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Developmental Psychology

Developmental Psychology. Unit Objective: The student will analyze physical, social, emotional, moral and cognitive development from conception through that latter stages of adulthood. Developmental Psychology.

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Developmental Psychology

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  1. Developmental Psychology Unit Objective: The student will analyze physical, social, emotional, moral and cognitive development from conception through that latter stages of adulthood

  2. Developmental Psychology • Examines how people are continually developing-physically, cognitively, and socially-from infancy through old age • Centers around nature and nurture, continuity and stages, stability and change

  3. Prenatal Development and the Newborn • Fewer than half of all fertilized eggs, called zygotes, survive beyond the first 2 weeks • About 10 days after conception, the zygote attaches to the mother’s uterine wall • The inner cells become the embryo • By 9 weeks after conception, the embryo looks unmistakably human • Called a fetus (“offspring” or “young one”)

  4. Prenatal Development • During the 6th month, organs such as the stomach have developed enough to allow a prematurely born fetus a chance of survival • Fetus is exposed to the sound of mother’s voice; after birth prefer the mother voice over another woman or the father’s voice

  5. Stages of Development

  6. Environmental Factors of Prenatal Development • Teratogens agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm • If the mother carries the HIV virus, her baby may also • If the she is a heroin addict, her baby will be born a heroin addict • Smoking during pregnancy will result in reduced blood oxygen and a shot of nicotine • Baby may be underweight and at risk for various problems

  7. Environmental Factors of Prenatal Development No known safe amount of alcohol during pregnancy Fetal Alcohol Syndrome (FAS): Physical and cognitive abnormalities in children caused by pregnant woman’s heavy drinking, in severe cases, symptoms include noticeable facial misproportions

  8. My Baby Book: A Record of Development • Section 1: Your general facts • In one paragraph, describe your mom’s pregnancy with you • Why were you given your name? • What were the other names your parents were considering? Include both male and female names.

  9. My Baby Book: A Record of Development • Section 2: Your physical development • How long was your mom in labor? • What was your birth weight and length? • Photo: Include a baby picture taken of your at or right around birth

  10. Developmental Psychology

  11. Infancy and Childhood • Brain Development • In your mother’s womb, your brain formed nerve cells at the explosive rate of nearly one-quarter million per minute • At birth, you had most of the brain cells you would ever have

  12. Infancy and Childhood • Nervous System • At birth it is immature • The branching neural networks that eventually enabled you to walk, talk and remember had a growth spurt • Ages 3-6, the most rapid growth in your frontal lobes, which enable rational planning • Explains why preschoolers display a rapidly developing ability to control their attention and behavior

  13. Infancy and Childhood • The association areas-those linked to thinking, memory, and language are the last areas to develop • Mental abilities surge/Language improves through puberty

  14. Motor Development • The developing brain enables physical coordination • As infants muscles and nervous system mature, more complicated skills emerge • Babies roll over • Sit up unsupported • Crawling • Walking

  15. Infant Memory • Earliest memory seldom predates our 3rd birthday • Infantile Amnesia: Giving way to remembered experiences • Even into adolescence, the brain areas underlying memory, such as the hippocampus and frontal lobes, continue to mature

  16. Cognitive Development Cognition: All the mental activities associated with thinking, knowing, remembering, and communicating

  17. Cognitive Development Schemas: A concept or framework that organizes and interprets information Assimilation: Interpreting our new experiences in terms of our existing schemas Accommodate: Adapting our current understandings (schemas) to incorporate new information

  18. Baby Book Project Section 2 Continued How many months old were you when you learned to sit up? How old were you when your first tooth came in? How old were you when you took your first steps? When were you officially potty trained? When did you lose your first tooth?

  19. Baby Book ProjectSection 2 Continued… • Create a timeline of the average brain development • What is your current vision (do you have 20/20, glasses, contacts?) • At what age did you get glasses or contacts? • Define “puberty” (in your own words) • Based on the characteristics of puberty, explain whether adolescence comes at the same age for all

  20. Baby Book ProjectSection 2 Continued… Photo: Include a photo of yourself around the age or puberty Make a T-Chart and compare/contrast list between males and females for all the physical changes in both genders

  21. Gender Neutral? Why or Why not?

  22. Social Development How do parent-infant attachment bonds form?

  23. Social Development • Stranger Anxiety • Develops around 8 months old • Cry or reach for familiar caregivers • The fear of strangers that infants commonly display

  24. Social Development Attachment: An emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation

  25. Social Development • Body Contact: • During 1950s University of Wisconsin psychologist Harry Harlow and Margaret Harlow bred monkeys for their learning studies • To equalize the infant monkeys’ experiences and to isolate any disease, they separated them from their mothers shortly after birth • Raised in sanitary cages with a cheesecloth baby blanket • When blankets were laundered, the monkeys became distressed

  26. Social Development • Body Contact: • The Harlows recognized that this intense attachment to the blanket contradicted the idea that attachment derives from an association with nourishment

  27. Social Development As we mature, our secure base and safe haven shifts from parents to peer and partners

  28. Social Development The brain, mind, and social-emotional behavior develop together

  29. Social Development • Familiarity: • Attachments based on familiarity form during a critical period • Critical Period: a period shortly after birth when an organism’s exposure to certain stimuli or experiences produces proper development • Imprinting: The process by which certain animals form attachments during a critical period very early in life • Animals imprint; children do not

  30. Attachment Differences: Temperament and Parenting Temperament-A person’s characteristics emotional reactivity and intensity

  31. Self-Concept • Our understanding and evaluation of who we are • Babies looking in the mirror and noticing what is on their face • By school age, recognize gender, groups and psychological traits • Self-Esteem is how they feel about who they are • Affects their actions • Positive self-concept are more confident, independent and sociable

  32. Parenting Styles Authoritarian: Impose rules and expect obedience: “Don’t interrupt”, “Keep your room clean” Permissive: Parents submit to their children’s desires; use little punishment Authoritative: Parents are demanding and responsive. Set rules and enforce and explain reasons for rules

  33. Section 3: Your Language Development • What was your first word? • Why was this your first word? • Were there any funny sounds, words or phrases you used? • What were they and what did they mean? • Define telegraphic speech, overgeneralization and overextension (in your own words) • Did you experience any language barriers during language formation?

  34. Culture and Child-Rearing • Vary across time and place • Do you prefer to be around children who are independent or comply? • Western culture: Independence (set goals, you are responsible for yourself, etc…) • Many Asian and African cultures: Emotional closeness • Encourage Family Self-What shames the child shames the family; what brings honor to the family brings honor to self

  35. Class Activity • Can you recall a time when you misheard some song lyrics because you assimilated them into your own schema? • What is assimilated? • What is schema? • www.kissthisguy.com

  36. Section 4-Baby Book ProjectYour Social-Emotional Development • Who were you most attached to and why? • Were there any objects that you formed attachments with? • What is “Contact Comfort”? • Are your attachments similar to Harlow’s “contact comfort”? Why or why not? • Explain the overall effects of having no attachments in one’s childhood • Include a personal example if you feel as though you fall into this category

  37. Section 4-Baby Book ProjectYour Social-Emotional Development • Photo-Include a picture from your early childhood years • Section 5: Your Cognitive Development • Create or find a comic strip about cognitive development (use Blue Psy Book page 89 Yellow Box as reference) • Photo-Include a photo of yourself from one of the typical age ranges as described on page 89

  38. Section 6-Baby Book Project • Your Moral Development- • How is it formed? Who helped you form it the most? • Bonus Photo-Include a picture of you and the person who helped form your moral development

  39. Section 7: Baby Book Project • Your Personality Development • Using temperament theory-explain what type of child you were. Give details or examples • Write a personal journal about why stage 5 and 6 of Erikson’s Personality Development may be the highest hurdles to jump in life. Think about your school years and what’s to come in your post-high school years. Include physical, emotional and cognitive aspects. • Photo-Include most recent photo

  40. Child Development

  41. Gender Development The social characteristics by which people define male or female

  42. Gender Similarities and Differences Women enter puberty two years sooner than men Women typically live five years longer than men Women tend to carry 70% more fat than men Women have 40% less muscle than men Women are 5 inches shorter than men

  43. Gender Similarities and Differences Women are doubly vulnerable to depression and anxiety The risk of developing an eating disorder is 10x greater for women than men

  44. Gender Similarities and Differences Men are 4x more likely to commit suicide or suffer alcohol dependence Men are far more diagnosed with autism, color-blindness, attention-deficit hyperactivity disorder (as children), and antisocial personality disorder (as adults)

  45. Aggression • Physical or verbal behavior intended to hurt someone • Men tend to admit to behavior/act more aggressively • IE: Male-to-female arrest ratio for murder is 10 to 1 in the US and 7 to 1 in Canada

  46. Nature of Gender • X-Chromosome: The sex chromosome found in both men and women. Females have 2 X-Chromosomes; Males have 1. An X Chromosome from each parent produces a female child (XX) • Y-Chromosome: The sex chromosome found only in males • When paired with an X-Chromosome from the mother, it produces a male childe (XY)

  47. Nurture of Gender • Culture: Everything shared by a group and transmitted across generations • Role: Set of expectations about a social position, defining how those in the position should behave • Gender Role: A set of expected behavior for males and females

  48. Nurture of Gender • Gender Identity: Our sense of being male or female • Gender typing: The acquisition of a traditional masculine or feminine role • Social Learning Theory: The theory that we learn social behavior by observing and imitating and by being rewarded or punished • “Susie is a good mommy to your dolls” • “Big boys don’t cry Billy”

  49. Adolescence and Physical Development • Adolescence: The transition period from childhood to adulthood, extending from puberty to independence • Puberty: The period of sexual maturation, during which a person become capable of reproducing • Usually 11 yrs old for girls and 13 yrs old for boys

  50. Developing Morality Preconventional Morality: Before age 9, most children’s morality focuses on self-interest. They obey rules either to avoid punishment or to gain concrete rewards. Conventional Morality: By adolescence, morality focuses on caring for others and on upholding laws and social rules, simply because they are the laws and rules Postconventional Morality: Actions are judged “right” because they flow from people’s rights or from self-defined, basic ethical principles.

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