Tutorial Worksheet

Week 1 Introduction to Lifespan Development
Workshop Objectives:
By the end of the workshop students will:
 Have been orientated to the tutorial group and structure.
 Have considered the relevance of understanding life span development to their
personal and professional development.
 Discussed the domains of development and their relationships to each other
 Conceptualised the lifespan into age ranges
 Reflected on different research methods
 Reviewed major theoretical perspectives covered in the lecture
Workshop Resources:
 Workshop worksheet
 Week 1 lecture notes
Workshop Activities:
1. Why do you think you need to learn about lifespan and development and theory?
 How is it relevant to working in your future profession?
Understand the typical/normal to identify what is not normal and significance
Tailor actins to the individual (eg. age, company) to be more appropriate
Lead you to make realistic expectations of people
Aid in making appropriate responses come across in clinical practice
Enhance understanding of own development and others surrounding
Advocate for patients’ needs and rights
2. Domains of Development
 What are the 3 domains of development?
 Define/ describe each area (i.e. what is meant by ‘physical’ etc.)
 Provide at least 3 examples of how one domain affects development in another
domain.
Physical – physical changes, sometimes visible, some invisible (eg. hearing)

Cognitive – thought and intellect, changes in methods and styles of thinking, language
development, srategies for remembeing and recalling information
Psychosocial – social interactions, personality, identity and sense of self, relationships,
emotions, relation to other people
Eg. language developments will impact social interaction, physical developments can be
delayed by lack of social interactions and being unable to play sports etc.
3. Conceptualising the lifespan

Why do we need to have the stages of age in lifespan study? Discuss with your
neighbour and present to the group.
As a guide to allow to quantify and study things

Conduct research and studies into particular life stages – results in increased
evidence-based practice to help determine expectations from ages
HS1003 Tutorial Week 1 Page 1

4. Research Methods
Write down your group’s research question and the study method you think is best
suited to investigate this question as well as provide justification for this choice.
Also write which developmental domain is the focus of the research question.
How does reading comprehension develop across the lifespan?
Longitudinal study – same group of people to investigate their development, different

people will start at different levels and cannot therefore be compared at the same
point in time. Follow the development of particular people will provide the best
results.
Cognitive domain – remembering and recalling information
1. Do older adults experience a higher quality of life when they access

technology such as Facebook
Experimental study – psychosocial domain
2. How does reading comprehension develop across the lifespan?

Cross-sectional study – limitations via available texts etc.
3. What is the current prevalence of obesity across the lifespan?

Cross-sectional – current point in time being studies (naturalistic)
4. What are the factors influencing age of marriage in India compared with
Australia?
Ethnography – culture study, bias introduced by differences across the countries
5. Is memory improved when students listen to music without lyrics while

studying?
Experimental study – control the segregation of whether they listen to music while
studying and compare results
5. Review of Major Developmental Theories

Write down notes during this discussion.
1. Psychoanalytical – Freud, Erikson

2. Learning – Pavlov, Skinner, Bandura
3. Cognitive – Piaget, Information-processing
4. Contextual – Bronfenbrenner, Vygotsky
Erikson’s theory
- Conflict at each stage which lead to the development of a virtue
- Eg. trust vs mistrust at Birth-1yr (outcome of hope)
Learning theories
Pavlov – classical conditioning (pairing stimulus with an event)
Skinner – operant conditioning (positive and negative reinforcement, punishment)
Cognitive theories
Piaget’s Stages
- People learn new events based on existing knowledge
- 4 stages – sensorimotor, preoperational, concrete operations, formal
operations at different ages
Information-processing Model
- how we learn and remember
- stimuli/input coming in is registered, goes through processes to
increase efficiency, then committed to memory or converted to long
term memory
Ecological systems theory

- proposed 4 systems of a person exposed to
- each individual is surrounded by the system
- microsystem – face to face contact with eg. family, school, work
- mesosystem – connections and relationships between 2 microsystems
eg. family and school relationship may have effects on people
- exosystem – settings not participated in, but experiences impacts from
eg. parents workplace, neighbours etc.
- macrosystem – overarching factors eg. institutions, attitudes, beliefs,
ideologies – culture (education importance etc.)
Sociocultural theory
- emphasises social interactions in development
- higher mental function
- zone of proximal development (ZPD) - difference between child’s
capacity to the potential capacity
- social scaffolding should be introduced to allow a child to climb and
decrease ZPD

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Week 1 Introduction to Lifespan Development

Physical – physical changes, sometimes visible, some invisible (eg. hearing)

3. Conceptualising the lifespan

As a guide to allow to quantify and study things

HS1003 Tutorial Week 1 Page 1

How does reading comprehension develop across the lifespan?

Longitudinal study – same group of people to investigate their development, different

Cognitive domain – remembering and recalling information

1. Do older adults experience a higher quality of life when they access

2. How does reading comprehension develop across the lifespan?

3. What is the current prevalence of obesity across the lifespan?

5. Is memory improved when students listen to music without lyrics while

5. Review of Major Developmental Theories

1. Psychoanalytical – Freud, Erikson

Ecological systems theory

HS1003 Tutorial Week 1 Page 3

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