Lesson 1: The Life Span Development an (Developmental Is Contextual)

Introduction
NORMATIVE AGE-GRADED INFLUENCES:
DEVELOPMENT - pattern of change that biological and environmental factors that have a
begins at conception and continues through the strong correlation with chronological age, such
life span. as puberty or menopause, or age-based social
practices such as beginning school or entering
3 BROAD DOMAINS:
retirement.
• Physical Development: The growth of
NORMATIVE HISTORY-GRADED
the body and its organs, the functioning
INFLUENCES: a specific time period that
of physiological systems including the
defines the broader environmental and cultural
brain, physical signs of aging, changes
context in which an individual develops.
in motor abilities, and so on.
• Cognitive Development: Changes and NON-NORMATIVE INFLUENCES: are
continuities in perception, language, unpredictable and not tied to a certain
learning, memory, problem solving, and developmental time in a person’s development
other mental processes. or to a historical period.
• Psychosocial Development: Changes
and carryover in personal and
interpersonal aspects of development. Biological Processes - produce changes in an
individual’s physical nature. genes inherited
from parents
(LIFE-SPAN PERSPECTIVE)
- the development of the brain, height
lifelong, multidimensional, multidirectional, and weight gains, changes in motor
plastic, multidisciplinary, and contextual.
skills, nutrition, exercise, the hormonal
(CHARACTERISTICS OF LIFE-SPAN) changes of puberty, and cardiovascular
decline are all examples of biological
1. Development Is Lifelong processes that affect development.
2. Development Is Multidimensional

3. Development Is Multidirectional Cognitive Processes - changes in the individual’s

4. Development Is Plastic thought, intelligence, and language.

5. Developmental Science Is Multidisciplinary - Watching a colorful mobile swinging

above the crib, putting together a two-
6. Developmental Is Contextual word sentence, memorizing a poem,
7. Development Involves Growth, Maintenance, imagining what it would be like to be a
and Regulation of Loss movie star, and solving a crossword
puzzle all involve cognitive processes.
8. Development Is a Co-Construction of
Biology, Culture, and the Individual
Socioemotional Processes - involve changes in an earlier point in development
the individual’s relationships with other people, (change).
changes in emotions, and changes in personality. 3. Continuity and Discontinuity -
development involves either gradual,
cumulative change (continuity) or
Example: distinct stages (discontinuity

- Biological processes: the physical

nature of touch and responsiveness to it.
Lesson 2: Theories of Development
- Cognitive processes: the ability to
understand intentional acts. Freud
- Socio-emotional processes: the act of
• Born May 6th, 1856
smiling that often reflects a positive
emotional feeling and helps to connect • Jewish parents in what is now The
us in positive ways with other human Czech Republic.
beings. • Father was 41, Mother was 21 and 3rd
wife.
• Heavy cigar smoker.
(PERIODS OF DEVELOPMENT) • Had more than 30 operations due to oral
cancer.
1. The prenatal period • He was a Neurologist before he became
2. Infancy devoted to psychoanalysis convinced his
personal physician to euthanize him
3. Early childhood with morphine in 1939.
4. Middle and late childhood • Freud eventually opened his own
neurology clinic in Vienna
5. Puberty • Freud proposed that psychological
development in childhood takes place
6. Adolescence
during five psychosexual stages: oral,
7. Early adulthood anal, phallic, latency, and genital
• These are called psychosexual stages
8. Late adulthood
because each stage represents the
9. Old age, also called senescence fixation of libido.

Fixation - If the child need’s at one of the

(DEVELOPMENTAL ISSUES)
psychosexual stages were either unsatisfied or
1. Nature and Nurture Continuity and over satisfied, fixation would take place.
Discontinuity - development is
Erogenous Zone - area of the body that is
influenced by nature and by nurture.
particularly sensitive to stimulation; pleasure-
2. Stability and Change - Involves the
seeking energies of the id become focused on
degree to which we become older
certain erogenous areas.
renditions of our early experience
(stability) or whether we develop into
someone different from who we were at
ID - present at birth and represents everything • EROGENOUS ZONE: BOWEL &
that we inherit from our parents. BLADDER CONTROL
• The libido now becomes focused on the
- Unconscious
anus
- Pleasure principle
• the child derives great pleasure from
Superego - arises from the Ego and develops as defecating.
an internal representation of the moral values of • The major conflict at this stage is toilet
the environment. training--the child must learn to control
his or her bodily needs. Thus,
- judges what we should morally do or
developing this control leads to a sense
not do and guides us about the should
of accomplishment and independence.
and should nots of our lives.
• SIGNS OF ANAL FIXATIONS
- Morality principle
o Parenting plays a very important
Ego - develops because of our attempts to satisfy role in success of this stage and
our needs through interactions with our physical development of personality; If
and social environment. parent punish, ridicule or shame
a child for accidents or other
- Reality principle
inappropriate parental responses
- Conscious
can result in negative outcomes.
-
o If parents take an approach that
Oral Stage (Birth– 1 year old) is too lenient, Freud suggested
that an anal expulsive
• EROGENOUS ZONE: MOUTH personality.
• the libido is centered in a baby's mouth; § Messy, Disorganized,
because the infant is entirely dependent Wasteful, Destructive,
upon caretakers (who are responsible for Rebellious
feeding the child) o If parents are too strict or begin
• the child also develops a sense of trust toilet training too early, Freud
and comfort through this oral believed that an anal retentive
stimulation. personality.
• SIGNS OF ORAL FIXATIONS: § Orderly, Rigid
Overeating, Pessimism, Smoking, Envy, (stubborn), Tight-fisted
Gullibility, Suspicion, Dependency, with cash and
Passivity, drinking, smoking, nail-biting possessions, Obsessive
• HELPFUL ACTIVITIES TO AVOID • HELPFUL ACTIVITIES TO AVOID
FIXATIONS: FIXATIONS
o Feeding and contact with the o Parents who utilize praise and
mother. rewards for using the toilet at
o Mouthing new objects. the appropriate time encourage
o Relief of teething pain by biting. positive outcomes and help
children feel capable and
Anal Stage (1 to 3 years) productive.
 o Positive experiences during this • However, as with the other
stage served as the basis for psychosexual stages, Freud believed that
people to become: it was possible for children to become
§ Competent, Productive, fixated or "stuck" in this phase.
Creative • Fixation at this stage can result in
immaturity and an inability to form
fulfilling relationships as an adult.
Phallic Stage (3 to 6 years)

• EROGENOUS ZONE: GENITALS

• focus of the libido is on the genitals; Genital Stage (puberty to adult)
children also begin to discover the
• EROGENOUS ZONE: MATURING
differences between males and females,
SEXUAL INTEREST
an important part of the developmental
process. • The onset of puberty causes the libido to
become active once again.
• where pleasure is found, is in:
o Awareness of sexual organs • During the final stage of psychosexual
o Love-hate relationship with the development, the individual develops a
same-sex parent. strong sexual interest in the opposite
sex.
• SIGNS OF PHALLIC FIXATIONS
o Reckless or afraid of love • SIGNS OF GENITAL FIXATIONS
o Narcissistic o Guilt about sexuality
o Self-Assured or Selfish o Feelings of inadequacy
o Poor Opposite sex relationships o Poor sexual relationships
o Anxious feelings regarding the
opposite sex
• Freud believed that the ego and
Oedipus Complex - Occurs in boy
superego were fully formed and
- Castration Anxiety - The child also fears functioning at this point. Younger
that he will be punished by the father. children are ruled by the ID, which
demands immediate satisfaction of the
Electra Complex - Occur in girls
most basic needs and wants.
- attracted towards their father.

Lesson 3: Developmental Theories pt.2

Latency Stage (6 years to puberty)

(Jean Piaget Cognitive Development Theory)
• EROGENOUS ZONE: SEXUAL • This theory states that children’s
FEELINGS ARE INACTIVE cognitive construction of the world
• superego continues to develop while the happens due to two processes:
id's energies are suppressed. organization and adaptation.
• Children develop social skills, values • In addition to organizing our
and relationships with peers and adults observations and experiences, we adapt,
outside of the family; adjusting to new environmental
demands (Byrnes, 2008).
(Cognitive Development Theory) –
• Piaget believed that children take an
active role in the learning process,
acting much like little scientists as they
perform experiments, make
observations, and learn about the world.
• As kids interact with the world around
them, they continually add new
knowledge, build upon existing
knowledge, and adapt previously held
ideas to accommodate new information.

2. Preoperational Stage:2 to 7 yrs old.

• The child begins to represent the
world with words and images.
• These words and images reflect
increased symbolic thinking and
go beyond the connection of
1. Sensorimotor Stage Birth to 2 yrs old: sensory information and
• The infant constructs an physical action.This is the
understanding of the world by ability to make one thing - a
coordinating sensory word or an object - stand for
experiences with physical something other than itself.
actions. • Thinking is still egocentric, and
• An infant progress from the infant has difficulty taking
reflexive, instinctual action at the viewpoint of others.
birth to the beginning of
symbolic thought toward the
end of the stage.
• The main achievement during
this stage is object permanence -
knowing that an object still
exists, even if it is hidden.
3. Concrete Operational Stage: 7 to 11
Years of Age.
• major turning point in the
child's cognitive development
because it marks the beginning
of logical or operational
thought.
• Children can conserve number
(age 6), mass (age 7), and
weight (age 9).
• Conservation is the
understanding that something
stays the same in quantity even
though its appearance changes.
(Laurence Kohlberg’s Moral Development
Theory) –
• comprehensive stage theory of
moral development based on
Jean Piaget’s
• developed by Lawrence
Kohlberg in 1958.
• Kohlberg’s theory focuses on
the thinking process that occurs
when one decides whether a
behavior is right or wrong.
• Thus, the theoretical emphasis is
on how one decides to respond
4. Formal Operational Stage:11 yrs old to a moral dilemma, not what
and over. one decides or what one actually
• During this time, people does.
develop the ability to think
about abstract concepts, and
logically test hypotheses.
Lesson 4 Pre-Natal Period:
CONCEPTION - fertilization outside of the body.
- most effective and the most common
• Occurs when an egg from the mother is
form of assisted reproductive
fertilized by a sperm from the father.
technology.
• In humans, the conception process
• Zygote intrafallopian transfer (ZIFT)
begins with ovulation, when an ovum,
or tubal embryo transfer.
or egg (the largest cell in the human
- This is similar to IVF.
body), which has been stored in one of
- Fertilization occurs in the
the mother's two ovaries, matures and is
laboratory.
released into the fallopian tube.
- embryo is transferred to the
fallopian tube instead of the
uterus.
Ovulation occurs about halfway through the • Gamete intrafallopian transfer
woman’s menstrual cycle and is aided by the (GIFT),
release of a complex combination of • transferring eggs and sperm into the
hormones. In addition to helping the egg woman's fallopian tube.
mature, the hormones also cause the lining of • Intracytoplasmic sperm injection
the uterus to grow thicker and more suitable (ICSI) is often used for couples with
for implantation of a fertilized egg. male factor infertility.

Surrogacy Women with no eggs

➢ If the woman has had sexual intercourse
or unhealthy eggs
within one or two days of the egg’s
might also want to
maturation, one of the up to 500 million
consider surrogacy. A
sperm deposited by the man’s surrogate is a woman
ejaculation, which are travelling up the
who agrees to
fallopian tube, may fertilize the egg.
become pregnant
using the man's sperm
Infertility - not being able to get pregnant after a and her own egg. The
year of trying—is equally likely to be traced to child will be
the man as the woman and stems from a variety genetically related to
of causes. the surrogate and the
male partner.

Gestational Carrier Women with ovaries

but no uterus may be
able to use a
gestational carrier.
This may also be an
option for women
who shouldn't
become pregnant
• In vitro fertilization (IVF)
because of a serious
health problem. In
this case, a woman
uses her own egg. It
is fertilized by her
partner’s sperm and
the embryo is placed
inside the carrier's
uterus.

Genes and Development –

• Each of us carries a “genetic code”

that we inherited from our parents.
• fertilized egg carries this human
code, a fertilized human egg cannot
grow into an eagle, or elephant;
• This tiny piece of matter housed our
entire genetic code—instructions
that orchestrated growth from that
single cell to a person made of
trillions of cells, each containing a
replica of the original code. That
code is carried by our genes.

Fig. at right: CELLS, CHROMOSOMES,

DNA, AND GENES. (Top) The body contains
trillions of cells. Each cell contains a central
structure, the nucleus. (Middle) Chromosomes
are threadlike structures located in the nucleus
of the cell. Chromosomes are composed of
DNA. (Bottom) DNA has the structure of a
spiral staircase. A gene is a segment of DNA.

Chromosomes Threadlike structures

that come in 23 pairs,
one member of each
pair coming from
each parent.
Chromosomes
contain the genetic
 substance DNA. pairs of chromosomes.

➢ However, a different type of cell

DNA A complex molecule
division—meiosis—forms eggs and
that contains genetic
sperm (or gametes). During meiosis, a
information.
cell of the testes (in men) or ovaries
(in women) duplicates its
Genes Units of hereditary chromosomes but then divides twice,
information thus forming four cells, each of which
composed of DNA. has only half of the genetic material
Genes direct cells to of the parent cell (Klug & others,
reproduce themselves 2010). By the end of meiosis, each
and manufacture the egg or sperm has 23 unpaired
proteins that maintain chromosomes.
life.
➢ During fertilization, an egg and a
sperm fuse to create a single cell,
called a zygote (see Figure 2.4). In the
Human Genome Project
zygote, the 23 unpaired chromosomes
• was an early report indicating that from the egg and the 23 unpaired
humans have only about 30,000 genes chromosomes from the sperm
• the human genome consists of many combine to form one set of 23 paired
genes that collaborate both with each chromosomes—one chromosome of
other and with nongenetic factors inside each pair from the mother’s egg and
and outside the body. the other from the father’s sperm. In
this manner, each parent contributes
- Genes are not only collaborative, they are
half of the offspring’s genetic
enduring. The genes manage to get passed from
material.
generation to generation and end up in all of the
trillion cells in the body is due to the 3 processes
: mitosis, meiosis, and fertilization. - Sources of Variability Combining the genes of
two parents in offspring increases genetic
variability in the population, which is valuable
➢ All cells in your body, except the for a species because it provides more
sperm and egg, have 46 chromosomes characteristics for natural selection to operate on
arranged in 23 pairs. These cells (Starr, 2011). In fact, the human genetic process
reproduce by a process called mitosis. creates several important sources of variability.
During mitosis, the cell’s nucleus—
including the chromosomes—
duplicates itself and the cell divides. UNIQUENESS The chromosomes in
Two new cells are formed, each the zygote are not
containing the same DNA as the exact copies of those
original cell, arranged in the same 23 in the mother’s
 - The difference between
ovaries and the
genotypes and phenotypes helps
father’s testes. In
us to understand this source of
short, each zygote is
variability.
unique.

Genotype A person’s genetic

DNA Another source of heritage; the actual
variability comes genetic material.
from DNA (Brooker,
2011). Chances, a
Phenotype The way an
mistake by cellular
individual’s genotype
machinery, or damage
is expressed in
from an
observed and
environmental agent
measurable
such as radiation may
characteristics.
produce a mutated
gene, which is a
permanently altered
segment of DNA
(Lewis, 2010).

Susceptibility genes Those that make the

individual more
vulnerable to specific
diseases or
acceleration of aging,
and longevity genes,
those that make the
individual less Dominant Recessive Genes Principle - one
vulnerable to certain gene of a pair always exerts its effects; it is
diseases and be more dominant
likely to live to an
older age (Marques, • overriding the potential influence of the
Markus, & Morris, other gene, called the recessive gene
2010; Tacutu, • This is the dominant-recessive genes
Budovsky, & principle.
Fraifeld, 2010). • A recessive gene exerts its influence
only if the two genes of a pair are both
recessive.
(Genes and Chromosomes: Source of Sex-Linked Genes - Most mutated genes are
Variability) - Even when their genes are recessive. When a mutated gene is carried on the
identical, however, people vary. X chromosome, the result is called X-linked
inheritance.
 (Pre-Natal: The Environment)

Genetic Imprinting - occurs when the The Environment - The mother’s womb is the
expression of a gene has different effects prenatal environment for the unborn child.
depending on whether the mother or the father
• Just as children are influenced by their
passed on the gene.
physical and social environments, so too
• A chemical process “silences” one is the fetus affected by its surroundings.
member of the gene pair. For example,
as a result of imprinting, only the The physical environment includes everything
maternally derived copy of the from the molecules that reach the fetus’s
expressed gene might be active, while bloodstream before birth to the architecture of
the paternally derived copy of the same a home to the climate outside it.
expressed gene is silenced—or vice
versa. The social environment includes all the people
Polygenic Inheritance - kind of inheritance in who can influence and be influenced by the
which the trait is produced from the cumulative developing person and the broader culture.
effects of many genes in contrast to monogenic
inheritance in which the trait results from the • provides just the stimulation and support
expression of one gene (or one gene pair). needed for the fetus to mature physically
and to develop a repertoire of behaviors
that allow it to seek more stimulation,
which in turn contributes to the
development of more sophisticated
behavior.
• When the prenatal environment is
abnormal, development can be steered
far off track, as you will now see as we
examine the influence of various
substances.

The nature–nurture issue, then, is the central

factor to consider when thinking about
prenatal development and its influence on the
developing person. Issues in the genetic
makeup may also consider as another factor
that can affect an individual’s development.

The Environment: TETRATOGEN - A

teratogen is any disease, drug, or other
environmental agent that can harm a developing
fetus (for example, by causing deformities,
blindness, brain damage, or even death)
 - Effects of teratogen may happen during
adverse effects on
critical period, when pregnant mothers
humans.
exposed in different drugs, o the genetic
makeup of a child, and/or in
environment of the pre and post natal. Tobacco Maternal smoking
during pregnancy is
unwise because it
slows fetal growth
and contributes to
respiratory, cognitive,
and conduct
problems.

Alcohol Alcohol consumed by

the mother readily
crosses the placenta,
TETRATOGEN : Critical Period - A period of where it can directly
rapid growth is a critical period for an organ affect fetal
system—a time during which the developing development and
organism is especially sensitive to disrupt hormone
environmental influences, positive or negative; functions of the
placenta (Gabriel et
- Teratogens are more likely to produce al., 1998).
major structural abnormalities during
the third through the eighth prenatal
week.. Cocaine Cocaine also
contributes to fetal
TETRATOGEN : Drugs - illustrated by malnourishment,
surveying just a few of the many drugs— retarded growth, and
prescription, over-the-counter, and social—that low birth weight
can disrupt prenatal development. (Bada et al., 2005). At
birth, a small
- exposed to certain drugs in certain doses
proportion of babies
at certain times during the prenatal
born to cocaine users
period are damaged for life.
experience
withdrawal-like
Thalidomide The tranquilizer
symptoms such as
thalidomide was
tremors and extreme
widely used to relieve
irritability and have
morning sickness of
respiratory
pregnant women in
difficulties.
late 1950’s.
Presumably, the drug
was safe on rats,
however, the drug had
(TETRATOGEN : Diseases)
system and makes
victims susceptible to
Rubella Many infants born to
“opportunistic”
women affected by
infections that
rubella (German
eventually kill them
measles) during
unless they are
pregnancy had one or
treated with multiple
more of a variety of
drugs.
defects, including
blindness, deafness,
heart defects, and
mental retardation. TETRATOGEN : Environmental Hazards - A
mother can control what she ingests, but
Diabetes Well-controlled sometimes she cannot avoid a hazardous
diabetes typically external environment
poses few, if any, - This can occur when the mother's
prenatal abdomen is exposed to radiation from
complications. outside her body.

Syphilis A sexually Exposure to radiation, may have a

transmitted infection consequences can include stunted growth,
that can cause deformities, abnormal brain function, or
miscarriage or cancer that may develop sometime later in
stillbirth during life. However, since the baby is shielded by the
pregnancy. Babies mother's abdomen, it is partially protected in
born alive to mothers the womb from radioactive sources outside the
who have syphilis, mother's body. Consequently, the radiation
like those born to dose to the fetus is lower than the dose to the
mothers who have mother for most radiation exposure events.
rubella, often suffer
blindness, deafness, - Pregnant mothers exposed to air or
heart problems, or water pollutant may cause defects on
brain damage. their unborn child.

AIDS Acquired
Immunodeficiency Lesson 5: Infancy Period
Syndrome (AIDS),
Infancy or babyhood
the life-threatening
illness caused by the - Life between birth and acquisition of
human language one to two yrs later.
immunodeficiency
virus (HIV). AIDS Neonate – newborn on first month
destroys the immune - 4 weeks of child’s life
Neonatal Period – shortest of all infancy periods Hearing – most developed sense at birth

Neonatal Environment Other senses – can distinguish tastes.

- All cultures promote breastfeeding. - Sensitive to touch and can distinguish

- Bottle-feed newborns or swtich bottle- mother’s scent.
feeding after a trial run with 4. Sleep
breastfeeding. - Infant’s brain releases growth hormones,
- Risk for short or long term problems. grows and repairs tissues, and
- At risk babies show remarkable consolidates learning.
resilience 5. Nutrition
- Breast milk is considered the ideal diet
Physical Development
for newborns.
1. Physical Growth
Infantile marasmus – starvation due to lack of
Weight – 7.5 pounds that will doubles by 4 calories and protein
months and triple by 12 months.
Kwashiorkor – disease of the displaced child.
Length – 20 inches

Body Proportions - 50 percent. At birth the head

Jean Piaget – Cognitive Development
is about 25 percent of length.
- Long term changes in process.
2. Motor Development
- How children and youth gradually
Sucking reflex – suck on objects that touch their become able to think logically and
lips automatically scientifically.

Rooting reflex – turning toward any object that Schemes – actions or mental representations that
touches cheek organizes knowledge.

Palmar grasp – tight grasp any object placed in Behavioral schemes – physical activities
palm
Mental schemes – cognitive activities
Dancing reflex – held in standing position and
Assimilation – children use their existing
moves it feet’s up and down
schemes to deal with new info or experiences.
Gross motor skills – voluntary movements
Accommodation – children adjust to their
- Use of large muscle groups and large schemes to take new info and experiences.
movements of the arms, lgs, head, and
Equilibration – how children shift from one
torso.
stage of thought to the next.
Fine motor skills – exact movements of hands
Sensorimotor stage – lasts from birth to about 2
and fingers and ability to grasp.
years of age.
3. Sensory Development

Vision – most poorly developed sense at birth

Infantile amnesia – inability to recall memories
- Focus 8-16 inches away from the first few years of life.
Infant memory – 6 months of age can retain info friendly language like Chinese, the
for longers periods of time children may learn move verbs.
6. Vocabulary growth spurt – 200 words
Deferred imitations – imitation of actions after a
and begin putting words together in
time delay
telegraphic speech.
- Occur 6 months of age 7. Two words sentences and telegraphic
speech – can express by using
expressions such as baby byebye
Language – system of communication that uses - Grammatical correctness are not
symbols in a regular way to create meaning. yet used
8. Child directed speech – baby talk
Components: - Motherese or patentees
1. Phoneme – smallest unit of sound that - Exaggerating vowel and
makes meaningful difference in a consonant sounds using high
langue. pithed voice
2. Morpheme - string of one or more Emotoional Development
phonemes that makes up the smallest
units of meaning in a language. Infants exhibit two emotional responses:
3. Semantics – set of rules we use to obtain attraction and withdrawal.
meaning from morphemes. - Attraction to pleasant situations
4. Syntax – set of rules of a language by - Withdraw from unpleasant stimulation
which we construct sentences.
5. Pragmatics – how we communicate Forming Attachments
effectively and appropriately with
- Desire for physical closeness with
others.
someone
- Social side of language.
1. Secure attachments
Newborn Communication - Care, concern, and affection
- Leads to sense of trust and curiosity
1. Babbling and gesturing – guttural - Separation anxiety and stranger
sounds, clicks, consonants, and vowel wariness
sounds stand ready to equip the child 2. Insecure – resistant
with the ability to repeat whatever - Not consistently met
sounds. - Does not seek comfort from caregiver
2. Understanding – infant can understand - Fussy, clingy and hard to satisfy
more than they can say. 3. Insecure – avoidant
3. Holophrastic speech – one word - No attachment; needs not met
expressions - Insecurity and fear of being alone
- Use partial words to convey - Neither curious or clingy
thoughts. 4. Disorganized
4. Under extension – learns that word - Neither plays nor responds
stands for an object may initially think - Actions of mother
that word can be used for object. - Cry, freeze, hit, retreat
5. First words and cultural influences – if
English tend to be nouns. If verb
Temperaments – inborn quality noticeable soon
after birth