Taita Taveta

University
EPS 2102: Developmental
psychology

Introduction to Developmental Psychology

Dr. G. K. Githui
Group Work
1. What is development?
2. What is growth?
3. Discuss and list down the changes that you
perceive to occur in a human being in a life span
(from conception to death).
4. Why is the study of human development important
Introduction
This lesson will deal with basic concepts related to developmental
psychology. We will look at definitions of the term’s growth and
development, followed by the principles of growth and development
and the importance of studying developmental psychology.
Objectives
By the end of this lesson, you should be able to: -
a) Define the terms growth and development.
b) Discuss the principles of growth and development.
c) Explain the importance of studying developmental psychology for
teachers.
Growth and Development.
 Most people use the terms “growth‟ and “development”
interchangeably and accept them as synonyms.
 However in psychology, the meanings of these two terms are different.
Development Psychology
 Developmental Psychology is defined as systematic changes and
continuities in the individual that occur between conception and death.
 It is a branch of knowledge concerned with the nature and regulation of
significant structural, functional and behavioural changes occurring in
humans as they develop in age and maturity.
 These changes occur in three broad areas:
a) Physical development
b) Cognitive development
c) Psychosocial development.
Development.
 Development refers to the qualitative changes it is a continuous
process through which physical, emotional and intellectual changes
occur.
 Itinvolves of changes related to the ability of the various organs of
the body for instance in regard to the speed of reaction, breathing,
reading etc.
 Italso includes behavioural changes for instance when we think, talk,
reason, walk, etc.
 Developmental changes are not haphazard, For example walking
skills of an infant do not emerge haphazardly. Its a progressive
sequences starting with the lifting of the head, sitting, crawling,
walking and finally running.
 Superior functioning- When a child walks, s/he can move around and
discover the environment.
 Development stage- involves long lasting modification of behaviour.
Growth.
 refersto changes for instance in shape and size; such as the
physical increase in some quantity over time.
 It includes changes in terms of height, weight, body
proportions and general physical appearance.
 In Encyclopedia Britannica, growth is defined as “an increase
in size or the amount of an entity”.
 For example, growth of a child means the increase in weight,
height and different organs of the child’s body.
Relationship Between Growth and Development
a) Development is achieved through growth. One can grow but not
develop. For example, a child can increase in size but may not be able
to crawl, walk, talk, see, cry, etc.
b) Development is a continuous life long process while growth is
limited.
c) Growth refers to organic changes while development refers to non-
bodily functional changes.
d) Growth is quantitative while development is qualitative.
Principles of Growth and Development
Principles are general patterns that hold true in describing the way
human beings develop.
1) Development follows a definite orderly, sequential and
predictable pattern rather than random. For example, a child
sits, reaches out, crawls, stands, toddlers and walks. This order
cannot be reversed.
2) Development follows two directional trends: -
 Cephalocaudal trend-
 Proximodistal trend-
Cephalocaudal Patterns of Growth and Development.
i. Cephalocaudal development refers to growth and development that
occurs from the head down. It consists of development starting at the
top of the body and working its way down, i.e., from the head to the
feet.
ii. What this means is that the development of the head and brain tends
to be more advanced (in the sense that it occurs first) than the rest of
the body.
 development proceeds from the head to the heel. For example,
the child can hold the head upright and use the hands before
walking or using the legs.
Proximodistal Patterns of Growth.
i. Development occurs from the centre or core of the body in an outward
direction.
ii. It consists in the tendency for growth to start at the center of the body
and work its way outward, toward the extremities. This is called the
proximodistal pattern.
iii. Thus, the spine develops first in the uterus, followed by the
extremities and finally the fingers and toes.

iv. Development proceeds from the centreline of the body to the other
parts. For example, a child waves the hands before using the fingers to
pick something.
3) Although development is a continuous process, it is not always
smooth and gradual. There are growth spurts that are periods of
accelerated growth. For example, the first two years and the
adolescent period are period of accelerated growth.
4) There are critical or sensitive periods in the development of body
organs and psychological functions. These are periods when the
potential for growth as well as harm from the environmental is at its
maximum. Any interference may result in permanent deficiencies or
malfunction. For example, 14th to 19th day. This is the period when
most organs of the body are developing.
5) All developmental changes are a product of two basic processes;
maturation (heredity) and experience (learning).
6) Development is shaped by its historical/cultural context. For
example, those born in the age of computers and internet are likely
to have different experiences in comparison to those born before.
7) Different aspects of development are interrelated. For example,
physical development will influence social and mental development.
8) Human development is a holistic process and not piecemeal. It
involves physical, intellectual, spiritual, moral and emotional
development.
9) Development is an individualized process. That is, each child has a
characteristic rate of development regardless of the stage of
development. These differences may be due of genetic factors,
nutrition, illness, lack of exercise etc.
10) Development proceeds from general to specific and simple to
complex. For example, babies move their arms (gross
movement) before grasping with thumb and index fingers
(specific).
11) Development is cumulative process i.e. changes do not emerge
all of a sudden. Past events often have implications for the
future.
12) There is much plasticity in human development. Plasticity refers
to the capacity for change in response to positive or negative life
experiences. Example lack of food leads to retarded growth.
Summary of Principles of Growth and Development to Remember
1. It’s a continuous process from the day we are conceived until
death
2. It proceeds in an orderly sequence
3. It happens at different rates for different individuals.
4. It is cephalocaudal (from head to feet)
5. It proceeds proximodistally (from center out)
6. It continues from gross to fine motor skills (general to specific and
simple to complex)
7. Development is cumulative process
8. Developmental changes are a product of two basic processes;
maturation (heredity) and experience (learning).
9. There are critical or sensitive periods in the development of
body organs and psychological functions.
10. Development is shaped by its historical/cultural context.
Importance of Studying Developmental Psychology for Teachers
Studying developmental psychology is essential for teachers
because it provides insights into how students grow cognitively,
emotionally, and socially, allowing for more effective teaching and
support.
 1. Understanding Learners' Cognitive Development: Cognitive
development theories (e.g., Piaget, Vygotsky) provide insights
into how learners process information at different stages. This
helps teachers design age-appropriate learning experiences.
 2. Tailoring Instruction Based on Developmental Stages: Awareness
of individual differences in development ensures that teachers do
not expect uniform progress from all learners. Rather teachers can
adjust their teaching methods to meet the diverse needs of learners
at various developmental stages (e.g., younger children may need
more hands-on, sensory learning experiences).
 3. Supporting Social and Emotional Development: Emotional
and social development is key to learners' well-being and success
in school. Teachers who understand these stages can better
foster supportive classroom environments and recognize
emotional challenges, offering appropriate interventions.
 4. Enhancing Classroom Management: Developmental psychology helps
teachers predict age-related behavioral patterns. Eg Younger children
may have limited attention spans and require more structure while
adolescents might exhibit identity exploration and peer influence,
making classroom dynamics more complex.
 5. Addressing Learning Difficulties and Special Needs: Teachers must
recognize and respond to learners with developmental delays or
learning disabilities. Knowledge of developmental milestones helps in
early identification of learners who may require additional support or
referrals to specialists.
6. Moral development is another area where this knowledge proves
useful. Teachers can foster students' understanding of fairness and
responsibility, guiding them through moral reasoning stages.
7. Developmental psychology helps teachers build positive relationships
with students by understanding their underlying developmental needs.
This strengthens trust and creates a supportive classroom
environment.
8. It also informs assessment practices, ensuring feedback is
developmentally appropriate and motivating for students.
 In conclusion, developmental psychology equips teachers with the
knowledge to create responsive, supportive, and effective learning
environments that cater to students' academic, emotional, and social
growth.
Review questions
a) Compare and contrast growth and development giving relevant
examples.
b) Describe the basic principles of human growth and development
c) Explain why it is important to study human growth and
development.
THE END