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Developmental Psychology

Developmental Psychology. Chapter Three. Development involves the processes and stages of growth from conception across the life span. It encompasses changes in physical, cognitive, and social behaviors. I. Prenatal/Infant Development. A. Heredity-Environmental Issues.

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Developmental Psychology

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  1. Developmental Psychology Chapter Three

  2. Developmentinvolves the processes and stages of growth from conception across the life span. It encompasses changes in physical, cognitive, and social behaviors.

  3. I. Prenatal/Infant Development

  4. A. Heredity-Environmental Issues • Continuity versus stages of development. • Stability versus change. • Nature versus nurture. • Nature: the result of inheritance (heredity) • Nurture: the result of what we have learned • Most people today see it as interaction between nature and nurture

  5. 40 days 45 days 2 months 4 months

  6. B. Prenatal Development 1. Zygote (day 1 to day 8) The fertilized egg Enters a 2 week period of rapid cell division Develops into an embryo 2. Embryo The developing human organism from 2 weeks through 2nd month Milestones: heartbeat begins (day 25), facial features form, critical neurological development occurs 3. Fetus The developing human organism from 9 weeks after conception to birth Organ systems begin to function

  7. B. Prenatal Development 4. Teratogens agents, such as chemicals and viruses, that can reach the embryo or fetus during prenatal development and cause harm Includes alcohol, nicotine, cocaine, lead, prescription drugs, or viruses 5. Fetal Alcohol Syndrome (FAS) physical and cognitive abnormalities in children caused by a pregnant woman’s heavy drinking. symptoms include facial misproportions

  8. C. Infant Development • Infants can see, hear, smell, and respond to the environment. 2. Infants are also able to do quite a bit physically 3. Goes from an environment in which he/she is totally protected from the world to one which he/she is assaulted by lights, sounds, etc. 3. Born with certain inborn movements called reflexes • Grasping reflex- an infant’s clinging response to a touch on the palm of the hand (can be lifted in the air) • Rooting reflex- an infant’s response to a touch near the mouth (turns toward the source of touch)

  9. C. Infant Development 3. Major motor milestones: • 2 months: Lifts head up • 2 ½ months: Rolls over • 3 months: Sits propped up • 4 months: Smile • 5-6 months: Grasp objects • 6 months: Sits without support • 6 ½ months: Stands holding on • 8-10 months: Crawling • 9 months: Walks holding on • 11 months: Stands alone • 12 months: Walks alone • 17 months: Walks up steps

  10. D. Maturation 1. The internally programmed growth of a child. 2. It is as important as learning or experience. Very important during the first year 3. Children normally develop according to a general schedule unless underfed, restricted in movements, or deprived of human contact 4. Children can only do such skills when their bodies are physically ready (maturational readiness) No amount of pushing or coaching by a parent will make a child maturate before they are ready.

  11. E. Perceptual Development 1. Infants are born with perception skills 2. Robert Fantz showed that infants different faces and discovered that they prefer looking at human faces and patterned materials the most. Infants also benefit greatly from being touched by their parents 3. Another experiment used a visual cliff Platform– part has a checkerboard pattern and the other part consists of a sheet of glass with a checkerboard pattern a few feet below it Older infants (6 months and older) refused to cross over the cliff Young infants seemed unafraid but had changes in heart rates

  12. II. Cognitive Development

  13. A. What is Cognitive Development? 1. Process where a child’s understanding of the world changes based on their age and experience 2. Children think differently from adults in many ways They form their own hypotheses about how the world works

  14. B. Works of Jean Piaget 1. Swiss psychologist 2. Spent years studying the intelligence, or the ability of the child Will develop as the child grows 3. Also spent time observing, questioning, and playing games with babies and young children 4. As children’s intelligence grows, the amount of information they know increases; the way they think also changes

  15. C. How Toddlers Learn Able to understand the world by the construction of schemas (mental representations of the world) 2. Assimilation The process of fitting a new object into one’s schemas 3. Accommodation The process where we change our schema to fit the characteristics of the new object 4. When events do not fit into existing schemas, new and grander schemas have to be created

  16. D. The Principle of Conservation 1. Happens between ages 5 to 7 2. Means that they understand that the amount of something does not change when its appearance changes 3. Conservation is closely related to egocentrism Means that they cannot understand someone else’s viewpoint

  17. Preconserving child will say that one stick is longer. Conserving child will say that they are the same length Preconserving child will say that the long piece has more clay. Conserving child will say that they have the same amount of clay.

  18. E. Piaget’s Stages of Cognitive Development

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