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Developmental Psychology Integrative Class of PUP STC - Psychology Program Date: March 8, 2025 Time: 8:00 a.m. - 5:00 p.m. Gea Jane C. Malasa Prepared by:
Reminders: ❌Do not reproduce, modify, or distribute without permission. ❌Do not share the lecture deck with others outside the class. ❌Do not upload to public platforms or third-party websites. ✅Use for personal study only and refer to it responsibly. ✅Respect copyright and intellectual property of the materials. ✅Contact the instructor for clarifications or additional references.
Development of a Psychology Major First Day 1st - 4th year Review/ Working Era Graduation Day
One-Word Challenge Scan or enter the code 3153 3207 and use one word to define Development
Intro to Developmental Psychology Prenatal Development and birth Middle Childhood Early Childhood Theories on Human Development Mastering the Basics Adolesence
Introduction to Developmental Psychology
Developmental Psychology Human Development Life-span Development
Developmental Psychology Branch of Psychology devoted to identifying and explaining continuities and changes that individuals display over time.
Human Development Scientific study of processes of change and stability throughout the life span.
Lifespan Development Concept of human development as a lifelong process, which can be studied scientifically.
CHANGES STABILITY TOMB WOMB TO SCIENTIFIC STUDY
The Life-Span Developmental Approach
Development is LIFELONG. Each period of the life span is affected by what happened before and will affect what is to come. No period is more important than the other.
What are these periods of Lifespan? Divisions of Lifespan into periods is as SOCIAL CONSTRUCTION. Is a concept or practice that is an invention of a particular culture or society. SOCIAL CONSTRUCTION.
Development is LIFELONG. Santrock, J. W. (2024). Life-span development (17th ed.). McGraw-Hill.
Development is MULTIDIMENSIONAL. It occurs in multiple interacting dimensions.
Domains of Development Physical Development Growth of the body and brain, sensory capacities, motor skills and health. Cognitive Development Learning, attention, memory, language, thinking, reasoning, creativity. Psychosocial Development Emotions, personality and social relationships
Development is MULTIDIRECTIONAL. Involves both growth and decline. Some abilities may be gain in one period and lose at another.
Relative influences of biology and culture shift over the life span. Biological abilities weaken as we age while cultural support help compensate with losses.
Heredity inborn traits or characteristics inherited from biological parents Maturation Unfolding of natural sequence of phyical changes and behavior patterns Environment totality of nonheriditary, experiential influences
Development involves changing resource allocations. Individuals allocate their resources in various ways: Growth Maintenance or Recovery Dealing with loss
Development shows PLASTICITY. Many abilities can signifcantly improve and change with training and practice.
Development is influenced by the historical and cultural context. All development occurs within a context or setting. As contexts are ever changing, so as the individuals.
Contexts of Development Family Nuclear Family Extended Family Socioeconomic Status based on family income, educational and occupational levels.
Contexts of Development Culture Refers to a group way of life Individualistic and Collectivistic Culture
Historical Contexts of Development Normative Influences Biological or environmental events that affect many or most people in similar ways. Normative Age-Graded Influences 1. common to people in a particular age group. (puberty, menopause) Cohort - people born at the same time 2. Normative History-Graded Influences common to people in a particular generation. (Martial Law, COVID 19) Historical Generation - can contain more than one cohort
Historical Contexts of Development Nonnormative Influences Unusual occurences that have a major impact on the lives of individual people Typical events happening at atypical time of life. Atypical events
Goals in Studying Human Development Describe 01 Explain 02 Predict 03 Intervene 04
Describe 01 Explain 02 Predict 03 Intervene 04
Contemporary Concerns Health & Wellbeing Parenting and Education Sociocultural Context & Diversity Social Policy Technology
Research on Human Development
Basic Research Designs Qualitative Case Study In-depth study of a single subject such as an individual or a family Quantitative Ethnographic Study In-depth study of a pattern of relationships in culture or subculture Correlational Study Determines magnitude and direction of relationship between variables without manipulation Experimental Study Controlled procedure where there is manipulation of variables
Developmental Research Designs Data are collected on the same group or person over a period of time. Considers as best developmental research design. Advantages: Can track individual pattterns of continuity and change that are comparable to others in the group. Disadvantages: Time consuming, Expensive, Practice Effects, Attrition, Loss of Funding and Development of New Measures Longhitudinal Research
Developmental Research Designs Data are collected on the different ages at the same time. Advantages: More economical, No cases of attrition and practice effects. Disadvantages: Individual Differences can be fully accounted to development as it can be an effect of people being born at different times. Cross-Sectional Research
Developmental Research Designs Several groups are studied simultaneously at different times for a long time. Conbines approach. Advantages: Tracj people of different ages over time. Allow to separate age related change to cohort effects. Disadvantages: Time, Effort and Complexity. Requires large number of participants and huge collection of data for years.. Sequential Research
Introduction to Developmental Psychology END OF FIRST TOPIC
Theories of Developmental Psychology
Nature VS Nurture NATURE Inborn Traits and Characteristics Inherited from biological parents NURTURE Environment Nonhereditary influences
Stability VS Change STABILITY Result of heredity and early life experiences Deterministic and Pessimistic CHANGE Current and later experiences can modify development
Reactive VS Active REACTIVE Mechanistic Model by John Locke People are machines that react to environmental input ACTIVE Organismic Model of Jean Jacques Rousseau People are active growing organisms that set their own motion
Continuous vs Discontinous CONTINUOUS Quantitative Change Gradual and Cumulative Changes in number or amount DISCONTINUOUS Qualitative Change Distinct, abrupt and uneven Changes in kind, structure, organization
Developmental Issues Nature VS Nurture Stability VS Change Active VS Reactive Continuous VS Discontinuous
Perspective 1: PSYCHOANALYTIC Development is shaped by unconscious forces that motivates human behavior. These theories was one of the first to emphasize developmental framework and family relationship.
Perspective 1: PSYCHOANALYTIC Freud’s Psychosexual Development Personality Forms through unconscious childhood conflicts between Id, Supergo, Ego. Each stage has an erogenous zone or area of the body capable of producing satisfaction.
Perspective 1: PSYCHOANALYTIC Erikson’s Psychosocial Development Expand and extend Freud’s theory by incorporating social development. Each stage is marked by crisis between syntonic element (harmonious) and dystonic element (disruptive.
Perspective 1: PSYCHOANALYTIC Erikson’s Psychosocial Development If a person struggles with a stage, they may develop maladaptive tendencies (too much of the positive trait) or malignant tendencies (too much of the negative trait).
Perspective 2: COGNITIVE Emphasize conscious thoughts. and focuses on how thinking, reasoning, problem-solving, and understanding change over time as individuals grow.
Perspective 2: COGNITIVE Jean Piaget’s Cognitive Development Piaget proposed that children actively construct knowledge through experiences and progress through four distinct stages:
Perspective 2: COGNITIVE Jean Piaget’s Cognitive Development Sensorimotor Stage Coordination of sensory input and motor activity, use of reflexes Circular Reactions - Infant learns to reproduce events originally discovered by chance Advancement: Object Permanence - realization that something continues toi exist when out of sight
Perspective 2: COGNITIVE Jean Piaget’s Cognitive Development Pre-operational Stage Expansion in the use of symbolic thought - ability to mentally represent objects Advancement: Deferred Imitation - Imitate an action at some point after observing it Immaturities: Egocentrism - center on their own point of view that they cannot take anyone else Centration - Tendency to focus on one aspect of a situation and neglect others
Perspective 2: COGNITIVE Jean Piaget’s Cognitive Development Concrete Operational Stage Children can now think logically, and consider multiple aspects of a situation however limited Advancement: Categorization - ability to organize objects or ideas into groups based on shared characteristics Seriation - arranging objects in a series Transitive Inference - A<B<C ; A<C Class inclusion - Ability to see relationship between a whole and its parts
Perspective 2: COGNITIVE Jean Piaget’s Cognitive Development Concrete Operational Stage Conservation - Understanding that quantity remains the same even if the shape or arrangement changes Reversability - The ability to mentally reverse actions Immaturities Limited Abstract Thinking Overreliance on Concrete Objects
Perspective 2: COGNITIVE Jean Piaget’s Cognitive Development Formal Operational Stage Highest form of cognitive Development Moving away from concrete to developing abstraction Advancement: Deductive Reasoning - ability to apply general principles to specific situations and logically derive conclusions. Hypothetical Deductive Reasoning - ability to formulate hypotheses, test them systematically, and draw conclusions. Abstract Thinking - can think about concepts like justice, love, freedom, and morality, which are not tied to physical objects or direct experience.
Perspective 2: COGNITIVE Jean Piaget’s Cognitive Development Formal Operational Stage Immaturities: Self consciousness - hyper-aware of themselves, believing that others are constantly noticing and judging them. Imaginary audience - belief that everyone is watching and judging them Personal Fable - belief that they are unique and special, often leading to a sense of invincibility
Perspective 2: COGNITIVE Lev Vygotsky’s Sociocultural Theory Emphasized the role of social interaction and culture processes in cognitive development.
Perspective 2: COGNITIVE Zone 2: Zone of Proximal Development - ZPD gap between what a learner can do alone and what they can do with help from a More Knowledgeable Others (MKO). Zone 1: Zone of Actual Development - ZAD what the learner can actually do alone without help Zone 3: Out of Reach Zone - ORZ what the learner can actually do alone without help
Perspective 2: COGNITIVE Scaffolding temporary assistance and support given to a child by parents or MKOs
Perspective 3: LEARNING Development is the result of learning, a relatively long lasting change based on experience or adaptation to environment
TWO TYPES OF ASSOCIATIVE LEARNING Perspective 2: LEARNING A. Classical Conditioning by Ivan Pavlov Also called Respondent Conditioning Learning based on the pairing of neutral stimulus to an unconditioned stimulus
TWO TYPES OF ASSOCIATIVE LEARNING Perspective 2: LEARNING B. Operant Conditioning by BF Skinner Also called Instrumental Conditioning Learning based on association of behavior with consequences
Perspective 2: LEARNING Bandura’s Social Learning Theory People develop social behavior by observing and imitating others in a process called Observational Learning
Perspective 4: CONTEXTUAL Development cannot be understood in isolation—it is shaped by the interaction between an individual and their social, cultural, and environmental context.
Perspective 4: CONTEXTUAL Urie Bronfenbrenner’s Bioecological Theory Approach to understanding processes and contexts of human development that identifies five levels of environmental influence
Perspective 4: CONTEXTUAL Microsystem Everyday environment: home, work, school neighborhood Mesosystem Interlocking influence of microsystems: parent teacher interaction Exosystem Interactions between a child’s microsystem and an outside system Urie Bronfenbrenner’s Bioecological Theory
Perspective 4: CONTEXTUAL Macrosystem Overarching cultural patterns: type of political system an individual lives in Urie Bronfenbrenner’s Bioecological Theory Chronosystem Represents the dimension of time: Changes in family, or bigger changes in society Economic cycles, Wars.
Perspective 4: ETHOLOGICAL Development is strongly influence by biology tied to evolution and is characterized by critical or sensitive periods
Perspective 5: ETHOLOGICAL John Bowlby - Attachment Theory Infants are biologically wired to form attachments, a mechanism that serves as a survival strategy, to protect them from predators.
Introduction to Developmental Psychology END OF SECOND TOPIC
Prenatal Development & Birth
LOVESTORYOFFLEABAG LOVESTORYOFFLEABAG
LOVESTORYOFFLEABAG LOVESTORYOFFLEABAG
LOVESTORYOFFLEABAG LOVESTORYOFFLEABAG SIGNS AND SYMPTOMS Missed period Tender swollen breasts Slight bleeding or cramping Nausea with or without vomiying Frequent Urination Fatigue Mood swings Food aversions Faintness and dizziness Raised basal body temperature
LOVESTORYOFFLEABAG LOVESTORYOFFLEABAG FERTILIZATION a sperm cell penetrates an egg, forming a zygote GESTATION Period of development between conception and birth
STAGES OF PRENATAL DEVELOPMENT STAGES OF PRENATAL DEVELOPMENT
STAGES OF PRENATAL DEVELOPMENT STAGES OF PRENATAL DEVELOPMENT GERMINAL STAGE Fertilization and cell division -zygote Implantation to the uterine wall - blastocyst Formation of embryonic disk Ectoderm (becomes skin, brain, nervous system) Mesoderm (becomes muscles, bones, circulatory system) Endoderm (becomes digestive system, lungs, internal organs
STAGES OF PRENATAL DEVELOPMENT STAGES OF PRENATAL DEVELOPMENT EMBRYONIC STAGE The embryonic stage is when major organs and body structures form, a process called Organogenesis. This stage is crucial, as the embryo is highly sensitive to harmful substances.
STAGES OF PRENATAL DEVELOPMENT STAGES OF PRENATAL DEVELOPMENT FETAL STAGE Appearance of first bone cell signals the beginning of fetal stage Sex is detectable as early as 14 weeks Reflexes appear: sucking, grasping, babinski Senses of taste, smell, hearing and pain appear Complication: Stillbirth - miscarriage that occurs after 20 weeks of gestation
TERATOGENS Any environmental agent that can cause birth defect Exposure through placenta, during or after birth Effects are worse during critical period
PARTURITION Act or process of giving birth and typically begins about two weeks before delivery
CONTRACTIONS BRAXTON HICKS CONTRACTIONS False Contractions Mild and irregular Often felt in the front of the abdomen May stop with a change in activity level REAL LABOR CONTRACTIONS More frequent Become stronger and more painful over time Start in the midback and wrap around the abdomen Continue and may even become stronger with movement
MEDICATED VS NON MEDICATED DELIVERY NON-MEDICATED CHILDBIRTH Method that seeks to eliminate mother’s fear by education and training in breathing and relaxation (Lamaze Method) MEDICATED CHIDBIRTH Include use of pain relief Pudendal Block - local vaginal anesthesia Analgesic - painkiller that reduce perception of pain Epidural anesthesia - injected in the space in the spinal cord to block nerve pathways that would carry pain sensation to the brain
THE BIRTH PROCESS THE BIRTH PROCESS STAGE ONE: LABOR (DILATION & EFFACEMENT OF THE CERVIX) longest stage, lasting from a few hours to over 24 hours. Dilation of the cervix about 10 cm to allow the baby to pass through.
THE BIRTH PROCESS THE BIRTH PROCESS STAGE TWO: DELIVERY OF THE BABY Begins when the cervix is fully dilated (10 cm). Can last a few minutes to a few hours. The baby’s head usually emerges first (crowning)
THE BIRTH PROCESS THE BIRTH PROCESS STAGE THREE: DELIVERY OF THE PLACENTA Expulsion of the placenta and the remainer of the umbilical cord Shortest stage of delivery, usually takes 5-30 minutes after birth. Healthcare providers check to ensure the entire placenta is expelled to prevent complications.
NEONATAL MEDICAL AND NEONATAL MEDICAL AND BEHAVIORAL ASSESSMENT BEHAVIORAL ASSESSMENT APGAR SCALE 1 minute assessment of the baby after delivery, can be done again after 5 minutes 7 to 10 - baby is good to excellent condition 5 to 7 - needs help to establish breathing Below 4 - baby needs immediate care
NEONATAL MEDICAL AND NEONATAL MEDICAL AND BEHAVIORAL ASSESSMENT BEHAVIORAL ASSESSMENT NBAS: BRAZELTON NEONATAL BEHAVIORAL ASSESSMENT SCALE Assessed neonates’ responsiveness to their environment by identifying neurological functioning Typically last 30 minutes to administer Helps identify early developmental concerns
The New Born Baby - The First 3 years
IMPORTANT CONCEPTS IMPORTANT CONCEPTS TWO FUNDAMENTAL PRINCIPLES CEPHALOCAUDAL PRINCIPLE Head to Tail Development procees from head to the lower part of the trunk PROXIMODISTAL PRINCIPLE Near to Far Development proceeds from parts near the center of the body to outer ones
TWO IMPORTANT PREDICTORS TWO IMPORTANT PREDICTORS OF INFANT SURVIVAL BIRTH WEIGHT Normal Birth Weight - 7 1/2 pounds (3.4 kg) Low Birth Weight - less tan 5 pounds (2.5 kg) Preterm Infants - Born before 37 weeks of gestation Small for date infants - Birth weight is below normal for the gestational age LENGTH OF GESTATION Normal - 37 weeks gestation Preterm Infants - Born before 37 weeks of gestation Very preterm - Less than 33 weeks Extremely preterm - Less than 28 weeks Postmature babies - 2 weeks after due date or 42 weeks
COMPLICATIONS COMPLICATIONS OF NEONATE ERA ANOXIA / HYPOXIA Shortage of oxygen Cause by umbilical cord becomes pinch or tangled at birth or position of the baby during delivery Risk to develop cerebral palsy, learning or intellectual disabilities RESPIRATORY DISTRESS SYNDROME Lack of surfactant (lung- coating substance) that keeps air sac from collapsing SUDDENT INFANT DEATH SYNDROME Crib death Unexplained death Triple Risk Model Infant is vulnerable in some way There is a critical period in which an infant was at risk Exogenous stressor
PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF NEONATE ERA PRIMITIVE REFLEXES Related to instinctive needs for survival and protection Part of humankind’s evolutionary legacy (grasping reflex) REFLEXES
PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF NEONATE ERA LOCOMOTOR REFLEXES resemble later voluntary movements but disappear before the child starts walking. REFLEXES
EARLY SENSORY CAPACITIES EARLY SENSORY CAPACITIES TOUCH & PAIN First sense to develop SMELL & TASTE Both begin to develop in the womb HEARING Fetuses can hear as early as third trimester SIGHT Least develop at birth
PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF NEONATE ERA GROSS MOTOR SKILLS those using large muscles such as rolling over, and catching a ball MOTOR DEVELOPMENT FINE MOTOR SKILLS those using small muscles grasping a rattle or drawing a circle
COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF NEONATE ERA SEQUENCE OF LANGUAGE DEVELOPMENT PRE-LINGUSTIC SPEECH Sound that babies use to convey their needs and feelings from crying, fussing, burping, and grunting EARLY VOCALIZATION Cooing - happy squealing and making vowel sounds ("ooo," "ahh") Babbling - repeating consonant vowel strings (mama) GESTURES Before baby speaks thy gesture like nodding head or bye bye
FIRST WORDS Holophrase - An entire sentence explain by one word ( COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF NEONATE ERA SEQUENCE OF LANGUAGE DEVELOPMENT FIRST SENTENCES Telegraphic Speech - consisting of only essential words (me want milk)
OVERREGULARIZATION Applying grammar rules too rigidly, leading to errors. "Ako ay lumakad-ed" COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF NEONATE ERA CHARACTERISTICS OF EARLY SPEECH UNDEREXTENDING Using a word too narrowly, applying it only to one object. Thinking "sapatos" refers only to their own shoes, not all shoes. OVEREXTENDING Using one word to refer to a broad category of things. Calling man with long hair as Jesus
PRIVATE SPEECH talking aloud to oneself with no intent to communicate with others COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF NEONATE ERA IMPORTANT CONCEPTS SOCIAL SPEECH speech intended to be understood by a listener PRAGMATICS Practical knowledge needed to use language for communicative purposes
PSYCHOSOCIAL DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT OF NEONATE ERA EARLY SIGNS OF EMOTIONS EMOTIONS AFTER 6 MONTHS Joy Surprise Sadness or Disgust EMOTIONS AFTER BIRTH Contentment Interest Distress
PSYCHOSOCIAL DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT OF NEONATE ERA CRYING ANGRY CRY More excess air forced through vocal cords BASIC HUNGRY CRY Rhythmic pattern followed by briefer silence PAIN CRY Sudden long initial loud cry followed by breath holding FRUSTRATION CRY During discomfort or stressful situation
Introduction to Developmental Psychology END OF 3RD TOPIC
Early Childhood THREE TO SIX YEARS OLD
PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF EARLY CHILDHOOD BODILY GROWTH AND CHANGE Children grow rapidly during this period but less quickly than before Lose their babyish roundness and take a more childlike apperance
PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF EARLY CHILDHOOD SLEEP Children begun to experience problems with sleeping Night Terror - abrupt awakening from deep sleep in a state of agitation Sleepwalking - walking aroung and performing other functions while asleep Nightmare - a bad dream brought upon overexcitement or eating heavy meal before bedtime Enuresis - repeated urination in clothing or bed
PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF EARLY CHILDHOOD NUTRITION OBESITY AND OVERWEIGHT Young children’s exposure to saturated foods can lead to concerning increase in cases of overweight and obesity MALNUTRITION Food Insecurity - when families do not have dependable access to adequate amounts of food Stunted Children - abnormal height, normal weight for their age Wasted Children - abnormal weight, normal height Food Deserts - Rural communities with no access to vegetables and more access to processed food
COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF EARLY CHILDHOOD CHILDHOOD MEMORIES GENERIC MEMORY Produces a scripts or general outline of a familiar, repeated event Having lunch at Grandma’s house EPISODIC MEMORY Refers to awareness of having experienced a particular event at specific time and place Getting wisdom tooth out for the first time AUTOBIOGRAPHICAL MEMORY a type of episodic memory, refers to distinctive memories that form a person’s life history - only those that have special, personal meaning to a child My highschool life
COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF EARLY CHILDHOOD PRIVATE SPEECH PIAGET’S VIEW Defined as talking aloud with no intent to communicate with others A sign of cognitive immaturity or egocentric speech VYGOTSKY’S VIEW Defined as a form of communication or conversation with the self and part of learning process Supported by research - help in self regulation
COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF EARLY CHILDHOOD THEORY OF MIND Refers to the awareness of one’s own mental processes and the mental processes of others. Perception - they recognized that another person will see what’s in front of her own eyes Emotions - Child can distinguish positive and negative emotions Desires - All humans have some sort of desires that may differ on their own
PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENT OF EARLY CHILDHOOD SELF DEFINITION SELF ESTEEM GENDER
PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENT OF EARLY CHILDHOOD PLAY Enables children to engage with the world around them use their imagination and discover flexible ways to use objects, solve problems, and prepare for adult rules COGNITIVE LEVELS OF PLAY by Smilansky SOCIAL DIMENTIONS OF PLAY by Mildred Parten
PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENT OF EARLY CHILDHOOD COGNITIVE LEVELS OF PLAY FUNCTIONAL / LOCOMOTOR PLAY Repeated practice in large muscular movements CONSTRUCTIVE / OBJECT PLAY Use of objects or materials to make something DRAMATIC PLAY Use of imaginary objects, actions or rules More advances and more sophisticated Peak during preschool years
PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENT OF EARLY CHILDHOOD SOCIAL DIMENSION OF PLAY UNOCCUPIED PLAY The child is not actively playing but may observe or move randomly. SOLITARY INDEPENDENT PLAY The child plays alone, with little interest in what others are doing. ONLOOKER BEHAVIOR The child watches others play but does not join in.
PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENT OF EARLY CHILDHOOD SOCIAL DIMENSION OF PLAY PARALLEL PLAY The child plays alongside others using similar toys but with minimal interaction. ASSOCIATIVE PLAY The child plays with others but without a structured goal. Interaction occurs, but there is no set organization or teamwork. COOPERATIVE PLAY The child plays in a group with shared goals, requiring teamwork and rule- following.
PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENT OF EARLY CHILDHOOD PARENTING: FORMS OF DISCIPLINE Methods of molding character and teaching them to exercise self control and engage in acceptable behavior REINFORCEMENT / PUNISHMENT CORPORAL PUNISHMENT Use of physical force with the intention of causin child to experience pain for correcting and controlling behavior
PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENT OF EARLY CHILDHOOD PARENTING: FORMS OF DISCIPLINE INDUCTIVE TECHNIQUES Discplinary technique design to induce desirable behavior by appealing to child’s sense of reasoing and fairness
PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENT OF EARLY CHILDHOOD PARENTING: FORMS OF DISCIPLINE POWER ASSERTION Intended to stop or discourage undesirable behavior through physical or verbal reinforcment of parental control
PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENT OF EARLY CHILDHOOD PARENTING STYLES BAUMRIND’S MODEL OF PARENTING SYLE Children in authoritative tends to be the most reliant, self-assertive and content Additional parenting style: Neglectful or Uninvolved (Maccoby & Martin)
Introduction to Developmental Psychology END OF 4TH TOPIC
Middle Childhood SIX TO ELEVEN YEARS OLD
PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF MIDDLE CHILHOOD MEDICAL CONDITIONS ACUTE MEDICAL CONDITIONS Occasional, short-term conditions such as infections and warts CHRONIC MEDICAL CONDITIONS Physical, developmental, behavioral or emotional conditions that persist for 3 months Asthma and Diabetes
PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF MIDDLE CHILHOOD MOTOR DEVELOPMENT ROUGH AND TUMBLE PLAY Vigorous play involving wresting, and chasing accompanied by laughing and scream May look like fighting but actually done playfully with friends RECESS Associated with improvements in academic performance ORGANIZED SPORTS Play games with more flexible rules with shorter instruction time and more free time for practice
COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF MIDDLE CHILHOOD INFORMATION PROCESSING APPROACH MNEMONICS A strategy to aid memory EXTERNAL MEMORY AIDS Using something outside the person that could prompt a memory REHEARSAL Keeping an item in working memory throught conscious repetition ORGANIZATION Mentally placing information into categories to make it easier to recall ELABORATION Making mental associations involving items to be remembered
COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF MIDDLE CHILHOOD THEORY OF INTELLIGENCE STERNBERG’S TRIARCHIC INTELLIGENCE Componential Intelligence Experiential Intelligence Contextual Intelligence
PSYCHOSOCIAL DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT OF MIDDLE CHILHOOD CHILD IN PEER GROUP POPULARITY Sociometrically speaking, Children are classified by their positive, negative or no nominations POPULAR Many Positive Nominations Few Negative Nominations UNPOPULAR Rejected - Large number of negative nominations Neglected - Few to no nominations AVERAGE Do not receive unusual number of either positive or of negative nominations CONTROVERSIAL Many positive and many negative nominations
PSYCHOSOCIAL DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT OF MIDDLE CHILHOOD CHILD IN PEER GROUP SELMAN’S STAGES OF FRIENDSHIP Robert Selman proposed that children’s understanding of friendship evolves through five stages, reflecting cognitive and social development. STAGE 0 Momentary Playmates (3-6 years) Egocentric materialistic frienship STAGE 1 One-Way Assistance (5-9 years) A good friend does what the child wants to do STAGE 2 Fair-Weather Cooperation (7- 12 years) Give and take, but stil for self interest STAGE 3 Intimate and Mutual Sharing (9-15 years) Based on trust, closeness, and mutual support. STAGE 4 Autonomous Interdependence (4-12+ years) Respect each other’s individuality and understand that friendships can evolve.
PSYCHOSOCIAL DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT OF MIDDLE CHILHOOD CHILD IN PEER GROUP TYPES OF AGGRESSION INSTRUMENTAL Aimed at achieving an objectibe Hallmark of pre-school period become less common HOSTILE Intended to hurt another person Increases proportionately RELATIONAL Harming another person social status and damaging relationships
Introduction to Developmental Psychology END OF 5TH TOPIC
Adolesence ELEVEN TO NINETEEN YEARS OLD
PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE PUBERTY STAGES ADRENARCHE Occurs between 6 and 8, during which adrenal glands scerete increasing levels of androgens GONADARCHE Marked by maturing of the sex organs
THELARCHE Breast devlopment ADRENARCHE includes pubic hair growth PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE FIRST SIGNS OF PUBERTY IN WOMEN MENARCHE first menstruation
Enlargement of the Testes & Scrotum ADRENARCHE includes pubic hair growth PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE FIRST SIGNS OF PUBERTY IN MEN SPEMARCHE Nocturnal Emission Involuntary ejaculation of seme
FEMALE Sex organs include the ovaries, fallopian tubes, uterus, clitoris, and vagina. PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE PRIMARY SEX CHARACTERISTICS MALE they include the testes, penis, scrotum, seminal vesicles, and prostate gland
Physiological signs of sexual maturation that do not directly involve the sex organs; for example, the breasts of females and the broad shoulders of males. PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE SECONDARY SEX CHARACTERISTICS
Steady increase in white matter, nerve fibers that connect distant portions of the brain, permits faster transmission of information and better communication across hemispheres This process continues in the frontal lobes occurring earlier in women than men. Unfortunately, this process takes time underdevelopment of frontal cortical systems. PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE THE ADOLESCENT BRAIN
Body image—or one’s perceptions, thoughts, and feelings about one’s body— can be affected by puberty. Overall, boys tend to be more satisfied with their bodies than girls. PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE BODY IMAGE & BODY SATISFACTION CONCERNS
COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF ADOLESCENCE MORAL DEVELOPMENT BY KOHLBERG
COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF ADOLESCENCE MORAL DEVELOPMENT BY KOHLBERG
COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF ADOLESCENCE IDENTITY FORMATION James E. Marcia (1966) distinguished four types of identity status. The four categories differ according to the presence or absence of crisis and commitment
PSYCHOLOGICAL DEVELOPMENT PSYCHOLOGICAL DEVELOPMENT OF ADOLESCENCE SEXUALITY
PSYCHOLOGICAL DEVELOPMENT PSYCHOLOGICAL DEVELOPMENT OF ADOLESCENCE STERNBERG’S TRIANGULAR THEORY OF LOVE proposed that love can be understood in terms of three components: Intimacy: This refers to the feelings of closeness, connectedness, and bondedness in a relationship Passion: This is the physical attraction and sexual desire that Commitment: This refers to the decision to maintain the relationship over time
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developmental psychology presentation part 1.pdf

  • 1.
    Developmental Psychology Integrative Class ofPUP STC - Psychology Program Date: March 8, 2025 Time: 8:00 a.m. - 5:00 p.m. Gea Jane C. Malasa Prepared by:
  • 2.
    Reminders: ❌Do not reproduce,modify, or distribute without permission. ❌Do not share the lecture deck with others outside the class. ❌Do not upload to public platforms or third-party websites. ✅Use for personal study only and refer to it responsibly. ✅Respect copyright and intellectual property of the materials. ✅Contact the instructor for clarifications or additional references.
  • 3.
    Development of a PsychologyMajor First Day 1st - 4th year Review/ Working Era Graduation Day
  • 4.
    One-Word Challenge Scan orenter the code 3153 3207 and use one word to define Development
  • 5.
    Intro to Developmental Psychology PrenatalDevelopment and birth Middle Childhood Early Childhood Theories on Human Development Mastering the Basics Adolesence
  • 6.
  • 7.
  • 8.
    Developmental Psychology Branch of Psychologydevoted to identifying and explaining continuities and changes that individuals display over time.
  • 9.
    Human Development Scientific study ofprocesses of change and stability throughout the life span.
  • 10.
    Lifespan Development Concept of humandevelopment as a lifelong process, which can be studied scientifically.
  • 11.
  • 12.
  • 13.
    Development is LIFELONG. Eachperiod of the life span is affected by what happened before and will affect what is to come. No period is more important than the other.
  • 14.
    What are theseperiods of Lifespan? Divisions of Lifespan into periods is as SOCIAL CONSTRUCTION. Is a concept or practice that is an invention of a particular culture or society. SOCIAL CONSTRUCTION.
  • 15.
    Development is LIFELONG. Santrock,J. W. (2024). Life-span development (17th ed.). McGraw-Hill.
  • 16.
    Development is MULTIDIMENSIONAL. It occursin multiple interacting dimensions.
  • 17.
    Domains of Development Physical Development Growthof the body and brain, sensory capacities, motor skills and health. Cognitive Development Learning, attention, memory, language, thinking, reasoning, creativity. Psychosocial Development Emotions, personality and social relationships
  • 18.
    Development is MULTIDIRECTIONAL. Involves bothgrowth and decline. Some abilities may be gain in one period and lose at another.
  • 19.
    Relative influences of biologyand culture shift over the life span. Biological abilities weaken as we age while cultural support help compensate with losses.
  • 20.
    Heredity inborn traits orcharacteristics inherited from biological parents Maturation Unfolding of natural sequence of phyical changes and behavior patterns Environment totality of nonheriditary, experiential influences
  • 21.
    Development involves changing resource allocations. Individualsallocate their resources in various ways: Growth Maintenance or Recovery Dealing with loss
  • 22.
    Development shows PLASTICITY. Many abilitiescan signifcantly improve and change with training and practice.
  • 23.
    Development is influenced bythe historical and cultural context. All development occurs within a context or setting. As contexts are ever changing, so as the individuals.
  • 24.
    Contexts of Development Family NuclearFamily Extended Family Socioeconomic Status based on family income, educational and occupational levels.
  • 25.
    Contexts of Development Culture Refersto a group way of life Individualistic and Collectivistic Culture
  • 26.
    Historical Contexts ofDevelopment Normative Influences Biological or environmental events that affect many or most people in similar ways. Normative Age-Graded Influences 1. common to people in a particular age group. (puberty, menopause) Cohort - people born at the same time 2. Normative History-Graded Influences common to people in a particular generation. (Martial Law, COVID 19) Historical Generation - can contain more than one cohort
  • 27.
    Historical Contexts ofDevelopment Nonnormative Influences Unusual occurences that have a major impact on the lives of individual people Typical events happening at atypical time of life. Atypical events
  • 28.
    Goals in Studying HumanDevelopment Describe 01 Explain 02 Predict 03 Intervene 04
  • 29.
  • 30.
    Contemporary Concerns Health &Wellbeing Parenting and Education Sociocultural Context & Diversity Social Policy Technology
  • 31.
  • 32.
    Basic Research Designs Qualitative CaseStudy In-depth study of a single subject such as an individual or a family Quantitative Ethnographic Study In-depth study of a pattern of relationships in culture or subculture Correlational Study Determines magnitude and direction of relationship between variables without manipulation Experimental Study Controlled procedure where there is manipulation of variables
  • 33.
    Developmental Research Designs Dataare collected on the same group or person over a period of time. Considers as best developmental research design. Advantages: Can track individual pattterns of continuity and change that are comparable to others in the group. Disadvantages: Time consuming, Expensive, Practice Effects, Attrition, Loss of Funding and Development of New Measures Longhitudinal Research
  • 34.
    Developmental Research Designs Dataare collected on the different ages at the same time. Advantages: More economical, No cases of attrition and practice effects. Disadvantages: Individual Differences can be fully accounted to development as it can be an effect of people being born at different times. Cross-Sectional Research
  • 35.
    Developmental Research Designs Severalgroups are studied simultaneously at different times for a long time. Conbines approach. Advantages: Tracj people of different ages over time. Allow to separate age related change to cohort effects. Disadvantages: Time, Effort and Complexity. Requires large number of participants and huge collection of data for years.. Sequential Research
  • 36.
    Introduction to DevelopmentalPsychology END OF FIRST TOPIC
  • 37.
  • 38.
    Nature VS Nurture NATURE InbornTraits and Characteristics Inherited from biological parents NURTURE Environment Nonhereditary influences
  • 39.
    Stability VS Change STABILITY Resultof heredity and early life experiences Deterministic and Pessimistic CHANGE Current and later experiences can modify development
  • 40.
    Reactive VS Active REACTIVE MechanisticModel by John Locke People are machines that react to environmental input ACTIVE Organismic Model of Jean Jacques Rousseau People are active growing organisms that set their own motion
  • 41.
    Continuous vs Discontinous CONTINUOUS QuantitativeChange Gradual and Cumulative Changes in number or amount DISCONTINUOUS Qualitative Change Distinct, abrupt and uneven Changes in kind, structure, organization
  • 42.
  • 43.
    Perspective 1: PSYCHOANALYTIC Development isshaped by unconscious forces that motivates human behavior. These theories was one of the first to emphasize developmental framework and family relationship.
  • 44.
    Perspective 1: PSYCHOANALYTIC Freud’sPsychosexual Development Personality Forms through unconscious childhood conflicts between Id, Supergo, Ego. Each stage has an erogenous zone or area of the body capable of producing satisfaction.
  • 45.
    Perspective 1: PSYCHOANALYTIC Erikson’sPsychosocial Development Expand and extend Freud’s theory by incorporating social development. Each stage is marked by crisis between syntonic element (harmonious) and dystonic element (disruptive.
  • 46.
    Perspective 1: PSYCHOANALYTIC Erikson’sPsychosocial Development If a person struggles with a stage, they may develop maladaptive tendencies (too much of the positive trait) or malignant tendencies (too much of the negative trait).
  • 47.
    Perspective 2: COGNITIVE Emphasize consciousthoughts. and focuses on how thinking, reasoning, problem-solving, and understanding change over time as individuals grow.
  • 48.
    Perspective 2: COGNITIVE JeanPiaget’s Cognitive Development Piaget proposed that children actively construct knowledge through experiences and progress through four distinct stages:
  • 49.
    Perspective 2: COGNITIVE JeanPiaget’s Cognitive Development Sensorimotor Stage Coordination of sensory input and motor activity, use of reflexes Circular Reactions - Infant learns to reproduce events originally discovered by chance Advancement: Object Permanence - realization that something continues toi exist when out of sight
  • 50.
    Perspective 2: COGNITIVE JeanPiaget’s Cognitive Development Pre-operational Stage Expansion in the use of symbolic thought - ability to mentally represent objects Advancement: Deferred Imitation - Imitate an action at some point after observing it Immaturities: Egocentrism - center on their own point of view that they cannot take anyone else Centration - Tendency to focus on one aspect of a situation and neglect others
  • 51.
    Perspective 2: COGNITIVE JeanPiaget’s Cognitive Development Concrete Operational Stage Children can now think logically, and consider multiple aspects of a situation however limited Advancement: Categorization - ability to organize objects or ideas into groups based on shared characteristics Seriation - arranging objects in a series Transitive Inference - A<B<C ; A<C Class inclusion - Ability to see relationship between a whole and its parts
  • 52.
    Perspective 2: COGNITIVE JeanPiaget’s Cognitive Development Concrete Operational Stage Conservation - Understanding that quantity remains the same even if the shape or arrangement changes Reversability - The ability to mentally reverse actions Immaturities Limited Abstract Thinking Overreliance on Concrete Objects
  • 53.
    Perspective 2: COGNITIVE JeanPiaget’s Cognitive Development Formal Operational Stage Highest form of cognitive Development Moving away from concrete to developing abstraction Advancement: Deductive Reasoning - ability to apply general principles to specific situations and logically derive conclusions. Hypothetical Deductive Reasoning - ability to formulate hypotheses, test them systematically, and draw conclusions. Abstract Thinking - can think about concepts like justice, love, freedom, and morality, which are not tied to physical objects or direct experience.
  • 54.
    Perspective 2: COGNITIVE JeanPiaget’s Cognitive Development Formal Operational Stage Immaturities: Self consciousness - hyper-aware of themselves, believing that others are constantly noticing and judging them. Imaginary audience - belief that everyone is watching and judging them Personal Fable - belief that they are unique and special, often leading to a sense of invincibility
  • 55.
    Perspective 2: COGNITIVE LevVygotsky’s Sociocultural Theory Emphasized the role of social interaction and culture processes in cognitive development.
  • 56.
    Perspective 2: COGNITIVE Zone2: Zone of Proximal Development - ZPD gap between what a learner can do alone and what they can do with help from a More Knowledgeable Others (MKO). Zone 1: Zone of Actual Development - ZAD what the learner can actually do alone without help Zone 3: Out of Reach Zone - ORZ what the learner can actually do alone without help
  • 57.
    Perspective 2: COGNITIVE Scaffolding temporaryassistance and support given to a child by parents or MKOs
  • 58.
    Perspective 3: LEARNING Development isthe result of learning, a relatively long lasting change based on experience or adaptation to environment
  • 59.
    TWO TYPES OF ASSOCIATIVELEARNING Perspective 2: LEARNING A. Classical Conditioning by Ivan Pavlov Also called Respondent Conditioning Learning based on the pairing of neutral stimulus to an unconditioned stimulus
  • 60.
    TWO TYPES OF ASSOCIATIVELEARNING Perspective 2: LEARNING B. Operant Conditioning by BF Skinner Also called Instrumental Conditioning Learning based on association of behavior with consequences
  • 61.
    Perspective 2: LEARNING Bandura’sSocial Learning Theory People develop social behavior by observing and imitating others in a process called Observational Learning
  • 62.
    Perspective 4: CONTEXTUAL Development cannotbe understood in isolation—it is shaped by the interaction between an individual and their social, cultural, and environmental context.
  • 63.
    Perspective 4: CONTEXTUAL UrieBronfenbrenner’s Bioecological Theory Approach to understanding processes and contexts of human development that identifies five levels of environmental influence
  • 64.
    Perspective 4: CONTEXTUAL Microsystem Everydayenvironment: home, work, school neighborhood Mesosystem Interlocking influence of microsystems: parent teacher interaction Exosystem Interactions between a child’s microsystem and an outside system Urie Bronfenbrenner’s Bioecological Theory
  • 65.
    Perspective 4: CONTEXTUAL Macrosystem Overarchingcultural patterns: type of political system an individual lives in Urie Bronfenbrenner’s Bioecological Theory Chronosystem Represents the dimension of time: Changes in family, or bigger changes in society Economic cycles, Wars.
  • 66.
    Perspective 4: ETHOLOGICAL Development isstrongly influence by biology tied to evolution and is characterized by critical or sensitive periods
  • 67.
    Perspective 5: ETHOLOGICAL JohnBowlby - Attachment Theory Infants are biologically wired to form attachments, a mechanism that serves as a survival strategy, to protect them from predators.
  • 68.
    Introduction to DevelopmentalPsychology END OF SECOND TOPIC
  • 69.
  • 70.
  • 71.
  • 72.
    LOVESTORYOFFLEABAG LOVESTORYOFFLEABAG SIGNS AND SYMPTOMS Missedperiod Tender swollen breasts Slight bleeding or cramping Nausea with or without vomiying Frequent Urination Fatigue Mood swings Food aversions Faintness and dizziness Raised basal body temperature
  • 73.
    LOVESTORYOFFLEABAG LOVESTORYOFFLEABAG FERTILIZATION a sperm cellpenetrates an egg, forming a zygote GESTATION Period of development between conception and birth
  • 74.
    STAGES OF PRENATALDEVELOPMENT STAGES OF PRENATAL DEVELOPMENT
  • 75.
    STAGES OF PRENATALDEVELOPMENT STAGES OF PRENATAL DEVELOPMENT GERMINAL STAGE Fertilization and cell division -zygote Implantation to the uterine wall - blastocyst Formation of embryonic disk Ectoderm (becomes skin, brain, nervous system) Mesoderm (becomes muscles, bones, circulatory system) Endoderm (becomes digestive system, lungs, internal organs
  • 76.
    STAGES OF PRENATALDEVELOPMENT STAGES OF PRENATAL DEVELOPMENT EMBRYONIC STAGE The embryonic stage is when major organs and body structures form, a process called Organogenesis. This stage is crucial, as the embryo is highly sensitive to harmful substances.
  • 77.
    STAGES OF PRENATALDEVELOPMENT STAGES OF PRENATAL DEVELOPMENT FETAL STAGE Appearance of first bone cell signals the beginning of fetal stage Sex is detectable as early as 14 weeks Reflexes appear: sucking, grasping, babinski Senses of taste, smell, hearing and pain appear Complication: Stillbirth - miscarriage that occurs after 20 weeks of gestation
  • 78.
    TERATOGENS Any environmental agent thatcan cause birth defect Exposure through placenta, during or after birth Effects are worse during critical period
  • 79.
    PARTURITION Act or processof giving birth and typically begins about two weeks before delivery
  • 80.
    CONTRACTIONS BRAXTON HICKS CONTRACTIONS False Contractions Mildand irregular Often felt in the front of the abdomen May stop with a change in activity level REAL LABOR CONTRACTIONS More frequent Become stronger and more painful over time Start in the midback and wrap around the abdomen Continue and may even become stronger with movement
  • 81.
    MEDICATED VS NON MEDICATEDDELIVERY NON-MEDICATED CHILDBIRTH Method that seeks to eliminate mother’s fear by education and training in breathing and relaxation (Lamaze Method) MEDICATED CHIDBIRTH Include use of pain relief Pudendal Block - local vaginal anesthesia Analgesic - painkiller that reduce perception of pain Epidural anesthesia - injected in the space in the spinal cord to block nerve pathways that would carry pain sensation to the brain
  • 82.
    THE BIRTH PROCESS THEBIRTH PROCESS STAGE ONE: LABOR (DILATION & EFFACEMENT OF THE CERVIX) longest stage, lasting from a few hours to over 24 hours. Dilation of the cervix about 10 cm to allow the baby to pass through.
  • 83.
    THE BIRTH PROCESS THEBIRTH PROCESS STAGE TWO: DELIVERY OF THE BABY Begins when the cervix is fully dilated (10 cm). Can last a few minutes to a few hours. The baby’s head usually emerges first (crowning)
  • 84.
    THE BIRTH PROCESS THEBIRTH PROCESS STAGE THREE: DELIVERY OF THE PLACENTA Expulsion of the placenta and the remainer of the umbilical cord Shortest stage of delivery, usually takes 5-30 minutes after birth. Healthcare providers check to ensure the entire placenta is expelled to prevent complications.
  • 85.
    NEONATAL MEDICAL AND NEONATALMEDICAL AND BEHAVIORAL ASSESSMENT BEHAVIORAL ASSESSMENT APGAR SCALE 1 minute assessment of the baby after delivery, can be done again after 5 minutes 7 to 10 - baby is good to excellent condition 5 to 7 - needs help to establish breathing Below 4 - baby needs immediate care
  • 86.
    NEONATAL MEDICAL AND NEONATALMEDICAL AND BEHAVIORAL ASSESSMENT BEHAVIORAL ASSESSMENT NBAS: BRAZELTON NEONATAL BEHAVIORAL ASSESSMENT SCALE Assessed neonates’ responsiveness to their environment by identifying neurological functioning Typically last 30 minutes to administer Helps identify early developmental concerns
  • 87.
    The New BornBaby - The First 3 years
  • 88.
    IMPORTANT CONCEPTS IMPORTANT CONCEPTS TWOFUNDAMENTAL PRINCIPLES CEPHALOCAUDAL PRINCIPLE Head to Tail Development procees from head to the lower part of the trunk PROXIMODISTAL PRINCIPLE Near to Far Development proceeds from parts near the center of the body to outer ones
  • 89.
    TWO IMPORTANT PREDICTORS TWOIMPORTANT PREDICTORS OF INFANT SURVIVAL BIRTH WEIGHT Normal Birth Weight - 7 1/2 pounds (3.4 kg) Low Birth Weight - less tan 5 pounds (2.5 kg) Preterm Infants - Born before 37 weeks of gestation Small for date infants - Birth weight is below normal for the gestational age LENGTH OF GESTATION Normal - 37 weeks gestation Preterm Infants - Born before 37 weeks of gestation Very preterm - Less than 33 weeks Extremely preterm - Less than 28 weeks Postmature babies - 2 weeks after due date or 42 weeks
  • 90.
    COMPLICATIONS COMPLICATIONS OF NEONATE ERA ANOXIA/ HYPOXIA Shortage of oxygen Cause by umbilical cord becomes pinch or tangled at birth or position of the baby during delivery Risk to develop cerebral palsy, learning or intellectual disabilities RESPIRATORY DISTRESS SYNDROME Lack of surfactant (lung- coating substance) that keeps air sac from collapsing SUDDENT INFANT DEATH SYNDROME Crib death Unexplained death Triple Risk Model Infant is vulnerable in some way There is a critical period in which an infant was at risk Exogenous stressor
  • 91.
    PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENTOF NEONATE ERA PRIMITIVE REFLEXES Related to instinctive needs for survival and protection Part of humankind’s evolutionary legacy (grasping reflex) REFLEXES
  • 92.
    PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENTOF NEONATE ERA LOCOMOTOR REFLEXES resemble later voluntary movements but disappear before the child starts walking. REFLEXES
  • 93.
    EARLY SENSORY CAPACITIES EARLYSENSORY CAPACITIES TOUCH & PAIN First sense to develop SMELL & TASTE Both begin to develop in the womb HEARING Fetuses can hear as early as third trimester SIGHT Least develop at birth
  • 94.
    PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENTOF NEONATE ERA GROSS MOTOR SKILLS those using large muscles such as rolling over, and catching a ball MOTOR DEVELOPMENT FINE MOTOR SKILLS those using small muscles grasping a rattle or drawing a circle
  • 95.
    COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENTOF NEONATE ERA SEQUENCE OF LANGUAGE DEVELOPMENT PRE-LINGUSTIC SPEECH Sound that babies use to convey their needs and feelings from crying, fussing, burping, and grunting EARLY VOCALIZATION Cooing - happy squealing and making vowel sounds ("ooo," "ahh") Babbling - repeating consonant vowel strings (mama) GESTURES Before baby speaks thy gesture like nodding head or bye bye
  • 96.
    FIRST WORDS Holophrase -An entire sentence explain by one word ( COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF NEONATE ERA SEQUENCE OF LANGUAGE DEVELOPMENT FIRST SENTENCES Telegraphic Speech - consisting of only essential words (me want milk)
  • 97.
    OVERREGULARIZATION Applying grammar rulestoo rigidly, leading to errors. "Ako ay lumakad-ed" COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF NEONATE ERA CHARACTERISTICS OF EARLY SPEECH UNDEREXTENDING Using a word too narrowly, applying it only to one object. Thinking "sapatos" refers only to their own shoes, not all shoes. OVEREXTENDING Using one word to refer to a broad category of things. Calling man with long hair as Jesus
  • 98.
    PRIVATE SPEECH talking aloudto oneself with no intent to communicate with others COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENT OF NEONATE ERA IMPORTANT CONCEPTS SOCIAL SPEECH speech intended to be understood by a listener PRAGMATICS Practical knowledge needed to use language for communicative purposes
  • 99.
    PSYCHOSOCIAL DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT OF NEONATE ERA EARLYSIGNS OF EMOTIONS EMOTIONS AFTER 6 MONTHS Joy Surprise Sadness or Disgust EMOTIONS AFTER BIRTH Contentment Interest Distress
  • 100.
    PSYCHOSOCIAL DEVELOPMENT PSYCHOSOCIAL DEVELOPMENT OF NEONATE ERA CRYING ANGRYCRY More excess air forced through vocal cords BASIC HUNGRY CRY Rhythmic pattern followed by briefer silence PAIN CRY Sudden long initial loud cry followed by breath holding FRUSTRATION CRY During discomfort or stressful situation
  • 101.
    Introduction to DevelopmentalPsychology END OF 3RD TOPIC
  • 102.
  • 103.
    PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENTOF EARLY CHILDHOOD BODILY GROWTH AND CHANGE Children grow rapidly during this period but less quickly than before Lose their babyish roundness and take a more childlike apperance
  • 104.
    PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENTOF EARLY CHILDHOOD SLEEP Children begun to experience problems with sleeping Night Terror - abrupt awakening from deep sleep in a state of agitation Sleepwalking - walking aroung and performing other functions while asleep Nightmare - a bad dream brought upon overexcitement or eating heavy meal before bedtime Enuresis - repeated urination in clothing or bed
  • 105.
    PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENTOF EARLY CHILDHOOD NUTRITION OBESITY AND OVERWEIGHT Young children’s exposure to saturated foods can lead to concerning increase in cases of overweight and obesity MALNUTRITION Food Insecurity - when families do not have dependable access to adequate amounts of food Stunted Children - abnormal height, normal weight for their age Wasted Children - abnormal weight, normal height Food Deserts - Rural communities with no access to vegetables and more access to processed food
  • 106.
    COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENTOF EARLY CHILDHOOD CHILDHOOD MEMORIES GENERIC MEMORY Produces a scripts or general outline of a familiar, repeated event Having lunch at Grandma’s house EPISODIC MEMORY Refers to awareness of having experienced a particular event at specific time and place Getting wisdom tooth out for the first time AUTOBIOGRAPHICAL MEMORY a type of episodic memory, refers to distinctive memories that form a person’s life history - only those that have special, personal meaning to a child My highschool life
  • 107.
    COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENTOF EARLY CHILDHOOD PRIVATE SPEECH PIAGET’S VIEW Defined as talking aloud with no intent to communicate with others A sign of cognitive immaturity or egocentric speech VYGOTSKY’S VIEW Defined as a form of communication or conversation with the self and part of learning process Supported by research - help in self regulation
  • 108.
    COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENTOF EARLY CHILDHOOD THEORY OF MIND Refers to the awareness of one’s own mental processes and the mental processes of others. Perception - they recognized that another person will see what’s in front of her own eyes Emotions - Child can distinguish positive and negative emotions Desires - All humans have some sort of desires that may differ on their own
  • 109.
    PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENTOF EARLY CHILDHOOD SELF DEFINITION SELF ESTEEM GENDER
  • 110.
    PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENTOF EARLY CHILDHOOD PLAY Enables children to engage with the world around them use their imagination and discover flexible ways to use objects, solve problems, and prepare for adult rules COGNITIVE LEVELS OF PLAY by Smilansky SOCIAL DIMENTIONS OF PLAY by Mildred Parten
  • 111.
    PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENTOF EARLY CHILDHOOD COGNITIVE LEVELS OF PLAY FUNCTIONAL / LOCOMOTOR PLAY Repeated practice in large muscular movements CONSTRUCTIVE / OBJECT PLAY Use of objects or materials to make something DRAMATIC PLAY Use of imaginary objects, actions or rules More advances and more sophisticated Peak during preschool years
  • 112.
    PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENTOF EARLY CHILDHOOD SOCIAL DIMENSION OF PLAY UNOCCUPIED PLAY The child is not actively playing but may observe or move randomly. SOLITARY INDEPENDENT PLAY The child plays alone, with little interest in what others are doing. ONLOOKER BEHAVIOR The child watches others play but does not join in.
  • 113.
    PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENTOF EARLY CHILDHOOD SOCIAL DIMENSION OF PLAY PARALLEL PLAY The child plays alongside others using similar toys but with minimal interaction. ASSOCIATIVE PLAY The child plays with others but without a structured goal. Interaction occurs, but there is no set organization or teamwork. COOPERATIVE PLAY The child plays in a group with shared goals, requiring teamwork and rule- following.
  • 114.
    PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENTOF EARLY CHILDHOOD PARENTING: FORMS OF DISCIPLINE Methods of molding character and teaching them to exercise self control and engage in acceptable behavior REINFORCEMENT / PUNISHMENT CORPORAL PUNISHMENT Use of physical force with the intention of causin child to experience pain for correcting and controlling behavior
  • 115.
    PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENTOF EARLY CHILDHOOD PARENTING: FORMS OF DISCIPLINE INDUCTIVE TECHNIQUES Discplinary technique design to induce desirable behavior by appealing to child’s sense of reasoing and fairness
  • 116.
    PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENTOF EARLY CHILDHOOD PARENTING: FORMS OF DISCIPLINE POWER ASSERTION Intended to stop or discourage undesirable behavior through physical or verbal reinforcment of parental control
  • 117.
    PSYCHOSOCIAL DEVELOPLENT PSYCHOSOCIAL DEVELOPLENTOF EARLY CHILDHOOD PARENTING STYLES BAUMRIND’S MODEL OF PARENTING SYLE Children in authoritative tends to be the most reliant, self-assertive and content Additional parenting style: Neglectful or Uninvolved (Maccoby & Martin)
  • 118.
    Introduction to DevelopmentalPsychology END OF 4TH TOPIC
  • 119.
    Middle Childhood SIX TOELEVEN YEARS OLD
  • 120.
    PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENTOF MIDDLE CHILHOOD MEDICAL CONDITIONS ACUTE MEDICAL CONDITIONS Occasional, short-term conditions such as infections and warts CHRONIC MEDICAL CONDITIONS Physical, developmental, behavioral or emotional conditions that persist for 3 months Asthma and Diabetes
  • 121.
    PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENTOF MIDDLE CHILHOOD MOTOR DEVELOPMENT ROUGH AND TUMBLE PLAY Vigorous play involving wresting, and chasing accompanied by laughing and scream May look like fighting but actually done playfully with friends RECESS Associated with improvements in academic performance ORGANIZED SPORTS Play games with more flexible rules with shorter instruction time and more free time for practice
  • 122.
    COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENTOF MIDDLE CHILHOOD INFORMATION PROCESSING APPROACH MNEMONICS A strategy to aid memory EXTERNAL MEMORY AIDS Using something outside the person that could prompt a memory REHEARSAL Keeping an item in working memory throught conscious repetition ORGANIZATION Mentally placing information into categories to make it easier to recall ELABORATION Making mental associations involving items to be remembered
  • 123.
    COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENTOF MIDDLE CHILHOOD THEORY OF INTELLIGENCE STERNBERG’S TRIARCHIC INTELLIGENCE Componential Intelligence Experiential Intelligence Contextual Intelligence
  • 124.
    PSYCHOSOCIAL DEVELOPMENT PSYCHOSOCIAL DEVELOPMENTOF MIDDLE CHILHOOD CHILD IN PEER GROUP POPULARITY Sociometrically speaking, Children are classified by their positive, negative or no nominations POPULAR Many Positive Nominations Few Negative Nominations UNPOPULAR Rejected - Large number of negative nominations Neglected - Few to no nominations AVERAGE Do not receive unusual number of either positive or of negative nominations CONTROVERSIAL Many positive and many negative nominations
  • 125.
    PSYCHOSOCIAL DEVELOPMENT PSYCHOSOCIAL DEVELOPMENTOF MIDDLE CHILHOOD CHILD IN PEER GROUP SELMAN’S STAGES OF FRIENDSHIP Robert Selman proposed that children’s understanding of friendship evolves through five stages, reflecting cognitive and social development. STAGE 0 Momentary Playmates (3-6 years) Egocentric materialistic frienship STAGE 1 One-Way Assistance (5-9 years) A good friend does what the child wants to do STAGE 2 Fair-Weather Cooperation (7- 12 years) Give and take, but stil for self interest STAGE 3 Intimate and Mutual Sharing (9-15 years) Based on trust, closeness, and mutual support. STAGE 4 Autonomous Interdependence (4-12+ years) Respect each other’s individuality and understand that friendships can evolve.
  • 126.
    PSYCHOSOCIAL DEVELOPMENT PSYCHOSOCIAL DEVELOPMENTOF MIDDLE CHILHOOD CHILD IN PEER GROUP TYPES OF AGGRESSION INSTRUMENTAL Aimed at achieving an objectibe Hallmark of pre-school period become less common HOSTILE Intended to hurt another person Increases proportionately RELATIONAL Harming another person social status and damaging relationships
  • 127.
    Introduction to DevelopmentalPsychology END OF 5TH TOPIC
  • 128.
  • 129.
    PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENTOF ADOLESCENCE PUBERTY STAGES ADRENARCHE Occurs between 6 and 8, during which adrenal glands scerete increasing levels of androgens GONADARCHE Marked by maturing of the sex organs
  • 130.
    THELARCHE Breast devlopment ADRENARCHE includes pubic hair growth PHYSICALDEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE FIRST SIGNS OF PUBERTY IN WOMEN MENARCHE first menstruation
  • 131.
    Enlargement of the Testes& Scrotum ADRENARCHE includes pubic hair growth PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE FIRST SIGNS OF PUBERTY IN MEN SPEMARCHE Nocturnal Emission Involuntary ejaculation of seme
  • 132.
    FEMALE Sex organs includethe ovaries, fallopian tubes, uterus, clitoris, and vagina. PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE PRIMARY SEX CHARACTERISTICS MALE they include the testes, penis, scrotum, seminal vesicles, and prostate gland
  • 133.
    Physiological signs ofsexual maturation that do not directly involve the sex organs; for example, the breasts of females and the broad shoulders of males. PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE SECONDARY SEX CHARACTERISTICS
  • 134.
    Steady increase inwhite matter, nerve fibers that connect distant portions of the brain, permits faster transmission of information and better communication across hemispheres This process continues in the frontal lobes occurring earlier in women than men. Unfortunately, this process takes time underdevelopment of frontal cortical systems. PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE THE ADOLESCENT BRAIN
  • 135.
    Body image—or one’s perceptions,thoughts, and feelings about one’s body— can be affected by puberty. Overall, boys tend to be more satisfied with their bodies than girls. PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT OF ADOLESCENCE BODY IMAGE & BODY SATISFACTION CONCERNS
  • 136.
    COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENTOF ADOLESCENCE MORAL DEVELOPMENT BY KOHLBERG
  • 137.
    COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENTOF ADOLESCENCE MORAL DEVELOPMENT BY KOHLBERG
  • 138.
    COGNITIVE DEVELOPMENT COGNITIVE DEVELOPMENTOF ADOLESCENCE IDENTITY FORMATION James E. Marcia (1966) distinguished four types of identity status. The four categories differ according to the presence or absence of crisis and commitment
  • 139.
  • 140.
    PSYCHOLOGICAL DEVELOPMENT PSYCHOLOGICAL DEVELOPMENTOF ADOLESCENCE STERNBERG’S TRIANGULAR THEORY OF LOVE proposed that love can be understood in terms of three components: Intimacy: This refers to the feelings of closeness, connectedness, and bondedness in a relationship Passion: This is the physical attraction and sexual desire that Commitment: This refers to the decision to maintain the relationship over time
  • 141.
  • 142.
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