Life-span perspective Elise Schmidt/ Developmental Perspectives/ Developmental Psychology Life-span perspective Life-span perspective-The perspective that development is lifelong, multidimensional, multidirectional, plastic, multidisciplinary, and contextual; involves growth, maintenance, and regulation; and is constructed through biological, sociocultural, and individual factors working together. Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Life-span perspective Elise Schmidt/ Developmental Perspectives/ Developmental Psychology Life-span perspective Example Medication improvements increase life-span Knowledge of tobacco use increase life-span Technology and knowledge in cancer research increases life expectancy Personal Experience- Biological-In my family heart disease is a biologic common factor, because I know this I can take approaches to increase my life expectancy like eating right Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Characteristics of the life-span perspective Development is lifelong There is no end point to development and no one age group dominates another Maximum life span for humans-122 years Personal Experience As an early adult I am still developing not as rapid physically Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Characteristics of the life-span perspective Development is multidimensional Biological Cognitive Socioemotional Relationships with people change and effect you Personal Experience My parents were always there for me and I never heard them argue or fight. This relationship lead me to have positive relationships with people. Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Characteristics of the life-span perspective Development is plastic Various dimensions in different points of development ability to change “you can’t teach an old dog new tricks” Or can you? Personal experience as a child and adolescent I was very out going and vibrant, now I am more reserved Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Characteristics of the life-span perspective Development is multidirectional Dimensions expand or shrink Personal experience As I entered motherhood my relationships with my friends decreased My ability to learn to speak German in high school had decreased, but my children are learning the language easier because of their young age Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Characteristics of the life-span perspective Developmental science is multidisciplinary Heredity and health limit a persons intelligence? Intelligence and relationships change the same all over the world? Example Can social relationships limit intelligence? Personal Experience I grew up in a very traditional nuclear family, after school everyday my mother would sit down for “homework time” and help my brother and I until we had completed it and understood it. This family experience influenced my intellectual development. Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Characteristics of the life-span perspective Development is contextual Occurs in a setting School Cities Setting influenced History Culture Social Economic Individuals Personal Experience Development occurred and influenced by Small town Small school Nuclear/ Traditional family Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Characteristics of the life-span perspective Development involves growth, maintenance, and regulation of loss Conflicts and competition Growth Maintenance Regulation of loss Center stage in mid & late adulthood Example An adolescent grows in physical activity and as an adult they try to maintain it. As they grow older they will slowly loose the amount they can handle Personal Experience As an adolescent and adult I try to perfect myself in hunting; aim & technique. As I grow older I will try to keep my abilities Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Characteristics of the life-span perspective Development is a co-construction of biology, culture, and the Individual Development is different factors working together Biology Culture Individual Go beyond our genetics and environment Personal experience Growing up in a small town I choose to take small town values to enhance my development as an individual Example Culture is inherited and our heredity is formed from our culture Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Contextualism Normative age-grade influences Personal Experience Similar for people in the same age group. Biological Puberty Menopause Sociocultural Formal education retirement Personal Experience my peers are the same age group thus we went threw similar changes at the same time influenced by similar culture factors. In this current time frame we are starting to find mates, start families, and starting careers Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Contextualism Personal Experience Having the first African American, Barak Obama being elected president of the United States of America Normative history- grade influences Shared events for a generation Baby boomers Assassination of JFK Peace Movement/ Hippies My generation 9/11/2001 Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Contextualism Cont. Normative life event influences Unusual events that impact a persons life in a major way Death of parent at young age Winning the lottery Personal Experience- I have not yet had an unusual event like this occur Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Concerns in life-span development Health and well-being Lifestyles and psychological state Personal Experience My lifestyle of exercising and eating healthy is thought to effect my life-span is a positive way Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Concerns in life-span development Parenting and Education Childcare Effects of divorce Parenting styles Early childhood education Bilingual education Personal Experience Staying at home and doing online classes keeps my children at home instead of at daycare effecting their development Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Concerns in life-span development cont. Sociocultural Contexts and Diversity Culture- products of a group passed down generation to generation Interaction of people over many years Cross-cultural studies- comparing cultures Ethnicity-characteristic based on cultural heritage, nationality, race, religion, language Socioeconomic status- people that have similar occupations, education, and economic characteristics Gender- male or female characteristic Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Concerns in life-span development cont. Sociocultural Contexts and Diversity Personal Experience My development has been influenced by me being a Christian, Caucasian, a female, middle class, a student, from the United States, and by my heritage. Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Concerns in life-span development Social Policy Governments course of action to promote welfare for citizens Personal Experience WIC Helps make sure our children are getting enough nourishment Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Domains of development Biological process Change Physical nature Development in brain Personal Experience Genes; green eyes, high metabolism Developed motor skills Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Domains of development Cognitive process Change Thought Intelligence Language Personal Experience Intelligence is still developing Colorful and wild imagination Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Domains of development Socioemotional Change Relationships Emotions Personality Personal Experience Joy after child birth Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Periods of development Prenatal Conception to birth remarkable growth Nine month period Personal Experience Watching my body grow from my babies growing Infancy Birth to 18 or 24 months Extreme dependence Psychological activities Personal Experience Being on call 24/7 for my children with what ever they need Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Periods of development Early childhood End of infancy to 5 or 6 More self-sufficient “preschool” Personal Experience My children are now starting preschool and can do many things on their own without my help Middle and late childhood 6-11 Master fundamental skills Increased self-control Personal Experience Tried my hardest in everything I did Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Periods of development Adolescence Begins 10 or 11 to 18 or 21 Rapid physical changes Personal Experience Peer relationships grew Early adulthood Early 20s-40s Establish independence Start family and career Personal Experience Found “mate” Started family Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Periods of development Middle Adulthood 40s-60s Expanding personal and social involvement Mature Reaching/ maintain satisfaction in career Late adulthood 60s or 70s till death Longest period of development Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Four Concepts of age Chronological age Biological Age Years since birth Personal Experience 22 years old Biological Age Biological health Younger in biological age, longer life expectancy Personal Experience Smoker; lessens my life expectancy Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Four Concepts of age Psychological Age Adaptive capacities compared to others in age group Personal Experience I am very organized; predicted lower moral risk rate Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Four Concepts of age Social Age Roles and expectations related to age Personal Experience Mother As a mother of two three year olds there are different expectations of me vs. someone without children. Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Developmental Issues Nature Nurture Biological inheritance Grow in orderly way Personal- developed physically and cognitively in ordinary pattern Nurture Biological Environment Social Environment Personal- my family and friends effected how I developed and continue too Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Developmental Issues Stability Change Heredity/early experiences Personal- my children received a lot of love, care, and attention as babies and now which is thought to lead to better development Change Later experiences create change Personal- as a child I was never shy after becoming an adolescent I encountered experiences that made me more shy in some settings Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Developmental Issues Continuity and discontinuity Continuity Continuous development, gradual process Example- formation of rocks Discontinuity Qualitative change Example and personal experience- conception Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Scoring Guide Criteria Values You illustrate characteristics of life-span perspective. 10 9 8 4 0 You provide examples of contextualism, normative age-graded influences, normative history-graded influences, and nonnormative life events. 10 9 8 4 0 You provide examples of concerns of the life-span development perspective. 10 9 8 4 0 You illustrate domains of development. 10 9 8 4 0 You illustrate the periods or stages of development. 10 9 8 4 0 You illustrate four conceptions of age. 10 9 8 4 0 You define nature vs. nurture, providing examples of each. 10 9 8 4 0 Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Scoring Guide cont. You compare continuity versus discontinuity across the life span. 10 9 8 4 0 You define stability vs. change, providing examples of each. 10 9 8 4 0 CORE ABILITIES - COMMUNICATE CLEARLY CORE ABILITIES - COMMUNICATE CLEARLY You demonstrate mastery of grammar, spelling, punctuation, capitalization, word usage and sentence structure. 10 9 8 4 0 Your writing is organized (paragraphs, headings and subheadings, or other organizational devices), clear (it's easy to read and understand), concise (you use action verbs; you do not ramble or include irrelevant information), and cohesive (words and ideas flow logically from one idea, sentence and/or paragraph to another). 10 9 8 4 0 CORE ABILITIES - THINK CRITICALLY AND CREATIVELY CORE ABILITIES - THINK CRITICALLY AND CREATIVELY You use language that is free from bias (including loaded language), obscenities, and absolutes (all, always, everyone, no one, totally, all of the time, etc.). 10 9 8 4 0 Elise Schmidt/ Developmental Perspectives/ Developmental Psychology

Scoring Guide Cont. You provide sufficient, specific, valid, relevant support (i.e., facts. reasons, examples, details, statistics, anecdotes and quotes) to aid in understanding your ideas and information, and to support your conclusions and/or opinions. 10 9 8 4 0 CORE ABILITIES - ACT RESPONSIBLY CORE ABILITIES - ACT RESPONSIBLY You follow directions (followed Formatting Requirements, APA Requirements, included name on assignment, saved document per directions). 10 9 8 4 0 Total Points Possible 140 Total Points Earned You meet deadlines. (Points subtracted from Points Earned score) - 5 percentage points if submitted after the due date Submitted without scoring guide (Points subtracted from Points Earned score) - 5 percentage points if submitted without the scoring guide Final Grade/Percent Elise Schmidt/ Developmental Perspectives/ Developmental Psychology