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- 1. College of Education Schoolof Continuing and Distance Education 2014/2015 – 2016/2017 PSYC 335 Developmental Psychology I Session 1 – Introduction to Developmental Psychology Lecturer: Dr. Joana Salifu Yendork, Department of Psychology Contact Information: [email protected] godsonug.wordpress.com/blog
- 2. Session Overview Slide 2 •Psychology has several sub-disciplines and Developmental Psychology is one of such with a unique focus. The aim of this session is to introduce students to aspects of the disciplines in terms of definition, the characteristics, domains, stages of lifespan, the concept of age and themes.
- 3. Session Outline Slide 3 Thekey topics to be covered in the session are as follows: • What is Developmental Psychology • Nature/characteristics of development • Domains of human development • Concept of age and stages of lifespan • Themes/controversies/issues in human development • Goals of developmental psychology
- 4. Reading List Slide 4 •Read Chapter 1 of Developmental Psychology: Childhood and adolescence, Shaffer & Kipp (2014); and Chapter 1 of development through the lifespan, Berk (2006)
- 5. Topic One WHAT ISDEVELOPMENTAL Slide 5 PSYCHOLOGY
- 6. What is DevelopmentalPsychology? • Development: systematic continuities and changes in the individual that occur between conception and death (Shaffer & Kipp, 2010, 2014). • Systematic: changes are orderly, patterned, and relatively enduring • Continuities: ways in which individuals remain the same or continue to reflect our past • Development: pattern of change that begins at conception and continues through the life span (Santrock, 2011) Slide 6
- 7. What is DevelopmentalPsychology? Slide 7 • Branch of psychology devoted to identifying and explaining the continuities and changes that individuals display over time (Shaffer & Kipp, 2010, 2014). • Branch of psychology devoted to studying pattern of change that begins at conception and continues through the life span (Santrock, 2011)
- 8. Topic Two NATURE/CHARACTERISTICS OF Slide8 DEVELOPMENT
- 9. Nature/Characteristics of development •Development is lifelong • Development is multidimensional • Development is multidirectional • Development is a holistic process • Development is Plastic • Development is Contextual • The study of development is multidisciplinary Slide 9
- 10. Nature/Characteristics of development Slide10 • Development is lifelong spanning from conception to death. • Development is a continual process such that the path of developmental changes stretch ever onward until we die. • Changes are cumulative: such that changes that occur at each stage of life can have significant implications for the future.
- 11. Nature/Characteristics of development Slide11 • Development is multidirectional: Throughout life, some dimensions or components of a dimension expand and others shrink. • Eg, when one language (such as English) is acquired early in development, the capacity for acquiring second and third languages (such as Spanish and Chinese) decreases later in development, especially after early childhood.
- 12. Nature/Characteristics of development Slide12 • Development is a holistic process: formally some developmentalists studied physical only, cognitive only or psychosocial development • Presently: a unified view that emphasizes the important interrelationships among domains of development • Deǀ elopŵeŶt Đ aŶ’t ďe pieĐed out ďut ǀie ǁed as a holistiĐ process encompassing cognitive, physical and psychosocial aspects and each aspect impact on the other • E.g., Popularity with peers: age of puberty + social skills + intellectual abilities
- 13. Nature/Characteristics of development Slide13 • Development is plastic: capacity for change during different stages of life and in response to positive or negative life experiences. • The course of development can change abruptly if iŵportaŶt aspeĐts of oŶe’s life ĐhaŶge. • Development is contextual: the context influence development • Context include cultural, social, geographical and historical
- 14. Nature/Characteristics of development Slide14 • The study of development is multidisciplinary: to understand development, information is integrated from different disciplines such as biology, psychology, sociology, anthropology, and medicine.
- 15. Topic Three CONCEPT OFAGE & STAGES OF Slide 15 DEVELOPMENT
- 16. The concept age •Chronological age: number of years since birth • Biological age: describes biological health and functional capacity of vital organs, such as heart, lungs, kidneys, circulatory system • Psychological age: measure of adaptive capacities, including ability to learn, establish and maintain motivation, be flexible and think clearly Slide 16
- 17. Stages of development Slide17 • Prenatal development: conception to birth. A point where single cell develop into a complete organism with complex brain and nervous system • Infancy: birth to 18-24 months. extremely dependent on adult and other older individuals. Psychological activities begin • Early childhood: 2 to 5/6 years/preschool years. Become more self-sufficient, learn school readiness skills such as following instructions and recognizing letters and colours.
- 18. Stages of development Slide18 • Middle and late childhood: 6 to 11/12 years/Elementary school years. Master skills of reading, writing and arithmetic, achievement is central theme and person shows increasing self- control • Adolescence: 10-12 to 18-22 years/transition from childhood to early adulthood. Begins with rapid physical changes, characteristic of puberty, major goals of becoming independence and developing an individual identity. Think more logical and abstract.
- 19. Stages of development Slide19 • Early adulthood: from late teens through 30 years. Establish personal, social, emotional and economic independence, beginning career development, select life partner, start family and child rearing • Middle adulthood: from early 40s until around age 60. Expands personal and social involvement and responsibility, assist next generation and reach and maintain career satisfaction • Late adulthood: from 60s and 70s until death. Time to review and reflect, retirement and adjusting to decreasing strength and health, longest span of any developmental period
- 20. Topic Four CONTROVERSIES/THEMES/ISSUES Slide 20 INHUMAN DEVELOPMENT
- 21. Controversies/Themes/Issues in human development •Nature vs nurture, • Active vs passive, • Continuous vs discontinuous/Quantitative vs qualitative; • Stability vs change Slide 21
- 22. Nature vs. nurture Slide22 • Is human development primarily the result of nature (biological forces) or nurture (environmental forces)? • One group of developmentalists advanced the view that heredity and not environment is the chief maker of man. • . . . Nearly all of the misery and nearly all of the happiness in the world are due not to environment. . . . The differences among men are due to differences in germ cells with which they were born (Wiggam, 1923, p. 42). • Nature-focused
- 23. Nature vs. nurture Slide23 • E.g., cognitive developmentalists and biological theorists • Another group of developmentalists (nurture-focused) advanced the view that environment and not heredity causes development. – E.g., Watson • Currently: integrative approach • The relative contributions of nature and nurture depend on the aspect of development in question • E.g.,: Language: brain component and influence of Đ aregiǀ er’s laŶguage
- 24. Active vs passivetheme Slide 24 • Are children curious, active creatures who largely determine how agents of society treat them? Or, are they passive souls on whom society fixes its stamp? • Active-viewers opine that children are born with certain predispositions that influence how people treat them • E.g., a child with difficult temperament • Passive-viewers opine that children are extremely malleable—literally at the mercy of those who raise them • Eg. a young preteen girl who has gone through the biological changes of puberty earlier than most of her classmates and friends (passive). But her early maturity will affect how she is treated
- 25. Continuous vs discontinuous/ quantitativevs qualitative Slide 25 • Do you think that the changes we experience occur very gradually? Or, would you say that these changes are rather abrupt? • Continuity theorists view human development as a continuous/additive process that occurs gradually and continuously, without sudden changes. • Discontinuity theorists view development as series of sudden changes each of which elevates the child to a new and presumably more advanced level of functioning.
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- 28. Quantitative vs qualitative Slide28 • Quantitative changes are changes in degree or amount • Eg, grow taller and run a little faster with each passing year • Qualitative changes are changes in form or kind— changes that make the individual fundamentally different in some way than he or she was earlier • Eg, an infant who lacks language may be qualitatively different from a preschooler who speaks well • Continuity theorists view developmental changes as basically quantitative in nature, whereas discontinuity theorists view development as a sequence of qualitative changes
- 29. Stability vs Change Slide29 • To what degree do early traits and characteristics persist through life or change • E.g., can a shy child develop to become a sociable and talkative adult? • Theorists who emphasize stability argue that stability is the result of heredity and possibly early experiences in life • Theorists who emphasize change take the more optimistic view that later experiences can produce change
- 30. Your opinion Slide 30 •Which side of the debate do you stand? • Today, many developmentalists are theoretical eclectics: rely on many theories, recognizing that none of the grand theories can explain all aspects of development and that each makes some contribution to our understanding.
- 31. Topic Five GOALS ANDRELEVANCE OF Slide 31 DEVELOPMENTAL PSYCHOLOGY
- 32. Goals of developmentalpsychology Slide 32 • Description: observe behavior at different ages in order to specify how people change over time • Typical patterns of change (normative) and individual variations in patterns of change (ideographic) • Explanation: determine why people develop as they typically do and why some people develop differently than others • Optimization: applying what they have learned in attempts to help people develop in positive directions
- 33. • To gaininsight into human nature • To gain insight into the origins of adult behavior • To gain insight into the origins of sex differences and gender roles and the effects of culture on development • To gain insight into the origins, prevention, and treatment of developmental problems • To optimize conditions of development Relevance of Developmental Psychology
- 34. Sample Questions Slide 34 •Define development. • What is developmental Psychology? • With relevant example, describe three themes in developmental psychology.
- 35. References • Beck, L.E. (2006). Development through the lifespan (4th Edition). New York, NY: Allyn & Bacon. • Santrock, J. W . (2011). Life-span development (13th Edition). New York, NY: McGraw-Hill. • Shaffer, D. R., & Kipp, K. (2010, 2014). Developmental psychology: Childhood & adolescence. (8th & 9th Editions). Belmont, CA: Wadsworth. • Wiggam, 1923, p. 42 Slide 35