PSY 1 – INTRODUCTION TO PSYCHOLOGY

Mr. Gian Ramos

Lesson VIII- Human Lifespan Development

DEVELOPMENT
Researchers and fields One Course of Development or
experts view development as a Many?
lifelong process that can be Is development
studied scientifically across three essentially the same or universal
developmental domains for all children or does
Physical development development follow a different
involves growth and course for each child, depending
changes in the body and brain, the on the child specific genetics and
senses, motor skills, and health environment?
and wellness Do people across the
Cognitive development world share more similarities or
involves leaning, more differences in their
attention, memory, language, development?
thinking, reasoning, and creativity How much do culture and
Psychosocial development genetics influence a child’s
involves emotions, behavior?
personality, and social Nature or Nurture?
relationships Are we who we are
DEVELOPMENTAL because of our genes, or are we
PSYCHOLOGY who we are because of our
focuses on how people environment and culture?
change  Our unique experiences in
 Physical development our environment
 Cognitive development influence whether and
 Psychosocial how particular traits are
development expressed, and at the
 Normative approach same time, our genes
ISSUES IN influence how we interact
DEVELOPMENTAL with our environment
PSYCHOLOGY APPROACHES TO
Continuous PSYCHOLOGY
can be visualized as a NATURE
smooth slope of progression what people perceive as
Discontinuous pre-wiring/pre-made and is
sees growth in more influenced by the genes which are
discrete stage the passed down biological factor
i.biological approach
focus on genetic,
hormonal, and neuro-chemical
explanations of behavior
Noted by: Dionn Christian S. Pante
 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

ii.psychoanalysis during childhood, and we lack

innate drive of sex and proper nurturance and parenting
aggression (nature) during a stage, we may become
social upbringing during stuck or fixated in that stage, he
childhood (nurture)O called it the psychosexual
iii.cognitive psychology development
innate mental structures Erogenous zone
such as schemas, perception, and children’s pleasure
memory that are constantly seeking urges are docused on
changed by the environment different parts of the body
NURTURE
the influence of external
factors after conception
the product of exposure,
life experiences, and learning on
an individual
i.humanism
Maslow emphasize basic
physical needs STAGE 1: ORAL
society influences a  0-18 months old
person’s self-concept  Babies relies heavily to
ii.behaviorism their mother for oral
all behavior is learned stimulation and
from the environment through nourishment
conditioning  a trust will be built
iii.cognitive psychology between the parent and
innate mental structures the baby if the mother is
such as schemas, perception, and present and regularly
memory that are constantly satisfies the child
changed by the environment  the weaning process is
the main conflict during
FREUDIAN this stage
PSYCHOSEXUAL  an oral fixation is
DEVELOPMENT assumed if the child
Sigmund Freud (1856-1939) struggles in this stage
believed that personality oral fixation includes:
develops during early childhood smoking or vaping, nail-biting,
He believed that excessive gum chewing,
development is discontinuous; he alcoholism, overeating, pica (urge
believed that each of us must to eat non-edible items)
passed through a series of stages
Noted by: Dionn Christian S. Pante
 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

STAGE 2: ANAL STAGE 3: PHALLIC

 18-36 months old  3-6 years old
 the libido’s focus moves  the erogenous zone move
from the mouth to the to the genitals
anus and bowels area  the child gains pleasure
 they derived great from masturbation
pleasure from defecation  this stage is one of most
 this stage is important controversial theories of
because it marks the Freud
beginning of the  recognizing the erotic
development of ego attraction and biological
 the potty training is the differences between men
focus and conflict at this and women is the
stage conflict in this stage
 potty training is the  develops fear and
child’s first encounter jealousy; key emotions
with authority creating the Oedipus
personality issues from this complex and Electra
stage: complex
1. if the parent is too strict to Oedipus complex
the child, the child is  in Greek mythology, the
likely to develop an anal- story of Oedipus, a
retentive personality; mythical king and a
fixations displayed by character in a play by
someone with this Sophocles, in story he
personality includes unknowingly kills his
exaggerated orderliness father and marry his
and rigidity mother
2. on the other hand, if the castration anxiety
parent is too lenient, the boys will be punished for
child could develop an their action
anal-expulsive castration; removal of the
personality; the child boy’s sexual organ(penis)
may be messy or Electra complex
destructive, this includes the girl desires her father
being disorganized, the girls develops penis
rebellious against the envy
authority and share too penis envy
much girls wanted to be equal
with men, where in the old point
Noted by: Dionn Christian S. Pante
 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

of view, women are often  the erogenous zone is

associated inferior to men once again in the
genitals
So, how to resolve these feelings  pleasure comes more
at this stage? from others than
The answer is “repression” masturbation
 children are focused to
for boys: the boy repressed his the needs of others
feelings with his mother and  the development of
begins to mimic his father superego and ego;
for girls: the girls repressed her without these two, a
feelings for her father and young child is mainly
transforms his penis envy to focused on their need
womb envy ERIKSON’S
STAGE 4: LATENCY PSYCHOSICIAL
 6 years old to puberty DELEVOPMENT THEORY
 sexual development how we interact with
becomes dormant or other affects our sense of self, or
inactive ego identity
 the ego and superego personality development
continue to develop takes place through lifespan
during this stage at every stages of life
 the child’s energy is not there is a conflict we need to
focused on the erogenous resolve
zone but rather on outside Psychosocial development
activities Involves changes not
 they learn how to build only in children’s behavior but
friendships with the same also in their social cognition
and opposite sex PSYCHOSOCIAL STAGES
 if failed to meet this OF DEVELOPMENT
stage, children will have a
hard time building Stages Age
(year)
Developmental
Task
Description

romantic relationships These basic

needs such as
or satisfying the needs nourishment
and
that are still lingering in 1 0-1 Trust vs. affecttion
Mistrust
the phallic stage will be met
Develops a
STAGE 5: GENITAL 2 1-3 Autonomy vs.
sense of
independence
 puberty to death Shame/doubt in many taks
 the libido wakes up like a Take
initiatives on
slumber during puberty some
activities;
may develop

Noted by: Dionn Christian S. Pante

 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

3 3-6 Initiative vs. guilt when

Guilt unsuccessful
or boundaries
overstepped
Develops
self-
confidence in STAGE 2:
abilities
when
ANATOMY VS. SHAME
4 7-11 Industry vs.
competent or AND DOUBT
sense of
Inferiority
inferiority  takes place during early
when not
Experiment childhood
5 12-18 Identity vs.
with and
develop
 focused on children
Confusion identity and developing greater self-
roles
Establish control
6 19-29 Intimacy vs.
intimacy and
relationship  children are starting to
isolation with others
Contribute to
gain a little
society and independence
7 30-64 Generativity vs. be part of a
Stagnation family  self-control = sense of
Asses and
make sense
autonomy
8 65- Integrity vs.
Despair
of life and  focused on potty training
meaning of
contribution  he believed that learning
to control one’s bodily
STAGE 1: functions leads to a
TRUST VS. MISTRUST feeling of control and a
 the most fundamental sense of independence
stage in life outcome:
 the child is utterly  children who struggled
dependent in adult and who are shamed for
caregivers for everything their accidents may be
they need left without a sense of
 if failed to meet, the child personal control
will have a hard time  success at this stage,
trusting adults in hs/her leads to a feelings of
life autonomy
outcome:  while failure, leads to
 if successful in feeling of shame and
developing trust, feeling doubt
of security and safety is STAGE 3:
assumed INITIATIVE VS. GUILT
 failure to develop trust  takes place during the
will result in fear and a pre-school years
belief that the world is  children begin to assert
inconsistent and their power and control
unpredictable over the world through
Noted by: Dionn Christian S. Pante
 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

directing play and other

social interactions
 success at this stage are STAGE 5:
the ones capable and IDENTITY VS. CONFUSION
able to lead others  takes place in the
 failure to acquire these turbulence teenage
skills are left with the years
sense of guilt, self-doubt,  plays an essential role in
and lack of initiative developing a sense of
outcome: personal identity
 success = leads to a sense  develops a sense of self
of purpose  with proper
 exertion of too much encouragement in this
power experience stage leads to a strong
disapproval, resulting in sense of self and feelings
a sense of guilt of independence and
STAGE 4: control
INDUSTRY VS.  those who remain unsure
INFERIORITY of their beliefs and
 takes place during the desires will feel insecure
early school years and confused about
 ages 5 to 11 years old themselves
 through interactions, outcome:
children develop a sense  success = ability to stay
of pride in their true to themselves
achievements and abilities  failure = leads to role
 success leads to a sense confusion and a weak
of competence sense of self
 failure results to a feeling identity
of inferiority it refers to all the beliefs,
 success in finding balance ideals and values that help shape
in this stage leads to a and guide a person’s behavior
strength called Erickson believed at this
competence; a belief in stage, ego developed its own sense
their ability to handle the of identity
tasks set before them ego identity
is the conscious sense of
self that we developed through
social interaction and becomes a
central focus during the identity

Noted by: Dionn Christian S. Pante

 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

versus confusion stage of  important

psychosocial development accomplishments of this
stage; being proud of
STAGE 6: your accomplishments,
INTIMACY VS. watching your children
ISOLATION grow into adults, and
 young adults need to form developing a sense of
intimate, loving unity with your life
relationships with other partner
people  those who are successful
 those who are successful in this stage will feel that
at this step will form an they are contributing to
enduring and secure the world by being
relationship active in their home and
 this stage covers the community
period of early outcome:
adulthood when people  success = leads to
are exploring personal feelings of usefulness
relationship and accomplishment
 Erickson believed that the  failure = shallow
former stage has a involvement into the
contribution in building world
an intimate relationship STAGE 8:
outcome: INTEGRITY VS. DESPAIR
 success = leads to a  the final psychosocial
strong relationship stage
 failure = loneliness and  takes place during old
isolation age
STAGE 7:  focused on reflecting
GENERATIVITY VS. back in time
STAGNATION  people look back on the
 adults need to create or events of their life and
nurture things that will determine if they are
outlast them; having happy with the life that
children or creating they lived or if they regret
positive change that will the things they did or
benefit them didn’t do
 care; is a virtue achieved  those who look back on a
when this stage is life they feel that is well-
handled successfully lived will feel satisfied
and ready to face the
Noted by: Dionn Christian S. Pante
 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

end of their lives with a operational concrete

events and
analogies
sense of peace logically;
Mathematical
transformations
perform
 contrary, other will feel arithmetical
operations
regret and fearful about 12– Formal Formal
operational operations Abstract logic
the things they should Utilize
abstract
Moral
reasoning
have done reasoning

outcome:
 they will feel wasted and Moral development refers to the
regret process whereby people form a
 left with bitterness and progressive sense of what is
despair right and wrong, proper and
improper.
PIAGET’S COGNITIVE
DEVELOPMENT THEORY Stages of Moral Reasoning-
Cognitive abilities develop Lawrence Kolhberg
through specific stages:

 Children develop
schemata, mental
models, to interpret
information
 Assimilation is when
they take in information
that fits with what they
already know
 Accommodation
describes when they
change their schemata STAGES OF PRENATAL
based on new DEVELOPMENT
information There are three stages of prenatal
development:
STAGES OF COGNITIVE
DEVELOPMENT 1. GERMINAL
Conception - sperm fertilizes an
Age Stage Description Developmental
issues egg and forms a zygote
0–2 Sensorimotor World
experienced
 Object
permanence
Mitosis - process of cell division
through
senses and
Stranger
anxiety
2. EMBRYONIC
actions
2–6 Preoperational Use words Implants itself in the lining of
and images Pretend play
to represent Egocentrism the uterus
things, but Language
lack logical
reasoning
development Placenta forms
7–11 Concrete Understand Conservation 3. FETAL
Noted by: Dionn Christian S. Pante
 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

 Critical (sensitive) period:

time during fetal growth
when specific parts or
organs develop
 SIDS

FETAL DEVELOPMENT INFANT DEVELOPMENT:

NEWBORN REFLEXES
All healthy babies are
born with newborn reflexes,
inborn automatic responses to
particular forms of stimulation
including:

ROOTING REFLEX: babies

respond to anything that touches
the cheek by turning their heads in
that direction and sucking
SUCKING REFLEX: automatic,
unlearned, sucking motions
GRASPING REFLEX: babies
PRENATAL automatically grasp anything that
DEVELOPMENT: touches their palms
PRENATAL CARE MORO REFLEX: response to
Medical care during the sensation of falling, babies
pregnancy that monitors the health spread their arms, pull them back
of both the mother and the fetus in, and cry
 Reduces the risk of INFANT DEVELOPMENT:
complications to the ATTACHMENT
mother and fetus Attachment is a long-
 Anything the mother is standing connection or bond
exposed to affects the with others
fetus It is the main
 Teratogen: biological, psychosocial developmental
chemical, or physical milestone of infancy
environmental agent that  Secure attachment
causes damage to the  Resistant attachment
developing embryo or  Avoidant attachment
fetus
Noted by: Dionn Christian S. Pante
 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

 Disorganized attachment  Rules

Children have limited attention
spans

CHILDHOOD
CHILDHOOD DEVELOPMENT: SELF-
DEVELOPMENT: CONCEPT AND
MILESTONES PARENTING STYLES
The primary psychosocial
Age
in
Physical Personal/
Social
Language Cognitive
milestone of childhood is the
years
2 Kicks a
ball; walks
Plays
alongside
Points to
named
Sorts
shapes and
development of a positive sense
up and
down
other
children;
object; 2–4
word
colors;
follows 2- of self. Parenting style affects a
child’s self-concept. The four
stairs copies adults sentences step
instructions
3 Climbs Takes turns; Names Plays make
and runs;
pedals
expresses
emotions;
familiar
things; uses
believe;
works toys parenting styles are:
tricycle dresses self pronouns with parts
4 Catches
balls; uses
Prefers social
play; knows
Knows
songs and
Names
colors and
 Authoritarian
 Authoritative
scissors likes and rhymes by numbers;
interests memory begins
writing

5 Hops and
swings;
Distinguishes
real from
Speaks
clearly; uses
letters
Counts to
10; prints
 Permissive
uses fork
and spoon
pretend; likes
to please
full
sentences
letters and
copies basic  Uninvolved
friends shapes,
Theory of
Mind
ADOLESCENT PHYSICAL
DEVELOPMENT
CHILDHOOD
DEVELOPMENT:
COGNITIVE

Adolescence is the period

of development that begins at
puberty and ends at emerging
adulthood. Adolescents engage in
Children ages 6-11 understand: increased risk-taking behaviors
 Concepts such as the past, and emotional outbursts possibly
present, and future because the frontal lobes of their
 Cause-and-effect brains are still developing
relationships ADOLESCENT

Noted by: Dionn Christian S. Pante

 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

COGNITIVE
DEVELOPMENT
During adolescence,
teenagers move beyond concrete
thinking and become capable of
abstract thought
 Ability to consider
multiple points of view,
imagine hypothetical
situations, debate ideas
and opinions, and form Newly defined period of
new ideas lifespan development from 18
 Question authority or years old to the mid-20s; young
challenge established people are taking longer to
societal norms complete college, get a job, get
 Cognitive empathy begins married, and start a family
to increase
ADOLESCENT SOCIAL ADULTHOOD: PHYSICAL
DEVELOPMENT DEVELOPMENT

As adolescents work to Young Adulthood (20s-40s)

form their identities, they pull Peak muscle strength, reaction
time, sensory abilities, and cardiac
away from their parents, and the
functioning
peer group becomes very Child-bearing years
important Middle Adulthood (40s-60s)
EMERGENT ADULTHOOD Gradual physical decline
Late adulthood (60s +)
Reaction time slows
Senses and muscle strength
diminish.
Memory Loss
ADULTHOOD:
COGNITIVE
Noted by: Dionn Christian S. Pante
 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

DEVELOPMENT Elizabeth Kübler-Ross proposed

FLUID INTELLIGENCE five stages of grief:
refers to information 1. Denial
processing abilities, such as 2. Anger
logical reasoning, remembering 3. Bargaining
lists, spatial ability, and reaction 4. Depression
time; tends decline over the course 5. Acceptance
of adulthood
CRYSTALLIZED DENIAL
INTELLIGENCE We all want to believe
encompasses abilities that nothing bad can happen to us.
that draw upon experience and Subconsciously, we might even
knowledge. Older adults often use believe we are immortal.
crystallized intelligence to
compensate for declines in fluid During denial, it is not
intelligence uncommon to isolate oneself from
 Adults who engage in family and friends or to actively
mentally and physically avoid discussing the trauma or
stimulating activities event. It is a self-protective
experience less cognitive mechanism by which a problem
decline "ceases to exist" if you don't
ADULTHOOD: acknowledge it
PSYCHOSOCIAL
DEVELOPMENT This stage of denial is
 During early and middle usually short-lived. Soon after
adulthood, meaning is entering it, many begin to accept
found through work and their diagnosis as reality
family life
 Stable marriages and ANGER
relationships with adult As a person accepts the
children improve well- reality of a terminal diagnosis,
being they may start to ask, “God, Why
 Social connectedness me?"
and social support are
important for positive The realization that all of
aging their hopes, dreams, and well-laid
plans aren't going to come about
DEATH AND THE FIVE brings anger and frustration
STAGES OF GRIEF
In some cultures, death is Anger is the stage where
accepted as a natural part of life. the cooped-up feelings of the
Noted by: Dionn Christian S. Pante
 PSY 1 – INTRODUCTION TO PSYCHOLOGY
Mr. Gian Ramos
Lesson VIII- Human Lifespan Development

previous stages are released in a Depression, in turn, may creep in.

huge outpouring of grief and
directed at anyone who happens to Depression is considered
be in the way the stage without which
acceptance is unlikely. With that
BARGAINING being said, one can feel many
As denial and anger fail to different losses during the same
offer any help and don't change event. Weeding out those feelings
the situation, the grieving person may take time, during which a
may move on to bargaining. person may rebound in and out of
Most of us have already tried depression
bargaining at some point in our
lives
Children learn from an
early age that getting angry with ACCEPTANCE
Mom when she says "no" doesn't The stage of acceptance is
work, but trying a different where most people would like to
approach might. Just like the child, be when they die. It is a stage of
many people with a terminal peaceful resolution that death will
illness see that the anger won't occur and quiet expectation of its
help so they try to bargain. arrival

Often, this means trying If a person is lucky

to bargain with God. They may enough to reach this stage, death
agree to live a good life, help the is often very peaceful.
needy, never lie again, or do any
number of "good" things if this People who achieve
higher power will only cure them acceptance have typically given
of their illness themselves permission to
express grief, regret, anger, and
DEPRESSION depression
When it becomes clear
that the terminal illness is here to By doing so, they are able
stay, many people experience to process their emotions and
depression. The increased burden come to terms with a "new reality"
of surgeries, treatments, and
physical symptoms of illness, for
example, make it difficult for
some people to remain angry or to
force a stoic smile.

Noted by: Dionn Christian S. Pante