This document provides an overview of topics discussed in a human development psychology class, including: 1. A review of social psychology experiments and key terms, as well as a discussion of community psychology principles. 2. An exploration of various aspects of human development such as physical, cognitive, socioemotional, and moral development across the lifespan. Milestones, theories, and influential researchers are discussed. 3. Additional topics of interest are highlighted like the influence of family and peers on development. The document aims to both review past material and introduce new areas of human development to students. A wide range of developmental perspectives and issues are concisely summarized.

1. Human Development
Skyline College
Psych 100
Meghan Fraley, PhD

2. Objectives for Day
• Review & Reflect on Social Psychology Topics
• Community Psychology & Psychology in Action
Project
• Human Development
– What interests you about human development?

3. REVIEW & REFLECT
Social Psychology

4. Group Check-In
1. Discuss Assignments:
1. Journal on implicit bias
2. Articles on Milgram and Zimbardo
2. Review Social Psychology Key Terms
1. Help each other complete the main list
2. Strategize way to complete and master key term
list with group

5. Revisiting Milgram and Zimbardo
question science more and that not everything
that is said by scientist is true.
question authority and how I see
figures with powers. It makes me
think for myself before listening to a
command.
It made me think more critically; maybe
authority figures today do not have the best
ideas or intentions, and we must question why.
To me, it can exemplify how easily
authoritative power can be greatly
abused and how people can be
ruthless. This makes me slightly more
suspicious of authority figures
(sometimes).

6. COMMUNITY PSYCHOLOGY

7. Community Psychology
• Expand “helping”
beyond
psychotherapy
• Action-oriented
• Collaborative
relationship with
community
• Fight oppression,
promote
empowerment

8. Community Psychology
Social justice.
Action-oriented research.
Global in nature.
Influencing public policy.
Working for empowerment.
Multidisciplinary in focus.
Celebrating culture.
Preventing harm.
Behavior in context.
Social action.
Supporting community strengths.
Reducing oppression.
Promoting well-being.

9. Promoting Social Change
• First-order change:
– Changing individuals
in the environment
to promote change
• Second-order
change:
– Attending to systems
and structures to
adjust the person-
environment fit

10. WORKING IN
COMMUNITY
CREATING AND
MAINTAINING
PARTNERSHIPS
ASSESSING
COMMUNITY NEEDS
AND RESOURCES
EMPOWER
EFFORTS
BUILDING
LEADERSHIP
INCREASING
PARTICIPATION
AND MEMBERSHIP
ENHANCING
CULTURAL
COMPETENCE
MODELING
CHANGE AND
SOLUTION FINDING
ANALYZING
PROBLEMS AND
GOALS
DEVELOPING A
FRAMEWORK OR
MODEL OF CHANGE
DEVELOPING
STRATEGIC AND
ACTION PLANS
DEVELOPING AN
INTERVENTION
POLICY WORK
ADVOCATING FOR
CHANGE
INFLUENCING
POLICY
DEVELOPMENT
EVALUATING THE
INITIATIVE
IMPLEMENTING A
SOCIAL MARKETING
EFFORT
SUSTAINING THE
WORK
WRITING A GRANT
APPLICATION FOR
FUNDING
IMPROVING
ORGANIZATIONAL
MANAGEMENT AND
DEVELOPMENT
SUSTAINING THE
WORK OR
INITIATIVE
COMMUNITY PSYCHOLOGY TOOLS

11. Strategic Planning VMOSA
V
• Vision
M
• Mission
O
• Objectives
S
• Strategies
A
• Action Plans

12. HUMAN DEVELOPMENT

13. What’s so Interesting about Human
Development?
• 1. Studying development helps you better
understand yourself.
• 2. It also helps you learn more about your
children.
• 3. You'll better understand how to interact with
kids.
• 4. And you'll gain a greater appreciation of
development throughout life.
• 5. It allows us to understand what's normal, and
what's not.

14. MILESTONES

15. How do
we
develop?
Nature vs. Nurture
•Is it nature or nurture? Or
is the question, itself,
misleading?
Individual Differences
•How come we begin life as
babies, who are so similar
to one another, and yet
we grow into such distinct
adults?
Social Context
•How do we come to
understand ourselves and
our relationships with
others? Is our social
learning experience
different from the way we
learn about the physical
world?
Passive vs. Active Child
•Are children passive
recipients of experience,
or do we actively
construct the way we
develop?
Quantitatve Change
vs. Qualitative Stages
•Are we almost different
people at different phases
of our lives, or are we
always about the same
with more experience to
go by?

16. Developmental Psychology
• Who are we?
• Why are we the way
we are?
Physical
Socio-
emotional
Cognitive Moral
• The three goals of
developmental
psychology are to
describe, explain,
and to optimize
development
(Baltes, Reese, &
Lipsitt, 1980).

17. Physical Development

18. Teratogens & Prenatal
Development
• Agents that can
cause birth defects.
– May cause birth
defects most during
which period?
• Maternal disease
– Environmental
hazards: radiation,
pollution
– Alcohol, meth,
cocaine

19. Reflexes
• Moro
– Extending limbs,
arching back
• Rooting
– Turning head, sucking
movements
• Babinski
– Spreading toes, twisting
foot
• Grasp
– Firm fist

20. Studying Perceptual Development
Preference technique
 Study how long baby attends
to a particular stimulus.
Habituation/dishabituation
 Study loss of interest in
particular stimulus after
repeated exposures.
Operant conditioning
 Vary the stimulus and study the
learned responses.

21. Depth Perception
A Walk on the Wild Side—Almost
Visual Cliff: Gibson and
Walk (1960)
 Initial findings: 6-month-
old babies would not
cross the visual cliff.
 Recent findings: 3-
month-olds have some
depth perception.

22. Cognitive Development
How does your mind grow over time?

23. What is the Goal of Education?

24. The Growth of Knowledge

25. How does knowledge grow?
• 1. Organization:
– Organize knowledge with
schemata, mental
representations/organized
patterns of behavior
• 2. Adaptation
– Assimilation: Incorporate new
into existing cognitive structure
– Accommodation: Adjust reality
demands by modfiying existing
cognitive structure
• 3. Equilibration
– Need/striving toward
equilibrium

26. Piaget’s Constructivist
Approach
Assimilation and Accommodation: Horizontal Decalage
• Progressive acquisition of related skills within same stage of
development. Predictable order

27. Piaget’s Stages of Cognitive
Development

28. Achieving Concrete Operational
Thought
Operational
Thought
• Reason
• Follow Rules
Conservation
• Ability to recognize that
even when form and
shape change, objects
conserve characteristics

29. Theory of Mind

30. We Become Ourselves Through Others
Vygotsky: Scaffolding & The Zone of Proximal Development

31. Socioemotional Development

32. Emotions: Early emotions
BIRTH
PrimaryEmotions
Interest
Sadness
Disgust
Distress
HALFYEAR
6-8Months
Anger
Joy
Surprise
Fear
2YEARS
18-24Months:Self-ConsciousEmotions
Use social
standards
Jealousy
Empathy
Embarassment
3YEARS:
30-36months
Shame
Guilt
Pride
At 3 months can imitate caregiver expressions,Emotional Contagion: Detect emotions first few weeks

33. Attachment

34. How important is attachment?

35. Early Bonds are an Integral Part of
Human Nature

36. Harlow’s Monkeys
Important for development of attachment
Infant monkeys attached to terrycloth mums
over mother that produced food

37. Harlow and Contact Comfort
• Important for
development of
attachment
• Infant monkeys
attached to
terrycloth mums
over mother that
produced food

38. Internal Working Model
(Bowlby)
– Understanding of
the availability of
attachment
figures and their
likelihood of
providing
support during
times of stress

39. What Creates Secure Attachment?
The Strange Situation

40. Signs of Attachment
Social Referencing
• 6months
Separation anxiety
• 6-8months
• Peaks at 14-18 months
• Decline over next 2 to 3 years
Stranger Anxiety
• 8 to 10 months
• Negative reaction to strangers
• Peaks at 18mo
• Declines over next year

41. Attachment
Patterns
Secure
Anxious Avoidant
Anxious/Ambivalent
Disorganized/Disoriented

42. Social Dev: Parenting
• Patterns of
Parenting
• Working Mothers
• Gay and Lesbian
Parents
• Single Parents

43. Baumrind’s Parenting Styles
What kind of style and what kind of child?
Authoritarian
• Parents: Low responsivity and high in demandingness
• Children: Timid, insecure, socially incompetent,
lacking in motivation and curiosity. Most detrimental
for white middle class boys
Authoritative
• Parents: High in responsivity and demandingness
• Children: Popular, better in school
Permissive
• Parents: high in responsivity, low in demandingness
• Children: Difficult controlling impulses, uninvolved in
school
Rejecting/Neglecting
• Parents: low in responsivity and low in demandingness
• Children: Juvenile delinquency, hostile/indifferent
parent child relationship, attachment is broke, low
self esteem, moody, impulsive, and aggressive

44. Perfect
Parents,
Perfect
Kids?
Which of the following factors do you think would show a
strong correlation (positive OR negative!) with academic test
scores between kindergarten and fifth grade?
•From Freakonomics by Steven D. Levitt and Stephen J. Dubner, William
Morrow, 2005)
Which correlate with academic scores?
•The child has highly educated parents.
•The child’s family is intact.
•The child’s parents have high socioeconomic status.
•The child’s parents recently moved into a better neighborhood.
•The child’s mother was thirty or older at the time of her first child’s birth.
•The child’s mother didn’t work between birth and kindergarten.
•The child had low birthweight.
•The child attended Head Start.
•The child’s parents speak English in the home.
•The child’s parents regularly take him to museums.
•The child is adopted.
•The child is regularly spanked.
•The child’s parents are involved in the PTA.
•The child frequently watches television.
•The child has many books in his home.
•The child’s parents read to him nearly every day.

45. Social Dev: Development of Racial
Awareness
• Age 3 to 4 children
become aware of
differences based on
racial or ethnic
background
• By age four, realize
differences have social
meaning
• Age 10, social
connotations of racial
differences

46. Who Teaches Prejudice?

47. Morality

48. Moral Development
• Main
theorists:
– Piaget
– Kohlberg
– Gilligan

49. The Heinz Dilemma

50. Moral Reasoning
Preconventional:
Avoid
punishments, get
rewards
1. Punishment and
Obedience
2. Instrumental
Hedonism
Conventional:
Social approval
1. Good Boy/Good
Girl
2. Law and Order
Postconventional:
What’s Right, Fair,
& Just
1. Morality of
Contract, Individual
Rights, and
Democratically
Accepted Laws
2. Morality of
Individual Principles
of Conscience

51. Discuss
• Does moral judgment match moral behavior?
• Is justice the most fundamental moral
principle?

52. Gilligan emphasizes compassion as a
moral value
• Gilligan criticized Kohlberg for giving higher
moral place to male values
• Justice Perspective (Kohlberg, men)
• Women: Compassion, responsibility for others
• Caring Perspective
– Level 1: Orientation of Individual Survival
– Level 2: Goodness as self-sacrifice
– Level 3: Morality of nonviolence

53. FAMILY AND PEERS

54. Bullying
Non-normative
Aggression in child
predicts future
violent behavior
Victim also more
likely to be violent
Victims are peer
rejected

55. School Issues: Rosenthal
Effect
• Rosenthal Effect:
Self-fulfilling
prophecy Effect
– Told teachers
some of their
students were
“bloomers”
• or inadequate
performance

56. Teachers and Student Gender
• Teachers tend to attribute poor
performance of boys to low effort
and poor performance of girls to low
aptitude

57. THE END