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Introduction to life span and development
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- 2. WHAT IS DEVELOPMENT Growth is increase in size Development is a process that involves growth in function and capability. Includes positive changes, progress in an individual Rapid change in size is growth Rapid change in form, size, behaviour is development Involves physical, emotional, social and behavioural changes
- 3. What is LifespanDevelopment Field of study that examines patterns of growth, change and stability in behaviour that occur throughout the entire life span Focus on human development Scientific approach (focus on observations, empirical approach, test assumptions) Areas in lifespan development Physical development Cognitive development Personality development Social development
- 4. Areas in Development Physical; Changes in body’s physical makeup including brain, muscles, senses, nervous system Cognitive: change in intellectual capabilities influence an individual’s behaviour Personality: Involving ways that the enduring characteristics that differentiate one person from another change over the life span Social: way in which individual’s interactions with others and social relationships grow, change and remain stable over time
- 5. Features of LifeSpanDevelopment 1) Continuous vs Discontinuous Change ; Gradual vs Disjointed change in development Continuous- Involves gradual change Discontinuous- Devlpt occurs in distinct stages (Eg Freud’s theory) 2) Nature v/s Nurture: Influence of genes and heredity vs Influence of shared environment on development 3) Cohort: Group of people born at around the same time and in/around the same place
- 6. Features.. Contd. 4)Critical period v/s Sensitive Period: Critical period: Specific time during development when a particular event has its greatest consequences and presence of certain environmental stimuli is necessary for development to proceed normally Sensitive period: point in devlpt where organisms are particularly susceptible to certain kinds of stimuli in their envt. but absence does not produce irreversible consequences 5) Age graded influence History graded influence Culture graded influence
- 7. THEORETICAL PERSPECTIVES ON LIFESPANDEVELOPMENT Psychodynamic Perspective Behavioural Perspective Cognitive Perspective Humanistic Perspective Contextual Perspective Evolutionary Perspective
- 8. Psychodynamic Perspective 1) Freud’sPsychoanalytic theory Sigmund Freud Personality- id, ego, superego Psychosexual development occurs as children pass through series of stages 2) Erikson’s Psychosocial theory Erik Erikson Eight distinct stages of development Psychosocial development encompasses changes in our interactions with and understanding of one another as well as ourselves as members of society
- 9. Freud’s View OnPersonality 1) Id- Most primitive part of personality Operates on pleasure principle Seeks immediate gratification of impulses 2) Superego- Operates on morality principle First instance at toilet training Part of person’s conscience Seeks delayed and appropriate gratification of impulses 3) Ego : Maintains balance between id and superego Rational part of personality Operates on reality principle
- 10. Psycho-Sexual Stages ofDevelopment Each individual passes through series of psychosexual stages 1) Oral (0-1 ½ yrs) Pleasure derived through mouth 2) Anal (1 ½ - 3yrs) Pleasure derived through expelling/retaining faeces 3) Phallic (3-6 yrs): Oedipus Complex (boys) and Electra complex (girls) Castration anxiety (boys) , Penis Envy (girls) 4) Latency (6-12yrs) : Focus on social and emotional development through school 5) Genital (13 and above) : Sexual feelings develop towards members of opposite sex
- 12. Defense Mechanisms 1)Repression 2) Regression 3) Projection 4) Reaction Formation 5) Displacement 6) Denial 7) Sublimation 8) Rationalisation
- 15. Behavioural Perspective Focuson observable behaviour Reject the idea that people universally pass through a series of stages People assumed to be affected by environmental stimuli to which they happen to be exposed Classical conditioning: Organism learns to respond in a particular way that does not naturally elicit that type of response (E.g. Ping sound of Whatsapp) Operant conditioning: Voluntary response is weakened or strengthened by association with positive or negative consequences (E.g, Falling sick after eating at a new eatery) Social cognitive theory: Learning through imitation (observing behaviour of another person) Behaviour primarily learned through observation and not through trial and error
- 16. Cognitive Perspective Focuson Processes that allow individuals to know, think, understand about the world Piaget’s Theory on Cognitive development: Change in cognition as children as move from one stage to the other Jean Piaget’ s theory on schemes Information processing approaches: Identify the ways individuals take in, use and store information Cognitive neuroscience approaches: identify locations and functions within the brain that are related to different cognitive activity. Focus on neurological activity that underlies thinking, problem solving and other cognitive behaviour
- 17. Humanistic Perspective AbrahamMaslow Carl Rogers: need for positive regard Emphasis on free will, ability of humans to make choices and decisions about their lives and control their behaviour Self actualisation- state of self fulfilment in which people reach their highest potential in their own unique way. Humans are innately good
- 19. Contextual Perspective Focuson relationship between individuals and physical, cognitive, personality and social worlds Person’s development cannot be viewed without looking at his/her social or cultural context 1) BioEcological Approach- Urin Brofenbenner 2) Lev Vyogtsky’s Sociocultural View
- 20. Lev Vyogtsky’s SocioculturalView Lev Vyogtsky How cognitive development proceeds as a result of social interactions with members of society Reciprocal transaction between individual and environment Children develop understanding of envt through play and problem solving scaffolding
- 21. Bioecological perspective Fivelevels of environment simultaneously influence individuals Microsystem: Immediate envt Mesosystem: connections between various aspect of microsystem Exosystem: broader infleunces such as local govt, media, places of worship Macrosystem : large cultural influences on individual Chronosystem: Involves how passage of time and historical events influence childrens’s development
- 22. Evolutionary Perspective KonradLorenz (geese- imprinting) Theory seeks to identify behaviour that is as a result of genetic inheritance from our ancestors This perspective draws heavily on field on ethology, which examines ways in which our biological makeup influence our behaviour Assessment: No good way to test theories Insufficient attention paid to environment and social factors
- 23. Factors Influencing Humandevelopment 1) Genes and Heredity 2) Hormones 3) Nutrition 4) Socio-economic factors 5) Biological sex
- 24. Genes And Heredity Genes : Basic unit of genetic information. Chromosome: Rod shaped portions of DNA that are organised in 23 pairs and contain genes Genotype: The underlying combination of genetic material present in an organism Phenotype: The observable trait: trait that is actually seen Dominant trait: Trait that is expressed when two competing traits are present Recessive trait: Trait within an organism that is present but not expressed
- 25. Chromosomal Abnormalities Klinefilter’ssyndrome (XXY): Extreme height, enlarged breasts, underdeveloped genitals Sickle cell anemia (red blood cells in shape of sickle ): Stunted growth, yellowishness of eyes Fragile X syndrome: Gene injured on X chromosome. Leads to moderate mental retardation Down syndrome : Trisomy 21. Extra chromosome on 21st pair. Children have mongloid features and mental retardation Turner syndrome : Absence of X chromosome
- 26. References DEVELOPMENT ACROSS THE LIFESPAN 7TH EDITION PEARSON PUBLICATIONS ROBERT S FELDMAN