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Life Span Development
- 1. Dr Neeta Gupta Associate Professor Department of psychology Certified Practitioner of EFT & REBT (London) & CBT (Scotland) DAV PG College Dehradun Life Span Development
- 3. What is development in the context of the life span? Lifespan development explores how we change and grow from conception to death. This field of psychology is studied by developmental psychologists. They view development as a lifelong process that can be studied scientifically across three developmental domains: physical, cognitive development, and psychosocial.
- 4. Why is lifespan development important? Perhaps most importantly, studying human development makes it easier to spot possible signs of trouble. From problems with cognitive, social, or emotional development in early childhood to struggles later in life, being able to identify potential problems is important.
- 5. Lifespan Development refers to the full process of human development from conception to death. It is a holistic approach to understanding all of the physiological, cognitive, emotional, and social changes that people go through. Since humans live according to the customs and values of a wide range of cultures, this is a rich and diverse area of study.
- 6. Lifespan development is the field of study that examines patterns of growth, change, and stability in behaviour that occur through-out the lifespan.
- 7. 2.The importance of critical periods, whether to focus on certain periods or on the entire life span, and 3. The nature–nurture controversy.
- 8. Some important issues in lifespan development are: 1.continuity versus discontinuity in development
- 9. What are the three domains of lifespan development? Lifespan development explores how we change and grow from conception to death. This field of psychology is studied by developmental psychologists. They view development as a lifelong process that can be studied scientifically across three developmental domains: physical, cognitive development, and psychosocial.
- 10. Scholars have pointed out the striking sequential depiction of the biological process of evolution which shows up in the gradual development of Vishnu’s consecutive descents: life originates in water (fish) before amphibians (tortoise) leave for land and before the evolution to strictly land animals (boar) sets in; what follows symbolizes the development of land animals to humanoids with rudimentary animalistic traits (man- lion); in the next steps, a fully developed but small man (dwarf) is followed by a taller and ferocious man who uses a tool (warrior with an axe); the progression to a greater level of civilization, including the civilization of humanity is symbolized in a divine prince (rama) whose morality, bravery and nobility serve as role model for appropriate behaviour.
- 11. While the depiction of classical darwinian evolutionary theory would usually end here, the Indian model of development described in Vishnu’s dashavatara does not. the avatars of lord Krishna and Buddha show that the evolution of life also includes a spiritual aspect and the Indian model leaves no doubt that reaching the spiritual heights of knowledge means living up to the fullest potential of human
- 12. Hinduism acknowledges and enforces four central goals: 1. dharma: righteousness, responsibility and moral conduct in accordance with the scriptures and including all duties—individual, social and religious
- 13. 2. artha: Attainment of economic success, wealth and power in order to raise a family and maintain a household
- 14. 3.Kama: Satisfaction of the desires of the body and mind in the form of passions, emotions and drives; moreover, satisfaction of genuine human desires such as art, music, food, sports, conjugal love.
- 15. 4. Moksha: release from sansara these four life goals reflect the essentials of a value system that allows the individuals to pursue the satisfaction of basic human needs without losing sight of the ultimate spiritual goal of salvation.
- 16. In the Hindu model of ideal human development, one can see how the life cycle of an individual should be divided into four stages that allow one to reach the four consecutive essential life goals: 1.The Brahmacarya "ashrama: begins when a child enters school at an early age and continues until he or she has finished all schooling. the goal is to acquire knowledge, build character and to learn to shoulder responsibilities.
- 17. 2. The Grihastha "ashrama: begins at marriage. In this ashrama, an individual pays three debts (serving God, serving the sages and the saints, and serving the ancestors), and enjoys good and noble things in life in accordance with artha, kama and the goal of moksha.
- 18. 3. the Vanaprastha "ashrama: begins after the responsibilities of grahastha ashrama are complete (when one’s children have reached adulthood). this is known as the hermit stage of life. In this stage, one gradually withdraws from active life and begins devoting more time to the study of scriptures, contemplation and meditation.
- 19. 4. the Sanyas ashrama: final stage of life in which an individual mentally renounces all worldly ties, spends all of his or her time in meditation and contemplation, and ponders over the mysteries of life. In ancient times but rarely today, one would part company with one’s family and become a mendicant.
- 20. More detailed insight into the life-span character of this model can be gained by looking at some of the rituals (sanskaras) that are traditionally performed during an individual’s life. They covers the whole life- cycle and thus highlights certain developmental stages within the four-stage model described above.
- 21. 1. Garbhadharan (impregnation): performed to ensure the healthy birth of a child. 2. Namakarana: the ceremony of giving the child a name; takes place between the tenth and twelfth day of a newborn’s life.
- 22. 3. Nishkramana: the first outing, which occurs during the fourth month. the child is carried out to the sound of conch shells and the chanting of various prayers and hymns. this rite is also known as the surya-darshana or sun showing, as the child is placed facing the sun.
- 23. 4. Anna-prashana: food eating ceremony, when the child is between five to eight months old and is fed with solid food for the first time
- 24. 5. Karna-vedha: ear-piercing occurs between the ninth and the twelfth month (usually done before the child’s first tooth appears) and was formerly performed on children of both sexes, but today it is mainly restricted to girls. the pierced hole should be large enough to allow the sun’s rays to pass through.
- 25. 6. Chuda(mundan)-karana (tonsure): held during a male child’s first and seventh year of life. this entails the shaving of the boy’s head.
- 26. 7. Vidyarambha (beginning of knowledge): performed when the child commences his education. It takes place in the fifth year at the child’s home. the gods are invoked and addressed. the child then pays homage to the teacher.
- 27. 8. Upanayana (thread ceremony): takes place during the child’s eighth year. In ancient times, both girls and boys were admitted to this ceremony, but it was later restricted to boys of the traditional first three castes. the night before the ceremony is spent alone and is the first night spent without the mother. the next morning the boy eats together with his mother for the last time.
- 28. The ceremony symbolizes the boy’s readiness for receiving sacred knowledge. the boy wears a sacred thread consisting of three strands which symbolize the three Vedas, representing moral discipline in thoughts, words and deed.
- 29. 9. Vivaha (marriage): a major ceremony and the only one permitted for the lowest castes, too.. It is a binding between a man and a woman, not only in this life but for the life hereafter.
- 30. 11. Antyeshti (final ceremony): performed after death and includes the sraddha rites that cannot be performed by women. They are a means of paying homage to departed ancestors. Prayers are offered to gods, while the deceased ancestors are called upon to consume a large feast prepared by the grieving family. Brahmins perform the ceremony.
- 31. Development occurs across one's entire life, or is lifelong. Development is multidimensional, meaning it involves the dynamic interaction of factors like physical, emotional, and psychosocial development Development is multidirectional and results in gains and losses throughout life
- 32. Development is plastic, meaning that characteristics are malleable or changeable. Development is influenced by con textual and socio- cultural influences. Development is multidisciplinary.
- 33. 1.Development is lifelong Lifelong development means that development is not completed in infancy or childhood or at any specific age; it encompasses the entire lifespan, from conception to death. The study of development traditionally focused almost exclusively on the changes occurring from conception to adolescence and the gradual decline in old age;
- 34. 2.Development is multidimensional By multidimensionality, Baltes is referring to the fact that a complex interplay of factors influence development across the lifespan, including biological, cognitive, and socio-emotional changes. Baltes argues that a dynamic interaction of these factors is what influences an individual's development.
- 35. For example, adolescence consists of physiological and physical changes with changes in hormone levels, the development of primary and secondary sex characteristics, alterations in height and weight, and several other bodily changes. But these are not the only types of changes taking place; there are also cognitive changes, including the development of advanced cognitive faculties such as the ability to think abstractly. There are also emotional and social changes involving regulating emotions, interacting with peers, and possibly dating.
- 36. 3.A central theme in lifespan psychology concerns the malleability, and especially optimization, of psychological functioning and behavior throughout all phases of life. The effects of cohort, historical period, and environmental change on age changes and age differences in cognitive performance are one indication of malleability .
- 37. 4.Development is multidirectional Baltes states that the development of a particular domain does not occur in a strictly linear fashion but that development of certain traits can be characterized as having the capacity for both an increase and decrease in efficacy over the course of an individual's life. If
- 38. we use the example of puberty again, we can see that certain domains may improve or decline in effectiveness during this time. For example, self- regulation is one domain of puberty which undergoes profound multidirectional changes during the adolescent period. During childhood, individuals have difficulty effectively regulating their actions and impulsive behaviors. Scholars have noted that this lack of effective regulation often results in children engaging in behaviors without fully considering the consequences of their actions. Over the course of puberty, neuronal changes modify this unregulated behavior by increasing the ability toregulate emotions and impulses.
- 39. The acquisition of effective self-regulation in adolescents illustrates this gain/loss concept. As adolescents gain the ability to effectively regulate their actions, they may be forced to sacrifice other features to selectively optimize their reactions. For example, individuals may sacrifice their capacity to be spontaneous or creative if they are constantly required to make thoughtful decisions and regulate their emotions. Adolescents may also be forced to sacrifice their fast reaction times toward processing stimuli in favor of being able to fully consider the consequences of their actions.
- 40. Development is Multidisciplinary Any single discipline’s account of development across the lifespan would not be able to express all aspects of this theoretical framework. That is why it is suggested explicitly by lifespan researchers that a combination of disciplines is necessary to understand development.
- 41. Psychologists, sociologists, neuroscientists, anthropologists, educators, economists, historians, medical researchers, and others may all be interested and involved in research related to the normative age-graded, normative history-graded, and nonnormative influences that help shape development.