Development Psychology

Physical: development of physical changes, gross & fine motor skills and growing in size.

Cognitive: creativity and intellectual development

Social-emotional: development of understanding and controlling of emotions.

Language: developing the ability to communicate with others.

Developmental psychologists are interested in:

1. The course of psychological changes that take place as a person grows older by using longitudinal- & cross-sectional methods.

2. Reasons why developmental changes occur using naturalistic observation, correctional- and experimental methods.

Prenatal development: Conception - birth

Childhood:

Birth: 0 - 2 years

Early childhood: 2 - 6 years

Middle childhood: 6 - 12 years

Adolescence: 11 - 20 years

Adulthood: 20 - 65 years

Elderly: 65 years - death

Physical development: body, brain, senses, motor-skills & health.

Cognitive development: learning, memory, moral reasoning, language, creativity.

Personality development: the self, self-concept, identity & self-value.

Social development: interaction patterns, relationships, socialising, moral development

Do all children go through the same experiences or is specific behaviour limited my cultural influence?

Is information soaked up or due to interaction with the environment?

Is behaviour a result of inherited or acquired influences?

Is development solely and continuous or age specific?

1. Influenced by unconscious experiences & conflict

2. Influenced by early childhood experiences.

3. Influenced by sexual & aggressive urges

1. ID

Follows the pleasure principle

2. Ego

Follows the reality principle

3. Superego

Follows the rules of society

1. Oral (0 -1 years) focus on oral stimulus like suckling.

2. Anal (1 - 3 years) focus on eliminating and retaining feces and get pleasured from the anus eg. withholding

3. Phallic (3 - 6 years) pleasure moves to the genitals and starts to get pleasure from penis/clitoris eg. masturbation

4. Latent (6 - puberty) has little to no sexual motivation

5. Genital (puberty - adulthood) seeks pleasure from penis/vagina eg. sexual intercourse and sexual impulses emerge.

Stage 1

(PSC) Trust vs mistrust (BV) Hope (1 year)

Stage 2

(PSC) Autonomy vs shame (BV) Will (2 - 3 years)

Stage 3

(PSC) Initiative vs guilt (BV) Purpose (4 - 6 years)

Stage 4

(PSC) Industry vs inferiority (BV) Competency (6 -puberty)

Stage 5

(PSC) Identity vs role confusion (BV) Fidelity (Adolescence)

Stage 6

(PSC) Intimacy vs isolation (BV) Love (Early adulthood)

Stage 7

(PSC) Generality vs stagnation (BV) Core (Middle adulthood)

Stage 8

(PSC) Ego integrity vs despair (BV) Wisdom (Late adulthood)

1. Sensorimotor stage (0 - 2 years) when the child learns by looking, touching, sucking.

2. Pre-operational stage (2 - 7 years) when the child learns to uses language, symbols, letters and numbers.

3. Concrete operational stage (7 - 11 years) when the child's reasoning becomes focused and logical.

4. Formal operational stage ( 11 - adulthood) when the individual demonstrates abstract thinking, logic, deductive reasoning, comparison and classification.

Learning process where a neutral stimuli results in a specific response after the process of conditioning has been completed. Watson observed Little Albert and Pavlov observed his dogs.

Skinner believed that behaviour that is rewarded will be repeated as apposed to behaviour that is punished will avoided. He observed pigeons playing table tennis.

Bandura believed that children learn by observing others and role models. His experiment entailed observing that children treated the dolls in the same way they in turn observed the adults treating the dolls.

1. Maturational theory: focus on the biological plan for your body.

2. Etiological theory: focus on biological survival

3. Evolutionary theory: focus on selection & adaption

The development of a child is anchored in a series of complex and interactive systems in the environment:

1. Micro-systems: relates to immediate environment and family influence on development.

2. Meso-systems: interaction between micro-systems eg. peer groups at school.

3. Exo-system: social systems that you are not actively involved in, but have an impact on your development eg. workplace, media, goverment.

4. Macro-systems: historical changes over time creating cultural and sub-cultural systems with own set of values.

Social antogenesis focusing on selfhood, spiritual selfhood and ancestral selfhood.

Focus on collective existence and relatedness

Focus on the human and the world

Focus on anthropocentric balance