Developmental Psychology Outline —

Lifespan perspective —from womb to tomb

How does developmental psychology and developmental researchers impact us?

Helps us understand why people act they way they do at certain ages and what can be done to help/interact with different age
groups

tl as

- Life long-womb to tomb

- Multidimensional-how areas of develop other forms of development
- Multidirectional-
some types of
development
grow/deminish
through life
extroversion

- Plastic: ability to
change/moldabl
e

Multidisciplinary
-understand
growth and
development as
more than on
disiplinary
Contextual
o Normative age-graded-people of the same age have similar experiences
o Normative history-graded-cohorts who live in different time periods often have similar beliefs
o Normative life events
o Non-normative life event-losing parent can create similar experiences across people who have
experienced the same

Mastery of life often involves conflicts and competitions among what three goals of development?
-growth(first years),maintence(how do I maintain____), regulation of loss(loss of muscle,hair and how to manage that

Periods of Development —
 1. Prenatal-first 9 months nutrition, environmental factors
2. Infancy-first two years dependency, neurobiological development
3. Early childhood-2-6 want to do things growth, exploration, first push for autonomy
4. Middle and Late childhood-7-11 education, curious, academics and operations
5. Adolesence 12-25-self exploration, rights
6. Early adulthood-25-40 establishment
7. Middle adulthood-40-60 stability
8. Late adulthood-60+ yold(still has strength), old(decline in strength), oldest(need some
assistance,cognitive decline)

Qualitative change- changing in type/kind/structure (language, friendship

quantitative change-change in #/amount. Age,height

Concept of Age

- Chronological
age-#of years
since birth

- Biological age –
how old you are
in terms of
functionality of
your body

Psychological
age- adaptability
and emotional
regulation
- Social age
-social interaction/responsibilities
 What are the two types of change and examples7
Qualitative change- changing in type/kind/structure (language, friendship
quantitative change-change in #/amount. Age,height

nature-biology
nurture-environment

maturation-natural maturation of body/mind

self sufficiency standard-# of people, jobs, cost of food, travel

poverty- does not change much

Influences on Development

- Heredity
Environment
Maturation
Family
Neighborhoods
SES
- Ethnicity and culture
Normative influences
- Non-normative influences

Why is it important to have an average rate and timing of development?

Risk and Protective Factors-

Risk-anything that increases the likely hood of developmental trajectory, cumulative , genetic disorder, difficult
temperament,intelligence
Protective-decrease the likely hood to be victim to a risk

Child Characteristics- insecure/secure attachment

Parent Characteristics-untreated mood disorders, education level

environment Characteristics
5 Major Theoretical Perspectives

1. Psychoanalytic - focuses mainly on unconscious emotions and drives

a. Freud
b. Erikson-
2. Learning — studies observable behavior
a. Behaviorism
b. Social Learning Theory
3. liSociocultural — emphasizes how culture and social interaction guide us
a. Vygotsky's sociocultural-cognitive theory
4. Ethological — stresses that behavior is strongly influenced by
biology Freud — Psychosexual Stages of Development:
5. Oral Stage (0-1 years): The infant's pleasure centers around the
mouth. Sucking, biting, and chewing are primary sources of pleasure.
Fixation can lead to dependency or aggression.
6. Anal Stage (1-3 years): Pleasure focuses on bowel and bladder
control. Toilet training becomes a significant issue. Fixation can result in
excessive orderliness or messiness (anal-retentive or anal-expulsive
traits).
7. Phallic Stage (3-6 years): The focus of pleasure shifts to the
genitals. This is where the Oedipus or Electra complex may develop.
Fixation can lead to issues with authority and sexual dysfunction.
8. Latency Stage (6-puberty): Sexual impulses are repressed, and
children engage in developing social skills, hobbies, and friendships. No
significant psychosexual conflict occurs during this stage.
9. Genital Stage (puberty onward): The focus returns to the
genitals, but now with a focus on mature sexual relationships. Successful
development during this stage leads to well-balanced, healthy
relationships.
10. Freud — 3 Parts of the Personality:
11. Id: The instinctual, unconscious part of the mind, driven by the
pleasure principle, which seeks immediate gratification of basic urges
and desires.
12. Ego: The rational part that mediates between the id and reality.
It operates on the reality principle, ensuring that actions are socially
acceptable and realistic.
13. Superego: The moral conscience, incorporating the values and
morals learned from parents and society. It strives for perfection and
judges actions, producing feelings of pride or guilt.
 Erik§on —

What is the difference between Freud and Erikson's Theory-  Freud's Theory: Focuses on psychosexual
development, emphasizing how early childhood experiences and innate drives (especially sexual) shape personality.

 Erikson's Theory: Emphasizes psychosocial development, suggesting that personality develops through a series of
social and environmental challenges across the lifespan. Erikson expands the stages beyond childhood, focusing on
personal identity and social relationships throughout life.

Erikson's Psychosocial Stages

 Trust vs. Mistrust (0-1 years): Infants develop trust when their caregivers provide reliable care and affection. A lack of this leads to mistrust.

 Autonomy vs. Shame and Doubt (1-3 years): Toddlers learn to assert independence (e.g., toilet training). Success leads to autonomy, while
failure may result in feelings of shame and doubt.

 Initiative vs. Guilt (3-6 years): Children begin to initiate activities and develop leadership skills. If encouraged, they feel capable; if discouraged,
they may feel guilty about their needs and desires.

 Industry vs. Inferiority (6-12 years): As children start school, they need to cope with new social and academic demands. Success leads to a
sense of competence, while failure results in feelings of inferiority.

 Identity vs. Role Confusion (12-18 years): Adolescents explore different identities and roles. Success leads to a strong sense of self, while
failure leads to role confusion and uncertainty about the future.

 Intimacy vs. Isolation (young adulthood): Young adults need to form intimate, loving relationships with others. Failure to do so may lead to
feelings of isolation.

1. Generativity biological generativity(parents want grandchildren), work related,cultural – Stagnation-can cause

stagnation from the overworking and reclusion from the community

2. Integrity- — Despair-regrets

Learning —

Behaviorism:

Classical conditioning-
pavlov(dogs/bells)

Food = saliva = both

unconditioned

Bell + food = salivate

 Bell = salivate conditioned
response
- Operant conditioning-voluntary behavior
need relationship
o Reinforcement-increase likelihood you do it
again
• Positive+give
• Negative-take away negatives
o Punishment-decrease likelihood it will happen again
• Positive give something you don’t like
• Negative-take away something you do like
 Prenatal Development —

Three stages of Prenatal Development —

1. germinal stage-implantation 10-14 days after conception fetus attaches to uterus wall unlikely to tell pregnancy(cell division)

2. embryotic time period-2 weeks-9weeks (critical)most miscarriages happen here(all major life organs
3. Fetal-pretty much a baby can do basic human actions(epigenetics after 26 weeks
Lifeline system- amnion-fluid(shock absorber,climate control),
umbilical cord(connects baby to placenta) placenta-disk shaped tissue helps clear out harmful substances/provide nutrients

AGE OF VIABILITY(22 weeks) how young can baby survive

Factors that influence prenatal development:

Thalomide-disrupts limb development

Teratogens-any agent that could cause a birth defect/behavioral outcomes(drugs,)any cleaning solutions can
cause problems(diesel fuel),cortozol

Depending on state laws women can be admitted to treatment for substance abuse

Dose

Genetics

Time of exposure

Nutrition-500 extra calories

• So many exist that almost every fetus is exposed to some — only about half of effects
are present at birth
- 3 factors that influence the severity of damage and type of
defect 1.
2.
3.

- Maternal Factors
o Nutrition-300-500 calories per day

o Physical activity-good when pregananenant, moderate activity avoid abdominal trauma

o Drug intake-minimize especially fat soluble

o Illnesses and sexually transmitted diseases-vaginal delivery can pass diseases

 o Age -not great
to have young(less
than 80)/old
babies(over 40)

Environmental
Factors-avoid harsh
chemicals, no
xrays,extreme heat is
more dangerous than
cold

- Paternal Factors
-sperm and biological factors. Use of cocaine and birth defects,low vitamin c
 Social Learning Theory:

Observational Learning

Cognitive Perspective

How did Paiget develop his theory?-asked to make iq tests, found cognitive limitations somewhat due to age

What are the 2 processes that underlie our cognitive construction of the world?

A.assimilation-lower level of thinking (common in younger kids)

Accommodation -higher level of thinking, restructure of thinking to make room for more experiences/information

Cognitive Stages of Development

- Sensorimotor-infants-0-2.constructing understanding through 5 senses and movement.

Object permanence 8 months.

- Pre-operational 2-7. Gain understanding through words and images
- Concrete
operational 7-11 can
think logically,
different
relationships,
conservation-
understanding
change in shape !=
change in quantity
- Formal operational-
11+ abstract
thinking,
hypothetical,
idealistic, ect

Sociocultural Theory
What within the cultural/social aspects have influenced development

Ethological Theory
Conception —
Birth
Braxton hix contractions are irregular

Labor Occurs in 3 stages

1.contractions are

regular-10 min apart 60-

90 seconds long than 5

min 4cm dialated baby in

birth canal epideral

2.contractions go from 5 to 1 minute (10cm) petocin (speed up labor) deliver baby

3.delivery of placenta start breastfeeding

Birthing Options

1. Doula-prenatal/postnatal (nurse education help mom with education)

2. Medication-epidural
3. Natural-no meds
4. Prepared-education beforehand
5. H2O-natural relaxant (natural
6. C-sections-breach, previous c sections, placenta on bottom scheduled

Assessing the Newborn

Apgar Scale — how

we asses

newborns (1

minute/5-10

minutes

(color,heartrate,re

flexes,activity,respi

ration under 4 go

to icu
 Threats to Newborns

Low birth
weight -under 5
pounds

Preterm-born
before 36 weeks
- Small for date
• Causes and consequences

Kangaroo Care-skin to skin swaddled

PostpartumPeriod-

1 year after

baby delivery

Baby blues-

hormonal

changes
- Postpartum depression — MDD with onset
postpartum Postpartum psychosis
- Postpartum OCD — OCD with onset postpartum
Little baby-
Cephalocudal- neck and head than torso than leg control

proximidistal-inide and out finger movement n shit

18-22in 8-10 pounds grow an inch per month in first year

Under 5 lb is a problem

Doctors check ups frequently for 1st 2 years to monitor growth and development

Temporal lobe-auditory
Motor cortex-movement
Occipital lobe- visual cortex
Left side-comprehension of language
Right side-creative/humor
Cell body,
mylin sheath-extra fat needed in babies
, axon, terminal b…, synaptic gap, dendrite

REFLEXES_rooting reflex-stroke cheek makes them open mouth and sucking

Marrow reflex-startled
Grasping-grab things
SLEEP-consumes most of infant life 16-18 hours
Co sleeping-regulation of body and breathing
Solo sleeping

Attunement -authenticity-listen to gut

Sudden infant death syndrome-3-4 weeks old increased risk with smoking, belly sleeping, crib sleeping

Nutritional- 50 cal per day per pound to start no low fat/cal before 2,
schedule and demand feeding
breast feeding-different nipple types, should not if std, hiv, sleep depreviation, attachment

gross motor skills-large muscle movement coordination, walking, running, jumping

dangers around the house should be kept high
crawling-cruising-walking, running

dyspraxia-underdeveloped motor skills

proprioceptive- someone who has underdeveloped motor skills

fine motor skills-proximodistal-slow development over time (fingers, writing)

eye doctor before 1-eye tracking

reading before birth-keep reading same book after birth creates deeper attachment

hearing-pitch sensitivity (cant hear much unless talked directly at)

touch sensitivity

6 months familiarity to faces

Learning and memory-can be conditioned as early as 2-3 months

Habituation-become desensitized to something(decreased response
De-habituation: love something after separation, like finding a toy you haven’t seen in a while and not wanting to get rid of it

Mimicry-mimic actions of caretaker

IMPLCIT memory, things performed automatically, body remembers trauma without language

EXPLICIT MEMORY-facts and experiences need language, age 3

Scaffolding- give them support from the bottom up , walking, reading(sounds, sight words, repetition,…

LANGUAGE DEVELOPMENT:crying(basic rythmic, anger(forceful), pain(sudden long cry then hold breath), (age 3 pass out is
learned not necessary)
cuing(after 2 months) expressing pleasure, babbling (6 to 8 months), 8-12 months9babbling with gestures,
first words (8-12 months names, toys, body parts, liked things), (18-24 months) telegrapgic speech two words together, (8
months autism can be diagnosed)
no tech under 2, observe caregivers joint attention (paying attention to what people are paying attention to)
social referencing-look at caregiver to see attitude/emotion to see how to act
doing tasks-9 months+(hand toys to dad, start to give instructions
immitation-(true imitation is observing + time = doing same task)

social/emotional development-
1. Modulation-nervous system/patterns(asleep awake) are off, need consistency and predictability from parents
2. Self Regulation-regulation of patterns on own
3. Emotional-get frustrated/angry then can calm down(FU two) if no regulation cant calm down
Parent satisfaction-how satisfied you feel determines how you interact with your children (attachment)
Attachment-the desire to care for and be cared for by someone else(many attachment styles)
Looking for secure attachment-know the secure base will be there
Insecure disorganized-caregiver is loved and feared
Inecure avoidant-avoid caregiver don’t fuss when caregiver leaves
Insecure ambivalent-cling to you but reject affection(disorganized home)

Colic-inconsolable crying for hours (think its gastrointestinal) become stiff

Temperament-easy babies-look around quick to adapt not upset with transitions
, hard babies-hear them before you can see them, make lots of noises moving lots, transitions are hard
slow to warm up-not moving a lot(takes more time to think)
play-1st two years is with relationships(vocal, physical stimulates neurobiological development (learn everything)
vocal play, reading, putting things in mouth helps develop sense of self

self esteem-feeling good about oneself

self efficacy-confidence in ability

AUTISM: slow development of traits /senses like talking or hearing. Exposue to things/work experience will increase the
likelihood of success

Photorealistic memory/thought
Pattern memory/thought

auditory thinking
verbal facts language translation

bottom up thinker

video games bad, hand on experience

educated family

diversification

early work
different types of minds need to work together

toxic stress-early adversity , higher adverse childhood experience much higher chance for disease/risky behavior

biology of adversity prolonged stress, toxic stress-long term horrible stress causes developmental issues
nk downregulates prefrontal cortex

EARLY CHILDHOOD 2-6:play years

Physical development: cannot touch opposite ear over head(unproportional), 5 years of age more proportional
Boys are slightly larger until puberty
Gain 5 pounds per year, 1-3 inches per year
Shortness(under 5 ft):congenital factors(genes, smoking during preg.,), emotional/physical(psychological factor (emotional
dwarfism),growth hormone deficiency
Nutrition VERY IMPORTANT: absorption problems, eating problems,
3-6 prefrontal-executive function
Myelination
¾=do things by themselves
5/6=scheduling can be important for regulation
Mimicking what they see (cartoons ect)
More coordination
Handedness
Nutrition: prek-2500 cal per day depending on exercise
Type 2 diabetes
Iron deficiency anemia
COGNITIVE: preoperational: 1. Symbolic functioning, egocentrism 2-3(don’t understand other people have different
perceptions, animism. 2. Intuitive thoughs 4-6
4-6 questions questions questions
Lots of accidents (cars, ect)

Being credible for future trust

Body understanding-cognitive expectations(COSISTENCY AND PREDICABILITY)
Toddlers can thing ahead
Prek Salient vs relevant attention. Kids will pay attention to things not relevant
7 year olds-more attention span can sit through movies
Younger-Don’t examine all sides, don’t plan things well.
Control and stay in attention in social settings-food, positive attention, mentor help
Keep information in brain for 30 seconds without rehearsal
Cognitive distortions higher in kids, developmental language from socioeconomic status can cause higher bias
Language and communication-lots of desire to communicate(peak at 4)
Language comprehension before language, imitation
Transfer from telegraphic speak(me quantify demand) to setences na
Around 2 name emotional states
Cortozol-excitement/stress
Lots of thinking about day/next day
Private speech to help calm anxiety
Kids start to use words instead of actions
Impulsive
Language frustration
Egocentrism(prek)
Age 4 can start to understand other perspectives
Teach social norms
Relational aggression-get people to do what we want based on relationship values
I want that 3, can I have that 4, can we be friends 5

FIELD DAY: AGE GROUP, AREA

Cognitive/physical/socioemotional

11:30 thrusday

negotiating, sharing, cooperation

friendships start to form at 5
inattention, impulsiveness
increased understanding of morality
difference between intention and result-at 6 they can understand the difference between and accident and intentional
6 “you are not supposed to do that”

Slef esteem-let them engage in something they are good at

Self efficacy
Rule making-changing rules that don’t apply to them
Sexual sense of self-body exploration
Prejudice in racial, economic, religion
Need more talk about differences in families

MIDDLE CHILDHOOD

6-12 year olds 1st-7th grade

2 inches per year
girls 5 foot
Boys 4 9

Concrete operational-7-11:can reason logically as long as reasoning can be applied to specific concrete examples:
operations,concrete operations
Seriation:ability to order stimuli along a quantitative dimension-put thing in order
Transitivity: ability to logically combine relations to understand certain conclusion
SELF: recognize difference between inner and outer states
Self understanding-requires social comparison
Self esteem-should be high-im a good person
Self concept- should be high-im good at ______
Self efficacy- I can produce favorable outcomes
Dumbing down-make things correct not mid

Industry vs inferiority

Sexual orientation-4th grade

Norms for gender
Boys: don’t talk about feelings, trucks, better at math than reading
Grills: pink princesses, emotional, nurturing,

Girls have 2x as much body fat

Girls live longer- chromosomal factors
Hypothalamus is larger in men- sexual factors
Left brain in larger in females
Parietal lobe- spatial awareness is better in males
Men are more aggressive but women are more verbally aggressive relational aggression
Kids have more peers/less supervision with age
Popular-good social skills, not selfish
Average-same # of friends and people disliking them
Neglected- introverted
Controversial-weird
Regected-bullies, suspended
Bullies(about power, repetitive )

Kids who see violence and still receive love after can cause problems with relationships
Restorative practices-each people talking about why and how it made them feel
Stimulation-friend
Intimacy-tell secrets

Infant early middle late

Sephloproxiamodistal, proximodistal, socioemotional, gross motor skills, industry vs inferiotirty, moral development,
intention vs result

ADOLECENTS: identity achievement-feel good in your skin

Negative identity- demonstrated in individuals (self fulfilling prophecies) bad, why do people keep doing bad things, lack of
understanding who you are
Identity diffusion-chameleon- adopt identity of those around
Identity moratorium- military, college
Goal is to solidify identity
Adolescent sexuality- less teen birth rates than 1990s
8th grade start to get more serious than just friends
Moodiness
Peer pressure
18-25 emerging adult-
5 fetures – identity exploration, instability, self focused, feeling inbetween,