Transcript Lifespan Development - Adair County Schools

Lifespan
Development
Maturation
The sequential unfolding
of genetically influenced
behavior and physical
characteristics

Determining Gender Roles
From Conception
NOVA – Life’s Greatest Miracle
The Three Pre-Birth Stages



Germinal Stage (Zygote)
Embryonic Stage
Fetal Stage
Harmful influences that can cross
the placenta barrier include
German measles, radiation, toxic
chemicals, sexually transmitted
diseases, cigarette smoking, heavy
alcohol consumption,
prescription and nonprescription
drugs. These are collectively
known as Teratogens.
Teratogens
One thing to remember is
that as an individual grows,
they go through a variety of
critical periods. Critical
periods are specific
windows of time after
which it is very difficult to
acquire a skill.
The Newborn’s Physical
Abilities
Reflexes
– when
something touches an
infants cheek, they
instinctively open their
mouths and “root” for a
nipple
Rooting
Reflex –
grasping objects
that are placed in
the hand
 Babinski Reflex –
toes splaying
outwards when the
foot is stroked
 Moro Reflex – limb
splaying when a
loud noise occurs
 Palmar
Newborn Abilities
Newborns and their
Temperaments
Temperament
A
person’s characteristic
emotional reactivity and
intensity
Temperament
 A baby’s temperament is
apparent after just a few hours of
birth
 “easy” babies – eat and sleep
regularly
 “difficult” – unpredictable,
intense, & irritable
Newborns and Attachment
Attachment
the
bonding between child
and caregiver that
provides a secure base
from which children
can explore
Harry Harlow
 One
wire monkey with a milk
bottle, one soft cloth monkey
 Baby monkeys preferred the softer
mother figure when they were
scared
 Physical Comfort is a key to
attachment
Harry Harlow’s Experiment
 Ainsworth
devised an
experimental method called
the Stranger Situation in
which the babies behavior is
observed when the mother
leaves the baby with a
stranger
Stranger Situation Experiment
Securely attached children
are clearly more attached to
the mother. They explore
while a parent is present, are
distressed when they leave,
and go to the parent upon
return
Insecurely Attached children
don’t particularly like to be
held, may explore with or
without the parent around,
may show a lot of stress when
their parents leave though
they may or may not go to
the parent upon return
Parenting Styles
Authoritarian
Parents set
strict standards and apply
frequent punishment
Permissive Parents do not
set clear guidelines and the
rules are constantly
changing
 Authoritarian
styles produce
children are more likely to distrust
others and are more socially
withdrawn
 Permissive
style reared children
tend to have more emotional
control problems and are more
dependent
Authoritative
Parents have
set and consistent rules of
behavior, and those rules
are reasonable. Praise and
punishment, independence
and control.

Authoritative style produces the most
desirable and beneficial home
environment. Children are more
capable and perform better
academically
Infancy and Early
Childhood
Development
Language
Infant Speech Development
 Noam
Chomsky
 Every
child is
born with the
biological
predisposition
to learn
language,
any
language.

“Motherese”

Infant Directed
Speech – the
phenomenon that
across cultures we
speak to infants in
a particular style.
Small words, higher
pitches,
exaggerated
intonation and
expression.
Stages of Language Development
 Cooing
sounds
(3 mos.) – repeated vowel
 “aaaaa,
oooooo”
 Babbling
(5 mos.) – adding in
consonants, stringing together
vowel sounds
 “da-da-da,
ma-ma-ma, ba-bab-ba”
Stages of Language Development
 Babbling,
Pt. II (9 mos.) –
babbling in sounds specific to
their language
 One-Word Stage (1 year) –
typically, single concrete words
used
 “dada,
mama, baba”
Stages of Language Development
 Two-Word
Stage (2 years) – two
word sentences, all content
 “Where
 By
kitty? No potty !”
age 3, children begin to add in
articles and prepositions and have
a vocabulary of over 3,000 words.
Stages of Language Development

Phonemes – the smallest units of
sounds used to differentiate
meanings and words
Skill, Still, Spill
 Kit, Skill


Morpheme – the smallest, meaningful
parts of a single word
Governmental – govern + ment + al
 Predict – pre + dict

Piaget and Thinking
Infant Cognitive Development
Thinking
 Assimilation-adding
new
information into our present
system of knowledge, belief and
schemas through experience
 Accommodation-we must change
or modify existing schemas to
accommodate new info that does
not fit with the old
 Piaget’s
proposed that there are
four stages of cognitive growth that
humans go through, from birth
through to adulthood. Each stage
marks a new way in which a person
learns new information and is able
to think about the world around
them.
Sensorimotor Stage (Preconventional)
 (Birth to 2 years old)
Infants
learn through concrete
actions; “thinking” consists of
coordinating sensory info with
bodily movement – experience
the world through looking,
touching, mouthing, and
grasping
Begin
to understand object
permanence at around 6
months; involves
understanding that things exist
even they are not perceived
Object Permanence
Preoperational Stage
 (Ages 2-6 Years)
 The time period in which a child learns to
use language to learn about the world
 Egocentrism – Children at this age cannot
perceive things from another’s point of
view- the world revolves around them
and them alone
 Artificialism – Children at this age may
believe that all things are human made
 Animism – Children at this age may
believe that all things are living
Concrete Operational Stage
(Ages 7-11)
Conservation is the
understanding that
properties such as mass,
volume, and number remain
the same despite changes in
the forms of objects
Formal Operations Stage
(Age 12 to adulthood)
• Beginning of abstract
reasoning
• Can reason systematically,
think about the future, think
about situations they have not
experienced firsthand
The Development of Morals
 Lawrence
 Moral
Kohlberg
Reasoning is the
thinking that occurs as we
consider the ideas of what is
right and what is wrong, and
what guides our judgments
and behaviors
 There are three stages of
moral growth
1 – Preconventional
Morality
Level
Choosing
what is right or
wrong is based on the fear
punishment for disobedience,
or the promise of rewards
Children often do what is in
their own best interest
2 – Conventional
Morality
Level
Beginning
to care for other’s
feelings, and understanding
that there are laws and social
rules to follow
Choices are also made based
on social acceptance as
adolescence begins
3 – Postconventional
Morality
Level
Abstract
reasoning is used
Broader, ethical themes of
justice and human rights
An internal struggle between
your personalized morals, and
those of society
Social
Development
Social Development
 Erik
Erickson’s psychosocial
theory says that all people go
through eight stages in their lives,
resolving a “crisis” at each one
while learning to deal with the
rest of society. How we resolve
the “crisis” is the basis for our
social interactions.

Trust vs. Mistrust
 Who do I trust and who can’t I trust? Is
the world friendly or hostile?

Autonomy vs. Shame and Doubt
 A child begins to develop a sense of
control over their environment and their
bodily functions.

Initiative vs. Guilt
 Preschoolers learn to initiate tasks and
assert themselves socially.
Industry vs. Inferiority
 Children gain a sense of
accomplishment and pride in their
work. They begin to understand
their potential.
 Identity vs. Role Confusion
 This involves a sense of identity.
Who am I? What do I stand for?
Am I an individual or a just a
reflection of society?
 Intimacy vs. Isolation
 Forming close relationships and
looking for intimate love and mates.

 Generativity
vs. Stagnation
 The struggle between being both
productive at home and at work,
and figuring out how to best
contribute to the next generation.
 Integrity vs. Despair
 Reflecting on my life and my
legacy, and have I had a
successful life or am I a failure?
Adolescence
 Adolescence
is the
transitional
period from
childhood to
adulthood,
extending from
puberty to
independence
– the
period of sexual
maturation,
during which a
person becomes
capable of
reproducing
 Puberty
Girls usually begin at age 11
Boys usually begin at 13
Puberty
Landmarks
Menarche – the first
menstrual cycle for
females
 The first ejaculation for
boys

Sex Characteristics – the
body structures (ovaries, testes,
and external genitalia) that make
reproduction possible
 Secondary Sex Characteristics –
non-reproductive sexual
characteristics, such as female
breasts and hips, male voice
quality and facial hair, and pubic
and underarm hair in both sexes
 Primary

Identity – One’s sense of
self; according to
Erickson, the adolescent
task is to solidify a sense
of self by testing and
integrating various roles
– trying new things to
discover the answer to
the question “Who am
I?”
–
the ability to
form close,
loving
relationships
Intimacy
Gilligan – studies suggest that
women are naturally more concerned
with making connections
(interdependent) than men
(independent)
 Carol

Independence begins to occur as teens
become young adults, go off to colleges or
the world of work
Adulthood
To
measure the mental
and physical changes that
take place over a lifetime,
researchers typically use
either a cross-sectional or
longitudinal study.
– a study in
which people of different
ages are compared with
another
 Longitudinal Study –
research in which the same
people are restudied and
retested over a long period of
time
 Cross-sectional





Living Longer
Slowing The Aging Process
Human Hibernation?
Can We Live Forever?
Facing Death

Muscular strength, reaction time, sensory keenness,
cardiac output all peak by the mid-twenties
Women and
Menopause
 The end of
menstruation
 Only about 10% of
all women have
severe physical
symptoms

 Men
and
Sexuality –
Gradual
decline in
sperm count,
lowering
testosterone
levels, slower
speed of
erections and
ejaculation

Contrary to popular belief, recent studies found
that people over 60:


39% were satisfied with the amount of sex that they
were having
39% wanted sex more frequently
Visual sharpness declines
 Distance perception declines
 Less adaptation to light changes
 Hearing declines

 The
immune system weakens
 Slower reaction times
 Short-term memory decreases

Aging and Memory
Recognition
declines
slower than recall
information
Overall, intelligence
does not sharply
decline with age
 Fluid
Intelligence decreases
slowly up to the age of 75,
and then rapidly thereafter
 One’s
ability to reason
speedily and abstractly
 Crystallized
Intelligence
increases up to old age
 One’s
accumulated knowledge
and verbal skills
 The
Marriage Phenomena
 Lasts
longer for those that marry
after the age of 20 and are educated
 Those that lived together prior to
marriage have a higher rate of
divorce than those that didn’t
Crisis – As people enter
middle age, they realize that life will
very soon be mostly behind then
instead of ahead of them. The crisis
is a question of whether to continue
on their current path, or to change
while there’s still time?
 Midlife
It’s presumed that
depression sits in and we
wait for death……
 Over-65?
 Studies
suggest that those
over-65 report that they are
80% “satisfied” with their life
at that age, a greater
percentage than other age
bracket