Developmental 1. Physical Development
Psychology
o Growth of the body and its organs,
functioning of the physiological
systems including the brain, physical
signs of aging, changes in motor
What is Development? abilities and so on.
o Prefrontal Cortex – last part of the
o Systematic continuities and changes brain that fully develops.
in the individual that occur between - Executive function (Rational
conception and death. Thinking, Planning ahead)
o A progressive series of changes that - Develops during or after
occur as a result of maturation and adolescence stage.
experience. 2. Cognitive Development
o Reflective Changes (Progressive o Changes and continuities in
series of changes) perception, language, learning,
o Past to Present memory, problem solving and other
processes.
Progressive Series of Changes 3. Psychosocial Development
• Maturation – biological in nature o Changes and carryover in personal
o Changes of which is the product of and interpersonal aspects of
psychosocial & biological in nature development such as motives,
(Herlock) emotions, personality traits,
o Biological Predisposition – genetic interpersonal skills, and relationships,
inheritance that helps to develop a and roles played in the family and
disorder. the larger society.
o If not triggered, you will not have the o Personality Traits (Biologically
disorder. inherited)
• Experience - psychosocial o Empathy is an interpersonal skill, an
o As Van den Daele has pointed out, ability to feel, understand, and
"development" implies qualitative reflect on other people’s
change. experiences.
Systematic Continuities Two essentially antagonistic processes in
• Orderly – regardless of the race, age, development take place simultaneously
gender, orderly development throughout life:
occurs.
• Patterned 1. Growth, or Evolution - happens at
• Relatively Enduring early stages of life
- Transitory Changes are not 2. Atrophy, or Involution – usually for old
permanent changes such as age
looks, physique, cognition, - Loss of abilities overtime
behavior, and emotions - It doesn’t mean it will not
(Mindset, Sound) occur before reaching old
Behavior – observable actions age.
- Outer reflections
The human being is never static. (Piaget)
Developmental Continuities
• Ways in which we remain the same o From conception to death, change
or continue to reflect our past. is constantly taking place in physical
and psychological capacities.
Three Broad Domains
, ➢ Development is studied by a interested. (If not used, the
developmentalist (Sociologist, pathways will be cut off in
Neurologist, Anthropologist, or a order to support other new
Historian) abilities)
➢ First 7 years of life (6-7 years) are the • Embedded in History
crucial years for development. • Development involves growth,
(Freud) maintenance, and regulation of loss
• Development is a co-construction of
Developmental Science biology culture and the individual
o The study of "womb to tomb"
phenomena. Three Types of Influences
o A multidisciplinary enterprise. 1. Normative age-graded influences
o Similar for individuals in a particular
Some basic observations about character age group such as puberty and
development menopause.
1. Human Development as a Continual o Includes sociocultural factors and
and Cumulative Process environmental processes such as
In John Milton's Paradise Lost, he wrote: beginning formal education and
"Childhood shows the man as morning retiring from the workplace.
shows the days." o Happens to all.
o Experiences from the past can o Common and usual
greatly affect the future. 1. Normative history-graded influences
2. Human Development as a Life-Span o Common to people of a particular
Process generation because of historical
o Experience is the same regardless circumstances. (Marcos Apologist)
the stages. o History – past events
Paul Baltes and his colleagues pointed out 3. Nonnormative Life Events
that development has the following o Unusual occurrences that have a
characteristics major impact on the lives of
• A life-long process – Adulthood is as individual people.
important as childhood. o Do not happen to everyone, and
• Multidirectional – Life can go to when they occur, they can influence
different ways, can be happy & people in different ways.
unhappy, gain & lose o Example: Death of a parent when a
• Selection – We make choices and child is young, pregnancy in early
decisions adolescence, winning the lottery,
• Plasticity – “The brain is plastic”, able getting an unexpected career
to change & grow (It develops opportunity.
neural pathways)
- Synaptic Booming – Certain developmental periods with their
synapses/ brain neural characteristics
pathways are growing to
support characteristics and Period Characteristics
the abilities overtime.
- Synaptic Pruning – Certain Prenatal Nine months of rapid
abilities we enjoy doing in the (Conception to growth in which organs
past that we do not do in the birth) and systems appear;
present, the brain neural extreme sensitivity to
pathway stops producing for negative influences.
that certain ability and
transfer the nutrients on the Teratogens are the
things that we are currently monsters of
, development (Fumes Middle Heightened
of Gas) Adulthood (35 to responsibility; may
64 years) include care of
Infancy (Birth to 2 Continued rapid children and aging
years) growth; brain parents; growing
development provides community
the basis for the involvement; peak
emergence of motor, period of leadership
cognitive and and influence; a time
psychosocial of physical change.
accomplishments. (e.g., menopause)
Early Childhood Physical growth slows Later Adulthood Retirement; declining
(2 to 6 years) somewhat; substantial (65+) health and strength;
gains in cognitive and adjusting to death of
language loved ones; facing
development; the one’s own mortality;
interplay between changing lifestyle to
socialization and enhance “successful
individuation shapes aging,” enjoying
personality and greater wisdom.
influences adjustment.
Middle School becomes a Trait – innate characteristics, the product of
Childhood (7 to major force in heredity (Genes)
11 years) development” • Certain traits from generation to
physical, cognitive, generation
and psychosocial Behavior – observable actions (observed by
abilities become naked eye)
apparent. • Cognitive processes
• Feelings & Emotions
Adolescence (12 The changes of
to 18 years) puberty affect all McCrae and Costa – theorists in personality
aspects of psychology who believe on the essence of
development; thought trait.
becomes more • Believe we have innate
abstract, academic characteristics
achievement begins to • Proponents of OCEAN
shape the future; o Passed overtime
search for identity o Common to everyone
continues unabated. o 16 PF (Personality Factor) – not
Early Adulthood Higher education or stable/unstable
(19 to 34 years) the beginning of work o The factor out 16 PF and
beckons; relationships come up with OCEAN.
Changes – Can happen physically,
are a major focus of
these years; marriage cognitively and more.
and children become
central concerns of 2. Human Development as a Normative
the life-span. and Ideographic Process
Normative – included changes that
characterized most if not all members of a
species (typical/usual patterns of
development)
, Ideographic – involves individual variations, o Even babies in months old
rate, extent, etc… (Individual Differences) already have development.
• Not all has the same pace ➢ White contends that the foundations
(Accounts for differences) laid during the first 2 years of life are
• Context specific most critical.
➢ Erikson claims that babyhood is the
3 Major Goals of Development (by period when individuals learn
Developmentalist) general attitudes of trust or mistrust,
1. Describe Development expending on how their parents
2. Explain Development gratify their child’s need for food,
3. Optimize Development (e.g., attention, and love.
advising the client to exercise) Note: Early patterns tend to persist but they
o Are we going to provide are not unchangeable.
assignments?
o To enhance characteristics Three Conditions under which Change is
likely to occur:
4. Human Development as a Holistic
Process 1. The change may come about when the
Holistic – Appreciate the person of a whole individual receives help and guidance in
making the change.
Holistic Perspective 2. Change is likely to occur when people
➢ Dominant theme of human treat individuals in a new and different ways.
development (1980s) 3. Change may occur when there is a strong
➢ In contrast to piecemeal approach motivation on the part of the individuals.
(divide people as a whole), this
approach/perspective is unified 2. Roles of Maturation and Learning in
view of developmental process that Development
emphasizes the interrelationships ➢ Maturation: is the unfolding of the
among the physical, mental, social, individual inherent traits
emotional aspects of development. o It sets limit to everyone.
According to Rogers, o Raw material
Organism = I (Holistically/innately good) + ➢ Learning: is development that comes
experience (UPR, Genuinness) from exercise and effort on the
individual’s part. (Ontogenetic
Significant Facts about Development functions, like driving)
Three important facts emerge from our
1. Early Foundations are critical. present knowledge of the interrelationship of
➢ Attitudes, habits and patterns of maturation and learning
behavior established during the early 1. Human beings are capable of
years determine to a large extent learning, variations are possible.
how successfully individuals will 2. Maturation set limits beyond which
adjust to life as they grow older. development cannot process, even
➢ “Could the young realize how if with the most favorable learning
quickly they become more walking methods.
bundles of habits, they would give 3. There is a definite “timetable” for
more heed to their conduct while still learning.
in the plastic state.” – William James Developmental Readiness – readiness to
➢ “Many child psychologists have said learn
that the pre-school years are the
most formative influential in a child’s 3. Development follows a definite
development.” - Bijou predictable pattern.
Psychology
o Growth of the body and its organs,
functioning of the physiological
systems including the brain, physical
signs of aging, changes in motor
What is Development? abilities and so on.
o Prefrontal Cortex – last part of the
o Systematic continuities and changes brain that fully develops.
in the individual that occur between - Executive function (Rational
conception and death. Thinking, Planning ahead)
o A progressive series of changes that - Develops during or after
occur as a result of maturation and adolescence stage.
experience. 2. Cognitive Development
o Reflective Changes (Progressive o Changes and continuities in
series of changes) perception, language, learning,
o Past to Present memory, problem solving and other
processes.
Progressive Series of Changes 3. Psychosocial Development
• Maturation – biological in nature o Changes and carryover in personal
o Changes of which is the product of and interpersonal aspects of
psychosocial & biological in nature development such as motives,
(Herlock) emotions, personality traits,
o Biological Predisposition – genetic interpersonal skills, and relationships,
inheritance that helps to develop a and roles played in the family and
disorder. the larger society.
o If not triggered, you will not have the o Personality Traits (Biologically
disorder. inherited)
• Experience - psychosocial o Empathy is an interpersonal skill, an
o As Van den Daele has pointed out, ability to feel, understand, and
"development" implies qualitative reflect on other people’s
change. experiences.
Systematic Continuities Two essentially antagonistic processes in
• Orderly – regardless of the race, age, development take place simultaneously
gender, orderly development throughout life:
occurs.
• Patterned 1. Growth, or Evolution - happens at
• Relatively Enduring early stages of life
- Transitory Changes are not 2. Atrophy, or Involution – usually for old
permanent changes such as age
looks, physique, cognition, - Loss of abilities overtime
behavior, and emotions - It doesn’t mean it will not
(Mindset, Sound) occur before reaching old
Behavior – observable actions age.
- Outer reflections
The human being is never static. (Piaget)
Developmental Continuities
• Ways in which we remain the same o From conception to death, change
or continue to reflect our past. is constantly taking place in physical
and psychological capacities.
Three Broad Domains
, ➢ Development is studied by a interested. (If not used, the
developmentalist (Sociologist, pathways will be cut off in
Neurologist, Anthropologist, or a order to support other new
Historian) abilities)
➢ First 7 years of life (6-7 years) are the • Embedded in History
crucial years for development. • Development involves growth,
(Freud) maintenance, and regulation of loss
• Development is a co-construction of
Developmental Science biology culture and the individual
o The study of "womb to tomb"
phenomena. Three Types of Influences
o A multidisciplinary enterprise. 1. Normative age-graded influences
o Similar for individuals in a particular
Some basic observations about character age group such as puberty and
development menopause.
1. Human Development as a Continual o Includes sociocultural factors and
and Cumulative Process environmental processes such as
In John Milton's Paradise Lost, he wrote: beginning formal education and
"Childhood shows the man as morning retiring from the workplace.
shows the days." o Happens to all.
o Experiences from the past can o Common and usual
greatly affect the future. 1. Normative history-graded influences
2. Human Development as a Life-Span o Common to people of a particular
Process generation because of historical
o Experience is the same regardless circumstances. (Marcos Apologist)
the stages. o History – past events
Paul Baltes and his colleagues pointed out 3. Nonnormative Life Events
that development has the following o Unusual occurrences that have a
characteristics major impact on the lives of
• A life-long process – Adulthood is as individual people.
important as childhood. o Do not happen to everyone, and
• Multidirectional – Life can go to when they occur, they can influence
different ways, can be happy & people in different ways.
unhappy, gain & lose o Example: Death of a parent when a
• Selection – We make choices and child is young, pregnancy in early
decisions adolescence, winning the lottery,
• Plasticity – “The brain is plastic”, able getting an unexpected career
to change & grow (It develops opportunity.
neural pathways)
- Synaptic Booming – Certain developmental periods with their
synapses/ brain neural characteristics
pathways are growing to
support characteristics and Period Characteristics
the abilities overtime.
- Synaptic Pruning – Certain Prenatal Nine months of rapid
abilities we enjoy doing in the (Conception to growth in which organs
past that we do not do in the birth) and systems appear;
present, the brain neural extreme sensitivity to
pathway stops producing for negative influences.
that certain ability and
transfer the nutrients on the Teratogens are the
things that we are currently monsters of
, development (Fumes Middle Heightened
of Gas) Adulthood (35 to responsibility; may
64 years) include care of
Infancy (Birth to 2 Continued rapid children and aging
years) growth; brain parents; growing
development provides community
the basis for the involvement; peak
emergence of motor, period of leadership
cognitive and and influence; a time
psychosocial of physical change.
accomplishments. (e.g., menopause)
Early Childhood Physical growth slows Later Adulthood Retirement; declining
(2 to 6 years) somewhat; substantial (65+) health and strength;
gains in cognitive and adjusting to death of
language loved ones; facing
development; the one’s own mortality;
interplay between changing lifestyle to
socialization and enhance “successful
individuation shapes aging,” enjoying
personality and greater wisdom.
influences adjustment.
Middle School becomes a Trait – innate characteristics, the product of
Childhood (7 to major force in heredity (Genes)
11 years) development” • Certain traits from generation to
physical, cognitive, generation
and psychosocial Behavior – observable actions (observed by
abilities become naked eye)
apparent. • Cognitive processes
• Feelings & Emotions
Adolescence (12 The changes of
to 18 years) puberty affect all McCrae and Costa – theorists in personality
aspects of psychology who believe on the essence of
development; thought trait.
becomes more • Believe we have innate
abstract, academic characteristics
achievement begins to • Proponents of OCEAN
shape the future; o Passed overtime
search for identity o Common to everyone
continues unabated. o 16 PF (Personality Factor) – not
Early Adulthood Higher education or stable/unstable
(19 to 34 years) the beginning of work o The factor out 16 PF and
beckons; relationships come up with OCEAN.
Changes – Can happen physically,
are a major focus of
these years; marriage cognitively and more.
and children become
central concerns of 2. Human Development as a Normative
the life-span. and Ideographic Process
Normative – included changes that
characterized most if not all members of a
species (typical/usual patterns of
development)
, Ideographic – involves individual variations, o Even babies in months old
rate, extent, etc… (Individual Differences) already have development.
• Not all has the same pace ➢ White contends that the foundations
(Accounts for differences) laid during the first 2 years of life are
• Context specific most critical.
➢ Erikson claims that babyhood is the
3 Major Goals of Development (by period when individuals learn
Developmentalist) general attitudes of trust or mistrust,
1. Describe Development expending on how their parents
2. Explain Development gratify their child’s need for food,
3. Optimize Development (e.g., attention, and love.
advising the client to exercise) Note: Early patterns tend to persist but they
o Are we going to provide are not unchangeable.
assignments?
o To enhance characteristics Three Conditions under which Change is
likely to occur:
4. Human Development as a Holistic
Process 1. The change may come about when the
Holistic – Appreciate the person of a whole individual receives help and guidance in
making the change.
Holistic Perspective 2. Change is likely to occur when people
➢ Dominant theme of human treat individuals in a new and different ways.
development (1980s) 3. Change may occur when there is a strong
➢ In contrast to piecemeal approach motivation on the part of the individuals.
(divide people as a whole), this
approach/perspective is unified 2. Roles of Maturation and Learning in
view of developmental process that Development
emphasizes the interrelationships ➢ Maturation: is the unfolding of the
among the physical, mental, social, individual inherent traits
emotional aspects of development. o It sets limit to everyone.
According to Rogers, o Raw material
Organism = I (Holistically/innately good) + ➢ Learning: is development that comes
experience (UPR, Genuinness) from exercise and effort on the
individual’s part. (Ontogenetic
Significant Facts about Development functions, like driving)
Three important facts emerge from our
1. Early Foundations are critical. present knowledge of the interrelationship of
➢ Attitudes, habits and patterns of maturation and learning
behavior established during the early 1. Human beings are capable of
years determine to a large extent learning, variations are possible.
how successfully individuals will 2. Maturation set limits beyond which
adjust to life as they grow older. development cannot process, even
➢ “Could the young realize how if with the most favorable learning
quickly they become more walking methods.
bundles of habits, they would give 3. There is a definite “timetable” for
more heed to their conduct while still learning.
in the plastic state.” – William James Developmental Readiness – readiness to
➢ “Many child psychologists have said learn
that the pre-school years are the
most formative influential in a child’s 3. Development follows a definite
development.” - Bijou predictable pattern.
