Human

Develop
ment
Psychology
Department

Simple Facts
An individual, at any given stage of
development is a product of
interaction between heredity and
the environment
A human being is never static from
conception to death
Changes are constantly taking place
in physical and psychological
capacities
A maturing organisms continued and
progressive changes in response to
experimental conditions and these
stimuli in a complex network of
interaction

Development
defined as..
Process by which organisms grow and
change over the course of their lives
Complicated process
Unique in every individual
A persons future success depends on how
well he is able to adjust, and get rid of the
hazards (physical inadequacies,
psychological problems, environmental
influences)
Progressive series of changes that occurs
as a result of maturation and experience. It
implies qualitative changes

Growth and Maturation

GROWTH

continuous and adaptive process that

implies qualitative changes

MATURATION

process of change of an individual which

occurs primarily as a function of aging
and time. It excludes effects of practice
and experience

BASIC PRINCIPLES
OF GROWTH AND
DEVELOPMENT
Development follows an orderly predictable
sequence
The rate of development is unique to each
individual
Development involves change
Early development is more critical than late
development
Development is the product of maturation and
learning
There are individual differences in development

PRENATAL PERIOD

3 STAGES OF
PRENATAL PERIOD

Germinal Stage
Begins at conception when the male
sperm unites with the female ovum
ZYGOTE - fertilized egg
This stage is over once the implantation of the
zygote is completed, about 2 weeks after conception
Embryonic Stage
Begins, lasting until the 8 week of conception
Critical period, embryo is vulnerable to damage and
defect
Fetal Stage
Begins after 8 weeks
The embryo is now called Fetus

NEWBORN AND
INFANCY
Infancy
Extends from birth to 18
24 months or 2 years
Often referred to as
babyhood
NEONATE
infant for the first few days
after birth

Kinds of
Reflexes
Sucking
Rooting
Grasp
Stepping
Startle/Moro
Fencing/Tonic neck
Babinski

Newborn Reflexes
Sucking (Around 2-3 months of age)
Rooting reflex
If you stroke your newborns cheek, he will open his mouth and turn
his head toward the side that was stroked in order to seek out your
nipple or other source of food.
Grasp
Stepping - This reflex is also called the walking or dance reflex
Babinski
When the sole of the foot is firmly stroked, the big toe bends back
toward the top of the foot and the other toes fan out. This is a normal
reflex up to about 2 years of age
Startle/Moro reflex
Extending his arms and legs, open his fingers and arch his back. Then
clenching his fists and pull his arms to his chest. Baby may also cry
Fencing/tonic neck
If you place your baby on his back, he will look like a little fencer. His
head will turn with the arm and leg of one side extended (the pair on
the side hes turned toward) and his other arm and leg will be flexed

Stages of Motor
Development
0 - 2 months lifts chin when lying on stomach, able
to lift head up on his own, is seen with his head
turning to the direction of the touch
3 4 months lifts chest, holds head erect, reaches
for an object, sits with support, can roll over, can sit
propped up without falling over
5 - 6 months can hold head steadily, can transfer an
object from one hand to another, able to sit up without
support
7 8 months begins to stand while holding on to
things for support, sit alone & get into sitting position
9 - 10 months can stand with help and can crawl
11 12 months pull self to a standing position and
walk with support

Emotional Development
Babies are programmed to seek out the things that they want by crying
As they mature, children's emotional capabilities expand, allowing them to
develop a variety of skills that they will need in their adult lives
Emotional development encompasses the feelings that we have about ourselves
and others, as well as our capabilities to function well in the world from a social
standpoint
A childs emotions also interact with her basic temperament

Temperament
Individual differences in attention, arousal and reactivity to new situations.
These appear early, are relatively stable and long-lasting and are influenced in
large part by genetic factors

Attachment
The positive emotional bond that develops between a child and a particular
individual

Separation Anxiety
Indicated by loud protests, crying and agitation whenever the parents
temporarily leave

Stages of Emotional
Development
0 - 2 months imitate adult facial expressions and
cries when distressed
3 4 months smiles and shows interest in slightly
unfamiliar objects; may be distressed by objects that
are too unfamiliar
5 - 6 months shows apparent fear at visual cliff and,
facial expressions of anger may appear in response to
frustration especially if not fed
7 8 months shows first signs of stress
9 - 10 months anxiety to separation
11 12 months shows sadness upon loss of an
attachment figure like the mother or yaya

Stages of Cognitive
Development
0 - 2 months looking at faces, like familiar sounds,
and are interested in novelty that they track where
things are
3 4 months interested in recognizing different
faces and details of objects
5 - 6 months infants start to develop depth
perception and understand object identity,
meaning that a thing is the same each time it is
presented or encountered
7 8 months recall familiar face
9 - 10 months understand some words
11 12 months utter first meaningful words

EARLY
CHILDHOOD
(end of babyhood 5 or 6
years)
Referred to
Preschool
years
Developmental task
Ability to care for oneself,
self sufficiency,
development, of school
readiness skills

Peer relationship and play

become more evident

LATE CHILDHOOD

(6 12

years)
Corresponds to the elementary school years
This is a critical period for the development of
his achievement motivation or the need to
achieve
The child's competence gives him enthusiasm
to learn skills information and develop values
Peers is another source of reinforcement for
success or failure on the part of the child

PUBERTY
Onset of adolescence
is marked by two
significant changes in
physical development
Extends to the time
when the primary and
secondary sex
characteristics
Pubertal growth
spurt
Rapid acceleration in
height and weight that
signals the beginning of
the adolescence

ADOLESCEN
CE

It is a transitional
stage of physical and
mental human
development that
occurs between
childhood and
adulthood

This transition
involves biological,
social, and
psychological
changes, though the
biological or
physiological ones are

ADULTHOOD
Move from a period of
exploration to one
stabilization
Refining or improving
pattern of their lives
courses which is done
by accepting and
accommodating to
social norms
Basic needs of
adulthood: affiliation &
achievement

Early Adulthood
years)
Characterized by a peak of
physical performance and
health
Have a sense of self and
continually show an interest in
change and development
A period for developing
commitments, specialization
and channelling ones energy
towards fulfilling ones niche in
the complex social system

(19 35

Middle Adulthood
years)
Characterized by physical
changes
Their height gradually
decreases
There is general decline in
physical and biological
changes

(35 65

Late Adulthood or
Senescence
(65 80 years until death)
Stage of adjustment to
decreasing strength and
health and to retirement
and reduce income
Old age establishes
affiliations with members of
ones age group and they,
too, adapt to social roles

THEORIES OF
HUMAN
DEVELOPMENT
Psychosocial Cognitive
Psychosexual moral

Eriksons Theory of
Psychosocial
Development

Psychosocial development

Development of individuals interactions and

understanding of each other and of their knowledge and
understanding of themselves as members of society

Erikson:
Basic
Principles

Epigenetic principle
Idea that development progresses
through a series of interrelated stages
and that each stage has a critical
period of development
Psychosocial crisis
Turning points; conflict between
opposing psychological qualities

Psychosocial Stages

Trust vs. mistrust (birth to 1 year)

Autonomy vs. shame & doubt (2 to 3 years)
Initiative vs. guilt (4 to 5 years)
Industry vs. inferiority (6 to 11 years)
Identity vs. role confusion (12 to 18 years)
Intimacy vs. isolation (young adulthood)
Generativity vs. stagnation (middle adulthood)
Integrity vs. despair (older adulthood)

Summary Chart
Stage
Basic
Conflict

Important
Events

Outcome

Infancy
(birth to 18
months)

Trust
vs.
Mistrust

Feeding

Children develop a sense of

trust when caregivers provide
reliability, care, and affection.
A lack of this will lead to
mistrust.

Early
Childhood
(2 to 3
years)

Autonomy
vs.
Shame and
Doubt

Toilet
Training

Children need to develop a

sense of personal control over
physical skills and a sense of
independence. Success leads
to feelings of autonomy,
failure results in feelings of
shame and doubt

Preschool
(3 to 5
years)

Initiative
vs.
Guilt

Exploration

Children need to begin

asserting control and power
over the environment. Success
in this stage leads to a sense
of purpose. Children who try
to exert too much power
experience disapproval,
resulting in a sense of guilt

Stage

Basic
Conflict

Important
Events

School Age
(6 to 11
years)

Industry
vs.
Inferiority

School

Adolescenc
e
(12 to 18
years)

Identity
vs.
Role
Confusion

Young
Adulthood
(19 to 40
years)

Intimacy
vs.
Isolation

Outcome
Children need to cope with
new social and academic
demands. Success leads to a
sense of competence, while
failure results in feelings of
inferiority

Social
Teens need to develop a sense
Relationships of self and personal identity.
Success leads to an ability to
stay true to yourself, while
failure leads to role confusion
and a weak sense of self
Relationships Young adults need to form
intimate, loving relationships
with other people. Success
leads to strong relationships,
while failure results in
loneliness and isolation

Stage

Basic
Conflict

Middle
Adulthood
(40 to 65
years)

Generativity
vs.
Stagnation

Maturity
(65 to
death)

Ego Integrity
vs.
Despair

Importan
t Events

Outcome

Work and Adults need to create or

Parenthood nurture things that will outlast
them, often by having
children or creating a positive
change that benefits other
people. Success leads to
feelings of usefulness and
accomplishment, while failure
results in shallow involvement
in the world
Reflection
on Life

Older adults need to look

back on life and feel a sense
of fulfillment. Success at this
stage leads to feelings of
wisdom, while failure results
in regret, bitterness, and
despair

Psychosexual
development

Each stage is dominated by the development

of sensitivity in a particular erogenous or
pleasure-giving spot in the body
Libido- psychosexual energy as the driving
force behind behavior

 Each stage has a unique conflict that each

individual must resolve before they go to the
next higher stage
Unsuccessful in resolving: the resulting
frustration becomes chronic and remains
certain feature of their psychological make-up
Individuals may become so addicted to the
pleasure of a given stage that they are
unwilling to move on to the later stages
Fixation
Result of either frustration or over-indulgence, it is an
individual tendency to stay at a particular stage,
troubled by the conflict that characterizes that stage
and seeks to reduce it by means of the behavior
characteristics of that stage.

Psychosexual Stages
Stage

Age

Characteristics

Oral Stage

Birth to 1
year

An infant's primary interaction with the world

is through the mouth. The mouth is vital
for eating, and the infant derives pleasure
from oral stimulation through gratifying
activities such as tasting and sucking. If
this need is not met, the child may develop
an oral fixation later in life, examples of
which include thumb-sucking, smoking,
fingernail biting and overeating.

Anal Stage

1 to 3 years

Freud believed that the primary focus of the

libido was on controlling bladder and bowel
movements. Toilet training is a primary issue
with children and parents. Too much pressure
can result in an excessive need for order or
cleanliness later in life, while too little
pressure from parents can lead to messy or
destructive behavior later in life.

Stage

Age

Characteristics

Phallic
Stage

3 to 6 years

Freud suggested that the primary focus of

the id's energy is on the genitals. According
to Freud, boy's experience an Oedipal
Complex and girl's experience and Electra
Complex, or an attraction to the opposite sex
parent. To cope with this conflict, children
adopt the values and characteristics of the
same-sex parent, thus forming the superego

Latent
Stage

6 to 11 years

During this stage, the superego continues to

develop while the id's energies are
suppressed. Children develop social skills,
values and relationships with peers and
adults outside of the family

Genital
Stage

11 to 18
years

The onset of puberty causes the libido to

become active once again. During this stage,
people develop a strong interest in the
opposite. If development has been
successful to this point, the individual will
continue to develop into a well-balanced
person

Kohlbergs Theory
of
Moral Development
Preconventional morality

Children do not yet speak as members of society.

Instead, they see morality as something external
to themselves, as that which the big people say
they must do.
Obedience and Punishment
Children see rules as fixed and absolute. Obeying the rules is
important because it is a means to avoid punishment

Individualism and Exchange

Children recognize that there is not just one right view that is
handed down by the authorities. Different individuals have
different viewpoints.

Cont..
Conventional
morality

Moral problems as members of a society

Good Interpersonal Relationships

Entering teens, see morality as more than simple deals

They believe that people should live up to the
expectations of the family and community and behave in
"good" ways
Reasoning works best in two-person relationships with
family members or close friends, where one can make a
real effort to get to know the other's feelings and needs
and try to help

Maintaining Social Order

The respondent becomes more broadly concerned with

society as a whole
Emphasis: Obeying laws, respecting authority, and
performing one's duties so that the social order is
maintained (People want to keep society functioning)

Cont..

Post conventional morality

People are less concerned with maintaining society for
it own sake, and more concerned with the principles
and values that make for a good society

Social Contract and Individual Rights

Respondents basically believe that a good society is best
conceived as a social contract into which people freely enter to
work toward the benefit of all
They recognize that different social groups within a society will
have different values, but they believe that all rational people
would agree on two points. (1st: they would all want certain
basic rights, such as liberty and life, to be protected; 2nd, they
would want some democratic procedures for changing unfair
law and for improving society
They emphasize basic rights and the democratic processes that
give everyone a say

Universal Principles
They define the principles by which agreement will be
most just.

Piagets Theory of
Cognitive Development
Cognitive development
the process by which a childs
understanding of the world changes as a
function of age and experience

Piaget: Basic Concepts

Scheme
Organized pattern of behavior or thought
Organization
Tendency to coherently systematize and
combine processes into general systems
Adaptation
Process of creating a good fit between
ones conception of reality and ones
experiences
Equilibration
Tendency to organize schemes to allow
better understanding of experiences

Piaget: Basic Concepts

Adaptation is accomplished by:
Assimilation
Interpreting an experience by fitting into an
existing scheme
E.g. An infant uses a sucking schema that was
developed by sucking on a small bottle when attempting
to suck on a larger bottle

Accommodation
Interpreting an experience by changing an
existing scheme to incorporate the experience
E.g. The infant modifies a sucking schema developed by
sucking on a pacifier to one that would be successful for
sucking on a bottle

Sensorimotor Stage (Infancy)

In this period, intelligence is demonstrated
through motor activity without the use of
symbols
Knowledge of the world is limited because it is
based on physical interactions/ experiences
Children acquire object permanence at about
7 months of age
Physical development (mobility) allows the child
to begin developing new intellectual abilities.
Some symbolic (language) abilities are
developed at the end of this stage

Pre-operational Stage
(Toddler and Early
Childhood)
Intelligence demonstrated through the
use of symbols, language use matures,
and memory and imagination are
developed
Thinking is done in a nonlogical,
nonreversible manner
Egocentric thinking predominates

Concrete operational Stage (Elementary and Early

Adolescence)
This stage is characterized by 7 types of conservation: number,
length, liquid, mass, weight, area, and volume
Intelligence is demonstrated through logical and systematic
manipulation of symbols related to concrete objects
Operational thinking develops (mental actions that are
reversible)
Egocentric thought diminishes
Formal operational stage (Adolescence and Adulthood)
Intelligence is demonstrated through the logical manipulation of
symbols related to abstract concepts
Early in this period there is a return to egocentric thought
Many adults never attain this stage

Different Theories of Human

Development

Life cycle

Freuds
Psychosexu
al
Stages

Eriksons
Psychosocial
Stages

Piagets
Cognitive
Structured
Stages

Kohlbergs
Levels of Moral
Development

Late
Adulthood

Ego Integrity vs
Despair

Middle
Adulthood

Generativity vs
Stagnation

Level 3
Stage 6

Early
Adulthood

Intimacy vs
Isolation

Stage 5
Social Contract
Orientation

Puberty and
Adolescence

Genital

Identity vs Role
Confusion

Formal
operational

Level 2
Stage 4, Stage 3

Late
Childhood

Latency

Industry vs
Inferiority

Concrete
operational

Level 1
Stage 2-Instrumental
Relativist Orientation

Early
Childhood

Phallic

Initiative vs
Guilt

Preoperational

Stage 1- Preconventional
Punishment-Obedience
Orientation

Autonomy vs
Shame & Doubt