Module 3: Human Growth & Development

Page 2: Objectives

• Describes the events that occur from conception to birth

• Identify & clarify some ideas on the stages of human development highlighted by the different development theories

• Reflect on your personal development and address some concerns that hinder your psychological growth

• Gain understanding and appreciate the development processes and issues of others

Page 4: Human Development

Human Development - is the scientific study of how people change and stay the same over time.

Page 5: Quantitative and Qualitative Change

• Quantitative change - refers to variation in number, amount, or size

• Qualitative change - refers to a shift in kind, structure, or organization

Page 9: Prenatal Period

• Germinal Stage - Refers to the 2-week period following conception.

• Conception or fertilization – occurs when a single sperm cell from the male penetrates the female’s ovum (egg).

Page 10: Embryonic Stage

Extends from the second to the eighth week after conception - Cells are divide & begin to differentiate into bone, muscles & body organs

Page 11: Fetal Stage

Begins two months after conception & lasts until birth. - There is a developing organism which is known as fetus.

Page 12: Chromosomal Abnormalities

• Frontal baldness absent

• Poor beard

• Tendency to grow fewer chest hairs

• Narrow shoulders

• Breast development

• Female-type Wide bic hair hips tern all ticular

• Long arms and legs

• Down Syndrome

• Klinefelter

• Fragile X

Page 14: Development Throughout the Life Span

The life-span approach to development conceives the human life cycle to consist of roughly eight stages

Page 15: Prenatal Period

Is the time from conception to birth - A single-celled zygote develops in a series of stages into a full-term baby complete with brain & behavioral capabilities

Page 16: Infancy

Lasts from birth until approximately the age of 2.

Page 17: Early Childhood (ages 2 – 6)

• A great deal of initial learning, provided through environmental cues like parents’ behavior, occurs.

• Basic skills such as crying, nursing, coordination, & the ability to represent images & objects with words, are mastered during this period

Page 19: Middle and Late Childhood (ages 6 - 11)

• Accelerated mental skill development and an increased ability to talk about experiences, thoughts, & feelings are the key cognitive development during the time.

• Increase focus on friends & being accepted in a peer group.

Page 21: Adolescence (ages 11 - 20)

• It begins with puberty, a time of rapid growth & sexual development.

• They develop the ability to understand abstract ideas, develop moral philosophies, & establish & maintain satisfying relationships.

Page 23: Early Adulthood (from 20s – 40s)

• Is the time where individuals establish personal & economic independence.

• Choices concerning marriage & family as well as career decisions are often made during this stage.

Page 24: Middle Adulthood (from the 40s – 60s)

• The period where adults develop a genuine concern for the welfare of future generations

• They contribute to the world through family and work.

Page 28: Late Adulthood (from 60s onwards)

A time of adjustment to decreasing strength & health, life review, retirement, & adjustment to new social roles.

Page 34: Motor Development

Refers to the stages of motor skills that all infants pass through as they acquire the muscular control necessary for making coordinated movements

Page 35: Proximodistal and Cephalocaudal Principles

• Proximodistal principle - States that parts closer to the center of the infant’s body develop before parts farther away.

• Cephalocaudal principle - States that parts of the body closer to the head develop before parts closer to the feet

Page 37: Emotional Development

Is an interaction between temperament (nature) and positive or negative environmental feedback (nurture), which children receive as they explore their worlds.

Page 38: Temperament

Refers to the individual differences in attention, arousal, and reactivity to new or novel situations.

Page 39: Cognitive Development - Jean Piaget

• Refers to how a person perceives, thinks, and gains an understanding of his or her world

• Interaction and influence of genetic and learned factors

Page 40: Shorts By Darion Convett "Assimilation"

• Assimilation - a process by which a child uses old methods of experiences to deal with new situations

• Example: "Hey, what's up? Not much. Are you guys naked?"

Page 41: Accommodation

• A process by which a child changes old methods to deal with or adjust to new situations

Page 42: Stages of Cognitive Development

• MANA

Page 43: Sensorimotor Stage (from birth to about age 2)

• Infants interact with and learn about their environment

• Relating sensory experiences to motor actions

• Object permanence - awareness that objects continue to exist even if they can no longer be heard, touched, or seen

Page 44: Preoperational Stage (from about 2 to 7 years old)

• Children use symbols such as words or mental images to solve simple problems

• Think or talk about things that are not present

• Conservation - even though the shape of an object or substance is changed, the total amount remains the same

• Egocentric thinking - seeing and thinking of the world only from their own viewpoint

Page 47: Concrete Operational Stage (from about 7 to 11 years)

• Can perform logical operations on concrete objects

• Classification - ability to figure out relationships between objects

Page 48: Formal Operations Stage (from about 12 years old through adulthood)

• Adolescence and adults develop the ability to think about and solve abstract problems

• Logical manner

Page 49: Moral Development - Lawrence Kohlberg

• PRE-CONVENTIONAL MORALITY

Page 50: Pre-conventional Morality

• Primary consideration is the consequence of the act to the self

• Moral decisions are egocentric

• Behaviors motivated by self-interest, avoidance of punishment, or attainment of rewards

Page 51: Stage 1: Punishment and Obedience

• Children obey rules established by authorities

• See rules as fixed and absolute

• Obeying rules is important to avoid punishment

Page 52: Stage 2: Individualism and Exchange

• Children form individual points of view

• Judge actions based on how they serve individual needs

Page 53: CONVENTIONAL MORALITY

• Conforming to social norms and maintaining social order become central to reasoning

• Moral reasoning becomes socio-centric

Page 54: Stage 3: Interpersonal Relationships

• Focus on living up to social expectations and roles

• Moral decisions based on what pleases others

Page 55: Stage 4: Maintaining Social Order

• Consider society as a whole when making judgments

• Emphasis on obeying laws to maintain social order

Page 56: POST-CONVENTIONAL MORALITY

• Highest level of moral development

• Individual abides by self-chosen principles

• Moral judgment based on universal principles of justice, equality, and human dignity

Page 57: Stage 5: Social Contract & Individual Rights

• Account for differing values, opinions, and beliefs of other people

Page 58: Stage 6: Universal Principles

• Based upon universal ethical principles and abstract reasoning

• Follow internalized principles of justice, even if they conflict with laws and rules

Page 59: Psychosexual Development

• Freudian Psychosexual Stages of Development

Page 60: Defense Mechanisms

• Rationalization - finding reasonable explanations for unreasonable or unacceptable behavior

Page 61: Denial

• Refusing to accept reality or fact

• Acting as though or feeling did not exist

Page 62: Repression

• Unconscious blocking of unacceptable thoughts, feelings, and impulses

Page 63: Projection

• Attributing one's own undesired thoughts, feelings, or impulses to another person

Page 64: Reaction Formation

• Denial and reversal of one's feelings

Page 65: Sublimation

• Channeling unacceptable impulses, thoughts, and emotions into more acceptable ones

Page 66: Displacement

• Channeling energy away from one person or object to an alternative

Page 68: Erikson's Stage Theory in its Final Version

• Infancy

  • Basic trust vs. mistrust

    • Hope

    • Appreciation of interdependence and relatedness (0-1 year)

• Early childhood

  • Autonomy vs. shame

    • Will

    • Acceptance of the cycle of life, from integration to disintegration (1-3 years)

• Play age

  • Initiative VS. guilt

    • Purpose

    • Humor; empathy; resilience (3-6 years)

• School age

  • Industry VS. Inferiority

    • Competence

    • Humility; acceptance of the course of one's life and unfulfilled hopes (6-12 years)

• Adolescence

  • Identity vs. Confusion

    • Fidelity

    • Sense of complexity of life; merging of sensory, logical and aesthetic perception (12-19 years)

• Early adulthood

  • Intimacy VS. Isolation

    • Love

    • Sense of the complexity of relationships; value of tenderness and loving freely (20-25 years)

• Adulthood

  • Generativity VS. stagnation

    • Care

    • Caritas, caring for others, and agape, empathy and concern (26-64 years)

• Old age

  • Integrity VS. Despair

    • Wisdom

    • Existential identity; a sense of integrity strong enough to withstand physical disintegration (65-death)