Chapter 2: Developmental Psychology

• Developmental psychology


  The study of how people change over the course of a lifetime
• Human development is linked to changes in each of the individual's areas of functioning, i.e., physical, social, emotional and cognitive
• Personality theories


  • Trait theories
  • Psychoanalytic theories
  • Behavioural/learning theories
  • Humanistic theories
• Growth


  A physical increase of some magnitude over time, including changes in height, weight, body proportions and general appearance
• Development


  Qualitative changes in the organism as a whole, a continuous and constant process in which physical, emotional and intellectual changes occur
• Characteristics of the concept of development

  • It refers to the overall changes in the individual toward maturity
  • It changes qualitatively and quantitatively
  • It continues throughout life
  • It is continuous
  • It is due to both maturation and interaction with the environment
  • It is a broad and all-encompassing concept
  • It describes changes in the organism as a whole
  • It results in qualitative changes that are difficult to measure directly
  • It is possible without growth
• Principles of human development

  • Development involves change
  • Development is a continuous process
  • Development follows a consistent pattern
  • Individual differences in the developmental process
  • Development depends on maturation and learning
  • Development is predictable
  • Early development is more crucial than later development
  • Development involves social expectations
  • The developmental process hides potential risks
  • Happiness varies in different periods of development
• Maturation


  The successively improving characteristics of biological growth and development
• Genetic factors are the basic framework of the biological developmental processes
• Physical strength and emotional stability relate to genetic factors
• Physical impairment can lead to mental illness and mental health problems can affect physical well-being
• Human development and behaviour are a combination of biological, social and psychological influences
• Not all children grow similarly due to factors affecting human development
• Beliefs and nationality


  Influence human behaviour
• Culture and individual behaviours are both inseparable
• Human development and behaviour

  Combination of biological, social and psychological influences
• Factors affecting human development

  • Hereditary factors
  • Environmental factors
  • Home environment
  • Cultural factors
  • Socioeconomic status
  • Normative influences
  • Education and training
• Hereditary factors


  Genetic endowments from parents, influence physical and psychological characteristics
• Environmental factors


  The environment where the individual lives, provides stimuli and experiential basis for development
• Home environment


  Builds self-esteem, prepares child to face external world, determines early behaviours
• Cultural factors


  System of beliefs, attitudes and values transmitted from one generation to the next, shapes development through socialisation
• Socioeconomic status (SES)


  Determined by parental education, occupation and income, affects child's development and opportunities
• Normative influences


  Biological and environmental factors that have similar impacts on individuals in a group
• Non-normative influences


  Unique life events experienced by individuals
• Education and training


  Develop a child's innate abilities, play a significant role in promoting human development
• Theoretical paradigms, models and conceptualisations, as well as leading theorists and researchers in developmental psychology are numerous
• Major theories of psychological development

  • Sigmund Freud's stages of psychosexual development
  • Erik Erikson's stages of psychosocial and emotional development
• Sigmund Freud's stages of psychosexual development

  1. Oral stage

  2. Anal stage

  3. Phallic stage

  4. Latency stage

  5. Genital stage
• Oral stage


  Oral area associated with satisfaction of biological needs and pleasurable sensations, lays foundations of dependence, independence, trust and support
• Anal stage


  Derives pleasure from retaining and expelling faeces, develops self-control and self-regulation
• Phallic stage


  Interests move to genital area, Oedipus/Electra complex emerges and is repressed
• Latency stage


  Libido directed towards non-sexual activities, preparation for genital stage
• Genital stage


  Sexual and aggressive urges restored, interest in opposite sex, satisfaction of sexual instinct
• Erik Erikson's stages of psychosocial and emotional development

  1. Oral-sensory stage (basic trust vs. basic mistrust)

  2. Muscular-anal stage (autonomy vs. shame and doubt)

  3. Locomotor-genital stage (initiative vs. guilt)
• Oral-sensory stage


  Develops sense of trust and mistrust, relies on external care and learns to trust self
• Muscular-anal stage


  Acquires mental and physical abilities, develops sense of autonomy and willpower
• Locomotor-genital stage


  Becomes more mobile and curious, develops sense of control and responsibility, engages in play
• Autonomy


  • Develops at the same time as awareness of freedom of choice
  • Willpower - ability to control, evaluate and discern one's own needs
  • Makes decisions despite the inevitability of disappointment
• Locomotor-genital stage (3 to 6 years)

  1. Child becomes more mobile and curious

  2. Language and imagination are enriched

  3. Sense of control and responsibility grows

  4. Main activity is play

  5. Immersed in the environment

  6. Finds satisfaction in conquering the world

  7. Enjoys learning to do everything well

  8. Develops a sense of leadership and determination

  9. Conscience, parental attitude toward objects that reinforces self-monitoring, self-control, and self-criticism
• Latency stage (6 to 12 years)


  • Child enters life outside the confines of the family, school life begins
  • Period of systematic learning and the replacement of play with the feeling of work
  • Child has to be trained to manipulate objects, acquire habits of importance to society, and attach great importance to the attitude and judgment of other people
  • Feelings of inferiority or inadequacy if the child does not perform well and has not gained the respect of parents, teachers, and peers
  • Main strength is competency based on awareness of one's mastery, development of general abilities and practical habits