TOS BASED IN DEVELOPMENTAL PSYCHOLOGY

Critical Periods

Specific time for Development that must happened

Sensitive Period

You can pause the Development

Development is Lifelong

It doesn’t stop when you reach a certain age year, it continues to influence you development until you die

Example : Midlife career changes can affect retirement happiness

Development i’d Multidimensional

changes altogether in all aspects (Psychological, social, and biological)

Example : A teenager goes through physical growth, emotional mood swings, and peer pressure

Development is Multidirectional

You can gain in some areas, ang loss in another areas

Biology and culture shift over time

Development is influence by the nature and nurture

Example : As we age, we loss our hearing sense, since there’s a lot of upgraded new technology that can Help us to overcome our hearing losses

Changing Resources Allocation

Shifting our time and energy as we grow older

For Children : Focus on Play

For Adult : Focus on growth and maintenence

For Older Adult : Focus on coping with losses

Development show plasticity

Abilities can improve later on life

Development is Influence by Historical and Cultural context

Our development affects on when we born and where we live

Example : having an advance subjects in City, while in province always late in update. Much better learning and sources in City than Province

TWO CORE ISSUES IN DEVELOPMENT

Issue 1 : Is Development active or reactive ?

Issue 2 : Is Development Conitinuous or Discontinuous?

Reactive (Mechanistic Model)

You let you environment determine/ affect your development

Active (Orgnanismic Model)

You choose who or what influence in your development

Continuous (Quantitative Change)

Gradually or steady

Skill build slowly overtime

Example : Studying of Multiplication Table

Discontinuous (Qualitative Change)

Occurs in Distinct stages

Each stage is different and must follow a certain order

Example : Subject from grade school to hIghschool

Research methods and Ethics

Use of scientific methods to study how human grows and change over time

Cross-sectional

Compares individuals of different ages at one point in time

Longitudinal

Follows the same individuals overtime (long term/repeated subject)

Sequential (Cross sequential)

Combines both Cross-sectional and longitudinal

Microgenetic

Observes behavior to see a development over time

Naturalistic observation

Observing in natural settings

Structured observation

Observing behavior in controlled environment

Experiment

Manipulating variables to observe the cause and effect

Surveys Quistionnaire

Self-reported date from participants

interviews

In-depths, qualitative data collections

Case studies

In-depths study of individual or one group (rare case)

Informed Consent

Participants(Guardian) must be fully informed and voluntarily agree to participate

Assent

Informed Consent for children

Confidentiality

Personal information must be kept in private

Protection from Harm

Participants must not be exposed to unnecessary risk - physically or emotionally

Right to withdrawn

Participants can leave the study at anytime without penalty

Debriefing

Participants are informed about the study’s purpose after it ends

Nuclear Family

1 to 2 parents with children, it’s either biologically, adopted, or step children

Extended Family

Multigenerational households, Grandparents, aunts, uncles, cousins, and distant relatives

Single - Parent Family

One parent raising on or more children due to separation, divorce, death, or choice

Blended/Step Family

Your partners having a kid on their previous relationship

Childless/Child - Free Family

Couple w/o children it’s either by choice or there’s some circumstances happened

Same-sex Parent Family

Parents are both same gender/sex raising child/children

Froster/Adopted Family

A couple raising a child that’s not biological them,through legally adoption

Grandparent - Led Family (Generational Family)

The primary resposibility of raising and taking care of the kid/s is the grandparents

Ethnicity

Shared Cultural heritage - Language, religion, customs

Race

Can Identify by the physical traits and how they socialize with others

Universal patterns

Same age, sharing the same experience

Example : Puberty, Retirement

Individual Difference

Neither same age or different ages, we have a different experiences in facing life

Example : Career growth, health

Normative Influences

These are common experiences that happen most people shaping development in predictable ways

Normative-age -graded influences

These are biological or environmental events happen around the same age for most people

Example : Puberty starts around 11 to 12, Start schooling around ages 5 to 6

Normative - History - Graded Influences

These are events that affects a whole generation and shape their attitudes, behavior, or values

Example : COVID - 19, WW2. Rise of the internet

Age Cohort

Is a group of people born around the same time but may experience shared experience or not

Non normative Influence

These are unusual events that have a strong affect on a person’s life. They can drastically alter someone’s life path positively or negatively.

Example : Winning in Lottery, surviving plane crash,

Death and Bereavement

Death i’d the final stage of human development

Bereavement

The state of having lost someone thought death

Grief

The emotional responses to loss - sadness, anger, guilt, numbness

Mourning

The social and cultural process of expressing grief - funeral, rituals

Denial

this can’t be happening!!

Anger

Why is this happening to me?

Bargaining

If I do this, can I undo the loss?

Depression

Deep sadness, withdrawal

Acceptable

Coming to terms with the loss

Centration

Inability to decenter; Children is focus on one aspect only

Irreversability

Fail to understand that some operations or action can reverse, restoring the original situation (form, in container with the same amount)

Empathy

Overcoming the egocentrism

They become more ale to imagine how others might feel

Episodic Memory

Long-term memory of specific experiences or events, link to time and place

Example : Childhood Memory

Generic Memory

Memory produces scripts of familiar routines to guide behavior (Daily rountine, going to school, brushing teeth)

Autobiography Memory

Memory of specific events in one’s life, emerges between ages 3 and 4 years old

Example : Core memory

Self-esteem

Jugement of worth

Self-esteem i’d Contingent (Fixed Mindset)

The self-esteem is depend on the success, if the kid/s not successfully do this, the kid most like to feel ashamed and it low their self-esteem

Self-esteem is noncontingent

It means that if the kid failed in doing the task, the kid/s will not think it his/her fault, instead they will directly point it in other factor

Discipline

Methods of modelling children’s character and of teaching tem to exercise self-control and engage in acceptable baheavior

Corporal Punishment

Use of physical force with the intention of causing pain but not injury, as to correct or control benahvior

It will lead to poor relationship, increased aggression, and antisocial behavior

Inductive Techniques

Designed to induced (by explaining to them) desirable behavior by appealing to a child’s sense of reason and fairness

Power Assertion

Designed to discourage undesirable behavior through physical (pamamalo) or verbal (Pananakot) enforcement of potential control

Withdrawal of Love

Involves ignoring isolating or showing dislike for a child (Silent treatment, showing irritability, ignoring)

Authoritarian Parenting

Parenting style emphasizing control obedience

Traditional Disciplinarian ( Conditional/distant love)

Permissive Parenting (Spoiled)

Parenting style emphasizing self-expression and self-regulation

Lack of authority / too much freedom

Authoritative Parenting

Parenting style blending respects for child’s individuality with an effort ti instill social values (letting your child to explain)

Uninvolved Parenting

A style of parenting that is low in nurturance, maturity, demands, control, and communicatin

Having care at all. no communication and authority pver their child/children