1. PSYC 50
Developmental Psychology
Section 1 Chapter 1: Introduction
Development: The pattern of change that begins at conception and
continues through the life span. Most development involves growth,
although it also includes decline brought on by aging and dying.
Original Sin: The view that children were basically bad and born into the
world as evil beings.
Tabula Rasa: Theidea, proposedby John Locke, that children arelike a “blank
tablet.”
Innate Goodness: The idea, presented by Swiss-born philosopher Jean-
Jacques Rousseau, that children are inherently good.
Life-Span Perspective: The perspective that development is lifelong,
multidimensional,multidirectional,plastic,multidisciplinary, and contextual,
and involves growth, maintenance, and regulation.
Context: Thesetting in which development occurs, which is influenced by
historical, economic, social, and cultural factors.
Culture: Thebehavior patterns, beliefs,andall other products ofa groupthat
are passed on from generation to generation.
Cross-cultural studies: Comparisons ofone culture with one or more other
cultures. These provideinformationaboutthedegree towhich development
is similar or universal, across cultures, and to the degree to which it is
culture-specific.
Socioeconomic status (SES): Refers to the grouping ofpeople with similar
occupational, educational, and economic characteristics.
Gender: The psychologicaland sociocultural dimensions ofbeing female or
male.
Social Policy: Anationalgovernment’s courseofaction designed to promote
the welfare of its citizens.
Generational Inequity: Asocial policy concern in which an aging society is
being unfair to its younger members.
Developmental Processes:
 Biological: changes in an individual’s physical nature.
 Cognitive:changes in an individual’s thought, intelligence, and
language.
 Socioemotional: changes in an individual’s relationships with
other people, emotions, and personality.
Characteristics of the Life Span Perspective:
1. Lifelong
2. Multidimensional
3. Multidirectional
4. Plastic
5. Multidisciplinary
6. Contextual
7. Growth, Maintenance and Regulation
Periods of Development:
1. Prenatal: the time from conception to birth. It involves
tremendous growth—froma singlecell toanorganism complete
with brainand behavioralcapabilities, produced inapprox. a nine-
month period.
2. Infancy: from birth to 18 or 24 months. It is a time ofextreme
dependence upon adults.Manypsychological activities are just
beginning—language, symbolic thought, sensorimotor
coordination, and social learning, for example.
3. Early Childhood: from the end ofinfancy to about 5 or 6 years.
This periodis sometimes calledthe“preschool years.”During this
time, young childrenlearn to becomemoreself-sufficient and to
care for themselves, develop school readiness skills (following
instructions, identifying letters), and spend many hours in play
with peers.First gradetypically marks theend ofearly childhood.
4. Middle and Late Childhood: from about 6 to 11 years ofage,
approx. corresponding to the elementary school years. The
fundamental skills of reading, writing, and arithmetic are
mastered. The child is formally exposed tothelarger worldandits
culture. Achievement becomes a more central theme of the
child’s world, and self-control increases.
5. Adolescence: transition from childhood to early adulthood,
enteredat approx. 10 to12years ofage and ending at 18 to 22
years ofage. Adolescencebegins with rapid physical changes—
dramatic gains in height and weight,changes inbody contour, and
the development ofsexual characteristics such as enlargement of
the breasts,developmentofpubic and facial hair, and deepening
ofthe voice.
6. Early Adulthood:lateteens orearly 20s andlasts through the30s;
personal and economic independence, career development,
selecting a mate, starting a family, rearing children.
7. Middle Adulthood: 35-45to 60s; expanding personal and social
involvementand responsibility; assisting the next generation in
becoming competent,mature individuals; maintaining satisfaction
in a career.
8. Late Adulthood: begins in the 60s or 70s and lasts until death;
adjustment to decreasing strength and health, life review,
retirement, or new social roles.
a. The young old: 65-84
b. The oldest old: 85 and older
Conceptions ofAge:
1. Chronological Age: the no. ofyears that haveelapsed since birth.
2. Biological Age: biologicalhealth; knowing thefunctionalcapacities
ofa person’s vital organs.
3. Psychological Age: adaptive capacities compared with those of
other individuals ofthe same chronological age.
4. Social Age: social roles and expectations relatedto a person’s age.
Developmental Issues:
1. Nature-Nurture
2. Continuity-Discontinuity
3. Stability-Change
REFLECTION:
1. Do you think there is a best age to be? Ifso, what is it? Why?
2. Can you identify an earlyexperience that youbelievecontributed
in importantways to yourdevelopment? Canyou identify a recent
or current (later) experience that you think had (is having) a
strong influence in your development?
Reference:
Feldman, R. S. (2010). Understanding Psychology. 9th
Edition. McGraw Hill Companies,
Inc.
Morris, C.G.,et al. (2007). Psychology Concepts and Applications. Pearson Education, Inc.
New Jersey.
Santrock, J.W. (2006). Life-Span Perspective.10th
Edition. McGraw-Hill. New York.
Prepared by:
Mrs. Maria Angela L. Diopol
Instructor