HUMAN DEVELOPMENT

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HUMAN DEVELOPMENT

• BASIC CHARACTERISTICS
• STAGES PRENATAL TO
• OLD AGE

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GENERAL CHARACTERISTIS
John Locke (1690) Tabula Rasa Arnold Gesell
(1905) Maturation 1. Life long process
conception - death 2. Fixed Stages ( age
related) 3. Fixed Sequence - one stage
follows another
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PRENATAL RISKS
CRITICAL PERIOD entire Prenatal period is
critical period TERATOGENS - harmful
environmental effects introduced by
mother anoxia smoking alcohol - Fetal Alcohol
Syndrome / FAS drugs - Crack Babies nutrition poor
exercise
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SECOND TRIMESTER
Fetus 3 ounces / 3 inches long kick, make
fist, turn head, open mouth, swallow,frown matur
ation and growth continue AGE OF VIABILITY 20-26
weeks
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THIRD TIRMESTER
Fetus gains 5.5 pounds 6th Month eyelids open,
taste buds, developed grasp, developed lungs (
can breathe if born) sleep / wake patterns
emerge 7th Month all organ systems are
functional 8th /9th Month respond to
light/touch/sound learning (habituation)
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BIRTH
Preterm - babies born 3 or more weeks early SGA
- small-for-gestational age , low birth weight
maternal malnutrition during 3rd
Trimester SIDS - respiratory distress syndrome
sudden infant death anoxia
during prenatal period
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THREE DEVELOPMENTALDOMAINS
PHYSICAL COGNITIVE PYSCHO-SOCIAL
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INFANTCY / TODDLER BIRTH AGE 2

• CHILDHOOD
• AGE 2 12

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Jean Piaget Only had two subjects in his
research. Both where his own children. Yet, his
findings where correct.
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Piagets Stages of Cognitive Development
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Infancy and Childhood Cognitive Development

• Conservation
• the principle that properties such as mass,
  volume, and number remain the same despite
  changes in the forms of objects

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Social Development

• Critical Period
• an optimal period shortly after birth when an
  organisms 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

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NINE DIMENTIONS OF TEMPERMENT
ACTIVITY LEVEL RYTHYMICITY APPROACH-WITHDRAWL ADAP
TABILITY INTENSITY OF REACTION RESPONSIVENESS
THRESHOLD QUALITY OF MOOD DISTRACTIBILITY ATTENTIO
N SPAN
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Social Development

• Stranger Anxiety
• fear of strangers that infants commonly display
• beginning by about 8 months of age
• Attachment
• an emotional tie with another person
• shown in young children by their seeking
  closeness to the caregiver and displaying
  distress on separation

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Social Development

• Harlows Surrogate Mother Experiments
• Monkeys preferred contact with the comfortable
  cloth mother, even while feeding from the
  nourishing wire mother

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PYSCHO - SOCIAL 1. Infants and parents bond
during first few months 2. Bonding process of
infants responding to parents / Parents
responding to infant. 3. Individual Temperament
individual style frequency of expressing
needs/wants is genetically influenced / obvious
at birth Temperament of child and expectations
of parents/culture may not match Can cause great
developmental conflict
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ATTACHMENT DISORDER 1. Harlow - studies with
infant monkeys showed contact comfort
needs. Monkeys raised in isolation exhibit
severe deficits in social/emotional
development. Similar deficits found in children
who have been abandoned / neglected by
parents. 2. Attachment Formation - first with
Mother Mother - feed, cuddle, talk Father - play
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Reactive Attachment Disorder

• RAD
• John Bowlby
• Robert Karen Becoming Attached

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John Bowlby studied children who had been
orphaned (lost one or both parents) during WW II
in England. He found that some where able to get
on with a normal life and others who where not
able to adjust to their loss. Bowlby found
that the difference was in how Securely Attached
the child was to the parent(s). The more
secure the attachment the more likely the
child was to be able to move on and have a normal
adult life in spite of great grief and loss.
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ATTACHMENT PATHOLOGY
RAD
Chronic Under Attached
TRUST ISSUES
Emotional Distance No commitment Revolving
Relationships
Possessive Controlling Cant Let Go
Fear of Abandonment Rejection
Chronic Over Attached
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ATTACHMENT INFLUENCES
1. Infant temperament 2. Caretaker response 3.
Culture Securely attached children more social,
emotionally competent, more cooperative,
enthusiastic, persistent, better problem solvers,
compliant, controlled, playful, popular.
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Social Development

• Groups of infants left by their mothers in a
  unfamiliar room (from Kagan, 1976).

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Social Development

• Basic Trust (Erik Erikson)
• a sense that the world is predictable and
  trustworthy
• said to be formed during infancy by appropriate
  experiences with responsive caregivers
• Self-Concept
• a sense of ones identity and personal worth

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Social Development Child-Rearing Practices

• Authoritarian
• parents impose rules and expect obedience
• Dont interrupt. Why? Because I said so.
• Permissive
• submit to childrens desires, make few demands,
  use little punishment
• Authoritative
• both demanding and responsive
• set rules, but explain reasons and encourage open
  discussion

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Social Development Child-Rearing Practices
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Adolescence

• Adolescence
• the transition period from childhood to adulthood
• extending from puberty to independence
• Puberty
• the period of sexual maturation
• when a person becomes capable of reproduction

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Adolescence

• In the 1890s the average interval between a
  womans menarche and marriage was about 7 years
  now it is over 12 years

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Adolescence

• Primary Sex Characteristics
• body structures that make sexual reproduction
  possible
• ovaries--female
• testes--male
• external genitalia
• Secondary Sex Characteristics
• nonreproductive sexual characteristics
• female--breast and hips
• male--voice quality and body hair
• Menarche (meh-NAR-key)
• first menstrual period

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Adolescence Social Development

• Identity
• ones sense of self
• the adolescents task is to solidify a sense of
  self by testing and integrating various roles
• Intimacy
• the ability to form close, loving relationships
• a primary developmental task in late adolescence
  and early adulthood

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Kohlbergs Moral Ladder

• As moral development progresses, the focus of
  concern moves from the self to the wider social
  world.

Morality of abstract principles to
affirm agreed-upon rights and personal ethical
principles
Postconventional level
Conventional level
Morality of law and social rules to
gain approval or avoid disapproval
Preconventional level
Morality of self-interest to avoid punishment or
gain concrete rewards