Live Span Perspective Chapter Development • The pattern of change from conception to end of life • Includes growth • Includes decline brought on by aging Development is: • Lifelong - No age period dominates development • Multidimensional - Body, mind, emotions, and relationships are changing and affecting each other • Biological Dimensions • Cognitive Dimensions • Socioemotional Dimensions Development is: • Multidirectional - These dimensions or components of these dimension expand and others shrink • • Ex: Language Skills, Relationships, Wisdom Plastic - These dimensions have the capacity for change • Ex: Cognition can improve for the elderly Development is: • Multidisciplinary - various interested parties • Psychologists • Sociologists • Anthropologists • Neuroscientists • Medical researchers Development is: • Contextual - situational • Ex: Families, schools, churches, countries, etc • Influenced by history, economics, social and cultural factors Development is: • Types of Contextual Influences • Normative age-graded - Similar for individuals in a particular age groups • • Normative history-graded - generational • • Ex: Puberty and menopause Ex: Civil Rights Movement, Great Depression, Wars No normative life events - Unusual occurrences that impact lives • Death of a child, winning a lottery Development is: • As we age it involves: • Growth • Maintenance • Regulation of Loss Development is: • A Co-Construction of Biology, Culture, and the Individual factors working together • Each shapes each other Development Process • Biological • • Cognitive • • Changes in physical nature Changes in thought, intelligence and language Socioemotional • Relational, emotional and personality Theoretical Orientations to Development • Psychoanalytic Theories • Cognitive Theories • Behavioral and Social Cognitive Theories • Ethnological Theory • Ecological Theory • An Eclectic Theoretical Orientation Psychoanalytic Orientations to Development • Psychoanalytic Theories (Freud, Erikson) • Development is primarily unconscious • Emotive • Deep inner workings of the mind • Symbolic meanings of behavior • Early experienced with parents shape development Psychoanalytic Orientations to Development • Freud's Psychosexual Stages - "if the need for pleasure at any stage is either under gratified or over gratified, an individual may become fixated, at that stage of development • Oral - pleasure is centered on the mouth • Anal- pleasure focuses on the anus • Phallic- pleasure focuses on the genitals • Latency-develops social and intellectual skills • Genital- sexual pleasure Psychoanalytic Orientations to Development • Erikson's Psychosocial stages of human development • Each stage consists of a unique developmental task that confronts individuals with a crisis (turning point) that must be resolved • The more successful an individual resolves each crisis, the healthier development will be • Early and later experiences Psychoanalytic Orientations to Development • Erikson's Psychosocial stages of human development • Trust versus mistrust • Autonomy versus shame and doubt • Initiative versus guilt • Industry versus inferiority • Identity versus identity confusion • Intimacy versus isolation • Generative try versus stagnation • Integrity versus dispair Cognitive Orientations to Development • Cognitive Theories (Importance of conscious thoughts) • Piaget's Cognitive Developmental Theory • Vygotsky's Sociocultural Cognitive Theory • Information-processing Theory Cognitive Orientations to Development • Piaget's Stages of a Child's cognitive development (understanding the world) • Sensorimotor stage -coordinating sensory experiences with physical actions (Birth to years) • Pre operational stage- words and images reflecting symbolic thinking (2-7 years) • Concrete operational stage- perform operations, reason logically (7 to 11) • Formal operational stage- reasoning is abstract, idealistic and logical (11-15) Cognitive Orientations to Development • Vygotsky's Sociocultural Cognitive Theory • How culture and social interaction guide cognitive development • Learning to use language, math, memory • Childs social interactions with adults and peers Cognitive Orientations to Development • Information-Processing Theory • Individuals manipulate information, monitor it, and strategize about it • Memory and thinking are central • Individuals develop a gradually increasing capacity for processing information, which allow them to acquire increasingly complete knowledge and skills Behavioral and Social Cognitive Orientations to Development • We can study only what can be directly observed and measured • Development is observable behavior that can be learned through experience with the environment • Skinner's Operant Conditioning • Bandura's Social Cognitive Theory Behavioral and Social Cognitive Orientations to Development • Skinner's Operant Conditioning - The consequences of a behavior produce changes in the probability of the behavior's occurrence • Rewards and punishment shape development (not thoughts and feelings) Behavioral and Social Cognitive Orientations to Development • Bandura's Social Cognitive Theory- Behavior, environment, and cognition are the key factors in development • Observed learning is key • People acquire a wide range of behaviors, thoughts, and feelings through observing others' behavior Ethological Orientations to Development • Behavior is strongly influenced by biology, is tied to evolution, and characterized by critical or sensitive periods • Presence or absence of certain experiences has a long-lasting influence on individuals • Imprinting -the rapid innate learning that involves attachment to the first moving object Ecological Orientations to Development • Emphasized environmental factors • Bronfenbrenner- development reflects the influence of several environmental systems • Microsystems- the setting one lives in • Mesosystem-relations between Microsystems • Exosystem-links between a social setting where the individual does not have an active role and the individuals contexts • Macrosystem- the culture one lives in • Chronosystem - patterning of environmental events and traditions over the life course, as well as sociobiological circumstances Eclectic Orientations to Development • Does not follow any one theoretical approach but rather selects from each theory whatever is considered its best features ... 3-5 years • Middle and late childhood-6 to 10 /11 years • Adolescence - 10 -12 to 18 - 21 years • Early adulthood - 20s to 30s • Middle adulthood-40s to 50s • Late adulthood- 60s, 70s, to death Conceptions... Conceptions of Age • Chronological Age • • Biological Age • • Health related age Psychological age • • Years since birth Adaptive capacities compared to others with same chronological age Social age •... Concrete operational stage- perform operations, reason logically (7 to 11 ) • Formal operational stage- reasoning is abstract, idealistic and logical (11 -15 ) Cognitive Orientations to Development •