Post-Natal Period of Development and

1. Post-Natal Period of Development and Theories of Development

2. Basic Processes of Development • Maturation • Biological process of systematic physical growth • Experience plays a role in specific contexts • Children change dramatically from birth to adulthood

3. Stage Theories of Development • Stages – series of abrupt changes from one period to another – • All children must pass through in same order • More qualitative than quantitative (such as child mastering physical properties of object)

4. Stages of the Lifespan • Infancy (birth – 2 weeks) • Babyhood (2 weeks – 2 years) • Early Childhood (2 -7 years) • Late Childhood (7-12 years) • Puberty (10-16 years) • Adolescence (12-21 years) • Young Adulthood (21-35 years) • Middle Adulthood (35 – 50 years) • Late Adulthood / Old Age (50 above)

5. Infant Abilities • Infants are born with immature visual system • can detect movement and large objects • Other senses function well on day 1 • will orient to sounds • turn away from unpleasant odors • prefer sweet to sour tastes • Born with a number of reflex behaviors

6. Infant Reflexes • Rooting—turning the head and opening the mouth in the direction of a touch on the cheek • Sucking—sucking rhythmically in response to oral stimulation • Grasping—curling the fingers around an object

7. Social and Personality Development • Temperament--inborn predisposition to consistently behave and react in a certain way • Attachment-- emotional bond between infant and caregiver

8. Quality of Attachment • Parents who are consistently warm, responsive, and sensitive to the infant’s needs usually have infants who are securely attached • Parents who are neglectful, inconsistent, or insensitive to infant’s needs usually have infants who are insecurely attached

9. Language Development • Noam Chomsky asserts that every child is born with a biological predisposition to learn language “universal grammar” • Motherese or infant directed speech--style of speech used by adults (mostly parents) in all cultures to talk to babies and children

10. Language Development • Infant preference for human speech over other sounds • before 6 months can hear differences used in all languages • after 6 months begin to hear only differences used in native language • Cooing—vowel sounds produced 2–4 months • Babbling—consonant/vowel sounds between 4 to 6 months • Even deaf infants coo and babble

11. MONTH Speech Characteristic 2 Cooing vowel sounds 4 Babbling consonant/vowel 10 Babbling native language sounds 12 One-word stage 24 Two-word stage 24+ Sentences Language Development

12. Early Childhood • Growth is less explosive and rapid than during infancy • Lasts 2 to 7 years of age • Cognitive development *Symbolic thinking, language used *egocentric thinking *imagination / experience grow

13. Early Childhood • Emotional and social development • Most notable changes in peer relationships and types of play • Solitary play • Parallel play • Cooperative play

14. Cooperative play Parallel play Solitary play

15. Young Children’s Vocabulary • Comprehension vocabulary--words that the infant or child understands • Production vocabulary--words that the infant or child understands and can speak

16. Gender Role Development • Gender—cultural, social, and psychological meanings associated with masculinity or femininity • Gender roles—various traits designated either masculine or feminine in a given culture • Gender identity—A person’s psychological sense of being male or female • Between ages 2-3 years, children can identify themselves and other children as boys or girls. The concept of gender or sex, is, however, based more on outward characteristics such as clothing.

17. Gender Differences • Toddler girls tend to play more with dolls and ask for help more than boys • Toddler boys tend to play more with trucks and wagons, and to play more actively • After age 3 years we see consistent gender differences in preferred toys and activities • Children are more rigid in sex-role stereotypes than adults

18. Social Learning Theory Gender roles are acquired through the basic processes of learning, including reinforcement, punishment, and modeling

19. Gender Schema Theory • Gender-role development is influenced by the formation of schemas, or mental representations, of masculinity and femininity • Children actively develop mental categories of masculinity and femininity and categorize these into gender categories or schemas • Trucks are for boys and dolls are for girls is an example of a gender schema

20. Late Childhood • Lasts from 7 to 12 years of age • Characterized by slow physical growth • Important cognitive changes occur • Conservation and reversibility • Child decenters – allows conservation problems to be solved; learns some matter changes shape but not volume

21. Late Childhood • Emotional and social development • Child enters with close ties to parents • Peer relationships become increasingly important • Friendship is more important, last longer • Cliquesor groups formed, mostly same sex • Terms boyfriend and girlfriend have little meaning at this stage

22. Piaget’s Theory of Cognitive Development • Jean Piaget (1896–1980) Swiss psychologist who became leading theorist in 1930s • Piaget believed that “children are active thinkers, constantly trying to construct more advanced understandings of the world” • Cognitive development is a stage process

23. Piaget’s Approach • Primary method was to ask children to solve problems and to question them about the reasoning behind their solutions • Discovered that children think in radically different ways than adults • Proposed that development occurs as a series of ‘stages’ differing in how the world is understood

24. Piaget’s Developmental Theory • Identified 4 stages of cognitive development • Sensorimotor stage – infant experiences world in sensory information and motor activities • Preoperational stage – children sometimes think illogically by adult standards • Concrete operational stage – increased abilities • Formal operational stage – use of full adult logic

25. Sensorimotor Stage (birth – 2) • Information is gained through the senses and motor actions • Child perceives and manipulates but does not reason • Symbols become internalized through language development • Object permanence is acquired

26. Object Permanence • The understanding that objects exist independent of one’s actions or perceptions of them • Before 6 months infants act as if objects removed from sight cease to exist • Can be surprised by disappearance/reappearance of a face (peek-a-boo)

27. Piaget

28. Summary of Piaget’s Cognitive Development Theory

29. Adolescence • Transition stage between late childhood and early adulthood • Sexual maturity is attained at this time • Puberty--attainment of sexual maturity and ability to reproduce • Health, nutrition, genetics play a role in onset and progression of puberty

30. Social Relationships • Parent-child relationship is usually positive • May have some periods of friction • Peers become increasingly important • Peer influence may not be as bad as most people think. Adolescents tend to have friends of similar age, race, social class, and with same religious beliefs.

31. Adolescent Development • Physical development • Puberty becomes production of sex hormones • Primary sex characteristics appear • Females – menarche: menstruation, ovulation • Secondary sex characteristics appear • Females – breasts, pubic hair, wider hips • Males – testes and penis growth, facial and pubic hair, broadened shoulders

32. Adolescence • Cognitive development • Formal operations stage entered • Ability to use abstract concepts • Shift to stage varies among individuals; some never reach this stage, others reach it in early adulthood • Piaget’s classic experiment with weights

33. Piaget’s Balance Test - task: make the weight times the distance equal on both sides of center 4-yr-old 7-yr-old 5 kg A B 5 kg 5 kg 10-yr-old 14-yr-old C D 5 kg 10 kg 2 kg 8 kg

34. Adolescence • Adolescent egocentrism • Imaginary audience – everyone is watching • Personal fable – belief that s/he is unique • Hypocrisy – okay for one to do it but not another • Pseudostupidity – use of oversimplified logic • Social development • Time of drifting or breaking away from family

35. Adolescence • Emotional development • G. Stanley Hall – time of storm and stress • Most adolescents are happy, well-adjusted • Areas of problems • Parent-child conflicts • Mood changes - self-conscious, awkward, lonely, ignored • Risky behavior - aggression, unprotected sex, suicide, use of substances or alcohol

36. Erikson’s Life-Span Development Theory • Development proceeds in stages • Each stage is characterized by a psychosocial challenge or crisis • Stages reflect the motivation of the individual

37. 8 - Integrity vs. despair 7 - Generativity vs. stagnation 6 - Intimacy vs. isolation 5 - Identity vs. identity confusion 4 - Industry vs. inferiority 3 - Initiative vs. guilt 2 - Autonomy vs. shame and doubt 1 - Trust vs. mistrust Erik Erikson’s Eight Stages of Human Development

38. Developed through consistent love and support Independence fostered by support and encouragement Developed by exploring and accepting challenges 1 - Trust vs. Mistrust 0–1 years 2 - Autonomy vs. Shame and Doubt1–3 years 3 - Initiative vs. Guilt3–5 years Erikson’s Psycho-social Development Stages

39. 4 - Industry vs. Inferiority6 years–puberty 5 - Identity vs. Role ConfusionAdolescence 6 - Intimacy vs. IsolationEarly adult years Mastery comes from success and recognition Exploration of different paths to attain a healthy identity Form positive, close relationships with others Erikson’s Psycho-social Development Stages

40. Erikson’s Human Development Stages Erikson’s Psycho-social Development Stages 7 - Generativity vs. StagnationMiddle Adulthood 8 - Integrity vs. DespairLateAdulthood Transmitting something positive to the next generation Life review and retrospective evaluation of one’s past

41. Strategies for Erikson’s Stages of Development • Initiative • Encourage social play • Have children assume responsibility • Structure assignments for success • Industry • Nourish motivation for mastery • Be tolerant of honest mistakes • Identity • Recognize that identity is multidimensional • Encourage independent thinking • Stimulate students to examine different perspectives

42. Summary of Erikson’s Theory

43. Adult Development • Genetics and lifestyle combine to determine course of physical changes • Social development involves marriage and transition to parenthood • Paths of adult social development are varied and include diversity of lifestyles

44. Adulthood • Young adulthood through older adulthood • Developmental changes continue throughout adulthood: not a single phase of life • Taking on adult responsibilities in work and social relationships • Challenges: love, work, play continue changing

45. Adulthood • Physical development • Growth and strength in early adulthood, then slow process of decline afterwards • Speed and endurance • Vision and ability to see in weak lighting • Hearing and detection of tones • Taste – intact until later in life; men tend to lose hearing and taste earlier than women • Decline affected by health and lifestyles

46. Adulthood • Cognitive development • Continues throughout adulthood; some abilities improve while others decline • Fluid intelligence peaks in 20s, declines therafter • Crystallized intelligence improves until 30s; then declines slowly afterwards • Overall, individual rates vary depending on lifestyle and health

47. Adulthood • Emotional and social development • Many aspects of personality are fairly stable over time, and changes are predictable • On average, adults become • less anxious and emotional, socially outgoing, and creative • People become more dependable, agreeable, and accepting of life’s hardships • Gender differences lessen over time

48. Adulthood • Emotional and social development • Much disagreement about when and how changes occur during aging – differences between stages of infant/child development and adult development • Not all adults go through every stage • Order of stages can vary for individuals • Timing of stages not controlled by biological maturation

49. Stages of Adult Life • Early adulthood • Erikson • Intimacy versus isolation (17 to 45 years) • Levinson - Early adulthood has three stages • Entry into early adulthood (17-28) • Age 30 transition (28-33) • Culmination of early adulthood (to age 35) • Challenges of career, marriage, and parenthood

50. Middle Adulthood • Erikson – • Generativity versus stagnation (35-60 years) • Taking stock of what one has, who s/he is • Some are happy, some are disappointed • Generativity – reaching out, not self-centered