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SCPA3 Human Development

The document discusses several key aspects of human development including developmental periods, interactive forces, domains of development, and major theoretical frameworks like biological, psychodynamic, cognitive, and sociocultural approaches. It provides details on Erikson's psychosocial stages, Piaget's stages of cognitive development, and compares Piaget and Vygotsky's theories.

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Noel Castrodes
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37 views

SCPA3 Human Development

The document discusses several key aspects of human development including developmental periods, interactive forces, domains of development, and major theoretical frameworks like biological, psychodynamic, cognitive, and sociocultural approaches. It provides details on Erikson's psychosocial stages, Piaget's stages of cognitive development, and compares Piaget and Vygotsky's theories.

Uploaded by

Noel Castrodes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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SCPA3- HUMAN DEVELOPMENT BPA 1A-1B-1C

Introduction to Development
Development refers to changes over time in a person’s body, thought, and behavior due to biological and environmental
influences
Developmental psychologists focus on common features of human development. They usually divide the lifespan into
developmental periods or stages that most people share.

Developmental Periods in the Human Lifespan

Interactive Approach
Human development is the result of several interacting forces.
An interdisciplinary approach is necessary in order to fully understand all the forces that have an impact on the lifespan.
These forces include biological potentials, social and environmental factors, and the individual’s own responses to those
circumstances.

The Nature of Human Development


Individual biology and the environment interact.
Society and culture are powerful influences.
Children are viewed more favorably today than in the past.
Collectivist cultures stress interdependence and cooperation.
Individualistic cultures emphasize competition and individual achievement.

The Domains of Human Development


Physical. Changes in physical shape, size, sensory capabilities, motor skills
Cognitive. Acquisition of skills in perceiving, thinking, reasoning, problem solving, language
Personality. Acquiring stable and enduring personality traits
Sociocultural. The processes of socialization and enculturation

Theoretical Frameworks for Human Development


Theories are organized, coherent sets of ideas that help us understand, explain, and make predictions.
Theories change over time and may contradict each other.
Major types of theories: Biological, Psychodynamic, Behavioral, Cognitive

Biological Views of Human Development


Genetics studies the biological instructions encoded in the human genome
Developmental neuroscience focuses on links between brain function, behavior, and thought
Evolution and natural selection focus on the adaptation of a species to its environment
Natural selection is a mechanism of evolution. Organisms that are more adapted to their environment are more likely to
survive and pass on the genes that aided their success.

Psychodynamic Approach
Psychodynamic approach emphasizes role of unconscious mind and the interactions of psychic processes
-Sigmund Freud’s three processes (id, ego, superego) and five psychosexual stages.
-Erik Erikson developed a psychosocial theory, emphasizing individual and social interactions, in which people pass through
eight stages.
Erikson’s Psychosocial Stages

Trust versus mistrust


– birth to 1 year
Autonomy versus shame and doubt
– 12 to 36 months
Initiative versus guilt
– 3 to 6 years
Industry versus inferiority
– 6 to 12 years
Ego identity versus ego diffusion
– 12 to 18 years
Intimacy versus isolation
– 18 to 40 years
Generativity versus self-absorption
– 40 to 65 years
Integrity versus despair
– 65 years and older

Cognitive Views
Cognitive developmental theories focus on the processes that underlie the development of thinking, reasoning, and problem
solving
Jean Piaget: our minds adapt to new ideas through the processes of assimilating and accommodating new information to our
schemes, or frameworks of knowledge
Lev Vygotsky: emphasized the importance of learning from other people

Piaget vs. Vygotsky


Piaget's theory differs in important ways from those of Lev Vygotsky, another influential figure in the field of child
development. Vygotsky acknowledged the roles that curiosity and active involvement play in learning, but placed greater
emphasis on society and culture.
Piaget felt that development is largely fueled from within, while Vygotsky believed that external factors (such as
culture) and people (such as parents, caregivers, and peers) play a more significant role.

Stage Age Goal


Sensorimotor Birth to 18-24 months Object permanence
Preoperational 2 to 7 years old Symbolic thought
Concrete operational Ages 7 to 11 years Logical thought
Formal operational Adolescence to adulthood Scientific reasoning

Sensorimotor stage- during which the infant focuses on physical sensations and learning to coordinate its body.
- infant learns about the world through their senses and through their actions (moving around and exploring their
environment).
- a range of cognitive abilities develop. These include: object permanence;
self-recognition (the child realizes that other people are separate from them); deferred imitation; and representational play.
Preoperational stage-the child does not use operations, so the thinking is influenced by the way things appear rather than
logical reasoning.
-a child cannot conserve which means that the child does not understand that quantity remains the same even if the
appearance changes.
-a child is egocentric; he assumes that other people see the world as he does.
Concrete operational stage,-the child can use operations (a set of logical rules) so they can conserve quantities, realize that
people see the world in a different way (decentring), and demonstrate improvement in inclusion tasks.
-children begin to understand the concept of conservation; understanding that, although things may change in appearance,
certain properties remain the same.
Formal operational period begins at about age 11. As adolescents enter this stage, they gain the ability to think in an abstract
manner, the ability to combine and classify items in a more sophisticated way, and the capacity for higher-order
reasoning.adolescents can deal with abstract ideas (e.g. no longer needing to think about slicing up cakes or sharing sweets to
understand division and fractions).
-They can follow the form of an argument without having to think in terms of specific examples.

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