Transcript Lifespan Development - Mississippi College

LIFESPAN DEVELOPMENT
Siyuan Chen
About the context


Covers development of infancy, early childhood,
middle childhood, adolescence, adult and elders.
Study the research methods first; then we learn
each period time in details respectively.
Research Methods

Lifespan perspective (p.315)
 Development

changes happen throughout the lifespan
Basic issues of development
 Continuous
(smooth process) or discontinuous (climbing
up stages)?
 Nature (DNA) or nurture (environment)?
Research Methods

Longitudinal study (p.274)
 Same
group of participants is followed or measured at
different ages over a period of years

Cross-sectional study (p.274)
 Compare
different groups of participants of different
ages to determine age-related differences in some
characteristics
Differences between the two
Differences between the two

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Fixed time point +
subjects ABC =
Cross.
Time123 + fixed
subjects = Long.
Research Methods

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Identical twins: same
genes vs. different
environment
Fraternal twins:
different genes vs.
same environment
Prenatal development
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Critical period
(p.279)
Teratogens
(p.278)
Low birth
weight (p.279)
Teratogens

Cause negative
impact of birth
defects
Infancy & Toddlerhood
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Birth to first 2 years
Brain development
Infancy & Toddlerhood

Know the critical
changes of motor
development in the
first 2 years
(p.280)
Infancy & Toddlerhood

Perceptual development
 Hearing
is better-developed than vision
 Sensitive to pain
 Responsive to touch
 Appropriate stimulation
 Examples: the visual cliff (depth perception); “super
babies” curriculum
Infancy & Toddlerhood


Cognitive development
Piaget’s sensorimotor stage (p.290)
 Understand/explore
the world by senses & motor
activities

Object permanence (12 to 18 months)
 Realization
that objects continue to exist, even when
they can no longer be perceived
 Example: Peekaboo, where are you?!
Infancy & Toddlerhood


Language development
The Behaviorist perspective
Operant conditioning, reinforcement
 “good job!”

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The Nativist perspective
Naturally developed when picking up enough words
 Nouns  verbs

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The Interactionist perspective

Interact with family and environment
Let’s look at toys!
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Three handles-- yellow, blue, and
read colors with different touching
designs (lines, balls and squares).
On the top of this toy, baby can
watch the color's lights dancing
through the ball to classical
melodies.
The toy can speak out the name of
the primary colors and the
secondary colors in dancing and
music.
Speak in 3 languages.
Let’s look at toys!
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the star for Mozart's "Twinkle,
Twinkle";
the sun for the "Good morning"
song;
the moon for the "Good night" song;
the handle for fun sounds of an
alarm clock and a rooster crowing;
the rattle bean section for soothing
nighttime and owl sounds;
the cheeks for all sounds and phrases
with lights up!
Speak 3 languages.
Infancy & Toddlerhood
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Emotional development

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Basic emotions– happiness (3-4 months), fear (10 months), anger &
sadness (4-6months)
Temperament (p.283)
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Easy children

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Difficult children

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Pleasant moods, adaptable, regular behavioral patterns
Unpleasant moods, negative adaption, intense emotional
reactions, irregular body functions
Slow-warm-up children

Withdraw, slow to adapt, negative in mood
Infancy & Toddlerhood
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Attachment (p.284)
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Strong affectionate bond a child forms with mother or
primary caregiver
Separation anxiety (p.285)
8-24 months
 Fear, upset, distress shown when caregiver leaves
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Stranger anxiety (p.285)
6months-12months-2years
 Greater in an unfamiliar setting, when a parent is not close
at hand, and when a stranger abruptly approaches or
touches the child

Infancy & Toddlerhood
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Types of attachment (p.284)
 Secure
 seek
attachment
contact actively, crying reduced immediately
 Avoidant
 Not
attachment
distressed, avoid or slow to greet parents
 Resistant
attachment
 Distressed,
display angry resistive behavior, hitting, pushing
 Disorganized/disoriented
 Greatest
attachment
insecurity, look away, flat depressed expression
Infancy & Toddlerhood
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Erikson’s psychosocial development theories (p.317)
Trust vs. Mistrust (birth – 1y)
 Depend
on quality of caregiving
 Trust:
expect good & gratifying; comfortable to explore
 Mistrust: not count on the kindness and compassion, withdraw

Autonomy vs. Shame & doubt (1-3y)
 Provide
suitable guidance and choices
 Autonomy:
self-confident, secure, independence
 Shame & doubt: feel forced, shamed & doubtful for ability
Early childhood
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2-6 years old
Gross motor development
 More
flexible when throwing, catching, hopping &
jumping; with greater speed & endurance
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Fine motor development
 Develop
self-help skills when doing things by
themselves, such as feeding, dressing, shoe tying,
drawing, writing
Early childhood
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Cognition development
Piaget’s preoperational stage (p.290)
 Centration
 Focus
on 1 aspect, neglect other features
 Egocentrism
 Fail
to distinguish the viewpoints of others from one’s own
 Believe everyone sees what they see
 Animistic
 Objects
thinking
have thoughts, wishes, feelings, and intentions
Early childhood
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Inability to Conservation (p.291)
Parenting styles
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Authoritaive parents (p.303)
H
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Authoritatrian parents
L
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acceptance; H control
Permissive parents
H
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acceptance; H involvement
acceptance; L control
Neglecting parents
L
acceptance; L control
Early childhood
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Emotional development
 self-regulation,

empathy
Erikson’s psychosocial development theories (p.317)
 Initiative
vs. Guilt (3-6y)
 Develop
new sense of purposefulness
 Initiative: eager to do new tasks, join in activities with peers,
help adults
 Guilt: feel threatened, criticized or punished excessively by
adults; painful feelings of guilt occur when disobeying
standards
Middle childhood
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
6-11 years old
Piaget’s Cognitive development
 The
Concrete Operational Stage
 Conservation
 Classification

(organization, collections)
Use memory strategies
 Rehearsal,
organization
Middle childhood
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Erikson’s psychosocial development theories
 Industry
vs. Inferiority
 Develop a sense of competence at useful skills & tasks
 Industry:
a positive but realistic self-concept, pride in
accomplishment, moral responsibility, and cooperative
participation with agemates
 Inferiority: have little confidence in their ability and sense of
inadequacy