51.6%. – HHS, 2017
Do you think there are any differences between the activity
level of five and six year olds today versus fifty years ago? If
so, why?
OVERVIEW
PHYSICAL DEVELOPMENT
Specifics
Appearance
Musculo-Skeletal
Body Systems
Body Systems
Dental Development
Nutrition
Health
Stress
COGNITIVE DEVELOPMENT
Piaget
Information Processing
Psychometric Approach
Environmental Influences

PHYSICAL DEVELOPMENT SPECIFICS
Overall, the rate of growth slows
Height
Approximately two to three inches per year
At the start of this stage boys are slightly taller
By the end of the stage virtually no differences
Weight
Approximately four to six pounds per year
Increasingly the gain is due to muscle
Caloric needs decrease
Cholesterol can be an issue
APPEARANCE
Body Proportions
Lose their pot belly
Slim down
Body proportions “catching up” (more adult like)
MUSCULO-SKELETAL DEVELOPMENT
Ossification continues
Strength increasing (core)
Handedness starts (10% of pop. Left handed)
Art Development
Scribble Stage: Approximately age two
Shape Stage: Approximately age three
Pictorial Stage: Approximately age four / five
BODY SYSTEMS
Respiratory – Still developing

Circulatory – Still developing
Immune – Improving / Now independent
Nervous System (Brain)
By age six years = 90%
Synaptic pruning
Myelination
Expanding synaptic networks
Senses – All functioning
DENTAL DEVELOPMENT
Thumb sucking
Fluoridation
NUTRITION
Caloric needs decreasing
Problem of childhood obesity
“Picky eaters”
Vitamins
No link between sugar and A.D.H.D.
Current research suggests ADHD may be caused by
interactions between genes and environmental or non-genetic
factors. Like many other illnesses, a number of factors may
contribute to ADHD such as:
Genes
Cigarette smoking, alcohol use, or drug use during pregnancy
Exposure to environmental toxins, such as high levels of lead,
at a young age
Low birth weight
Brain injuries
NIMH
HEALTH

Sleep
Fluctuation of naps
Better sleepers now
Bed time routines
Transitional objects
Minor Illnesses
Immunizations
Seven to Eight per year
Major Illnesses
70% cure rate, pediatric cancer. NOT GOOD ENOUGH!
B+ Foundation (www.livelikeandrew.com)
Accidents
The cause of more deaths in this age group than illness
Sleepwear, Child proofing the home, car seats
STRESS
Suicide
Stress in the home
Symptoms
OVERVIEW
Models
Piaget
Psychometric
Influences
PIAGET

Pre Operational Stage (prior to being able to perform mental
operations)
Important Aspects
Beyond the genetic “start”
Key Mental Representations & Object Permanence
Egocentrism declining
Developing Capacities
Transductive Reasoning
Animism
Dual Representational Thinking
Symbolic Functioning
Language, Deferred Imitation & Symbolic Play
Capacities yet to Develop
Decentering
Reversible Thinking
NOTE: Emergent Literacy: Skills, knowledge and attitudes
underlying reading
INFORMATION PROCESSING MODEL
Developing:
Recognition and Recall (between two and five years)
Episodic Memory (biographical memories)
PSYCHOMETRIC APPROACH
Issues with this approach
Reliability
Validity
Tools
Stanford Binet
Wechsler
Vygotsky
Private Speech
Scaffolding

ZPD
ENVIRONMENTAL INFLUENCES
The Child’s Personality
Curious, Alert, Assertive
Parenting
Sensitive, warm, loving, accepting, encouraging
Media
All forms
Pre School / Daycare
Best?
Head Start (1965 / 1970)
N.A.E.Y.C. - NAEYC: Home https://www.naeyc.org/
REVIEW QUESTIONS
Who proposed the concept of scaffolding?
T/F – All of our senses are now fully developed.
A good parent is a “warm” parent.
T/F Weight gains increase during this span of life.
T/F During this stage, weight gains are all due to the increase of
fat.
CHAPTER THIRTEEN
in
Early Adulthood
DISCUSSION

“Lumosity”
Bronfrenbrenner
Biopsychosocial shifts
Chronosystem
OVERVIEW
Physical Development
Cognitive Development
AGING
Possible Life Span:
A theoretical study suggested the maximum human lifespan to
be around 125 years using a modified stretched exponential
function for human survival curves. In another study,
researchers claimed that there exists a maximum lifespan for
humans, and that the human maximal lifespan has been
declining since the 1990s.
Theories
Wear and Tear Theory: The effects of environmental assaults.
Biological Clock Theory: The role of genetics (telomeres)
BIOLOGICAL AGING, p. 1
a.k.a Senescence
Senescence or Biological Aging: the gradual deterioration of
function characteristic of most complex lifeforms
Specifics
Varies by individual
Varies by part of the body

We are living longer
Genetic Aging: Actual Effects / Factors
Telomeres: Part of cellular duplication. With age this part of the
chromosome gets smaller to the point where it can no longer do
it’s job regarding cellular duplication.
Free Radicals: These emerge and destroy cellular material.
(form in the presence of oxygen)
https://www.eurekalert.org/pub_releases/2019-08/uop-
rmc082619.php
Tissues and Organs
Cross-Linkage Theory of Aging: With increasing age, tendons,
skin, and even blood vessels lose elasticity. This is due to the
formation of cross-links between or within the molecules of
collagen (a fibrous protein) that give elasticity to these tissues
Endocrine (hormones) system failure
PHYSICAL CHANGES
Body Systems
Cardiovascular: Issues such as elasticity of the vessels
Reproductive: Cultural and biological issues
Motor Skills
Gradual muscle loss begins

Changes in speed of processing
Immune System
Gradual declines after age twenty
The effects of stress (more later)
HEALTH AND FITNESS, p.1
Overall
Differences exist based on SES
Life long fitness / U.S. vs. Europe
Relevant issues
Gun control (from text)
Stress
Poverty
Bad decision making (life coaches)
Nutrition
Poor diet
Changing reports
Exercise
What is “exercise”?
Health clubs (social and physical)
Self-esteem
Time (having the time to exercise)
The World Health Organization ranks Europe as having the
second highest proportion of overweight and obese citizens
behind the Americans. 65 percent of men and 58 percent of
women in the UK are overweight compared to ¾ of American
men and 60 percent of American women. An interesting
common theme is that women in both countries with higher
levels of education are less likely to be obese, but there’s no
connection with men.
In general American children are twice as likely to be
overweight than European children.

Stress
Sleep (not in the text)
Energy drinks
Coffee
Substance Abuse
Changes in drug of choice
Use starting younger and younger
We now know better
Sexuality
Starting earlier
Attitudes
Sexual preference
THEORIES, p.1
Perry (1968, Epistemology)
Epistemic Cognition: Our reflections on how we arrived at
facts, beliefs, and ideas.
More so at the social level
We now think in terms of the justifying our conclusions versus
the idealism of adolescent thought (maturing?)
Specifics:
Dualistic Thinking: Late Adolescence (College Freshman) –
Polarized thinking: Good and Evil
Relativistic Thinking: Late college years – Can process the role
of the situation and realize there are other thoughts

(perspectives) than can be reasonable.
THEORIES, p.2
Labouvie-Vief:
COGNITIVE-EMOTIONAL THEORY
Pragmatic Thought
Adulthood moves from hypothetical to pragmatic or
practical/logical thought
Logic is a tool for solving real world problems
Pragmatic thinkers accept inconsistencies as part of life and
develop thinking that thrives on imperfection and compromise.
Cognitive-Affective Complexity
Awareness of positive and negative feelings and coordination of
them into a complex, organized structure taking cognition into
perspective
A greater awareness of not only our perspectives and motives
but, others’ as well
COLLEGE
Choosing
How and Why
Applying
SAT
The Experience
Social
Academic
Other
CAREER, p.1

Theories
Donald Super—relies on self-concept
Super’s career development stages (abridged):
Fantasy Period – Early / Middle childhood - fantasize
Tentative Period – 11 to 16 / Think about career more
complexly and you start to include abilities and values
Realistic Period – Late teen’s early twenties / More exploration
and an ultimate choice
John Holland—relies on personality characteristics
Holland’s person-environment fit
Six personality types, six work environments
Personality (values, skills, interests, etc.) viewed as constant
and stable
We seek work environments similar to our personality
Super’s
http://career.iresearchnet.com/career-development/supers-
career-development-theory/
Holland’s
https://personalityjunkie.com/holland-code-riasec-career-
interests-myers-briggs-types/
CAREER, p.2
Influences
Personality
Family (innate?)
Teachers
Stereotypes

Role Models
Inventories
Strong Interest Inventory (SII): The SII is all about your
interests, or what you like to do. You answer questions about
various activities, and then the test results suggest some
general-interest areas and specific occupations you may want to
consider. You also wind up with a sense of where your interests
lie in six broad areas: social (helping, instructing), investigative
(researching, analyzing), conventional (accounting, processing
data), artistic (creating or enjoying art), enterprising (selling,
managing) and realistic (building, repairing).
Self-Directed Search (SDS): Similar in scope to the SII but
shorter and quicker, the SDS is another popular tool that
measures your interests and points you toward -- or away from -
- the six areas listed above.
Myers-Briggs Type Indicator (MBTI): The MBTI measures your
personality -- in essence, what makes you tick. The first of its
four scales tells you how you prefer to focus your attention --
whether you're extroverted or introverted. The other scales
measure how you look at things (sensing versus intuitive), how
you generally make decisions (thinking versus feeling) and how
you deal with the world around you (judging versus perceiving).
Combined, this information can help you understand what type
of work you'd like to do, with whom, how, why and even where.
Career Ability Placement Survey (CAPS): The CAPS is one of
the few career tests that does have right and wrong answers, and
it is also timed. Essentially, you attempt to answer questions in
eight different areas -- ranging from mechanical reasoning and
spatial relations to verbal reasoning and language usage -- all in
a predetermined amount of time. When you're done, you have a
wonderful idea of where your natural abilities lie. You haven't
just guessed about them -- you've actually demonstrated them, if
only on a test.

CHAPTER SEVENTEEN
Physical and Cognitive Development in
Late Adulthood
DISCUSSION
How long we live
When / why we “change”
How well we live
How we view aging
OVERVIEW
Review Questions
AGE / AGING
Biologic: Cellular
Chronologic: Age at birth / Conception
Functional: Level of competence / performance – Level of
function
Early late versus late-late – 80 years of age
https://www.youtube.com/watch?v=jqCo-McgHLw
LIFE EXPECTANCY
The average number of years we are likely to live based on our

year of birth. Interesting calculation(s)…
Generally going up (If you live past 65)
Men - 84.3
Women - 86.6
Overall – 78.8
1 out of every 10 will live past 95
Maximum Life Span:
Maximum (to Date) = 122 (biologic aging)
Women tend to live longer
Female births end of the 1900’s – live to 100
Significant variations
Life expectancy in the U.S. dropped for the second year in a
row, according to the CDC.
The new average life expectancy for Americans is 78.7 years,
which puts the U.S. behind other developed nations such as
Canada, Germany, Mexico, France, Japan, and the U.K.
Average Healthy Life Expectancy: The average years expected
to live in good health.
PHYSICAL CHANGES, p.1
Nervous System:
Brain weight drops (ventricular spaces)
Loss of neurons
***We can form new neural fibers (neurogenesis)
Sensory Functions:
Declines start in our 20s
Declines become more pronounced
Cardiovascular System:
Decreased elasticity of the cardiac muscle
Nervous system control decline
Artery wall stiffens
PHYSICAL CHANGES, p.2
Motor Function:

General decline
Immune System:
T-cells become less effective (immune system)
Varies greatly between individuals
Appearance:
Height loss (osteoporosis and compression of the disks)
Decrease muscle tone
Hair changes (not just color)
Adaptations:
Plastic surgery, medication, coping, technology
HEALTH & FITNESS
Sleep:
The need for sleep is the same as in young adulthood
The twenty-four hour cycle shifts
Compression of Morbidity:
Healthier longer….infirm shorter…
Reasons
Exercise
Nutrition
Medicine
MEMORY
Dementia: (many forms)
Many aspects of thought and behavior become significantly
impaired.
Hearing Loss
Parkinson’s Disease Dementia
Alzheimer’s
Enlarged ventricular spaces, neurofibrillary tangles
Fish oils, Education, Active life style

Wisdom:
Erikson / Stage Eight
Terminal Decline: A period of rapid deterioration prior to
passing (~ 1 – 3 years)
https://www.youtube.com/watch?v=HobxLbPhrMc
LANGUAGE
Tied to memory
A decline in what we say and how we say it
Retrieving words from long-term memory
planning what to say/how we say it
Majority of language production (e.g. content, grammar, social
appropriateness) unaffected
REVIEW QUESTIONS
Do we determine the “start of life” the same around the world?
What is the effect of aging on T-cells?
To the best of our knowledge, what is the maximum, biological
life span?
CHAPTER NINE
In
Middle Childhood
(Ages six to eleven years)
DISCUSSION
What role has the changing American family played with regard

to children in this age group seeking acceptance?
How has technology contributed to group acceptance amongst
children in the U.S.?
Is technology in schools benefitting children? How is it
affecting lesson plans?
OVERVIEW
General Points
Specifics
Nutrition
Sports Participation
Health
Piaget
Psychometric Approach
Related Factors
Review Questions
PHYSICAL DEVELOPMENT SPECIFICS, p1
Height
Increases approximately 2.5” per year (non growth spurt)
Growth Spurt
Girls - ~10 to 12 years
Boys - ~ 12 – 13 years
Weight
Approximately five pounds per year (non growth spurt)
Girls will start to put on more weight
Gender Issues
Height differences emerge at the end of the stage
Girls will surpass boys weight gain during this stage

Ossification continues
Muscle development increases (stretching)
Reaction time improves (myelination)
Both gross and fine motor skills continue to develop
Still significant outward differences in physical appearance
Dental Development
Between six and twelve, all primary teeth are lost
The use of sealants
Motor Development
Still improving gross and fine motors skills
https://www.youtube.com/watch?v=sD2PzoogOsg
Increases in strength and agility
Girls are superior with regards to balance and flexibility
Boys greater strength emerging
Type of play
NUTRITION
Important to all areas of development
Caloric Needs: ~ 2,000 to 2,400 per day
Malnutrition
Effects ~4 million Americans per year
Affects all S.E.S. groups
Obesity
20% over normal weight (based on BMI)
Effects all areas
SPORTS PARTICIPATION
Approximately 35 to 40 million children in the U.S.
participating in youth sports.

By age 14 the number declines to approximately 20 million.
There is a link between motor skills,
self-esteem and acceptance by others….consider how much this
emphasizes sports
HEALTH
Should be one of the healthiest times of life
Massive increase in asthma within this age group over the past
thirty years (why?)
Accidents are the number one cause of death in this age group
Stress
GENERAL POINTS
A period of rapid intellectual development
Rapid vocabulary development
Increases in logic and reasoning
Two major, intellectual growth spurts
~ 6 years (crystalized)
~10 years
PIAGET
Concrete Operational Stage
Specifics
Deductive reasoning
https://www.youtube.com/watch?v=YJyuy4B2aKU
Inductive reasoning
Transivity: Type of logic / reasoning “if – then”
Conservation

Reversibility https://www.youtube.com/watch?v=I_0fTnXmrQo
Decentering
Seriation
Class Inclusion
https://www.youtube.com/watch?v=XIR3baiPG1A
https://www.youtube.com/watch?v=UNmUjRf0ekQ
Language
Wording
Improved speed of processing
Improved processing capacity
As we develop our memory function ebbs and flows
During this stage, overall memory improves
PSYCHOMETRIC APPROACH
Theories
Spearman: Single Factor (g)
Sternberg: Triarchic Model (practical, creative, analytical)
Gardner: Multiple Intelligences (musical-rhythmic, visual-
spatial, verbal-linguistic, etc.)
Measuring Intelligence
Culture Free / Cultural Bias
IMPORTANT FACTORS
School
Language development
Gifted Programs

I.E.P.s
Mainstreaming
The Pygmalion Effect
REVIEW QUESTIONS
What are the average, non growth spurt height gains per year in
this stage?
Provide an example of decentering.
Are there age specific I.Q. tests for this age group?
CHAPTER ELEVEN
in
Adolescence
DISCUSSION
What effects has school budget cuts had on adolescent physical
health?
Are teens as physical active as they were in the past?
Are academic standards as high today as they were in the past?
INTRODUCTION
Phase of the Lifespan: Adolescence
“The period of life between childhood and adulthood.”
G. Stanley Hall (1904): “Adolescence is a turbulent time
charged with conflict and mood swings.”
Varies by culture
School Transitions
Big fish little pond / Little Fish Big Pond
Dropping out / Irrelevant Curriculum

OVERVIEW
Puberty
Motor Development
Sexual Maturation
Brain Development
Health
Piaget
Information Processing Model
Social Cognition
PUBERTY, p.1
“The physical transition to adulthood.”
Physical Aspects
Females enter this transition first
Onset change over time
Hormonal trigger / hormonal changes
Fat to muscle ratio’s change
PUBERTY, p.2
Psychological Aspects
Hall
Coins the term “adolescence”
Greater desire for autonomy
Social-Emotional Aspects
Ageism
Moodiness

Generation Gap
Physical
Menarche
Sexual Orientation
https://youtu.be/CyUirQIUIJ0
MOTOR DEVELOPMENT
Coordination / shift in the center of gravity
Adolescence will develop increased coordination and
motor ability together with greater physical strength and
prolonged endurance.
They develop better hand-eye coordination.
Social and physical gains from sports.
BRAIN DEVELOPMENT
Synaptic pruning (prefrontal cortex)
Myelination (important)
Processing speed
Attention
Memory
Emotional/social networks more sensitive
Self-regulation
HEALTH
Changes in sleep patterns: Due to brain changes
Eating disorders
Increasingly emerging as early as sixth grade
STD’s / STI’s
Teen pregnancy (dropping)
Substance use and abuse
Teen Pregnancy in the United States. In 2015, a total of

229,715 babies were born to women aged 15–19 years, for a
birth rate of 22.3 per 1,000 women in this age group. This is
another record low for U.S. teens and a drop of 8% from 2014.
Birth rates fell 9% for women aged 15–17 years and 7% for
women aged 18–19 years
-CDC
PIAGET, p.1
Concrete Operational Stage
7 – 11 years of age
Now can distinguish fantasy from reality
Can classify, sub classify, reverse thinking etc…
Formal Operational Stage
Early and Late formal operations
Hypothetico-Deductive Reasoning: Can do both
Late: After age 15
Abstraction
Non verbal problem solving
Improved attention
Better able to use problem solving strategies
Meta cognition
Increases speed of processing
Increased memory
SOCIAL COGNITION
Social “Understanding”
Perspective Taking / Being “thoughtful”
Thinking about relationships

Idealism
Egocentric Thought
Personal Fable
Imaginary Audience
REVIEW QUESTIONS
Does everyone “grow out of” the personal fable?
At what age do we become capable of concrete operational
thought?
Which sex tends to enter puberty earlier?
What did Hall say about adolescence?
CHAPTER EIGHT
Emotional and Social Development
In
Early Childhood
DISCUSSION
Emotional “egg shells”
Self-concept / self-esteem concretizing
Cognitive toys versus emotional toys
OVERVIEW
Emotional Development
Morality
Play
Erikson
Punishment
Parents

Siblings
Peers
Review Questions
EMOTIONAL DEVELOPMENT
Plutchik (Review)
Emotional Self-Regulation (“use your words”)
SPECIFIC EMOTIONS
FEAR
Monster’s Inc.
Reality versus Fantasy (Piaget)
AGGRESSION
Instrumental / Proactive
Hostile / Reactive
NOTE: The role of the media…
MORALITY
Conformist Models
Psychoanalytic Model
Freud
Super Ego
Identification
Social Learning Model
Role modeling
Self-Guided Model
Cognitive – Developmental Model

One’s moral code is not a reflection of man’s sociability / social
interaction
PLAY
Social / Non Social
Developmental / A continuum
Functional Play: Simple, repetitive behaviors
Constructive Play: Building / Making things
Make-Believe Play: Acting out / Dress up
ERIKSON
Initiative versus Guilt
Parenting Styles
Authoritarian
Cold / rejecting
Poor communication
Authoritative (Best)
Open communication
Guidelines
Permissive – Indulgent
Warm
Few guidelines
Rejecting – Neglecting
“PUNISHMENT”
Punishment vs. Guidance vs. Behavioral Shaping
Types
Corporal
Power Assertion
Inductive techniques
Withdrawal of love

SIBLINGS
Direct / Indirect source of “learning”
First Born
More achievement motivation
More helpful
Less anxious
Later Born
More aggressive
Lower self-esteem
More popular
PEERS
Peers play an increasing role
Helpful toward learning how to deal with conflict
Nature of peer relationships / friendships changes with age
Has this changed over time?
REVIEW QUESTIONS
Proactive or ____; Reactive or ____ aggression.
Which parenting style is “best”?
Discuss what plays an important role in the emergence of fear in
this age group.
CHAPTER SIXTEEN
in
Middle Adulthood
DISCUSSION
Divorce Rate

Job Loss
On-Line Dating
“Looking Young”
OVERVIEW
Theorists
Personality
Relationships
Career
Review Questions
THEORISTS
Erikson
Generativity vs. Stagnation
The “generative shift” (helping the next generation, contribute
to society)
continues and expands in middle adulthood
Stagnation – A loss of interest or purpose (been there done
that), self-centered
Mid life crisis
Levinson
Theory: The Seasons of Life / “Eras” of life
40 – 45: Transition period
Mid life crisis, time is more precious -> big or small life
changes
“Young – Old”: How to be young and old (e.g. appearance,
physical activity)
“Creation– Destruction”: Guilt over previous wrong doings and
a desire to create a legacy
Masculinity – Femininity: A desire for androgyny, balance
masc./fem. traits
Engagement – Separateness: A desire to be part of the world
and time for the self (women- the loss of motherhood)

Take care of relationships rather than focus on career, or follow
a passion instead of taking care of a family
PERSONALITY
Self-Concept – Now more broadly defined
Possible Selves (want to be AND afraid to be)
This is the “temporal” part of the “self”
Ideal Self vs. Real Self
What I am, what I was, what I want to be…
Self-Acceptance: Tends to be greater at this stage
Autonomy: Decreasing concern for social approval
No concern for what others think
Issues:
Work status
Family status
Increase in one’s roles in life
RELATIONSHIPS, p.1
Marriage
Most divorce within five to ten years (rater over 50 has
doubled)
Most remarry (not as stressed following divorce)
Custody changes
“Feminization of poverty” (female majority among poverty-
stricken)
Falling in Western nations, but highest among US than other
WN)
Parent-Child
“Letting go” (co-regulation)
Empty nest (covered)
Changes to the social clock for when children leave home
“Kinkeeper” (aka family patriarch / matriarch)
Changes in the family (now you have in-laws)

RELATIONSHIPS, p.2
Sandwich Generation (already covered)
Grandparenthood
Who chooses this change?
In most societies this is a valued role (age and wisdom)
Potential Benefits
Valued elder
Immortality
Re involvement
Indulgence (send them home when you are done)
RELATIONSHIPS, p.3
Siblings
During this stage we tend to decrease the time we spend with
siblings
Overall connectedness stays strong
Friends
Due to changes in family, time for friends increases
Friendships serve a complimentary role to those with family
CAREER
Job Satisfaction
Often improves with this stage (power and money)
Retirement Planning
The “Glass Ceiling”
Anticipatory socialization
Mandatory retirement
Money / Social Security / Housing
Burnout: A condition in which long term job stress leads to
mental exhaustion, a sense of loss of personal control, and

feelings of reduced accomplishment.
Most common in the helping professions, teaching and, human
services
REVIEW QUESTIONS
T/F Job satisfaction tends to bottom out during this stage.
T/F In comparison to the start of our career, one’s income is
lower at this stage.
T/F Siblings are never more important than during this stage.
CHAPTER THREE
Prenatal Development, Birth, and the Newborn Baby
DISCUSSION
Do parents get to choose when they become grandparents?
How has pregnancy, labor and delivery changed over the past
one hundred years?
OVERVIEW
The Experience of Pregnancy
Developmental Principles
Stages of Prenatal Development
The Birthing Process
Delivery Techniques
Birth Complications

Assessing the Newborn
The Family
Review Questions
THE EXPERIENCE OF PREGNANCY
Pregnancy a.k.a. Gestation (medicalization)
Duration
38 weeks / 266 days (Gestational Age)
280 Days / 40 weeks – Starting with start of cycle
Medical Factors
Fertility treatments
Check-ups / imaging
Psychological Factors
The cost
Status changes
Social Factors
The effects on the entire family
DEVELOPMENTAL PRINCIPLES
Physical and Motor Development
Cephalocaudal
Proximodistal
Simple to Complex
STAGES OF PRENATAL DEVELOPMENT

Germinal Stage (a.k.a. The Period of the Ovum)
Fertilization to Two Weeks
Cell division (mitosis)
Formation of the Zygote
By day four (~70 cells)
By day fifteen (~150 cells)
Development of the Placenta and Amniotic Sac
Embryonic Stage
Two weeks to ~8/12 weeks
Starts with implantation into the uterine wall
Cell differentiation begins (throughout life)
Organs and body systems start to develop
~ Day 18: The heart begins to appear
Fingers and arms develop
Size = ~ One inch
Risk, very high
Fetal Stage (pg. 1 of 2)
~Eight weeks to Delivery
Starts around the time of the first bone cells
Now known as the Fetus
Growth rate accelerates
Temperament now apparent
Fetus can: kick, squint, suck its thumb and hiccup
~ Eleventh week, gender can be determined
~ Four months, will respond to mothers voice

Five months: Lanugo (fine hair covering)
Vernix Caseosa (waxy coating)
~Thirteen weeks: Will respond to music
Six months: Bone starts to harden / response to light
Seven months: Reflexes appear
Fetal therapy / surgery
ENVIRONMENTAL INFLUENCES
Critical period of development (maturational theories)
Teratogens – Any environmental substance that causes a change
in the genetic code that in turn changes the fetus
Street drugs, alcohol, some antibiotics, some psychiatric meds.,
some vitamins (A, C & D), STD’s, AIDS, X-Rays, Paternal
exposure to drugs, cigarettes, maternal stress
Maternal Nutrition
300 – 500 calorie increase needed
Maternal Weight Gain
Changes over time
18 – 20 pounds
THE BIRTHING PROCESS
General Points
90% born in the “proper position” / head down
Breech: Anything other than head down
First births tend to take longer
In general: two to twenty-four hours
Molding: The skull

Fontanels: the soft spot on the skull
THE BIRTHING PROCESS
The “Four” Phases:
Phase 1:
Longest
Often starts with Braxton-Hicks (false contractions)
Trigger: Hormone – Oxytocin
Start irregular / Peak: One per two or three minutes and the
duration is upwards of a minute per
The pain is due to dilation of the cervix (effacing)
Phase 2:
Pushing Stage / Delivery
~ 90 minutes
Forceps versus Vacuum Extractor
Phase 3:
Expulsion of placenta and umbilical cord
“Phase 4”: No longer exists
Mother and baby rest
DELIVERY TECHNIQUES
Natural
Home birthing
Mid Wives
Lamaze
Prepared
C-Section / ‘V’ Backs
Medication

BIRTH COMPLICATIONS
Birth Weight
Point in gestation important
Full term under 5.5 pounds = low birth weight
Survival now under two pounds
Length of Gestation
Prematurity – Survival now down to 26 weeks
Post maturity
Neonatal Jaundice: Underdeveloped liver or swallow meconium
Stillbirth
ASSESSING THE NEWBORN
Neonate (first month of life)
Average size: 7.5 pounds / Twenty inches
First “Physical”: The APGAR Test
Score: 0, 1 or 2 per area
Under 7 is a concern
Appearance
Pulse
Grimace
Activity
Respiration
ASSESSING THE NEWBORN
Levels of Consciousness / Brain Activity
All based on the level of brain development
Levels:
Quietly alert
Actively alert

Crying
Drowsy
Quiet sleep
Active sleep
BODY SYSTEMS
Systems
Circulatory: First ten days, very unstable
Skeletal: Skull, long bones
Respiratory: Short, choppy
G.I.: Diapers
Senses
Vision: Limited, 8” – 10” focal distance
Hearing: Limited
Olfaction: Very well developed
Taste: Sweat develops first
Tactile: Mixed
***Can learn!
THE FAMILY
Mother: PPD
Change of roles for all
REVIEW QUESTIONS
At what point to refer to the developing life as a:
Zygote
Fetus
What is PPD?
In what stage is the child “born”?

CHAPTER EIGHTEEN
in
Late Adulthood
DISCUSSION
Who chooses how we age?
The Individual
Society
OVERVIEW
Theorists
Personality
Social Clock / Social World
Theories of Aging
Relationships
Retirement
Optimum Aging
Review Questions
THEORISTS
ERIKSON
LATE ADULTHOOD

Integrity=come to terms with life, feel choices contributed to
meaningful life (honest and moral sense)
Despair=feelings of regret with little time to correct (bitter,
defeated, hopeless)YEARSEPIGENETIC CRISISIMPORTANT
RELATIONSHIPSPSYCHOSOCIAL
INTERACTIONSOUTCOMES65+Integrity versus Despair
Mankind
Face death / feel life has been worthwhile
(+) wisdom
(-) despair,
hopeless
resentful
PECK
1968, builds directly off Erikson
Ego Integrity: Going beyond our physical self, occupational
self, and our identity
The Three Tasks to obtain ego integrity
Ego Differentiation- those who focused on the “self” in career:
moving past that identity to focus on family, friends, and
community
Body Transcendence – overcoming the physical self to
emphasize cognitive, emotional and social powers
Ego Transcendence – as mortality solidifies the ability to make
life secure, meaningful, and gratifying for the next generation
(generative shift?)
LABOUVIE-VIEF
Emotional Expertise: As other areas decline, we compensate
with emotional expertise/optimism.
“Mellowing with Age?”
Affect Optimization: The ability to maximize

positive emotion and dampen
negative emotions
PERSONALITY
Characteristics
Resilience
Accept the change
More flexible
Optimistic
Mellow
Spirituality: Life's meaning comes from art, nature,
relationships
Religiosity: Beliefs, Rituals and Symbols as guides to life
SOCIAL CLOCK / SOCIAL WORLD
The way we age today / New “scripts”
THEORIES OF AGING
Disengagement Theory: Mutual withdraw between
the individual and society.
Activity Theory: There are social barriers to engagement/ loss
of certain roles (seek to maintain active social life)
Continuity Theory: We forfeit some level of physical activity in
order to maintain our identity, roles and such that promote life
satisfaction. Thus consistency across the lifespan
RELATIONSHIPS
Important Social Supports
Community
Where with whom do we live
City versus suburbs (post WWII)

Marriage
Widowhood
Never Married / Childless
Siblings
Friends – Very important! …many roles
Children
RETIREMENT
Adjustment
The “honeymoon phase”
OPTIMUM AGING
Gains are maximized and losses minimized
Physical --- EXERCISE
Social
Volunteer (services)
Leisure time
https://www.youtube.com/watch?v=kJ18whKduFo
REVIEW QUESTIONS
According to Erikson, what is the epigenetic crisis for this age
group?
Provide an example of the disengagement theory of aging.
Montgomery County Community College
Human Development / Lifespan Psychology – PSY 206
Dr. Baron

Student Notes
Chapter Eight
Emotional and Social Development in Early Childhood
I. Overview
a. Discussion
b. Self-concept / Self-esteem
c. Emotional Development
d. Erikson / Parenting Styles
e. Parental Punishment
f. Siblings
g. Other Children / Peers
h. Play
i. Morality
j. Review Questions
II. Discussion
a. Self-concept and self-esteem become more formalized and
more permanent at this stage
b. An increasing time of “self-judgment”
c. Importance of support
III. Emotional Development
a. Emotional self-regulations (“use your words” – the
importance of language)
b. Emotional “egg shells”
c. “Monsters Inc.” - Fears
IV. Erikson
a. Initiative versus Guilt
b. PARENTING STYLES
i. Authoritarian
1. Use strict guidelines
2. Demands compliance from the child

3. Poor communicator to the child
4. Cold
5. Rejecting
ii. EFFECTS ON THE CHILD
1. Low independence
2. Low academic success
3. Irritable
4. Less friendly
5. Low self-esteem
6. Low self-reliance
iii. Authoritative – THE BEST
1. Very restrictive
2. Make strong maturity demands on the child
3. Reasons with the child
4. Has good / open communication
5. Very clear expectations
6. Very loving
7. Very supportive
8. EFFECT ON THE CHILD
a. Self-reliant
b. Independent
c. High in self-esteem
d. Highly motivated
e. Does well in school
iv. Permissive
1. Permissive – Indulgent
a. Warm
b. Has no control over the child
c. Nurturing
d. Offer no guidelines
2. EFFECT ON CHILD
a. Confused
b. Anxious
v. Rejecting – Neglecting – THE WORSE
1. Very few demands
2. No support

3. Has little impact / involvement
4. EFFECT ON CHILD
a. Low self-esteem
b. Low maturity
c. Poor academics
d. Deviance
V. PARENTAL PUNISHMENT / DISCIPLINE / BEHAVIOR
SHAPING
a. Discipline – self-control / and acceptable behaviors
b. Corporal Punishment (351) physical control / force – NO
INJURY – spanking
c. Power Assertion – Physical
d. Inductive Techniques – Discipline by logic / fairness /
reasoning
e. Withdrawal of love – Discipline –ignore / showing dislike
VI. THE ROLE OF SIBLINGS
a. Direct / Indirect learning
b. Erikson in years 3-6 siblings are a major influence
c. Older siblings often become nurturing (care gives)
d. As we get older the relationship less important
e. Parents are mediators
f. A new baby leads to regression
g. Sibling Rivalry
h. FIRST BORN
i. More motivated to achieve
ii. Better grades
iii. More cooperative
iv. More helpful
v. More adult-oriented
vi. Less aggressive
vii. More anxious
viii. Less self-reliant
ix. Deal with greater parental expectations
i. LATER BORN

i. More aggressive
ii. Lower self-esteem (you have to accept, you weren’t FIRST)
iii. More popular
VII. OTHER CHILDREN / PEERS
a. Learn a lot of things – i.e. sharing, turn taking
b. Dealing with conflict
c. Peers offer emotional support
d. Birth to 1 year – limited interaction with friends
e. @ 2 years – much more social
f. When very young (prior to this stage) friendship is based on
toys – sharing
g. By 5 or 7 – friendship will based on perceived similarities /
interests
h. As they get older they spend more and more time with friends
VIII. Morality
a. Conformist Type Models
i. Psychoanalytic Model
1. Super Ego
2. Identification
ii. Social Learning Theory
1. Role Modeling
b. Self-Guided Model
i. Cognitive-Developmental Perspective
ii. One’s moral code is not “adopted” from what is perceived
around them
iii. More self-guided “right is right” / “wrong is wrong”
IX. AGGRESSION
a. Instrumental / Proactive
b. Hostile / Reactive
c. The Media – A causal relationship
X. PLAY
a. Social / Nonsocial

b. Functional Play: Simple, repetitive behaviors
c. Constructive Play: Building / making things
d. Make-Believe Play: Acting out / dress up
XI. Review Questions
a. Which parenting is most likely to produce a deviant child?
b. During this stage of life do peers play a role in moral
development?
CHAPTER SIX
In
Infancy and Toddlerhood
DISCUSSION
What differences might exist between children raised within the
home for the first five years versus children raised within
daycares and preschools during that span of life?
What role might a “bad” daycare play with regard to a toddlers
emotional development?
OVERVIEW
Theories
The “Self”
Parenting
Emotions
Review Questions
THEORIES (one of two)

Freud
Oral Stage / Birth to approximately Eighteen Months
Aspect of Personality – Id
Pleasure Principle
Unconscious
Need: Give / Get, physical and emotional needs
THEORIES (two of two)
Erikson
Crisis: Trust versus Mistrust (first stage, HOPE)
Lack of infant care leads to mistrust and anxiety
Important Aspect of Society: Maternal Person
Stranger Anxiety / Separation Anxiety
Key: Attachments
Types
Secure
Insecure
Avoidant
Ambivalent (suspicious)
Disorganized - Disoriented
THE “SELF”
Socialization
Self-Recognition
Self-Awareness
Social Referencing
Self-Control
Self-Concept
Easy Children
Difficult Children

Slow-to-Warm Up Children
PARENTING
Goodness of “fit”
Discipline
Situational compliance (not generalized)
Committed compliance (internalizing instruction)
EMOTIONS
Theories
Plutchik (evolutionary)
Emergence
The “social Smile” (brain development)
Altruism / Prosocial behavior
REVIEW QUESTIONS

What theorist suggested that our emotional repertoire develops
as we feel emotions in increased combination?
List two forms of relationships based on distrust?
T/F – At one year of age children are capable of altruism.
CHAPTER TEN
In
Middle Childhood
DISCUSSION
What is the role of the internet? Specifically social media?
OVERVIEW
“Who am I”
Expanding Social World: Social Cognition
THEORISTS
Erikson
Industry versus Inferiority
The importance of self-concept
Focus: Social Acceptance
Bandura
The importance of culture
Role modeling and imitation (changing American family)

IMPORTANT FACTORS, p.1
The “Self”
Self concretizing
Mastery Motivation
Learned Helplessness
Self-esteem
Athletics
Parents
Authoritative / Warm
Divorce
Affects children at all ages
Three years to “right the ship”
Tasks:
Deal with school
Deal with conduct
Deal with all relationships
Self-esteem issues
Psychological problems
Social Problems
Peers
Can have a positive or negative affect
Four Categories of Peer Acceptance
Popular Child – Well likes
Rejected Child – Disliked
Controversial Child – Liked and Disliked
Neglected Child – Not part of any crowd
Ways to help the child
Pay attention to them
Help the child socialize

Improve their self-esteem
Friendships
At this stage friendships become based on the mutual meeting of
need
More non-verbal communication
Still mostly same sex
PSYCHOLOGICAL PROBLEMS
Emotional Development is key
Disorders start to be diagnosed
The Resilient Child
More adaptable
Better attachments
Higher tolerance for frustration
They are CONFIDENT
MORAL DEVELOPMENT
Piaget
Morality of Constraint (9 – 11)
Morality of Cooperation (10 or 11)
Gilligan
The role of society
REVIEW QUESTIONS
What are two of the four categories of peer acceptance?
What is co regulation?
What is mastery motivation?
CHAPTER FIFTEEN

Physical and Cognitive Development in
Middle Adulthood
DISCUSSION
Age Span: 40 – 65
Forty is the new “X”
“You are only as old as you feel…”
Empty Next / Re Nest (already discussed)
OVERVIEW
Sensory
Organs / Systems
Health & Fitness
Stress
Capacities
Processing
Career
Adult Learners
SENSORY FUNCTIONS
Hearing
Presbycusis (“old hearing”): Hearing loss
Can be genetic, begins with high frequencies
Tactile (Skin)
Wrinkles

Changes in elasticity of the dermis
Dry skin (sun exposure)
Vision
Presbyopia (“old eyes”): The lens thickens
Glaucoma: Possible changes in fluid pressure
Olfaction
Stays strong
https://www.glaucoma.org/glaucoma/anatomy-of-the-eye.php
ORGANS / SYSTEM
Body composition
Weight gain (reduce calorie intake)
Gradual loss of muscle
Musculo-skeletal
Osteoporosis (loss of bone density)
Reproductive System
Climacteric – Decline in fertility
Menopause – Cessation of the menstrual cycle
Hot flashes (hormone involvement)
Men continue to produce sperm
Quantity and quality decreases however
HEALTH & FITNESS
Exercise
Exercise
Exercise
Men more prone to illness in this stage
STRESS
Exercise
Exercise

Exercise
Sandwich generation
Hardiness (dealing with stress of aging)
Control, commitment, challenge
CAPACITIES
Crystalized Intelligence
Skills that depend on accumulated knowledge, good judgment
Long term
Less affected by age (increases through middle adulthood)
Fluid Intelligence
Speed of processing
Problem solving
More affected (begins to decline in the 20s)
CAREER
Peak earning years, 45 – 55
Changes in the economy
ADULT LEARNERS
Changes
Community college act
Average age of our freshman
REVIEW QUESTIONS
By age forty-five the speed of neural processing has declined
50% in comparison to age twenty-five.
Fluid intelligence shows greater declines at this stage than does

crystalized intelligence.
CHAPTER TWO
Biological and Environmental Foundations
OVERVIEW
Choosing Parenthood
Genetics
Genetic Counseling
Fertilization / Conception
CHOOSING PARENTHOOD
Reasons we have children
Good reasons
“Bad” reasons
Do we have to have children today
Wanted / “Unwanted”
When we start our families
The number of children we have
Zero Population Growth (Z.P.G.)
GENETICS, p.1 of 3

GENETICS
Over 64 billion genetic possibilities from same two mates
BEHAVIORAL GENETICS
how nature and nurture increase diversity
GENOME: A genome is the sum total of all an individual
organism's genes (Gene Mapping)
GENOMICS: The study of the structure and function of genes.
It became popular in the 1990's with the human genome project,
which literally mapped out the entire human genome. It looks
for changes in the structure of DNA to understand
variation/disease.
GENETICS, p.2 of 3
DNA – Chemical that carries the “blue prints” for the
formation and function of bodily cells.
Made up of nucleotides
Mutations
Heterozygous – Different alleles
Homozygous – Same alleles
Law of Dominant Inheritance
Law of Recessive Inheritance
Genes – The basic, fundamental unit of heredity. Small
segments of DNA with various lengths that code for proteins
Chromosomes – Coils of DNA that carry the genes, 23 pairs
(one from each parent)
GENETICS, p.3 of 3
Polygenetic Inheritance – Input from many genes
Multifactorial Inheritance– For complex traits…interaction of

gene and environment.
Genotype-Environment Interaction – Certain genetic proneness
only expressed with environmental trigger.
i.e. – certain foods triggering MR
Genotype-Environment Correlation – Environment augmenting
or decreasing a genetic disposition.
i.e. – David Crosby son
GENETIC COUNSELING
Service Providers
Geneticist, ObGyn, G.P.
Elements
Data collection / Sources
Family history
Medical Work up: Blood, skin, urine samples, Amniocentesis,
Sonogram Chronic villas sampling, etc…
Interpretation of Data
Based on the data the likelihood of any genetic “issues”
FERTILIZATION / CONCEPTION
Definition: The union of the sperm and the egg to form a single
cell (zygote).
Infertility: Inability to conceive after twelve to eighteen months
of trying.
More males conceived and lost
Multiple Births: On the rise
Alternative Methods
Insurance Definition

FERTILIZATION / CONCEPTION
Environment Factors
Family
The “death” of the American family
Different cultures
Socio-Economic Status
Education / Prestige / Income
Involved dads
Community
Early communities in Philadelphia
On a piece of paper (or an email to me), please answer the
following questions.
What are the differences between gender and sex?
Is gender fluid?
CHAPTER TWELVE
in
Adolescence

DISCUSSION
In comparison to fifty years ago, how much freedom are teens
today able to handle?
In comparison to fifty years ago, how much responsibility are
teens today able to handle?
Are teens more socially aware nowadays than in the past? Are
they better informed?
https://youtu.be/qaHLd8de6nM
OVERVIEW
Theorists
The “Self”
Moral Development
Mental Health
Review Questions
THEORISTS
ERIKSON
Identity versus Role Confusion
“Who am I”
try to be different “selves”

Identity crisis (well maybe not a crisis…)
Idealism (questioning of values, etc…)
Possible role confusion within social groups
https://www.youtube.com/watch?v=PzyXGUCngoU
THE “SELF”
Self-Concept (ideal vs. actual)
prioritize social, personal, and moral values
Self-Esteem: Changing during this stage
generally increases
parenting styles, peers, friend groups
Self-Worth
Identity Statuses (in high school vs. college)
Identity Achievement: Adolescent explores then commits
Identity Moratorium: Explores but does not commit
Identity Foreclosure: Commitment without exploration
Identity Diffusion: Neither exploration nor commitment, lazy
Gender / Culture
ENVIRONMENTAL INFLUENCES, p.1
The family
Parents
Co regulation
Bi directional influence
Conflict
Open communication
Changes in the American family
Siblings
Relationships can take on many forms

Direct and indirect modeling
ENVIRONMENTAL INFLUENCES, p.2
Peers
Conformity
Cliques
Dating
Friendship
Social Media
https://www.youtube.com/watch?v=hiduiTq1ei8
MENTAL HEALTH
Diagnosis
Treatment options
Delinquency
The suicide rate for girls ages 15 to 19 doubled from 2007 to
2015, when it reached its highest point in 40 years, according to
the CDC. ... The suicide rate for teen boys increased from
12 suicides per 100,000 individuals in 1975 to 18 suicides per
100,000 people in 1990, when it reached its highest point.
REVIEW QUESTIONS
Suicide rates are declining in this age group.
By adolescence siblings play no role with regard to
development.
Regarding Erikson: Adolescence must address: Identity versus

Mistrust
CHAPTER FIVE
In
DISCUSSION
What impact might we be seeing by the expanded use of
preschools on children’s views of school?
What makes a good preschool curriculum?
OVERVIEW
IQ Testing
Related Factors
Review Questions
Sources of Development
Learning
Maturation
Automatic Behaviors / Reflexes
Piaget
Schemes
Adaptation
Assimilation
Accommodation

IQ TESTING
Brief History
Evaluation
Validation increases after kindergarten
Example
Bayley Scale (II)
HOME Scale
RELATED FACTORS (one of two)
Socio Economic Status
At this age minimal correlation to attention or memory recovery
Play
Crucial
RELATED FACTORS (two of two)
Language
There is a link between parent IQ and their off spring
acquisition rates
Models / Acquisition
Chomskey
Behavioral Models
Chronology
Cooing (~two months)
Babbling (~six months)
Holophrase
Telegraphic Speech

REVIEW QUESTIONS
Who suggested that language acquisition is innate?
T/F – We babble then coo.
List one “IQ” test normed for this age group.
CHAPTER FOUR
(Brief Lecture)
in
OVERVIEW
General Points
Physical Growth
Motor Development
Sensory / Perceptual Development
Development Needs
Health and Safety
Review Questions
GENERAL POINTS (one of two)
Haptic Perception

Catch Up Growth
Systems of Action
PHYSICAL GROWTH (one of two)
Weight
Height
Brain
Plasticity
Synaptic pruning
Lateralization
Size increases
Myelination
Differentiation
Motor Development
Sensory / Perceptual Development
Health and Safety (Immunizations)
DEVELOPMENT NEEDS
Nutrition
Breast feeding (natures perfect food)
The introduction of food (order)
Montgomery County Community College
Human Development / Lifespan Psychology – PSY 206
Dr. Baron
Student Notes

Chapter Seven
Physical and Cognitive Development in Early Childhood
I. OVERVIEW OF THIS SECTION
A. Age range: Three to Six years
B. Physical changes continues but at a slower rate
C. Becoming more and more a part of societyII. OUTLINE
A. Specifics
B. HealthAbuse & Neglect
C. Long Term Effects
III. SPECIFICS
A. Height
1. Rate slows
2. Approximately two to three inches per year
3. Boys start out slightly taller
4. By age six virtually no height differences between the sexes
B. Weight
1. Rate also slows
2. Approximately four to six pounds per year
3. Most of the weight gain is muscle
4. Caloric need decreases (not growing as fast)
5. Even at this stage watch cholesterol
C. Appearance
1. Lose their pot belly
2. Slim down
3. Body proportions catching up
D. Musculo-Skeletal Development
1. In general strength increasing
2. Cartilage continues to ossify (turn to bone) Epiphyseal
Cartilaginous Plate
3. Gross & Fine motor skill developing
4. Little boys tend to develop more muscle at this stage

5. Handedness appears at the start of this stage
a. Tied to hemispheric dominance and lateralization
b. Minimal genetic basis
c. 10% of the population is left-handed
6. Development of Art Skills (Very significant indicator of
musculo-skeletal development)
a. Stages of Art Production
(1) Scribble – Approximately two years of age
(2) Shape stage – Approximately three years of age
(3) Pictorial Stage – Approximately four to five years of age
E. Body Systems
1. Respiratory
a. In general improving
b. Stamina increasing
c. Lungs still developing
2. Circulatory
a. Improving
3. Immune system
a. Developing & improving no longer benefit from mothers’
milk
4. Brain Development
a. The brain is still maturing
a. Between two and six years of age the brain goes from 70% of
its adult weight to 90%
b. Other specifics
i. Synaptic Pruning – The reduction of existing synapses
(Environmental shaping….)
ii. Myelination
iii. The creation of new synapses
5. Senses – basically set by this stage
F. Dental
1. Thumb sucking not a problem until age four to six (when the
adult teeth come in)
2. Fluoridation debate (not in all water systems – an important
issue)
G. Nutrition

1. Need fewer calories per pound than before
2. Obesity
3. Basic Needs
a. Protein = Two glasses of milk or One serving of meat or such
b. Vitamin A egg, or carrots
c. Some fruit
d. Normal at two or three to not like a lot of new food
e. *There is No link between sugar and ADHD
f. Vitamins
IV. HEALTH
A. Sleep
1. In the beginning of this stage one nap per day
2. More deep sleep now than later in life
3. Need for bedtime routine at three to six (emergence of fears
and an increased awareness of social factors)
4. Transitional Objects (i.e. a “blankie”: Objects which help
them transition to sleep by producing a sense of calm)
B. Minor illnesses
1. Colds and such = 7 – 8 per year duration 2 days to 2 weeks
2. Minor illness in others teach empathy
C. Major illnesses
1. Basically now dealt with by immunizing
2. As of 1996 in PA, the state will pay for them – Now Managed
Care
3. ~70% cure rate childhood cancer – NOT GOOD ENOUGH!!!
Very, very little federal research dollars go into Pediatric
cancer research (www.livelikeandrew.com)
D. Accidents
1. Cause more deaths per year in this age group than illness
(unintentional injuries)
a. There are fewer injuries in day cares than at home
2. Importance of childproofing your home
3. Automotive safety / PA Laws – Booster Seats
4. Kids sleepwear
V. STRESS
A. Five year olds do knowingly attempt suicide

B. Kids can sense strain in the home
C. Often show it behaviorally or stomach aches
I. GENERAL POINT
A. Note: At this stage they see life like a film strip vs. video
greatly effects their thinking
II. OVERVIEW OF THIS SECTION
A. Approaches to intellectual development
1. Piaget
a. Language
2. Information processing
3. Psychometric
B. Influences on intellectual development
III. APPROACHES TO INTELLECTUAL DEVELOPMENT
A. Piaget
1. Stage – Pre Operational
a. prior to being able to perform mental operations
b. not sensory bound for learning
c. beyond genetic basis
2. Key is the fact that the can now for mental representations
3. Egocentrism declines
4. NOTE: dual representational hypothesis – explains previous
limitations in their thinking
5. Made possible by SYMBOLLIC FUNCTION /
Representational Skill
a. Develops by approximately age 3
b. 3 Ways in Which Symbolic Functions are Made Possible
(1) Deferred Imitation – Previously discussed
(2) Symbolic Play – Play in which an object stand for something
else. A pot is a guitar.
(a) Today toys do not promote this
(3) Language (expand beyond Piaget)
(a) Emergent Literacy – Preschoolers’ development of skills,
knowledge, and attitudes that underlie reading and writing. Pre

reading skills. Phonemic awareness, general linguistic skills,
etc..
language development can be delays beyond 3 and not correlate
to low IQ
- can be hearing problems
- can be limited exposure to language (critical period /
Chomsky)
6. Other developments during this stage
a. Animism
b. Transductive reasoning - book says just transduction
They are not capable of induction – a general rule can be made
on the basis of one or more particular examples. If / then logic.
(connection to mathematical reasoning)
7. Still egocentric
8. Still can NOT Decenter - they only focus on one aspect of a
situation at-a-time
a. This is based on IRREVERSABLE - thinking – they cannot
comprehend how things transform (link back to freeze frames
vs. video)
b. Conservation
NOTE: Reminder, Piaget underestimated kids’ abilities.
B. Information Processing (Focus on the development of
memory)
1. Between 2 and 5 recognition and recall improve
a. Recognition
b. Recall
c. Capacity not equal for all children (mastery motivation – a
child’s tendency to be independent, self-directed and generally
resourceful + correlation)
2. Episodic memory
a. Autobiographical Memory
b. Prior to age 2.5 still can recall information even from 1 year
earlier
3. General Points Regarding memory
a. They are better able to recall items related to them

C. Vygotsky / Psychometric Approach
1. Issues: reliability and validity and standardization
2. Tools
a. Stanford – Binet
b. Wechsler
c. Mentioned HOME
3. Private Speech – Speaking out loud….to themselves
4. Scaffolding – temporary support that parents give a child to
do a task (relate to parental time/attention) (repeated from
chapter one)
5. ZPD Zone of Proximal Development – Vygotsky’s term for
the level at which children can almost perform a task on their
own. May require some scaffolding.
IV. INFLUENCES ON INTELLECTUAL DEVELOPMENT
A. Child’s personality
1. Characteristics which bode well
a. Curious / alert / assertive
B. Type of parent
1. Best
a. sensitive / warm / loving / accepting / encouraging
b. Important characteristics for mother and father
C. Media
a. Television
b. Computers
D. Pre School / Day care
1. Specific types
a. Montessori
b. Head Start (1965 / 1970)
V. Review Questions
A. Provide an example of scaffolding.
B. Provide an example of pre operational thought.
C. What are the height gains during this stage?
D. List two examples of typical parasomnias in this stage.
E. List two forms of abuse.

CHAPTER FOURTEEN
in
Early Adulthood
DISCUSSION
Changes in the life span (revisited)
Age we marry
Age we have children
Emerging Adulthood: A new “phase”
Social Clock / Expectations placed on us by virtue of our age /
progress and regress
Is it a new stage? What factors support yes or no?
OVERVIEW
Theorists
Important Relationships
Review Questions
THEORISTS
Erikson
Crisis: Intimacy versus Isolation (stage 6)
Forging meaningful, long-term relationships
Shifting one’s focus to not fitting in
“Lonely, alienated and isolated…”
Levinson
Great emphasis on adult transitions
Key in this stage: A “dream”. An emerging image as to how we
see ourselves as an adult
A time when we establish a relationship with a mentor

IMPORTANT RELATIONSHIPS
Family
Age we marry
Childless families
The “death of the American family”
Family diversity
Love
The romantic love syndrome
Open versus arranged marriages
Friendship
Facebook friends and Instagram likes
Threat: Isolation (technology?)
REVIEW QUESTIONS
Who suggested that it is important in the this stage to establish
a “mentor”?
What is the social clock?

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