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Factors Affecting Development

Three factors affect human development according to psychologists: 1. Universal changes that all individuals undergo due to biological aging processes like growth and maturation. 2. Group-specific changes influenced by the dominant culture people grow up in and historical events impacting their lives. 3. Individual changes resulting from unique life experiences and genetic differences between people. Atypical development deviates from normal developmental paths and can include motor, cognitive, or social-emotional delays or impairments. Theories like psychodynamic, psychosocial, and cognitive aim to explain how nature and nurture influence development across the lifespan.

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Mariel Jane Mendoza - Ducot
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512 views38 pages

Factors Affecting Development

Three factors affect human development according to psychologists: 1. Universal changes that all individuals undergo due to biological aging processes like growth and maturation. 2. Group-specific changes influenced by the dominant culture people grow up in and historical events impacting their lives. 3. Individual changes resulting from unique life experiences and genetic differences between people. Atypical development deviates from normal developmental paths and can include motor, cognitive, or social-emotional delays or impairments. Theories like psychodynamic, psychosocial, and cognitive aim to explain how nature and nurture influence development across the lifespan.

Uploaded by

Mariel Jane Mendoza - Ducot
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Factors Affecting

Development:
REPORTER:
Bolante, Elaine Zerlina P.
Buenaventura, Mary Chris T.
Caguntas, Clarisse P.
Cercado, Xyvonne Red I.
 Three Factors which Affect Modern
Development, Psychologists point to Age-
Related Changes
A. Universal Changes

o All individuals undergo as biological organism. We all go through the


processes of growth and maturation as we age.
o In other words, all physical changes happen from infancy to adulthood
are programmed and are part of the plan for the physical body.
• Some changes are universal arising from shared
experiences that eventually serve as shared patterns
of normal experiences like the the right time to
marry, right time to live an independent life. Even
the concept of three meals a day, breakfast , lunch,
and dinner is a shared universal experience.

• Age norms can lead to ageism.


A se t o
• What is ageism? f preju
attitud dicial
es abo
adults, ut olde
analog r
se xi sm ous to
a nd ra c
ism.
Example:
B. Group-Specific Changes

• Group-specific changes manifested and observed


from members growing up together in a
particular group and hence influenced heavily by
the dominant culture.

• The development of people is not only influenced by


culture but also varied historical events that impact on
the life of the people. People then become a product of
the social political and cultural milieu where they
belongs or are situated.
C. Individual Changes

• These are changes typical of particular


individuals and which result from unique,
unshared events.

• Every individual is unique, a product of a


unique combination of genes which sets him
apart from anyone.
• Other individual differences according to child development theorists
are the result of the timing of a development event. They are critical
period and the sensitive period.

• Critical Period
- Is a stage at which an individual is most
sensitive to the presence or absence of
some particular experience.
• Sensitive Period
- Is the stage at which a child may be
particularly responsive to specific forms
of experience or particularly influenced
by their absence.
• Still another important concept related to timing is the idea
of on-time and off-time events. (Neugarten, 1979 as cited by
Bee and Boyd, 2002). It says an experience that occurs at a
time expected poses lesser difficulties than one which is not.
Atypical Development
 Development is a continous process involving smooth and gradual change over
time and in difficult steps or stages.
 However, development has been viewed lately, in particular by the modern
developmentalists as influenced by both environment and genes.
Atypical Child Development
 It is another kind
of individual
change. This kind
of development is
harmful to the
individual in that
it deviates from
the typical or
normal
development path.
 Usually, this points to the abnormal or maladaptive behaviour. An alcoholic,drug
addict, mentally retarded, even those with hyperactivity disorder are examples of
deviants or individuals with atypical disorder
 Some Typical Motor
Development
3 Months Old 12 Months Old
• Lift head when held at your  drink from a cup with help
shoulder
 Sit well without support
• Turn head from side to side
• following a moving object or  crawl on hands and knees
person with his eyes  Stand alone momentarily
• Wiggle and kick with arms and
leg  Walk with one hand held
 use his first finger to poke
6 Months Old or point
• Sit only with a little support
• Roll over
• Reach for and grasp objects
• Help hold the bottle when
feeding
Some Atypical Motor Development

 Not rolling by 7months


 Not sitting independently by 10 months of age
 Not pulling to stand by 12 months of age
 Not walking by 18 months of age
 frequently falling /tripping for no apparent reason
 Displaying uncoordinated or jerky movements when doing activities
Example of Atypical Motor Development

Autism
-Perform repetitive movements, such as
rocking,spinning or hand-flapping
- Moves constantly
-Clumsy
-Sometimes late to sit up, stand or walk
-Toe walking
Atypical Cognitive Development

If a child is...
 Not imitating body action on a doll by 15 months of age (ie.,kiss the baby, feed the
baby)
 Not able to imitate a model from memory by 27months(ie., show me how tou brush
your teeth)
 Having difficulty problem solving during activities in comparison to his/her peers
 Unaware of changes in his/her environment and routine.
Example of Atypical Cognitive Development

Down Syndrome
-They have a specific impairement in short term memory for
verbal information.
-Impair of vocabulary and sentence learning, so is probably a
major cause of their speech and launguage difficulties.
-Their visuo-spatial short-term memory is better than verbal
short term memory.
-Their ability to learn from visual information is therefore a
relative strength and can be used to support weaker verbal
processing abilities.
Autism
Difficulty in...
-Predicting
-Reading intensions
-Understanding emotions
-explaining own behavior
-perspective or reference
-reading and reacting to
others interest
-Understanding social
interactions
Atypical Adoptive Skill
Typical Social Emotional Development
Atypical Social Emotional Development
 Developmentalist argue over the role
played by the individual or contextual
influences. As it is, they agree that cultural
context is a factor to any phrase of
development.
 Theoretical Perspectives on
Development
Two Function of Theory

• They help explain the • They encourage further


knowledge about how researches anchored on
predictions about behaviour
children develop and
that can be tested and
second. evaluated.
• Structural-organismic perspective
- Zero in the composites of the
developing organism.
- They consider the quality of various
changes in the stages of human
development.
PSYCHODYNAMIC
THEORY (Sigmund
Freud)

PSYCHOSOCIAL THEORY (Eric Erickson)


• Psychodynamic Theory
- Freud recognizes the early experiences
as determinants of later development.
- For example, the development of id,
ego, superego.

ID EGO SUPEREGO
- On one hand, from the Freudian theory is the
deprivation or satisfaction of child’s drives that
consequently impacts on the later adult
personality.
• Psychosocial Theory
- Erikson expanded Freud’s theory to include social
and cultural factors as influences on the child’s
development as well as to extend the theory into a
life-span perspective.

- This psychosocial theory is based on the most


important task both personal and social that
the individual must accomplish at a particular
stage.
• Piagetian theory has the intellectual development as
its focus. Development is looked upon as resulting
from the complex reorganizations of understanding
as a child moves from one stage to another in terms
of cognitive functioning.

• This theory asserts the continuous search for new


knowledge, information, and experiences that are
vital for his functioning as a fully developed or
mature individual.

JEAN PIAGET
• The early behaviourists proposed that learning in regulated by
environmental factors that define and modify patterns of
behaviour. They may either be classical or operant conditioning.

IVAN PAVLOV SKINNER


• Cognitive social learning theory
- Emphasizes other than behaviour the
concepts of imitation as a form of
learning.
- They focus on how a child processes
information and uses this as a guide
in adapting a particular behaviour
pattern.
• Historical approaches acknowledge the contributions of historical
events to human development. Psychologists view development
from a life-span perspective.

• Ethological theory describes development from a biological-


evolutionary approach. It concerns itself with the observation of
behaviour including distinguishing features that cut across human
societies, human cultures, and even intrahuman.
• Information-processing approaches have been applied in studies dealing with
cognitive development and social behaviour. They focus on how a child
processes information and uses this as guide in adapting a particular behaviour
pattern.

• Dynamic systems theories look at individuals as members of a system and that


this dynamic interaction contributes of their development. Behavior is shaped
by their constant relations with the members that make up the system.

• Contextual perspectives take into account in the matter of psychological


development, the contributions of cultural factors. According to Vygotsky, a
child interacts with his social environment. Development then as the child
ages, is guided by the more mature skilled others with whom the child
establishes a continuous relationship.
• Ecological theory underscores the importance of the various environmental
systems to development. These include the family, school community, and
culture. These are referred to as ecological systems the microsystem ,
mesosystem, exosystem, macrosystem, and chronosystem. In the ecological theory
perspective, a child acquires experiences from the environment, adds such
experiences to the built-in-knowledge, and modify his understanding of the
environment.
• MICROSYSTEM
- Focuses on the ways children live and relate to people including institutions
with the most number of interactions like family, peers, and school.
• MESOSYSTEM
- is the interrelations among the components of the microsystem.
• EXOSYSTEM
- Is the actual situation a child is in that included the settings that influence
the development of the child is not directly a participant.
• MACROSYSTEM
- Is the system that surrounds the microsystem, mesosystem and exosystem;
represents the values, ideologies, and laws of society or culture.
• CHRONOSYSTEM
- Is the time-based dimension that can alter the operation of all other system s
in Bronfenbrenner’s model, from microsystem through macrosystem.

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