Lifespan perspective 1 Development is a lifelong process 2 Multidirectionality development can take many directions 3 Plasticity degree to which characteristics can or cannot change through the lifespan 4 Development must be viewed in a historical context 5 Contextualism development must be studied in various contexts because we are all raised in different cultures family school church work and peers 6 Multidimensionality is the biological cognitive social and emotional factors that interact to affect development 7 Multidisciplinary is the idea that the study of human development should involve collaboration across various fields of study Infancy and Toddlerhood Early childhood Middle childhood Adolescence Emerging adulthood Young adulthood Middle adulthood Late adulthood birth 2 2 6 6 11 11 18 18 26 62 40 40 65 65 and older Nature is the influence of heredity on development or biologically based predispositions Nurture is forces in the environment that influence development Traits that have a substantial genetic predisposition Intelligence verbal ability vocational interest scholastic achievement memory extroversion introversion neuroticism openness conscientiousness agreeableness Disorders that have a substantial genetic predisposition depression autism alzheimer s disease schizophrenia alcoholism Freud interaction of nature and nurture ID basic instinct baby feed if hungry Superego demands of society environment Ego rationalize balance The three structures of the mind Conscious that which we are aware of Pre conscious stored info that can be brought to the mind at will Unconscious that which is kept for our awareness Primal drives must stay in check Implicit memories formed in infancy and early childhood gut feeling Repressed memory was traumatic experience Behavioral Theory Personality is shaped by early experience which is involved in learning Skinner Positive reinforcement and Negative reinforcement car alarm Bandura learning how to behave by observing others modeling good or bad behavior Erikson Psychosocial crisis the way we resolve becomes part of us trust resolving task Autonomy vs Shame recognize you are individual 18m 3 yrs 4 5 yrs Initiative vs Guilt parent let kid get dressed 6 10 yrs Industry vs Inferiority am I good Don t give up Identity vs Identity confusion who am I Discovery 11 22 yrs 22 35 yrs Intimacy vs Isolation how do I love Characteristics of Psychosocial Crises Our attention is focused on a certain task The way in which the task is resolved will have an effect on subsequent tasks Resolution is not an all or nothing matter Crisis is not a time of DisasterThe attitude that we have acquired can be challenged at a later time and The attitudes we acquire form a basic orientation toward the interpretation of life experiences Correlation sign for direction number for strength Longitudinal same person across time benefit cohort Cross sectional different age and people negative cohort Average trend everyone is different and unique Chapter 2 Trust is fostered in infancy Biologically we are programmed to cry when we need help Socially we are or are not protected from harsh stimuli Psychologically we learn that the world is safe or not Mother interaction 1 Matching presense of same behaviors 2 Synchrony movement from one emotional state to another John Bowlby original idea of attachment Protection human baby depend on caregiver Exploration we possess drive to learn on our own Attachment Theory 1 Birth 2 months infants attach to any caregiver 2 3 6 months infant direct attachment to primary caregiver 3 7 24 months infant specific to caregiver key stage 4 24 and on child comfortable with receiving care from others Measuring attachment Secure use mother as secure base Insecure attached avoidant rarely cry during separation and avoid mom at reunion Insecure attached ambivalent intensely distressed by separation push mom away Insecure attached disorganized show confusion abused Temperment Activity level Does child have high or low ratio of active periods to inactive ones Rhythmicity Does child have regular body functions Distractibility Does stimulation form the environment create change in behavior Approach Withdrawal Does child move toward new person or does he hesitate Adaptability Does child handle change in his routine with ease or difficulty Attention span Does child play with toy for long or short period of time Intensity of reaction Does child have high or low energy when crying or laughing Responsiveness Does child require a great deal of stimulation in order to respond Quality of mood Is child happy calm irritable or frightened Category of Temperment Easy regular eating and sleeping usually cheerful Slow to warm up low activity levels slow to new experiences Difficult Irritable hard to soothe irregular eating and sleeping A child s temperament and parents responses interact to produce particular outcome Goodness of fit creating child rearing environment that recognizes each child s personality Reciprocal influence individual influences and is influences by his environment Caspi study longitudinal study Is temperament predicted of later development Difficult children Slow to warm Age 3 irritable emotionally changeable difficulty staying on task Age 18 aggressive conflict in personal relationship Age 21 conflict in relationship unreliable abuse alcohol fired from job Age 3 she fearful at ease in new situation Age 18 over controlled cautious follower rather than leader Age 21 lower level of social support likely to be depressed less affectionate 1 Autonomy vs Shame and Doubt 18 m 3 years Autonomy learn about environment and self control knowing you have choice Shame and Doubt origins in criticism goes to insensitive caregivers 2 3 Initiative vs Guilt 3 6 years More responsibility and power Want to find out what they can do If attempts at mastery are belittled guilt grows Industry vs Inferiority 6 11 years At school kids develop capacity to work with others High self esteem fosters Confidence Competence Willingness to take chances Ability to stick up for oneself because you feel like you are worth it Healthy respect for others Sense of responsibility Altricial born in helpless condition require prolonged parental care Precocial active and able to move freely from birth require little physical and social needs Parenting is biological and evolutionary task that evolves through culturally driven ideals and beliefs Cosleeping lighter sleep shorter night waking high