hou individual the

sense and perceive physical

-

NATURE VS . NURTURE
world

NATURE-role of genetics in forming our behavior ,

COGNITIVE DOMAIN
our
personality or
any other part of ourselves

changes in
thinking , memory , problem solving ,
and

NURTURE the role

Family education and
of society
-

, , other intellectual skills

other in behavior how we think

social factors forming ,
our or retain knowledge

other
personality or
any part of ourselves

SOCIAL DOMAIN

CONTINUITYUS DISCONTINUITY changes in variables associated with tee relationship

CONTINUITY -

development is a
gradual , of an individual to others

continuous process and is affected by

biological Factors that exist internal to the STAGES OF DEVELOPMENT

individual Stage O-prenatal

Stage 1
infancy and toddlerhood
-

DISCONTINUITY -

development occurs in a series stage 2-early childhood

of distinct stages , which is affected by Stage 3-middle childhood

4
external factors such as
family background Stage -

adolescence

education Stage 5
-
adulthood
and
emerging
e-middle adulthood
Stage
HUMAN DEVELOPMENT Stage 7
-
late adulthood

scientific study of age-related changes in behavior ,

thinking ,
emotion , and personality.

many changes are being talked about

development= change

childhood of
we study not
just the a
human/person
the childhood adulthood
we
study until

life chapters are connected

DOMAINS 3 PERIODS OF DEVELOPMENT

physical domain PHILOSOPHICAL AND SCIENTIFIC ROOTS

if one domain
Cognitive domain
-

original sin
is not
developed,
the blank sin
Psychological/socio-emotional domain the others will
get affected
innate goodness

PHYSICAL DOMAIN

size shape characteristics of the body puberty

-

, ,
,
ORIGINAL SIN

Augustine of Hippo G .

Stanley Hall

that born with nature

taught all humans are a
selfish -
First scientific study of child development

humans must seek spiritual rebirth and submit themselves he agreed with Darwin that the milestones of childhood

to
religious training were similar to those that had taken place in the

development of the human species

THE BLANK SLATE (EMPIRICSM)

John Locke
Arnold Gesell

also known as Tabula Rasa

established norms for physical maturation

innate tendencies the

humans posses no and that all differences suggested existence
of a
genetically programmed

among humans are attributabl to

experience Sequential pattern called maturation
of change

be
adults can mold children into whatever
they want to

THE LIFESPAN PERSPECTIVE

INNATE GOODNESS the view that development from conception to death

Jean-Jacques Rousseau be
should multiple
studied from disciplinary perspectives
all human beings are
naturally good and seek out important changes occur
during every period of

experiences that help them grow development and that these changes must be

interpreted in terms of the culture and context in which

they occur

FRUED'S PSYCHOANALYTIC THEORY

ID -
operates at an unconscious level and contains the

libido

EGo -
the conscious , thinking part of personality

SUPEREGO-acts as a moral
judge

EARLY SCIENTIFIC THEORIES

Charles Darwin in different erogenous

-

LIBIDO -
Focuses a zone at each

phase Oral
Latency
-

G Hall
· ·

Stanley

Arnold Gesell
·

Anal ·
Genital

·
Phallic

CHARLES DARWIN PSYCHOSEXUAL STAGES

along with other like-minded scientists kept detailed

Oral (age 0 to 1)-mouth lips tongue , , Fixations-behaviors
that reflect unresolved
Anal (age 1 to 3) -
anus
records of their own children's early development problems and unmet

needs
Phallic (age 3 to 6) -

genitals
called baby biographies
ego and superego contribute
Latency (age 12)
6 to none
- >

Theory
-

The
evolution
theory the
:
of monkey t calmness of this

stage
Genital (age 12) -

genitals
↓ individual develops
an a
strong sexual
interest in the other
During phallic stage :

OEDIPUS COMPLEX -

a
boy's desire to replace his father

ELECTRA COMPLEX
girl blame
-
a

ERIKSON'S PSYCHOSOCIAL THEORY 18 Stages)

did not
Follow Freud's psychosexual theory

interconnected and tanan

stages

an individual must
successfully resolve a crisis at

each
of the eight stages of development

LEARNING THEORIES
successful resolution of crisis results in the
a
development of

behavior is a result of an accumulationa experiences

the characteristic the
on
positive side of the dichotomy

a
healthy resolution does not mean moving totally to

PAVIOV'S CLASSICAL CONDITIONING

the positive side
Russian physiologist

STAGES OF ERIKSON'S PSYCHOSOCIAL THEORY Organisms can acquire new signals for existing

1 Trust Vs. Mistrust

-
develop trust on other people responses (behaviors)

2
Autonomy US .
Shame and Doubt-independency each incidence of learning begins with a
biologically
-
children start to assert

3 Initiative Vs. Guilt their power programmed stimulus -

response connection ,
or reflex
- pride in their abilities
social and
4 Industry Vs. Inferiority
-
cope with new

academic demands
- controversial stage
identifying one's UNCONDITIONED
5 Identity Vs. Role Confusion crucial time of STIMULUS Stimulus trigger that leads
-

a or
-

self

need to form intimate

loving
-

automatic
G Intimacy Vs . Isolation relationships with other
people to an response

Stable job Family (Focus)

-

Generatively
,

> VS .
Stagnation -working hard for the future NEUTRAL STIMULUS
-
a stimulus that doesn't initially trigger
level of contentment sa
-

life when reflecting of the

8 Integrity Vs. Despair past a
response on its own

* human development is from womb to tomb CONDITIONED STIMULUS -

a Stimulus that was once neutral
; conception to death

( didn't trigger a response) but now leads to a response

UNCONDITIONED RESPONSE -
an automatic response or a BANDURA's SOCIAL-COGNITIVE THEORY

response that occurs without

thought when an child's development sa
learning is by modeling (following)

the around them

unconditioned stimulus is present adults

-
CONDITIONED RESPONSE a learned response or a response

that is created where no

response existed before OBSERVATIONAL LEARNING / MODELING

example : Students manipulate their attitude based Sa

PHASE teacher Lif Strict siya not !

1- Before Conditioning
ba or

that
requires a naturally occurring stimulus will
automatically

elicit a response. Salivating in a

response to the Smell of Food BANDURA'S SOCIAL-COGNITIVE THEORY

is good example of We learn not behavior but also ideas

a a
naturally occurring stimulus only over t
,
,

expectations , internal standards ,

and self-concepts,

PHASE 2 -
During Conditioning From models

the previously neutral stimulus is

repeatedly paired with the self-efficacy : we acquire expectancies about what we

unconditioned stimulus . As a result of this pairing ,

an association can and cannot do

between the neutral stimulus and the UCS is formed

previously

PHASE 3- After conditioning

Once the association has been made between the UCS and the CS
,

presenting the conditioned stimulus alone will come to evoke a response

without the
unconditioned stimulus. The
~
even
resulting response

is known as the conditioned response (CR) .

COGNITIVE-STAGE THEORY PREOPERATIONAL STAGE

Jean Piaget (1896-1980) ·

begin to think symbolically and learn to use words and

·
viewed development organismically pictures to represent objects

·
believed in qualitative development ·
tend to be egocentric and struggle to see things From

Cognitive development begins with an

ability to adapt to the the perspective of others

with
environment
·

getting better
language and thinking ,
but still tend to

in
Cognitive growth occurs through interrelated process think very concrete terms

3 STAGES : CONCRETE OPERATIONAL STAGE

1) ORGANIZATION ·

begin to think
logically about concrete events

to
to categories by observing begin understand the
·
concept of conversation
the tendency create the

but still
characteristics that individual members of a
category ·
thinking becomes more logical and organized , very

have in common concrete

schemes begin reasoning

·

using inductive logic, or from specific

2) EQUILIBRATION information to a
general principle

constant striving for a stable balance

motivates the shift between assimilation and accommodation

3) ADAPTATION

How children handle new information in light of what they

already know

assimilation

accommodation

SENSORIMOTOR STAGE (major characteristics)

know the world

through and
·

movements sensations

learn about the actions sucking ,

world through basic such as
·

grasping , looking ,
and
listening
lear n that
things continue to exist even when
they cannot

be seen cobject permanence)

realize that they are separate beings people

·

from the and

objects around them

their actions things to happen in the world around

can cause

them