Chapter 3 Human Development

Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT Chapter 3 – Human Development

Also known as developmental psychology, psychology , it refers to the scientific study of how people change and stay the same over time. time. Change Change can take in two forms: quantitati quantitative ve (i.e. refers to variation variation in number, number, amount amount or size; size; e.g., height, weight, age, vocabulary, IQ scores) and qualitative (i.e. refers to a shift in kind, structure, or organization; e.g., an existing behavior becomes more complex).

Themes in Human Development (Alampay & Nisperos-Puente, Nisperos-Puente, 2007) 1.

2.

It is is multi multidim dimens ension ional al and and integ integrat rated ed a.

Dimension Dimensions: s: physical physical,, cognition, cognition, personali personality ty,, emotional emotional,, social social

b.

Interd Interdepe epende ndent nt and integr integrate ated d

Occurs Occurs throug throughou houtt the the life life span span a.

Prenat Prenatal al (fro (from m conce concepti ption on to to birth birth)) i. Conception

ii. Human genome: 23 pairs of chromosomes iii. Zygote (Germinal stage: from fertilization to 2 weeks) – Embryo stage (from 2 to 8 weeks) – Fetus stage (from 8 to between 37 and 40 weeks) b. b.

Infa Infancy ncy (bir (birth th to age age 2) 2)

i. Reflexes (rooting, sucking, gag, startle, Babinski, Palmar) ii. Habit abitua uattion ion c.

Earl Early y Chi Child ldho hood od (ag (ages es 2 to 7) 7)

d.

Middle Middle Child Childhoo hood d (age (agess 7 to 11) 11)

e. Adolescence or Puberty (ages 11 to 20)

3.

f.

Young oung Adulth Adulthood ood (from (from the the 20s 20s to the 40s) 40s)

g.

Middle Middle Adult Adulthoo hood d (from (from the the 40s to to the 60s) 60s)

h.

Late Adulthood Adulthood (from (from the the 60s onward) onward) a.k.a. a.k.a. Old Old Age Age or Senesce Senescence nce

Stab Stabil ility ity and and Pla Plast stic icity ity

Note: This is not a chapter reviewer. This is the instructor’s instruct or’s lecture and students are still to consult with the contents of Robert Feldman’s (2008) textbook particularly Chapter 9 from Modules 27 to 30.

Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT

4.

5.

a.

Stability Stability – may may be due to biologic biological al factors factors underlyi underlying ng a person’s person’s trait or behavio behavior r

b.

Plastici Plasticity ty – temporal temporal changes changes or instability instability in in environment environments, s, relationsh relationships ips and in the demands demands of a life stage have the potential to alter a person’s characteristics characteristics and life course, whether in a positive or negative direction.

c.

Further Further Readings: Readings: Basic Tendenc Tendencies ies vs. Characterist Characteristic ic Adaptat Adaptation ion by R. McCrae McCrae and P. Costa’ Costa’ss Five-Factor Theory of Personality

Normat Normative ive and and Non-N Non-Norm ormati ative ve Influ Influenc ences es a.

Normative Normative influen influences ces – are biological biological and environ environment mental al influences influences on developme development nt that occur occur in a similar manner for most individuals in a given group. They can be age-graded or history-graded.

b.

Non-Normat Non-Normative ive life life events – are occurren occurrences ces not common common to most people people:: they are unusual unusual events events that have a major impact on an individual’s life.

In Co Context a.

Develo Developme pment nt is in consta constant nt intera interacti ction on with with the environm environment ent (e.g., (e.g., family family,, peers, peers, community community,, culture, society)

b.

Biolog Biologica icall Systems Systems Perspe Perspecti ctive ve (Urie (Urie Bronfenb Bronfenbren renner ner,, 1998) -- develo developme pment nt is viewed viewed as contextual. A child develops withi within n a complex dynamic system of relationships, and is affected by multiple levels of the surrounding environment. environment. The environment is conceptualized conceptualized as a series of nested systems namely: i. Microsy Microsyste stem m – consis consists ts of primar primary y relati relations onship hips, s, intera interacti ction, on, activi activitie ties, s, and roles roles experienced by a person in his/her immediate, or proximal, sorroundings. sorroundings. ii. Mesosyst Mesosystem em – refers to connection connections, s, or interrelat interrelationsh ionships, ips, among among the Microsyst Microsystems ems in which the person is involved iii. Exosystem Exosystem – refers refers to the settings settings that that do not directly directly involve involve the person person himself, himself, but in which events occur that affect his development nonetheless. iv. iv. Macrosyst Macrosystem em – comprises comprises the larger larger variables variables of culture, culture, historical historical context, context, social social class, religion, government policies policies and the like. These contexts shape an individual’ individual’ss values, belief systems, and sociocultural practices, and life opportunities. v. Chrono Chronosy syste stem m – reflec reflects ts the influen influences ces of histor historica icall time time in shapin shaping g the the person person’’s environment and life experiences.

Dr. Ma. Lourdes Arellano-Carandang’s (1981) Rubic’s Cube Approach to Development 1.

First First dimen dimensio sion: n: views views the child child as a total total person person with physi physical cal,, intell intellect ectual ual,, sociosocio-emo emoti tiona onal, l, and moral/spiritual moral/spiritual facets.


Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT 2.

Second dimension: dimension: grounds grounds these (see first first dimension) dimension) characteristics characteristics on the child’s child’s developmental developmental level.

3.

Third Third dimension: dimension: the the child’ child’ss behavior behavior within within the context context of the the family and and community community

4.

Fourth Fourth dimension: dimension: the child’ child’ss inner world, world, how the child child makes sense sense of all that happens happens within within and around him/her.

Issues in Human Development 1.

Nature Nature versus Nurtur Nurturee controvers controversy: y: What What is the driving driving source source of human human developmen development? t?

2.

Continuit Continuity y versus versus Discontinui Discontinuity ty controversy controversy:: What What is the nature of developm developmental ental change? change?

Jean Piaget’s (read: John (read: John Pee-ya-jay) Pee-ya-jay ) Theory of Cognitive Development •

Schemas or mental schemes

•

Assimilation, Assimilation, Accomodation, and Equilibration

•

Stages of Cognitive Development Stages Sensorimotor (from birth to 2 years) Preoperational (2 to 7 years) Concrete Concrete Operational (7 to 11 years) Formal Operational (11 years and beyond)

Key Concepts Decentration, Intentionality, Object Permanence

Centration, Conservation (of number, substance, length, area, weight, and volume), Symbolic Play, Egocentrism Reversibility, Seriation, Transitive Reasoning, Classification, Concrete Reality, Logical Thought Pendulum problem Hypothetico-deductive Hypothetico-deductive reasoning or logio-mathematical intelligence

Lev Vygotsky’s View of Cognitive Development •

Zone of proximal development

•

Scaffolding

Lawrence Kohlberg’s Kohlberg’s Theory of Moral Development •

Read Heinz dilemma

•

Stage of Moral Development Level Precon Preconven ventio tional nal moral morality ity

Stag Stagee 1

Stage Feature indivi individua duals ls judge judge morali morality ty in in terms terms of of the the effec effects ts prod produce uced d by vari various ous actions; egocentric Puni Punish shme ment nt and and obed obedie ienc ncee Mora Morali lity ty jud judge ged d in ter terms ms of of


Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT Stage Stage 2

Conv Conven enti tion onal al mora morali lity ty Stage age 3

Stage Stage 4

Postc Postconv onvent ention ional al moral morality ity Stage Stage 5

Stage Stage 6

orientation Rewar Reward d or or Naïv Naïvee Hedo Hedonis nisti ticc orientation

consequences Morality judged in terms of what satisf satisfies ies own needs needs or those those of others indi indivi vidu dual alss judg judgee mor moral alit ity y lar large gely ly in in ter terms ms of exi exist sting ing soci social al norm normss or rules; sociocentric Good ood boy-G oy-Go ood Girl orien rienta tattion Mora orality lity judge udged d in term termss of adherence to social rules or norms with respect to personal acquaintances Social Social syste system m or Socia Sociall order order-Morality judged in terms of social Maintaining orientation rules or laws applied universally, not just to acquaintances indivi individua duals ls judge judge mora moralit lity y in term termss of abstr abstract act prin princip ciples les Morali Morality ty of soci social al cont contrac ractt and and Mora Morali lity ty judg judged ed in term termss of democracy or Legalistic human rights, which may orientation transcend laws Morali Morality ty of of indiv individu idual al princ principl iples es Morality judged in terms of selfof conscience or Universal chosen ethical principles ethical principles orientation

Sigmund Freud’s Psychosexual Psychosexual Stages of Human Development •

Libido energies

•

Fixation

•

The Stages of Psychosexual Development Stage Oral ( Oral (birth to 12-18 months)

etwe ween en 12-1 12-18 8 mon month thss to to 3 years) ears) Anal (b Anal (bet

Phallic (3 to 6 years)

Latency (6 to 11 years)

Key Concepts - Mouth is the center of pleasure - Oral fixation due to early weaning or overindulged (i.e. prolonged thumb sucking): gossiping and talking too much, overeating, smoking, alcoholism, excessive childish dependency - Anus Anus is the the cen cente terr of of sex sexua uall ene energ rgie iess - Proper Toilet Training - Anal fixation: (withholds feces) controlling, stingy, stubborn, and excessively concerned with cleanliness, orderliness, and minor details; (expels feces) messy, disorganized, extravagant, and impulsive - Pleasure is shifted at the genital area - Oedipus complex = castration anxiety (for boys) - Electra complex = penis envy (for girls) - Proper Proper identific identification ation (i.e. how children children learn the appropriate gender roles for their respective sex) - Phallic Phallic fixation fixation:: interperso interpersonal nal problems; problems; extreme extreme fear, fear, aggressio aggression, n, and other difficu difficultie ltiess dealing dealing with auth author orit ity y figu figure res; s; unce uncert rtai ainty nty abou aboutt one’ one’ss self self,, problems problems in maintain maintaining ing a stable stable love relationsh relationship, ip, and the appearance of aberrant sexual behavior - temporary repression of sexual libido - development of social, intellectual, and moral skills


Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT

Genital ( Genital (11 years to adulthood)

- peer peer rela relati tion onsh ship ipss and and the the scho school ol are are prim primar ary y concerns - sexual energies resurfaces again in the genital area - object of sexual desire with the opposite sex - quality of relationships and the degree of fulfillment experienced at this time

Erik Erikson’s Psychosocial Theory or Epigenetic Stages of Development •

Individual competencies and Societal expectations = Crisis

•

Stages of Psychosocial Development Stage

Trust vs. Mistrust (birth to between 12 to 18 months) Autonomy vs. Shame & Doubt (early Doubt (early childhood: between 12 and 18 months to 3 years) Initiative vs. Guilt (preschool age: between 3 to 6 years) Industry vs. Inferiority (middle childhood: between 6 to 11 years) Identity vs. Identity Confusion (adolescence: 11 to 20 years) Intimacy vs. Isolation (young adulthood: from 20s to the 40s) Generativity vs. Stagnation (middle adulthood: 40s to 60s)

Integrity vs. Despair (late childhood: 60s and beyond)

Feature

Infant Infantss learn learn either either to trust trust the enviro environme nment nt (if needs are met) or to mistrust it Toddlers oddlers acquire acquire self-conf self-confidenc idencee if they learn to regulate their bodies and act independently. If they fail or are labeled as inadequate, they experience shame and doubt Preschoolers acquire new physical and mental skills but must also learn to control their impulses. Unless a good balance is struck, they become either unruly or too inhibited Children acquire many skills and competencies. If they they take take pride pride in these, these, they acquir acquiree high high selfselfesteem. esteem. If they compare compare themselv themselves es unfavorabl unfavorably y with others, they may develop low self-esteem Adoles Adolescen cents ts must must integr integrate ate variou variouss roles roles into into a consistent self-identity. If they fail to do so, they may experience confusion over who they are—also known as identity crises Young adults must develop the ability to form deep, intimate relationships with others. If they do not, they may become socially or emotionally isolated Adults must take an active interest in helping and guiding younger persons. If they do not, they may become become preoccupie preoccupied d with purely selfish selfish needs— needs— highly highly characteri characterized zed by middle-cr middle-crises. ises. For male male Filipinos Filipinos,, we have the nagmumurang kamatis or tumatanda ng paurong . In the the clos closin ing g deca decade dess of life life,, indi indivi vidu dual alss ask ask themselves whether their lives had any meaning. If they can answer yes, integrity. yes, they attain a sense of integrity. If they answer no, answer no, they experience despair

Ego Strength (resolution) Hope

Will

Purpose

Competence

Fidelity

Love

Care

Wisdom

Diana Baumrind’s Parenting Styles •

Authoritarian, Authoritative, Authoritative, Permissive, and Uninvolved


Prof. J. UNTALAN/General Psychology Chapter 3 – HUMAN DEVELOPMENT Temperament – basic, innate disposition Attachment – the positive emotional bond that develops between a child and a particular individual

References and Suggested Readings

Alampay, L. P. & Nisperos-Puente, M. K. B. (2007). Human development. In L. A. Teh & M. E. J. Macapagal (Eds.), General psychology for Filipino college students (pp. 50-84). Loyola Heights, Quezon City: Ateneo de Manila University Press. *Carandang, M. L. A. (1981). The The Rubic’s cube approach: A multidimensional multidimensional model for working with children. Philippi Philippine ne Journal Journal of Psychol Psychology ogy,, 14, 47-54. (Avail (Available able at the Journal section section of the Library Library.. Please Please see Philippine Journal of Psychology, Psychology, June-December 2002, 35(1-2), 169-177.) *Jimenez, M. C. C. (1976). The development of moral judgment in Filipino urban children. Philippine Journal of Psycholog Psychology y, 9, 3-34. (Availa (Available ble at the Journal Journal section section of the Library Library.. Please Please see Philippi Philippine ne Journal Journal of Psychology, Psychology, June-December 2002, 35(1-2), 115-141.) *Liwag, M. E. C. D., & Tiangco, L. E. M. M. (1999). What do young children know about knowing? A cognitivedevelopmen developmental tal study of preschoole preschooler’s r’s understand understanding ing of knowledge knowledge acquisiti acquisition. on. Philippi Philippine ne Journal Journal of Psychology, 32(2), 1-33. (Available at the Journal section of the Library.) *Liwag, M. E. C. D., & Chua, H. G. C. (2001). What do young children know about the differences between physi physical cal and menta mentall object objects? s? A study study on presch preschool oolers ers’’ ontolo ontologic gical al abilit abilities ies.. Phili Philippi ppine ne Journa Journall of Psychology, 34(2), 1-26. (Available at the Journal section of the Library.)

Assignment: 10-Page Term Term Paper to be submitted on the first meeting of the first week of January 2009

Please choose ONE article—those with asterisks (*) and in yellow highlight—in the reference/suggested readings section of this paper and make your own analysis whether why the theory is important in the Filipino context. Raise the positive aspects of why the theory is important and raise as well the possible criticisms or shortcomings that may be leveled against it using Western notions. Format: All pages should be one-inch in all sides. Use only a Times Times New Roman font with a size of 12. Use 1.5 spacing spacing only. only. Make sure that that you prepare a cover page of your term paper with with the title of your paper appearing on the midsection centered centered area of the first page. On the second page, page, start your your paper with a tab. All paragraphs should be aligned in the left and AVOID AVOID justifying justifying the text. If the student will use articles (published in reputable journals in print or online) to support their claims, the student must prepare a separate sheet for his/her references for proper acknowledging of the articles. STUDENTS STUDENTS WHO FAIL FAIL TO FOLLOW FOLLOW THE TECHNICAL TECHNICAL INSTRUCTION OF THE PAPER WILL AUTOMATICALL AUTOMATICALLY Y RECEIVE A MINUS 10 PTS IN THEIR SCORES.


Chapter 3 Human Development

Recommend Documents