This document provides an overview of human development from conception to death. It discusses the key domains of development - physical, cognitive, and psychosocial - and describes typical developments within each domain for different age periods from prenatal to late adulthood. The document also outlines major theories of development, research methods used in developmental psychology, and key concepts like heredity, environment, and culture.

1. Avon Pearl S. Amores, MP
Asia Pacific College

2.  To have a thorough understanding of Changes
of Human beings over the course of their
life.
 To have a thorough information about the
Human Development and how its study
evolved
 To identify the Domains of Development
 To have an overview about Perspectives used

3.  A Scientific study of processes of change and
stability throughout the Human Life Span
 A branch of Psychology that studies
interindividual changes within these
intraindividual changes
 Studying the Life Span from Conception to
Death
 What do Developmentalists study?

4.  To find out what are the common and
characteristic age changes in appearance, in
behavior, in interests and in goals from
development period to another
 To find out when these changes occur
 To find out what causes them
 To find out whether they can or cannot be
predicted
 And to find out whether they are individual
or universal

5.  Physical Development- growth of body and
brain, including patterns of change in sensory
capacities, motor skills and health
 Cognitive Development- Pattern of change of
in mental abilities such as learning,
attention, reasoning and creativity
 Psychosocial Development- Pattern of change
in emotions, personality and Social
Relationships

6. Age Period Physical
Developments
Cognitive
Developments
Psychosocial
Developments
Prenatal
Period (From
Conception to
Birth)
• Conception occurs
by normal
fertilization or
other means.
• The Genetic
endowment
interacts with
environmental
influences from the
start.
• Basic body
structures and
organ form; brain
growth spurt
begins
• Physical growth is
the most rapid in
the life span
• Vulnerability to
environmental
influences is great
Abilities to learn and
remember and to
respond to sensory
stimuli are developing
Fetus responds to
mother’s voices and
develops a preference
for it.

7. Age Period Physical
Developments
Cognitive
Developments
Psychosocial
Developments
Infancy and
Toddlerhood
(birth to age
3)
• All senses and
body systems
operate at
birth to
varying
degrees.
• The brain
grows in
complexity
and is highly
sensitive to
environmental
influence
• Physical
growth and
development
of motor skills
are rapid
• Abilities to
learn and
remember are
present, even
in early
Fetus responds to
mother’s voices
and develops a
preference for it.

8. Age Period Physical
Developments
Cognitive
Developments
• Psychosocial
Developments
Early
Childhood
(ages 3-6)
• Growth is steady;
appearance
becomes more
slender and
proportions more
adultike.
• Appetite
diminishes and
sleep problems are
common
• Handedness
appears; fine and
gross motor skills
and strength
improve
• Thinking is
somewhat
egocentric but
understanding of
other people’s
perspectives grows.
• Cognitive immaturity
results in some
illogical ideas about
the world.
• Memory and
language improve
• Intelligence becomes
more predictable
• Preschool experience
is common and
kindergarten
experience is more
so.
• Self concept and
understanding of
emotions become
more complex; self
esteem is global
• Independence,
initiative and self-
control increases.
• Gender identity
develops
• Play becomes more
imaginative, more
elaborate and
usually, more social.
• Altruism, aggression
and fearfulness are
common.
• Family is still the
focus of social life,
but other children
become more
important.

9. Age Period Physical
Developments
Cognitive
Developments
• Psychosocial
Developments
Middle
Childhood
(ages 6-11)
• Growth slows
• Strength and
athletic skills
improve
• Respiratory
illnesses are
common but
health is
generally better
than at any
other time in
the life span.
• Egocentrism
diminishes.
Children begin to
think logically but
concretely.
• Memory and
language skills
increase
• Cognitive gains
permit children
to benefit from
formal schooling.
• Some children
show special
educational needs
and strengths.
• Self concept
becomes more
complex,
affecting self-
esteem
• Coregulation
reflects gradual
shift in control
from parents to
child
• Peers assume
central
importance.

10. Age Period Physical Developments Cognitive
Developments
• Psychosocial
Developments
Adolescence
*(ages 11-
about 20)
• Physical growth
and other
changes are
rapid and
profound.
• Reproductive
maturity occurs
• Major health
risks arise from
behavioral issues
such as eating
disorders and
drug abuse.
• Ability to think
abstractly and use
scientific
reasoning
develops
• Immature thinking
persists in some
attitudes and
behaviors
• Education focuses
on preparation for
college or
vocation
• Search for
identity including
sexual identity,
becomes central.
• Relationships with
parents are
generally good.
• Peer group may
exert a positive or
negative
influence.

11. Age Period Physical Developments Cognitive
Developments
• Psychosocial
Developments
Emerging and
Young
Adulthood
(ages 20-40)
• Physical
condition peaks,
then declines
slightly.
• Lifestyle choices
influence
health.
• Thought and
moreal judgments
become more
complex
• Education and
occupational
choices are made,
sometimes after
period of
exploration.
• Personality traits
and styles become
relatively stable,
but changes in
personality may
be influenced by
life stages and
events.
• Intimate
relationships and
personal lifestyles
are established
but may not be
lasting
• Most people
marry and most
become parents.

12. Age Period Physical Developments Cognitive
Developments
• Psychosocial
Developments
Middle
Adulthood
(ages 40-65)
• Slow
deterioration of
sensory abilities,
health, stamina
and strength
may begin, but
individual
differences are
wide,
• Women
experience
menopause
• Mental abilities
peak; expertise
and practical
problem-solving
skills are high.
• Creative output
may decline but
improve in quality
• For some, career
success and
earning powers
peak; for others,
burnout or career
change may
occur.
• Sense of identity
continues to
develop; midlife
transition may
occur
• Dual
responsibilities of
caring for
children and
parents may
cause stress
• Launching of
children leaves
empty nest.

13. Age Period Physical Developments Cognitive
Developments
• Psychosocial
Developments
Late
Adulthood
(age 65-
death)
• Most people are
healthy and
active, although
health and
physical abilities
generally
decline
• Slowing of
reaction time
affects some
aspects of
functioning
•
• Most people are
mentally alert,
• Although
intelligence and
memory may
deteriorate in
some areas, most
people find ways
to compensate.
• Retirement form
workforce may
occur and may
offer new options
for use of time
• People develop
more flexible
strategies to cope
with personal
losses and
impending death
• Relationships with
family and close
friend can provide
important support
• Search for
meaning in life
assumes central
importance

14.  Individual differences- differences in characteristics,
influences or developmental outcomes
 Heredity- inborn traits or characteristics inherited
from the biological parents
 Environment- totality of non hereditary or
experiential influences on development
 Maturation- unfolding of a natural sequence of
physical and behavioral changes
 Culture-a society’s or group’s total way of life
including customs, traditions, beliefs, values,
language and physical products
 Ethnic Group- a group united by ancestry, race,
religion, language, or national origins, which
contribute to a sense of shared identity

15.  Heredity, Environment and Maturation
 Socioeconomic Status and Neighborhood
 Culture and Race/ Ethnicity Culture
 Normative Influences and Non Normative
influences
 Timing on Influences: Critical or Sensitive
Periods
 Imprinting

16.  Development is life-long
 Development is Multidimensional
 Development is Multidirectional
 Relative influences of biology and culture
shift over the life span
 Development involves changing resource
allocations
 Development shows plasticity
 Development is influenced by the historical
and cultural context

17.  Basic Theoretical Issues
 Issue #1: Is Development Active or Reactive?
 Mechanistic Model- John Locke’s View- in this view,
people are like machines that react to environmental
input
 Mechanistic Researchers want to identify the factors
that make people behave as they do
 Organismic Model- Jean Jacques Rousseau’s View, this
model sees people as active, growing organisms that
set their own development in motion.
 They initiate events; they do not just react. Thus
the driving force for change is internal.

18.  Basic Theoretical Issues
 Issue #2: Is Development Continuous or
Discontinuous?
 Quantitative Changes- changes in number or amount,
such as height, weight, size of vocabulary, or
frequency of communication
 Qualitative Changes- changes in kind, structure or
organization

19. 1. Psychoanalytic
2. Learning
3. Cognitive
4. Contextual
5. Evolutionary/ Sociobiological

20.  Important Theories
 Freud’s Psychosexual Theory- Behavior is controlled
by powerful unconscious urges
 Technique Used: Clinical Observation
 Stage Oriented: Yes
 Causal Emphasis: Innate factors modified by experience
 Reactive
 Erikson’s Psychosocial Theory- Personality is
influenced by society and develops through a series of
crisis.
 Technique Used: Clinical Observation
 Stage Oriented: Yes
 Causal Emphasis: Interaction of innate and experiential
factors
 Active

21.  Important Theories
 Behaviorism or Traditional Learning Theory (Pavlov, Skinner
and Watson)- People are responders; the environment
controls behavior
 Technique Used: Rigorous Scientific (experimental)
procedures
 Stage Oriented: No
 Causal Emphasis: experience
 Reactive
 Social Learning (social cognitive) Theory (bandura)-
Children learn in a social context by observing and
imitating models
 Technique Used: Rigorous Scientific (experimental)
Procedures
 Stage Oriented: No
 Causal Emphasis: experiences modified by innate factors
 Active and reactive

22.  Important Theories
 Piaget’s Cognitive Theory- Qualitative changes in thought
occur between infancy and adolescence
 Technique Used: Flexible interviews; Meticulous
observation
 Stage Oriented: Yes
 Causal Emphasis: Interaction of Innate and
experiential factors
 Active
 Vygotsky's Socio-Cultural Theory- Social Interaction is
central to cognitive development.
 Technique Used: Cross-Cultural research; observation
of child interacting with more competent person
 Stage Oriented: No
 Causal Emphasis: Experience
 Active

23.  Important Theories
 Information- Processing Theory- Human beings
are processors of symbols
 Technique Used: Laboratory research;
technological monitoring or physiologic
responses
 Stage Oriented: No
 Causal Emphasis: Interaction of Innate and
experiential factors
 Active

24.  Important Theory
 Bronfenbenner’s Bioecological Theory-
Development occurs through interaction
between a developing person and five
surrounding, interlocking contextual systems of
influences, from microsystem to Chrono
system.
 Technique Used: Naturalistic Observation and
analysis
 Stage Oriented: No
 Causal Emphasis: Interaction of Innate and
experiential factors
 Active

25.  Important Theory
 Bowlby’s Attachment Theory- Human beings
have the adaptive mechanisms to survive;
critical or sensitive periods are stressed;
evolutionary and biological bases for behavior
and predisposition toward learning are
important
 Technique Used: Naturalistic Observation and
laboratory observation
 Stage Oriented: No
 Causal Emphasis: Interaction of Innate and
experiential factors
 Active and Reactive (theorists vary)

26. Scientific Method
Quantitative and Qualitative Research
Sampling
Basic Research Designs

27. 1. Identification of a problem
2. Formulation of hypotheses
3. Collection of data
4. Statistical Analysis
5. Formation of Tentative Conclusions
6. Dissemination of Findings

28. Type Main
Characteristics
Advantages Disadvantages
• Self-report
• Diary
• Visual
Reports
• Interview
• Questionnaire
Participants are
asked about
some aspect of
their lives;
questioning
may be highly
structured or
more flexible;
self report may
be verbal or
visual
• Can provide
firsthand
information
about a
person’s life,
attitudes or
opinions
• Visual
techniques
(e.g.
drawing,
mapping,
graphing)
avoid need
for verbal
skills.
• Participants
may not
remember
information
accurately
or may
distort
responses in
a socially
desirable
way;
• How
question is
asked or by
whom, may
affect
answer

29. Type Main
Characteristics
Advantages Disadvantages
• Naturalistic
Observation
People are
observed in
their normal
setting with no
attempt to
manipulate
behavior.
• Provides
good
description
of behavior;
does not
subject
people to
unnatural
settings that
may distort
behavior
• Lack of
control
• Observer
bias

30. Type Main
Characteristics
Advantages Disadvantages
• Laboratory
Observation
Participants are
observed in the
laboratory,
with no
attempt to
manipulate
behavior
• Provides
good
descriptions;
• Offers
greater
control than
naturalistic
observation
because all
participants
are observed
under the
same
controlled
observations
• Observer
bias
• Controlled
situation can
be artificial

31. Type Main
Characteristics
Advantages Disadvantages
• Behavioral
and
Performance
Measures
Participants are
tested on
abilities, skills,
knowledge,
competencies
or physical
responses
• Provides
objectively
measureable
information;
• Avoids
subjective
distortions
• Cannot
measure
attitude or
other non
behavioral
phenomena
• Results may
be affected
by
extraneous
factors

32. Type Main
Characteristics
Advantages Disadvantages
• Case Study In-depth study
of single
individual
• Flexibility
• Provides
detailed
picture of
one person’s
behavior and
development
can
generate
hypotheses
• May not
generalize
to others;
• Conclusions
not directly
testable
• Cannot
establish
cause a

33. Type Main
Characteristics
Advantages Disadvantages
• Ethnographic
Study
In-depth study
of culture or
subculture
• Can help
overcome
culturally
based biases
in theory
and research
• Can test
universality
of
development
al
phenomena
• Subject to
observer
bias

34. Type Main
Characteristics
Advantages Disadvantages
• Experiment Controlled
procedure in
which an
experimenter
controls the
independent
variable to
determine its
effects on the
dependent
variable
May be
conducted in
the laboratory
of field
• Establishes
cause and
effect
relationships
• Highly
controlled
and can be
repeated by
another
investigator
• Degree of
control is
greatest in
the
laboratory
experiment
• Findings,
especially
when
derived from
the
laboratory
experiments
may not
generalize
to situations
outside the
laboratory