development psychology

1. Introduction
“DEVELOPMENTAL PSYCHOLOGY”

2. Definition of Development
 Development is the maturation of thoughts,
feelings, personality, social relationship, body and
motor skills.

3. Definition of Developmental
Psychology
 Developmental psychology is a scientific approach
which aims to explain how children and adults
change over time.

4. Cont…
 The field of developmental psychology is divided into
three separate domains;
 1. Physical development, it includes bodily changes
and motor development.
 2. Cognitive development, it includes thoughts and
language.
 3. Socioemotional development, it includes personality
and relations with other people.

5. Goals
 The three goals of developmental psychology are
 To describe
 To explain and
 To optimize development

6. Stages of Development
 Childhood
 Infancy (0-2 years)
 Pre-school child (2-5 years)
 School child (5-12 years)

7. Stages of Development
 Adolescence (12-20 years)
 Adulthood (20-40 years)
 Middle age (40-65 years)
 Old Age (65+ years)

8. Theories of Development
 Erik Erikson's Psychosocial Developmental
Theory
 Sigmund Freud's Psychosexual Developmental
Theory
 Jean Piaget’s theory of Cognitive Development

9. Erik Erikson's Psychosocial Developmental
Theory
 Erik Homburger Erikson (born ; 15 June 1902 –
12 May 1994) was a German-born American
developmental psychologist and psychoanalyst
known for his theory on psychosocial
development of human beings.

10. Erik Erikson's Psychosocial Developmental
Theory
 Erikson’s theory of psychosocial development has
eight distinct stages.
 According to the theory, successful completion of
each stage results in a healthy personality and
the acquisition of basic virtues.

12. Erik Erikson's Psychosocial
Developmental Theory
 Failure to successfully complete a stage can
result in a reduced ability to complete further
stages and therefore a more unhealthy
personality and sense of self.

13. Erik Erikson's Psychosocial
Developmental Theory

14. Trust vs. Mistrust (0-1.5 yrs)
 During this stage the infant is uncertain about the
world in which they live.
 To resolve these feelings of uncertainty the infant
looks towards their primary caregiver for stability
and consistency of care

15. Trust vs. Mistrust (0-1.5 yrs)
 If the care the infant receives is consistent,
predictable and reliable, they will develop a sense
of trust which will carry with them to other
relationships, and they will be able to feel secure
even when threatened.

16. Trust vs. Mistrust (0-1.5 yrs)
 Success in this stage will lead to the virtue of
hope. By developing a sense of trust, the infant
can have hope that as new crises arise, there is a
real possibility that other people will be there are
a source of support.
 Failing to acquire the virtue of hope will lead to
the development of fear.

17. Trust vs. Mistrust (0-1.5 yrs)
 For example, if the care has been harsh or
inconsistent, unpredictable and unreliable, then
the infant will develop a sense of mistrust and will
not have confidence in the world around them.
 This infant will carry the basic sense of mistrust
with them to other relationships. It may result in
anxiety & insecurities.

18. Autonomy vs. Shame and Doubt
(1.5-3 yrs)
 The child is developing physically and becoming
more mobile. Between the ages of 18 months and
three, children begin to assert their
independence, by walking away from their
mother, picking which toy to play with, and
making choices about what they like to wear, to
eat, etc

19. Autonomy vs. Shame and Doubt
(1.5-3 yrs)
 The child is discovering that he or she has many
skills and abilities, such as putting on clothes and
shoes, playing with toys, etc.
 Erikson states it is critical that parents allow their
children to explore the limits of their abilities
within an encouraging environment

20. Autonomy vs. Shame and Doubt
(1.5-3 yrs)
 If children in this stage are encouraged and supported
in their increased independence, they become more
confident and secure in their own ability to survive in
the world.
 If children are criticized, overly controlled, or not given
the opportunity to assert themselves, they begin to
feel inadequate or doubt in their own abilities

21. Initiative vs. Guilt (3-5 yrs)
 These are particularly lively, rapid-developing
years in a child’s life.
 During this period the primary feature involves the
child regularly interacting with other children at
school. Central to this stage is play, as it provides
children with the opportunity to explore their
interpersonal skills through initiating activities

22. Initiative vs. Guilt (3-5 yrs)
 Children begin to plan activities, make up games,
and initiate activities with others.
 If given this opportunity, children develop a sense
of initiative, and feel secure in their ability to lead
others and make decisions.

23. Initiative vs. Guilt (3-5 yrs)
 If the opportunity is not given, either through
criticism or control, children develop a sense of
guilt. They may feel like a trouble to others and
will therefore remain followers, lacking in self-
initiative.
 Too much guilt can make the child slow to interact
with others and may inhibit their creativity.
 A healthy balance between initiative and guilt is
important. Success in this stage will lead to the
virtue of purpose.

24. Industry (competence) vs.
Inferiority (5-12 yrs)
 Children are at the stage where they will be
learning to read and write, to do sums, to do
things on their own.
 Teachers begin to take an important role in the
child’s life as they teach the child specific skills.
 It is at this stage that the child’s peer group will
gain greater significance and will become a major
source of the child’s self esteem

25. Industry (competence) vs.
Inferiority (5-12 yrs)
 If children are encouraged and reinforced, they
begin to feel industrious and feel confident in their
ability to achieve goals.
 If this initiative is not encouraged, if it is restricted
by parents or teacher, then the child begins to
feel inferior, and may not reach his or her
potential.
 Success in this stage will lead to the virtue of
competence

26. Identity vs. Role Confusion
(12 -18 yrs)
 During adolescence (age 12 to 18 yrs), the
transition from childhood to adulthood is most
important. Children are becoming more
independent, and begin to look at the future in
terms of career, relationships, families, housing.
 This is a major stage in development where the
child has to learn the roles he will occupy as an
adult.

27. Identity vs. Role Confusion
(12 -18 yrs)
 Failure to establish a sense of identity within society
("I don’t know what I want to be when I grow up") can
lead to role confusion.
 Role confusion involves the individual not being sure
about themselves or their place in society.
 Success in this stage will lead to the virtue of fidelity.
 Fidelity involves being able to commit one's self to
others on the basis of accepting others

28. Intimacy vs. Isolation (18-40 yrs)
 Occurring in young adulthood individual begin to
share ourselves more intimately with others.
 Individual explore relationships leading toward
longer term commitments with someone other
than a family member.

29. Intimacy vs. Isolation (18-40 yrs)
 Successful completion of this stage can lead to
comfortable relationships and a sense of
commitment, safety, and care within a
relationship.
 Avoiding intimacy, fearing commitment and
relationships can lead to isolation, loneliness, and
sometimes depression. Success in this stage will
lead to the virtue of love.

30. Generativity vs. Stagnation
(40-65 yrs)
 During middle adulthood we establish our careers,
settle down within a relationship, begin our own
families and develop a sense of being a part of the
bigger picture.
 We give back to society through raising our children,
being productive at work, and becoming involved in
community activities
 By failing to achieve these objectives, we become
stagnant and feel unproductive. Success in this stage
will lead to the virtue of care

31. Ego Integrity vs. Despair
(65+ yrs)
 As we grow older and become senior citizens, we
tend to slow down our productivity, and explore
life as a retired person.
 It is during this time that we reflect our
accomplishments and are able to develop
integrity if we see ourselves as leading a
successful life.

32. Ego Integrity vs. Despair
(65+ yrs)
 Erik Erikson believed if we see our lives as
unproductive, feel guilt about our past, or feel that
we did not accomplish our life goals, we become
dissatisfied with life and may develop depression
and hopelessness

33. Ego Integrity vs. Despair
(65+ yrs)
 Success in this stage will lead to the virtue of
wisdom. Wisdom enables a person to look back
on their life with a sense of closure and
completeness, and also accept death without
fear.

34. Sigmund Freud's Psychosexual Developmental Theory
 Psychoanalyst Sigmund Freud proposed one of
the best-known grand theories of child
development.
 According to Freud’s psychosexual theory, child
development occurs in a series of stages focused
on different pleasure areas of the body. During
each stage, the child encounters conflicts that
play a significant role in the course of
development.

35. Sigmund Freud's Psychosexual Developmental Theory
 Psychoanalytic theory suggested that personality is
mostly established by the age of five. Early
experiences play a large role in personality
development and continue to influence behavior later
in life.
 If these psychosexual stages are completed
successfully, a healthy personality is the result. If
certain issues are not resolved at the appropriate
stage, fixations can occur.

36. Cont.…
 FIXATION: A fixation is a persistent focus on an
earlier psychosexual stage. Until this conflict is
resolved, the individual will remain "stuck" in this
stage. For example, a person who is fixated at
the oral stage may be over-dependent on others
and may seek oral stimulation through smoking,
drinking, or eating.

37. Stages of Psychosexual
development
 The oral stage
 The Anal Stage
 The Phallic Stage
 The Latent Period
 The Genital Stage

38. Oral stage
 Age Range: Birth to 1 Year
 Erogenous Zone: Mouth
 During the oral stage, the infant's primary source of
interaction occurs through the mouth, so the rooting
and sucking reflex is especially important. The mouth
is vital for eating and the infant derives pleasure from
oral stimulation through gratifying activities such as
tasting and sucking.
 Because the infant is entirely dependent upon
caretakers, the infant also develops a sense of trust
and comfort through this oral stimulation.
 If fixation occurs at this stage, Freud believed the
individual would have issues with dependency or
aggression. Oral fixation can result in problems with
drinking, eating, smoking, or nail biting.

39. 2. The Anal Stage
 Age Range: 1 to 3 years
 Erogenous Zone: Bowel and Bladder Control
 During the anal stage, Freud believed that the primary
focus of the libido was on controlling bladder and bowel
movements. The major conflict at this stage is toilet
training--the child has to learn to control his or her bodily
needs. Developing this control leads to a sense of
accomplishment and independence.
 According to Freud, success at this stage is dependent
upon the way in which parents ​approach toilet training.
Parents who utilize praise and rewards for using the
toilet at the appropriate time encourage positive
outcomes and help children feel capable and
productive.
 Freud believed that positive experiences during this
stage served as the basis for people to become
competent, productive, and creative adults.

40. Anal stage
 According to Freud, inappropriate parental
responses can result in negative outcomes. If
parents take an approach that is too lenient,
Freud suggested that an anal-expulsive
personality could develop in which the individual
has a messy, wasteful, or destructive personality.
If parents are too strict or begin toilet training too
early, Freud believed that an anal-retentive
personality develops in which the individual is
strict, orderly, rigid, and obsessive.

41. 3. Phallic stage
 Age Range: 3 to 6 Years
 Erogenous Zone: Genitals
 During the phallic stage, the primary focus of the libido is
on the genitals. At this age, children also begin to
discover the differences between males and females.​
 Freud also believed that boys begin to view their fathers
as a opponent for the mother’s affections. The Oedipus
complex describes these feelings of wanting to possess
the mother and the desire to replace the father. However,
the child also fears that he will be punished by the father
for these feelings, a fear Freud termed castration
anxiety.

42. 4. Latent Period
 Age Range: 6 to Puberty
 Erogenous Zone: Sexual Feelings Are Inactive
 During the latent period, the libido interests are
suppressed. The development of the ego and
superego contribute to this period of calm.
 The stage begins around the time that children enter
into school and become more concerned with peer
relationships, hobbies, and other interests.
 The latent period is a time of exploration in which the
sexual energy is still present, but it is directed into
other areas such as intellectual search and social
interactions.
 This stage is important in the development of social
and communication skills and self-confidence.

43. 5. Genital stage
 Age Range: Puberty to Death
 Erogenous Zone: Maturing Sexual Interests
 During the final stage of psychosexual
development, the individual develops a
strong sexual interest in the opposite sex.
This stage begins during puberty but last
throughout the rest of a person's life.
 Where in earlier stages the focus was solely
on individual needs, interest in the welfare of
others grows during this stage. If the other
stages have been completed successfully,
the individual should now be well-balanced,
warm, and caring. The goal of this stage is to
establish a balance between the various life
areas.

44. PIAGET’S THEORY

45. Introduction
 Jean Piaget (1896-1980) was one of the 20th
century’s most influential researchers in the
area of developmental psychology.
 Piaget wanted to know how children learned
through their development.

46. Introduction
 Piaget’s theory is based on the idea that the
developing child builds cognitive structures
(schemes used to understand and respond to
physical environment).
 He believed the child’s cognitive structure
increased with development.
 Piaget’s theories of infant development were
based on his observations of his own three
children

47. What is Cognition?
 The term cognition means “to know” or “to
recognize” or “to conceptualize”.
 It refers to the mental processes an organism
learns, remembers, understands, perceives,
solves problems and thinks about a body of
information.

48. What is Cognitive Development?
 Cognitive Development describes how these
mental processes develop from birth until
adulthood.
 The acquisition of the ability to think, reason,
and problem solving.
 It is the process by which people's thinking
changes across the life span

49. Piaget Developmental Theory
 The Piaget stages of cognitive development
describes the stages of normal intellectual
development, from infancy through adulthood.
 This includes thought, judgment, and knowledge.

50. The Sensorimotor Stage
(birth to 2 yrs) (Infancy)
 The first stage of Piaget’s theory starts from
birth to approximately age 2 and is centered
on the infant trying to make sense of the
world.
 During this stage, the child's knowledge is
limited to sensory perceptions and simple
motor activities. e.g. looking, sucking,
grasping.

51. The Sensorimotor Stage
(birth to 2 yrs) (Infancy)
 During the early stages, infants are only aware of
what is immediately in front of them.
 They focus on what they see, what they are
doing, and physical interactions with their
environment.

52. The Sensorimotor Stage
(birth to 2 yrs) (Infancy)
 During this stage they don't yet know how things
react, they're constantly experimenting with
activities such as shaking or throwing things,
putting things in their mouths, and learning about
the world through trial and error.

53. The Sensorimotor Stage
(birth to 2 yrs) (Infancy)
 Between ages 7 and 9 months, infants begin to
realize that an object exists even if it can no
longer be seen.
 This important milestone -- known as object
permanence -- is a sign that memory is
developing.

54. The Sensorimotor Stage
(birth to 2 yrs) (Infancy)
 After infants start crawling, standing, and walking,
their increased physical mobility leads to
increased cognitive development.
 Near the end of the sensorimotor stage (18-24
months), infants reach another important
milestone -- early language development.

55. Preoperational Stage
2 to 7 yrs) (Early Childhood)
 During this stage, children's thought processes
are developing, although they are still considered
to be far from 'logical thought‘.
 Pre-operational children are usually 'ego centric',
meaning that they are only able to consider things
from their own point of view, and imagine that
everyone shares this view.

56. Preoperational Stage
2 to 7 yrs) (Early Childhood)
 Animism' is also a characteristic of the Pre-
operational stage. This is when a person has the
belief that everything that exists has some kind of
consciousness.
 An example of this is that children often believe
that a car won't start because it is tired or sick.
 E.g.: Children bathing, dressing and feeding
their dolls as if they are alive.

57. Preoperational Stage
2 to 7 yrs) (Early Childhood)
 During this stage young children are able to think
about things symbolically.
 Their language use becomes more mature.
 They also develop memory and imagination,
which allows them to understand the difference
between past and future.
 But their thinking is based on perception and still
not completely logical.
 They cannot yet grasp more complex concepts
such as cause and effect, and comparison.

58. Concrete Operational Stage
(7 to 12 yrs of age)
 During this stage, the thought process becomes
more rational, mature.
 Children's thinking becomes less egocentric and
they are increasingly aware of external events.
They begin to realize that one's own thoughts and
feelings are unique and may not be shared by
others

59. Concrete Operational Stage
(7 to 12 yrs of age)
 During this stage the child develop the ability to
sort objects in an order according to size,
shape or any other characteristic.
 to view things from another's perspective.
However, in this stage child can solve
problems that apply to actual (concrete)
objects or events only, and not abstract
concepts.

60. Formal Operational Stage
(from 12 yrs and up)
 Adolescents reach this fourth stage of intellectual
development -- usually at age 11-plus
 in the formal operational stage of adolescence,
the structures of development become the
abstract, logically organized system of adult
intelligence.

61. Formal Operational Stage
(from 12 yrs and up)
 Although Piaget believed in lifelong intellectual
development, he insisted that the formal
operational stage is the final stage of cognitive
development, and that continued intellectual
development in adults depends on the
accumulation of knowledge

62. Thanks…..