DEVELOPMENTAL PSYCHOLOGY
MS. KAREN GARCIA
NATIONAL UNIVERSITY - MOA
Prepared by: Kristel Joyce | PSY 237 | 3rd Term
Life Span Development Freud’s Psychosexual Stages of Development
Characteristics of Human Development Phallic Phase
• The child learns to realize the differences
Developmental Psychology between males and females and becomes
• The scientific study of changes that occur in aware of sexuality.
human beings throughout their lives. • Male Oedipus Complex: uses father as role
model, introjects authority into self and forms
Multidimensional
superego.
• Changes in three general dimensions: • Female Oedipus Complex: develops a desire
o Physical, for father and hostility for mother.
o Cognitive, &
o Psychosocial: developmental Latency Phase
changes in emotions and • The child continues his or her development, but
psychological concerns, and social sexual urges are relatively quiet.
relationships. • Reinforced by suppression by parents/teachers
and by internal feelings of shame and guilt.
Lifelong
• Developmental change often occurs in distinct Genital Phase
stages. • The growing adolescent shakes off old
• Stages are qualitatively different from each dependencies and learns to deal maturely with
other. the opposite sex.
• Stages are set in a universal sequence. • Pleasure is gained through sexual intercourse
• Development is a more slow and gradual with non-relatives.
process. (Vygotsky)
• Brain development and environmental Piaget’s Stages of Cognitive Development
experiences contribute to the acquisition of more
advanced skills.
Sensorimotor Stage (Birth – 2)
• Discontinuous development: stage theories. • Experiencing the world through senses and
actions.
Freud’s Psychosexual Stages of Development • Awareness that something
Object
Oral Phase Permanence exists independently even if
• Oral-receptive: infants incorporate or receive we do not sense it.
into one’s body the instinctual object-choice. • Ex. Peekaboo game for babies
• Oral-sadistic: infants respond through biting,
Preoperational Thinking (2 – 7)
cooing, smiling, crying.
• Oral fixation: too much or too little gratification. • Representing things with words and images.
Evidenced by a preoccupation with oral • Usage of symbols and images is one of the
activities. reasons why we can use language.
• Infant achieves gratification through oral • Language: made up of symbol and images.
activities such as feeding, thumb sucking, and • Cannot understand any
Egocentrism
babbling.
perspective other than one
Anal Phase & own.
• The child learns to respond to some of the • We gain more empathy when
demands of society (bowel and bladder control). our parents start to teach us
• Anal Retentive: too stingy who hold on to all on how to look through the
kinds of objects, must specifically to money, over perspective of
controlled, preoccupied with cleanliness, and other people.
orderliness. • Belief that inanimate objects
Animism
• Anal Explosive: manifest emotional outburst, have
temper tantrums, rage, unclean messy and human feelings and
disorderly. intentions.
Centration • Narrowly focused type of
thought.
• Having difficulty in solving
concentration problems.
Appearance is • Object appearance tells us
Reality what the object is really like.
DEVELOPMENTAL PSYCHOLOGY |1 OF 26
, DEVELOPMENTAL PSYCHOLOGY
MS. KAREN GARCIA
NATIONAL UNIVERSITY - MOA
Prepared by: Kristel Joyce | PSY 237 | 3rd Term
Piaget’s Stages of Cognitive Development Erikson’s Psychosocial Stages
Concrete Operational Thinking (7 – 11) Autonomy vs Shame and Doubt (Early Childhood)
• Discover logic and develop concrete cognitive • Experience ourselves and explore our bodies.
operations, such as sorting objects in a certain • If they are allowed to discover themselves,
order. they will develop self-confidence.
• Inductive Reasoning: if child see someone • If not, they will develop shame and doubt.
eating a cookie, child can make a conclusion • Major Role: Mother and Father
then generalized.
Initiative vs Guilt (Preschool)
• Understand that our thoughts and feelings are
unique and not necessarily those of others. • Trying new things, learn basic principles.
• If encouraged, they can follow their interests.
Formal Operational Thinking (12 – up) • If held back, they will develop guilt.
• Can think more rationally about abstract • Major Role: Entire Family
concepts and hypothetical events.
Industry vs Inferiority (School Age)
• Advanced cognitive abilities allow child to
understand abstract concepts such as failure • Discover our own interest.
and success, love and hate. • If we receive recognition from our teachers, we
• Form deeper understanding of own identity and become industrious (hardworking).
morality. • If given negative feedback, we feel inferior.
• Understand why people behave the way they • Major Role: Neighbor and Schools
behave and become more compassionate.
Identity vs Role Confusion (Adolescence)
• Deductive Reasoning: compare two
statements and reach a logical generalization. • Learn that we have different social roles.
• If allowed to go out and explore, we can find our
Kohlberg’s Theory of Moral Development identity.
• If conform to their views, we can face role
Preconventional Level confusion and feel lost.
• Avoiding Punishment: moral reasoning is • Major Role: Peers and Role Models
based on direct consequences.
• Self-interest: actions are seen in terms of Intimacy vs Isolation (Early Adulthood)
rewards rather than moral value. • Understand who we are.
• If we can make long-term commitment, we are
Conventional Level confident and happy.
• Good boy attitude: good behavior is about • If we cannot form intimate relationships, we will
living up to social expectations and roles. end up isolated and lonely.
• Law & Order Morality: moral reasoning • Major Role: Friends and Partners
considers societal laws.
Generativity vs Stagnation (Adulthood)
Postconventional Level • Contributing to society.
• Social Contract: rules are seen as social • If we think we can lead the next generation to
agreements that can be changed when this world, we are happy.
necessary. • If we do not resolve some conflicts earlier, we
• Universal Principles: moral reasoning is based can become pessimistic, and experience
on universal ethical principles and justice. stagnation.
Erikson’s Psychosocial Stages • Major Role: People at home and work
Erik Erikson Ego Integrity vs Despair (Maturity)
• Look back over our lives.
• Father of developmental psychology.
• If we think we did well in our lives, we develop
• Psychosocial Theory forms a foundation for
feelings of contentment and integrity.
much of our discussion of psychosocial
development. • If now, we can experience despair and
become grumpy and bitter.
Trust vs Mistrust (Infancy)
• Infants ask themselves if they can trust others.
• If they can trust someone now, then they can
trust others in the future
• If they experience fear, they develop doubt
and mistrust.
• Major Role: Mother
DEVELOPMENTAL PSYCHOLOGY |2 OF 26
, DEVELOPMENTAL PSYCHOLOGY
MS. KAREN GARCIA
NATIONAL UNIVERSITY - MOA
Prepared by: Kristel Joyce | PSY 237 | 3rd Term
Characteristics of Human Development Periods of Development
Multidirectional Infancy
• Ability of something to go into several ways. • Building relationship with caregiver.
• Humans change in many directions. • Forming good relationship with caregiver other
• There are variations in development. than their parents.
• Grow and change continue throughout life. • Child would think that whoever gives them food
• Experience continues to have an impact on who is their provider.
we are and how we relate to others. • Child does not understand that it’s the parent
who provides.
Multidisciplinary • The parent’s presence is important in this period
• Developmental psychology is related to other to build good relationship.
applied fields.
• Many academic disciplines contribute and Childhood
collaborate to the study of life span. • Play age stage.
• Child learns through playing.
Multi-contextual • Starts to go to school.
• That behaviors, motivations, emotions, and • Building behavior.
choices are all part of a bigger picture. • Parenting styles are important in this stage.
• When and where we live, actions, beliefs, and • Role of the parent is important in this stage,
values are a response to circumstances since they are the ones who builds the child’s
surrounding us. behavior.
• Contextual Intelligence: ability to understand • Child adapts to what they see in their
what is called for in a situation. environment.
Contexts that Affect Development Juvenile Era
Cohort Effect • Cohorts: group of people • Child is curious about something, since they
who are born at roughly the aren’t fully aware of morals, what is right and
same period in a particular wrong.
society. • Every child would experience this era to form an
• Cohorts share histories identity.
and contexts for living. • Exploring is important in this stage.
Socioeconomic • Socioeconomic status:
Status way to identify families and Pre-adolescence
household based on their • Making friends, building good relationship with
shared levels of education, family and peers.
income, and occupation.
• Child knows how to build relationships.
• Members of a social class
• Most important is to build good relationship.
tend to share similar
lifestyles, patterns of Early Adolescence
consumption, parenting
styles, stressors, religious • The focus is sexual orientation or sexual
preference. attraction.
Culture • Referred to as a blueprint • Forming romantic relationship with someone.
or guideline shared by a
group of people that
Late Adolescence
specifies how to live. • Marrying stage.
• Teaches us how to live in a • Child achieved their dream work, so they’re now
society. thinking of marriage.
• Allows us to advance.
Adulthood
• Parenthood.
Periods of Development
• Building family.
Prenatal • You learn how to discipline your own child.
• Important period.
• Mother and child relationship.
• While in the womb, the mother and child are
already building relationship.
DEVELOPMENTAL PSYCHOLOGY |3 OF 26
MS. KAREN GARCIA
NATIONAL UNIVERSITY - MOA
Prepared by: Kristel Joyce | PSY 237 | 3rd Term
Life Span Development Freud’s Psychosexual Stages of Development
Characteristics of Human Development Phallic Phase
• The child learns to realize the differences
Developmental Psychology between males and females and becomes
• The scientific study of changes that occur in aware of sexuality.
human beings throughout their lives. • Male Oedipus Complex: uses father as role
model, introjects authority into self and forms
Multidimensional
superego.
• Changes in three general dimensions: • Female Oedipus Complex: develops a desire
o Physical, for father and hostility for mother.
o Cognitive, &
o Psychosocial: developmental Latency Phase
changes in emotions and • The child continues his or her development, but
psychological concerns, and social sexual urges are relatively quiet.
relationships. • Reinforced by suppression by parents/teachers
and by internal feelings of shame and guilt.
Lifelong
• Developmental change often occurs in distinct Genital Phase
stages. • The growing adolescent shakes off old
• Stages are qualitatively different from each dependencies and learns to deal maturely with
other. the opposite sex.
• Stages are set in a universal sequence. • Pleasure is gained through sexual intercourse
• Development is a more slow and gradual with non-relatives.
process. (Vygotsky)
• Brain development and environmental Piaget’s Stages of Cognitive Development
experiences contribute to the acquisition of more
advanced skills.
Sensorimotor Stage (Birth – 2)
• Discontinuous development: stage theories. • Experiencing the world through senses and
actions.
Freud’s Psychosexual Stages of Development • Awareness that something
Object
Oral Phase Permanence exists independently even if
• Oral-receptive: infants incorporate or receive we do not sense it.
into one’s body the instinctual object-choice. • Ex. Peekaboo game for babies
• Oral-sadistic: infants respond through biting,
Preoperational Thinking (2 – 7)
cooing, smiling, crying.
• Oral fixation: too much or too little gratification. • Representing things with words and images.
Evidenced by a preoccupation with oral • Usage of symbols and images is one of the
activities. reasons why we can use language.
• Infant achieves gratification through oral • Language: made up of symbol and images.
activities such as feeding, thumb sucking, and • Cannot understand any
Egocentrism
babbling.
perspective other than one
Anal Phase & own.
• The child learns to respond to some of the • We gain more empathy when
demands of society (bowel and bladder control). our parents start to teach us
• Anal Retentive: too stingy who hold on to all on how to look through the
kinds of objects, must specifically to money, over perspective of
controlled, preoccupied with cleanliness, and other people.
orderliness. • Belief that inanimate objects
Animism
• Anal Explosive: manifest emotional outburst, have
temper tantrums, rage, unclean messy and human feelings and
disorderly. intentions.
Centration • Narrowly focused type of
thought.
• Having difficulty in solving
concentration problems.
Appearance is • Object appearance tells us
Reality what the object is really like.
DEVELOPMENTAL PSYCHOLOGY |1 OF 26
, DEVELOPMENTAL PSYCHOLOGY
MS. KAREN GARCIA
NATIONAL UNIVERSITY - MOA
Prepared by: Kristel Joyce | PSY 237 | 3rd Term
Piaget’s Stages of Cognitive Development Erikson’s Psychosocial Stages
Concrete Operational Thinking (7 – 11) Autonomy vs Shame and Doubt (Early Childhood)
• Discover logic and develop concrete cognitive • Experience ourselves and explore our bodies.
operations, such as sorting objects in a certain • If they are allowed to discover themselves,
order. they will develop self-confidence.
• Inductive Reasoning: if child see someone • If not, they will develop shame and doubt.
eating a cookie, child can make a conclusion • Major Role: Mother and Father
then generalized.
Initiative vs Guilt (Preschool)
• Understand that our thoughts and feelings are
unique and not necessarily those of others. • Trying new things, learn basic principles.
• If encouraged, they can follow their interests.
Formal Operational Thinking (12 – up) • If held back, they will develop guilt.
• Can think more rationally about abstract • Major Role: Entire Family
concepts and hypothetical events.
Industry vs Inferiority (School Age)
• Advanced cognitive abilities allow child to
understand abstract concepts such as failure • Discover our own interest.
and success, love and hate. • If we receive recognition from our teachers, we
• Form deeper understanding of own identity and become industrious (hardworking).
morality. • If given negative feedback, we feel inferior.
• Understand why people behave the way they • Major Role: Neighbor and Schools
behave and become more compassionate.
Identity vs Role Confusion (Adolescence)
• Deductive Reasoning: compare two
statements and reach a logical generalization. • Learn that we have different social roles.
• If allowed to go out and explore, we can find our
Kohlberg’s Theory of Moral Development identity.
• If conform to their views, we can face role
Preconventional Level confusion and feel lost.
• Avoiding Punishment: moral reasoning is • Major Role: Peers and Role Models
based on direct consequences.
• Self-interest: actions are seen in terms of Intimacy vs Isolation (Early Adulthood)
rewards rather than moral value. • Understand who we are.
• If we can make long-term commitment, we are
Conventional Level confident and happy.
• Good boy attitude: good behavior is about • If we cannot form intimate relationships, we will
living up to social expectations and roles. end up isolated and lonely.
• Law & Order Morality: moral reasoning • Major Role: Friends and Partners
considers societal laws.
Generativity vs Stagnation (Adulthood)
Postconventional Level • Contributing to society.
• Social Contract: rules are seen as social • If we think we can lead the next generation to
agreements that can be changed when this world, we are happy.
necessary. • If we do not resolve some conflicts earlier, we
• Universal Principles: moral reasoning is based can become pessimistic, and experience
on universal ethical principles and justice. stagnation.
Erikson’s Psychosocial Stages • Major Role: People at home and work
Erik Erikson Ego Integrity vs Despair (Maturity)
• Look back over our lives.
• Father of developmental psychology.
• If we think we did well in our lives, we develop
• Psychosocial Theory forms a foundation for
feelings of contentment and integrity.
much of our discussion of psychosocial
development. • If now, we can experience despair and
become grumpy and bitter.
Trust vs Mistrust (Infancy)
• Infants ask themselves if they can trust others.
• If they can trust someone now, then they can
trust others in the future
• If they experience fear, they develop doubt
and mistrust.
• Major Role: Mother
DEVELOPMENTAL PSYCHOLOGY |2 OF 26
, DEVELOPMENTAL PSYCHOLOGY
MS. KAREN GARCIA
NATIONAL UNIVERSITY - MOA
Prepared by: Kristel Joyce | PSY 237 | 3rd Term
Characteristics of Human Development Periods of Development
Multidirectional Infancy
• Ability of something to go into several ways. • Building relationship with caregiver.
• Humans change in many directions. • Forming good relationship with caregiver other
• There are variations in development. than their parents.
• Grow and change continue throughout life. • Child would think that whoever gives them food
• Experience continues to have an impact on who is their provider.
we are and how we relate to others. • Child does not understand that it’s the parent
who provides.
Multidisciplinary • The parent’s presence is important in this period
• Developmental psychology is related to other to build good relationship.
applied fields.
• Many academic disciplines contribute and Childhood
collaborate to the study of life span. • Play age stage.
• Child learns through playing.
Multi-contextual • Starts to go to school.
• That behaviors, motivations, emotions, and • Building behavior.
choices are all part of a bigger picture. • Parenting styles are important in this stage.
• When and where we live, actions, beliefs, and • Role of the parent is important in this stage,
values are a response to circumstances since they are the ones who builds the child’s
surrounding us. behavior.
• Contextual Intelligence: ability to understand • Child adapts to what they see in their
what is called for in a situation. environment.
Contexts that Affect Development Juvenile Era
Cohort Effect • Cohorts: group of people • Child is curious about something, since they
who are born at roughly the aren’t fully aware of morals, what is right and
same period in a particular wrong.
society. • Every child would experience this era to form an
• Cohorts share histories identity.
and contexts for living. • Exploring is important in this stage.
Socioeconomic • Socioeconomic status:
Status way to identify families and Pre-adolescence
household based on their • Making friends, building good relationship with
shared levels of education, family and peers.
income, and occupation.
• Child knows how to build relationships.
• Members of a social class
• Most important is to build good relationship.
tend to share similar
lifestyles, patterns of Early Adolescence
consumption, parenting
styles, stressors, religious • The focus is sexual orientation or sexual
preference. attraction.
Culture • Referred to as a blueprint • Forming romantic relationship with someone.
or guideline shared by a
group of people that
Late Adolescence
specifies how to live. • Marrying stage.
• Teaches us how to live in a • Child achieved their dream work, so they’re now
society. thinking of marriage.
• Allows us to advance.
Adulthood
• Parenthood.
Periods of Development
• Building family.
Prenatal • You learn how to discipline your own child.
• Important period.
• Mother and child relationship.
• While in the womb, the mother and child are
already building relationship.
DEVELOPMENTAL PSYCHOLOGY |3 OF 26
