Development. Developmental Psychology Psychologists study how people grow and change throughout the life span- from conception to death Interested

DevelopmentDevelopment

Developmental PsychologyDevelopmental Psychology

Psychologists study how people grow and Psychologists study how people grow and change throughout the life span- from change throughout the life span- from conception to deathconception to death

Interested in two stages in infancy and Interested in two stages in infancy and childhood:childhood: Early childhood experiences affect people as Early childhood experiences affect people as

adolescents and adultsadolescents and adults By studying early stages of development, can learn By studying early stages of development, can learn

about developmental problems (what causes them about developmental problems (what causes them and how to treat them)and how to treat them)

Developmental PsychologyDevelopmental Psychology

Learn about what types of experiences in Learn about what types of experiences in infancy and childhood foster healthy and infancy and childhood foster healthy and well-adjusted children and adultswell-adjusted children and adults

Two types of studies used in Two types of studies used in Developmental PsychologyDevelopmental Psychology

Longitudinal- select a group of participants and Longitudinal- select a group of participants and then observe that same group of participants then observe that same group of participants and then observe that same group for a period and then observe that same group for a period of time, often years or even decades (very time of time, often years or even decades (very time consuming and expensive)consuming and expensive)

Cross-Sectional- researchers select a sample Cross-Sectional- researchers select a sample that includes people of different ages then that includes people of different ages then compare the participants in the different age compare the participants in the different age groupsgroups

General IssuesGeneral Issues

Developmental psychologists are Developmental psychologists are concerned with two general issuesconcerned with two general issues The ways in which heredity and environmental The ways in which heredity and environmental

influences contribute to human developmentinfluences contribute to human development Whether development occurs gradually or in Whether development occurs gradually or in

stagesstages

Nature vs. NurtureNature vs. Nurture

Long debate over the extent to which Long debate over the extent to which human behavior is determined by heredity human behavior is determined by heredity (nature) or environment (nurture)(nature) or environment (nurture)

Some aspects of behavior originate in Some aspects of behavior originate in heredityheredity Certain behaviors are biologically Certain behaviors are biologically

“programmed” to develop as long as children “programmed” to develop as long as children receive adequate nutrition and social receive adequate nutrition and social experiencesexperiences

MaturationMaturation

Maturation- the automatic and sequential Maturation- the automatic and sequential process of development that results from process of development that results from genetic signalsgenetic signals Infants crawl before walkingInfants crawl before walking Sequence happens automatically and on its Sequence happens automatically and on its

own genetically determined timetableown genetically determined timetable Infants will not perform certain skills until they Infants will not perform certain skills until they

are “ready”are “ready”

Critical PeriodCritical Period

The concept of “readiness” relates to an The concept of “readiness” relates to an important term: critical periodimportant term: critical period A stage or point in development during which A stage or point in development during which

a person or animal is best suited to learn a a person or animal is best suited to learn a particular skill or behavior patternparticular skill or behavior pattern• Research suggests that there may be a critical Research suggests that there may be a critical

period for language development in humansperiod for language development in humans

Critical PeriodCritical Period

Some psychologists believe maturation is the Some psychologists believe maturation is the most important role in developmentmost important role in development• John Watson and John Locke believed in the idea John Watson and John Locke believed in the idea

that the mind of the infant is like a that the mind of the infant is like a tabula rasatabula rasa (Latin for blank slate)(Latin for blank slate)

The mind is clean and experiences write on the mindThe mind is clean and experiences write on the mind ““nurture” will have the greatest effect on the infantnurture” will have the greatest effect on the infant

• Nutrition, family background, culture, and learning Nutrition, family background, culture, and learning experiences at home, community, and schoolexperiences at home, community, and school

Stage vs. Continuity Stage vs. Continuity DevelopmentDevelopment

Stage development- a period or level in Stage development- a period or level in the development process that is distinct the development process that is distinct from other levelsfrom other levels

Continual development- a gradual Continual development- a gradual process, happens slowly and gradually, process, happens slowly and gradually, tends to go unnoticedtends to go unnoticed

Physical DevelopmentPhysical Development

Height and WeightHeight and Weight Infancy- the period from birth to the age of two Infancy- the period from birth to the age of two

yearsyears• Usually double birth weight in about 5 months and Usually double birth weight in about 5 months and

triple by one yeartriple by one year• Grow about 10 inches in the first year, 2Grow about 10 inches in the first year, 2ndnd year year

gain another four to six inches and four to seven gain another four to six inches and four to seven poundspounds


Height and WeightHeight and Weight Childhood- period from two years to Childhood- period from two years to

adolescenceadolescence• Gain on average two to three inches in height and Gain on average two to three inches in height and

four to six pounds in weight each year until they four to six pounds in weight each year until they read the start of adolescenceread the start of adolescence


Motor DevelopmentMotor Development 4-5 months- turns from stomach to side4-5 months- turns from stomach to side 5-6 months- turns from stomach to back5-6 months- turns from stomach to back 6-7 months- turns from back to stomach6-7 months- turns from back to stomach 7-8 months- sits7-8 months- sits 8-9 months- crawls8-9 months- crawls 9-10 months- kneels9-10 months- kneels 11,12, 13 months- stands11,12, 13 months- stands 12, 14, 15, 16 months- walks12, 14, 15, 16 months- walks

Psychological DevelopmentPsychological Development

What are the Developmental Tasks of What are the Developmental Tasks of Infancy and Childhood?Infancy and Childhood? Cognitive Development: Piaget’s TheoryCognitive Development: Piaget’s Theory

• Developmental psychologists investigate not only Developmental psychologists investigate not only whatwhat children think but children think but howhow they think they think

• Piaget studied children’s intellectual development Piaget studied children’s intellectual development for 50 years.for 50 years.

Concentrated his studies on his childrenConcentrated his studies on his children Noticed children go through changes in thought at Noticed children go through changes in thought at

various stagesvarious stages

PiagetPiaget

3 ideas which distinguish Piaget’s 3 ideas which distinguish Piaget’s approach approach SchemasSchemas Interaction of assimilation and Interaction of assimilation and

accommodationaccommodation Stages of cognitive developmentStages of cognitive development

PiagetPiaget

SchemasSchemas- mental structures or programs that - mental structures or programs that guide a developing child’s thoughtguide a developing child’s thought• Guide thinkingGuide thinking• Building blocks of developmentBuilding blocks of development• Form and change as we develop and organize our Form and change as we develop and organize our

knowledge to deal with new experiences and knowledge to deal with new experiences and predict future eventspredict future events

PiagetPiaget

Assimilation and AccommodationAssimilation and Accommodation• Underlie all cognitive growthUnderlie all cognitive growth• AssimiliationAssimiliation- a mental process that modifies new - a mental process that modifies new

information to fit with existing schemas (ex. information to fit with existing schemas (ex. Pepperoni goes with pizza)Pepperoni goes with pizza)

• AccommodationAccommodation- process of restructuring or - process of restructuring or modifying schemas to incorporate new informationmodifying schemas to incorporate new information

PiagetPiaget

Assimilation and AccommodationAssimilation and Accommodation• Piaget felt cognitive development results from both Piaget felt cognitive development results from both

assimilation and accommodation working togetherassimilation and accommodation working together Individual’s behavior and knowledge become less Individual’s behavior and knowledge become less

dependent on concrete external reality and more reliant dependent on concrete external reality and more reliant on internal thoughton internal thought

Assimilation makes new information fit our existing views Assimilation makes new information fit our existing views of the worldof the world

Accommodation changes our views to fit new informationAccommodation changes our views to fit new information

Piaget’s Stages of Cognitive Piaget’s Stages of Cognitive Dev.Dev.

Four Cognitive StagesFour Cognitive Stages Sensorimotor- infancySensorimotor- infancy Preoperational- early childhoodPreoperational- early childhood Concrete Operational- middle childhoodConcrete Operational- middle childhood Formal Operational- adolescenceFormal Operational- adolescence

• All are based on sensory reaction to logical All are based on sensory reaction to logical thoughtthought

• All children progress through these stages in the All children progress through these stages in the same sequence same sequence

Sensorimotor StageSensorimotor Stage

Birth to nearly 2 years of ageBirth to nearly 2 years of age Babies take in the world through their Babies take in the world through their

sensory & motor interactions with objectssensory & motor interactions with objects Young infants lack Young infants lack object permanenceobject permanence- -

the awareness that objects continue to the awareness that objects continue to exist when not perceivedexist when not perceived

By 8 months, begin exhibiting memory for By 8 months, begin exhibiting memory for things no longer seenthings no longer seen

Sensorimotor StageSensorimotor Stage

Piaget assumed before age 2, infants Piaget assumed before age 2, infants could not think could not think They recognize things, smile at them, crawl to They recognize things, smile at them, crawl to

them. Manipulate themthem. Manipulate them Do not think abstractlyDo not think abstractly

Preoperational StagePreoperational Stage

Preschool period up to age 6 or 7Preschool period up to age 6 or 7 Piaget felt children are too young to Piaget felt children are too young to

perform mental operationsperform mental operations Lack the concept of Lack the concept of conservationconservation- the - the

principle that quantity remains the same principle that quantity remains the same despite changes in shapedespite changes in shape

Thought children were Thought children were egocentricegocentric- - difficulty taking another’s point of viewdifficulty taking another’s point of view Causes them to appear to be “selfish”Causes them to appear to be “selfish”


Premack and Woodruff developed the Premack and Woodruff developed the concept of concept of theory of mindtheory of mind- people’s ideas - people’s ideas about their own and other’s mental states- about their own and other’s mental states- about feelings, perceptions and thoughts, about feelings, perceptions and thoughts, the behavior these might predictthe behavior these might predict

Develop the ability to tease, empathize, Develop the ability to tease, empathize, and persuadeand persuade

Between 3½ & 4½, children worldwide Between 3½ & 4½, children worldwide come to realize that others may hold false come to realize that others may hold false beliefs beliefs


Can understand feelings (sad events cause sad Can understand feelings (sad events cause sad feelings)feelings)

Understand thoughts can cause feelingsUnderstand thoughts can cause feelings Between 5&8, learn that spontaneous self-Between 5&8, learn that spontaneous self-

produced thoughts can also create feelingsproduced thoughts can also create feelings Age7- Children become increasingly capable of Age7- Children become increasingly capable of

thinking in words and of using words to work out thinking in words and of using words to work out solutions to problemssolutions to problems Can internalize their culture’s language and rely on Can internalize their culture’s language and rely on

inner speechinner speech

Concrete OperationalConcrete Operational

6 or 7 years old6 or 7 years old Begin to understand conservationBegin to understand conservation Gain the full mental ability to comprehend Gain the full mental ability to comprehend

mathematical transformations and mathematical transformations and conservationconservation

Formal OperationsFormal Operations

12 years old12 years old Reasoning expands from purely concrete Reasoning expands from purely concrete

(involving actual experience) to (involving actual experience) to encompass abstract thinking (involving encompass abstract thinking (involving realities and symbols)realities and symbols)

Become capable of solving hypothetical Become capable of solving hypothetical propositions and deducing consequencespropositions and deducing consequences

Systematic reasoningSystematic reasoning

Is Piaget correct?Is Piaget correct?

According to today’s research, Piaget’s According to today’s research, Piaget’s theories are correcttheories are correct More continuousMore continuous Young people are incapable of adult logicYoung people are incapable of adult logic Cognitive maturity is adaptiveCognitive maturity is adaptive

Parenting StylesParenting Styles

AuthoritativeAuthoritative Warm, attentive, sensitive to child’s needs Warm, attentive, sensitive to child’s needs

and interestsand interests Make reasonable demands for the child’s Make reasonable demands for the child’s

maturity level, explains and enforces rulesmaturity level, explains and enforces rules Permits child to make decisions in accord with Permits child to make decisions in accord with

developmental readiness, listens to child’s developmental readiness, listens to child’s viewpointviewpoint


AuthoritarianAuthoritarian Cold, rejecting, frequently degrades the childCold, rejecting, frequently degrades the child Highly demanding, may use coercion by Highly demanding, may use coercion by

yelling, commanding, criticizing, and reliance yelling, commanding, criticizing, and reliance on punishmenton punishment

Makes most decisions for the child, rarely Makes most decisions for the child, rarely listens to child’s viewpointlistens to child’s viewpoint


PermissivePermissive Warm but may spoil the childWarm but may spoil the child Makes few or no demands- often out of Makes few or no demands- often out of

misplaced concern for child’s self-esteemmisplaced concern for child’s self-esteem Permits child to make decisions before the Permits child to make decisions before the

child is readychild is ready


UninvolvedUninvolved Emotionally detached, withdrawn, inattentiveEmotionally detached, withdrawn, inattentive Make few or no demands- often lacking in Make few or no demands- often lacking in

interest or expectations for the childinterest or expectations for the child Indifferent to child’s decisions and point of Indifferent to child’s decisions and point of

viewview


Children of authoritative parents tend to be Children of authoritative parents tend to be confident, self-reliant, enthusiastic- overall confident, self-reliant, enthusiastic- overall happier, less troublesome, and more happier, less troublesome, and more successfulsuccessful

Children of authoritarian parents tend to be Children of authoritarian parents tend to be anxious and insecureanxious and insecure

Children of permissive and uninvolved parents Children of permissive and uninvolved parents tend to be less mature, more impulsive, more tend to be less mature, more impulsive, more dependent, and more demandingdependent, and more demanding

Effects of DaycareEffects of Daycare

Good NewsGood News Most children thriveMost children thrive Do well-sometimes even better- both Do well-sometimes even better- both

intellectually and socially as children raised at intellectually and socially as children raised at home by a full time parenthome by a full time parent

Effects of DaycareEffects of Daycare

Bad NewsBad News Poor facilities cause aggression, depression, and Poor facilities cause aggression, depression, and

maladjustmentmaladjustment Usually caused by children receiving little Usually caused by children receiving little

attentionattention Those in poor facilities are usually raised in poor, Those in poor facilities are usually raised in poor,

unorganized, and highly stressed familiesunorganized, and highly stressed families Inadequate day care and family pressure can lead Inadequate day care and family pressure can lead

to children with emotional & behavioral problemsto children with emotional & behavioral problems

School & Leisure ActivitiesSchool & Leisure Activities

Children in the US have more free time Children in the US have more free time than anywhere else in the worldthan anywhere else in the world

Spend time “hanging out” with friendsSpend time “hanging out” with friends Involved in structured activities such as Involved in structured activities such as

clubs and other organizationsclubs and other organizations

AttachmentAttachment

The emotional ties that form between The emotional ties that form between peoplepeople Can form stranger anxiety- fear of strangersCan form stranger anxiety- fear of strangers Can also form separation anxiety- causes Can also form separation anxiety- causes

infants to cry or behave in ways that indicate infants to cry or behave in ways that indicate distress if their mothers leave themdistress if their mothers leave them

Child Abuse and NeglectChild Abuse and Neglect

Child abuse- physical or psychologicalChild abuse- physical or psychological Neglect- failure to give a child adequate Neglect- failure to give a child adequate

food, shelter, clothing, emotional support, food, shelter, clothing, emotional support, or schoolingor schooling Physical child abuse- the physical assault of a Physical child abuse- the physical assault of a

childchild

Child Abuse and NeglectChild Abuse and Neglect

Causes of child abuse:Causes of child abuse:• StressStress• A history of child abuse in at least one parent’s A history of child abuse in at least one parent’s

family of originfamily of origin• Acceptance of violence as a way of coping with Acceptance of violence as a way of coping with

stressstress• Lack of attachment to the childLack of attachment to the child• Substance abuseSubstance abuse• Rigid attitudes about child rearingRigid attitudes about child rearing

Self-EsteemSelf-Esteem

The value or worth that people attach to The value or worth that people attach to themselvesthemselves Carl Rogers stated there are two types of Carl Rogers stated there are two types of

support parents can give their children:support parents can give their children:• Unconditional positive regard- parents love and Unconditional positive regard- parents love and

accept their children for who they are, no matter accept their children for who they are, no matter how they behavehow they behave

• Conditional positive regard- parents show their Conditional positive regard- parents show their love only when the children behave in certain love only when the children behave in certain acceptable ways acceptable ways

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Development. Developmental Psychology Psychologists study how people grow and change throughout the life span- from conception to death Interested