Winfrey

• Developmental Psychology

  A branch of psychology that focuses on the study of human development across the lifespan, from infancy to old age. It seeks to understand how people grow, change, and develop physically, cognitively, emotionally, and socially over time.
• Development


  A more comprehensive term referring to aspects of human personality including physical, social, cognitive, and emotional
• Growth


  Increase in size, height and weight. Quantitative in nature, stops when maturity is reached. Changes in particular aspects of the body.
• 4 Main Types of Growth and Development

  • Physical - body growth
  • Cognitive - mind development
  • Emotional - seeks to understand expression & regulation of emotion
  • Social - Interactions and relationships with other
• Life Stages


  1. Growth & development starts at birth and ends at death

  2. Needs that must be met
• Infancy (birth to 2 yrs.)

  • Rapid growth & development
  • Rapid development of motor skills
  • Reflexive movement progressing to voluntary movements
• Childhood (2 to 12 years)


  • Physical growth continues at a slower pace compared to infancy, with a gradual increase in height and weight
  • Gross motor skills become more refined
  • Began to develop Fine motor skills
• Adolescence (12 to 20 years)


  • Significant physical changes driven by puberty
  • Accompanied by development of secondary sex characteristics
  • Rapid increase of height and weight
  • Hormonal changes lead to the onset of puberty
• Early Adulthood (20 to 40 years)


  • Physical growth stabilizes
  • Reaching of full adult height and weight
  • Peak physical performance
  • Experiencing optimal strength, endurance and overall health
• Middle Adulthood (40 to 65 years)


  • Subtle changes
  • Gradual decline in muscle mass, strength and flexibility
  • Changes in body composition
  • Increased body fat
  • Decreased in bone density
  • Experience in changes of sensory functions
  • Onset of age-related health conditions
• Late Adulthood (65-)


  • Significant physical changes
  • Aging
  • Decline in overall physical health and functional abilities
  • Decline in muscle strength and flexibility
  • Decrease in sensory acuity & cognitive function
  • Susceptible to chronic Health conditions
• Individual aging experiences can widely be based on factors such as genetics, lifestyle, and overall health
• Jean Piaget's Cognitive Development


  A comprehensive framework that describes how individuals construct knowledge, develop reasoning abilities, and understand the world around them
• 4 Major stages of cognitive development

  • Sensorimotor
  • Preoperational
  • Concrete operational
  • Formal operational
• Schema


  Mental framework and structure that helps individuals organize and interpret information about the world
• Assimilation


  Occurs when individuals incorporate new information or experiences into existing schemas
• Accommodation


  Involve modifying schemas or creating new ones to accommodate new information and experiences that cannot be assimilated into existing schemas
• Sensorimotor Stage


  • Infants explore and learn about the world primarily through their senses and motor activities
  • Engage in sensory exploration, using their senses to gather information about their environment
  • Explore objects by looking at them, touching them, listening to sounds, and even tasting them
• Sensorimotor Stage (8-12 months)


  • Infants realize that objects removed from sight still exist and attempt to find them
  • Develop object permanence, allowing infants to search for hidden objects and anticipate their reappearance
• Preoperational Stage (2 to 7)


  • Children develop language and symbolic thinking but have not yet mastered logical reasoning
  • Began to use symbol words & images
  • Exhibit egocentrism, having difficulty understanding that others may have different perspectives or beliefs from their own
  • Engage in magical thinking, believing that thoughts, words, or actions can directly influence events in the world around them
• Concrete Operational Stage (7-11)


  • Develop more advanced cognitive abilities - ability to think logically about concrete objects and events
  • Decentrate and consider multiple dimensions of problems simultaneously
  • Better able to understand the perspectives of others and consider different viewpoints
  • Develop conservation, realizing that certain properties of objects remain the same even when their physical appearance changes
  • Develop reversibility, understanding that actions can be undone or reversed
• Formal Operational Stage (11-)


  • Develop the ability to think abstractically, logically, and systematically about hypothetical situations and concepts
  • Can understand and manipulate abstract concepts
  • Can consider hypothetical situations, generate and test hypotheses, and engage in deductive reasoning
  • Develop metacognition, the ability to reflect on their thinking, evaluate their strategies, monitor their own learning and comprehension, and engage in self-directed learning
• Kohlberg's Stages of Moral Development

  • Preconventional Level: Stage 1 - Obedience and Punishment Orientation
  • Preconventional Level: Stage 2 - Individualism and Exchange
  • Conventional Level: Stage 3 - Good-Boy Orientation
  • Conventional Level: Stage 4 - Maintaining Social Order
  • Postconventional Level: Stage 5 - Social Contract and Individual Rights
  • Postconventional Level: Stage 6 - Universal Ethical Principles
• Most adolescents and adults never reach Kohlberg's Stage 6 of moral development, with only 20% of adolescents reaching Stage 5 and 5% reaching Stage 6
• Erik Erikson's Stages of Psychosocial Development

  A theory of psychosocial development that emphasizes the importance of social interactions and cultural influences across the lifespan
• Trust vs. Mistrust (Birth to 18 months)


  • Infants develop a sense of trust when their basic needs are consistently met by caregivers, leading to a sense of security and optimism about the world
  • Failure to develop trust leads to feelings of insecurity and mistrust
• Attachment


  A strong emotional bond that develops between an infant and their primary caregiver, serving as a secure base from which the infant explores the world and seeks comfort and reassurance
• Types of Attachment


  • Secure Attachment
  • Avoidant Attachment
  • Ambivalent Attachment (Insecure-Resistant Attachment)
• Autonomy vs. Shame and Doubt (18 months to 3 years)


  • Children need to develop feelings of self-control over physical functions and a sense of independence
  • Relationships with parents and friends can encourage the development of self-direction and initiative, or feelings of shame and guilt
• Initiative vs. Guilt (3-5 years)

  • Preschoolers develop a sense of initiative by planning and carrying out activities and tasks, taking on more responsibility
• Parenting Styles


  • Authoritative
  • Authoritarian
  • Permissive
  • Uninvolved
• Authoritative Parenting


  Responsive to children's needs and emotions, use reasoning and explanation to enforce rules rather than relying solely on punishment. Provide guidance and structure while also encouraging.
• Authoritarian Parenting


  Enforce obedience through punishment and discipline, prioritize obedience and conformity over autonomy and independence, less responsive to children's emotional needs.
• Permissive Parenting


  Avoid confrontation and prioritize children's happiness and autonomy over discipline and structure, lenient and indulgent, allow considerable freedom and autonomy with few rules or consequences.
• Uninvolved Parenting


  Tend to leave their children on their own with little guidance, support, or involvement.
• Reasoning and explanation


  To enforce rules rather than relying solely on punishment
• High levels of parenting

  • Warmth & responsiveness and support combined with clear expectations and boundaries
  • Provide guidance and structure while also encouraging
• Authoritarian parents


  • Enforce obedience through punishment and discipline
  • Prioritize obedience and conformity over autonomy and independence, and they may be less responsive to their children's emotional needs
• Authoritarian parenting


  • Strict rules and expectations
  • High levels: Control and demands
  • Low levels: Warmth and responsiveness
• Permissive parents


  • May avoid confrontation and prioritize their children's happiness and autonomy over discipline and structure
  • They are lenient and indulgent, allowing their children considerable freedom and autonomy with few rules or consequences