1. Live Span Perspective
Chapter 1

2. Development The pattern of change from conception to end of life.
Includes growth
Includes decline brought on by aging

3. 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

4. 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

5. Development is: Multidisciplinary - various interested parties
Psychologists
Sociologists
Anthropologists
Neuroscientists
Medical researchers

6. Development is: Contextual - situational
Ex: Families, schools, churches, countries, etc.
Influenced by history, economics, social and cultural factors

7. Development is: 3 Types of Contextual Influences
Normative age-graded - Similar for individuals in a particular age groups
Ex: Puberty and menopause
Normative history-graded - generational
Ex: Civil Rights Movement, Great Depression, Wars
Non normative life events - Unusual occurrences that impact lives
Death of a child, winning a lottery

8. Development is: As we age it involves: Growth Maintenance
Regulation of Loss

9. Development is:
A Co-Construction of Biology, Culture, and the Individual factors working together.
Each shapes each other.

10. Development Process Biological Changes in physical nature Cognitive
Changes in thought, intelligence and language
Socioemotional
Relational, emotional and personality

11. Periods of Development
A time frame in a person's life that is characterized by certain features.
8 period sequence
Prenatal- Conception to birth
Infancy- birth to 24 months
Early childhood- 3-5 years
Middle and late childhood-6 to 10/11 years
Adolescence to years
Early adulthood - 20s to 30s
Middle adulthood-40s to 50s
Late adulthood- 60s, 70s, to death

12. Conceptions of Age Chronological Age Years since birth Biological Age
Health related age
Psychological age
Adaptive capacities compared to others with same chronological age
Social age
Connectedness with others

13. All are Important

14. The Nature of Development
Nature and Nurture
Nature- biological inheritance
Nurture-environmental experiences

15. The Nature of Development
Stability and Change
Stability- we become older renditions of early experiences
Change- we become someone different

16. The Nature of Development
Continuity and discontinuity
Continuity - development involves gradual cumulative changes
Discontinuity - development involves distinct stages

17. Scientific Method Four step process
Conceptualize a process of problem to be studied
Collect research information (data)
Analyze the data
Draw conclusions

18. In Formulating a Program (step 1)
Researchers draw on a theories and develop hypotheses.
Theory-An interrelated, coherent set of ideas that helps to explain phenomena and facilitate predictions
Hypotheses- Specific assumptions and predictions that can be tested to determine their accuracy

19. Theoretical Orientations to Development
Psychoanalytic Theories
Cognitive Theories
Behavioral and Social Cognitive Theories
Ethnological Theory
Ecological Theory
An Eclectic Theoretical Orientation

20. 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

21. 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

22. Psychoanalytic Orientations to Development
Erikson's 8 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.

23. Psychoanalytic Orientations to Development
Erikson's 8 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

24. Cognitive Orientations to Development
Cognitive Theories (Importance of conscious thoughts)
Piaget's Cognitive Developmental Theory
Vygotsky's Sociocultural Cognitive Theory
Information-processing Theory

25. Cognitive Orientations to Development
Piaget's 4 Stages of a Child's cognitive development (understanding the world)
Sensorimotor stage -coordinating sensory experiences with physical actions. (Birth to 2 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)

26. 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

27. 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

28. 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

29. 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)

30. 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

31. 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

32. 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

33. Eclectic Orientations to Development
Does not follow any one theoretical approach but rather selects from each theory whatever is considered its best features