DEVELOPMENTAL PSYCHOLOGY
DEVELOPMENTAL PSYCHOLOGY - physical safety of the environment, opportunities for
- a branch of psychology that focuses on the study of physical activity and play, and the quality of housing
how individual grow, change, and develop over the conditions
course of their lives 2. Social Environment
- examines the physical, cognitive, social, emotional, - family, peers, school, culture, and society
and moral development that occurs fro infancy - role in shaping an individual’s cognitive, emotional,
through adulthood and into old age and social development
Human Development Family - first social environment a child encounters
- focuses on the scientific study of the systematic A supportive family environment can foster
processes of change and stability in people emotional well-being and provide a safe space for
Change the child to learn and grow. On the other hand,
- any alteration or modification in an individual’s exposure to violence or conflict within the family
behaviour, thoughts emotions, or social interaction can have adverse effects on a child’s development
Growth Peers or Friends - Positive peer relationships can
- physical increase in size, height, weight, and body enhance social skills, while negative peer influences can
proportions lead to risky behaviour
2 Important Processes in Developmental Change: School - provides opportunities for learning, social
1. Maturation interaction, and personal growth.
- natural biological process of development that The quality of education and the school climate can
unfolds overtime greatly influence a child’s cognitive development
- developmental changes in the body or behavior that and future achievements
result from the aging process rather than from 3. Cultural and Socioeconomic Environment
learning, injury, illness, or some other life experience - cultural norms, values, and socioeconomic status can
2. Learning shape an individual's beliefs, attitudes, and
- relatively permanent change in behavior (or opportunities
behavioral potential) that results from one’s Culture - refers to the beliefs, customs, arts of a
experiences or peactice particular society or group that shapes our values,
behaviours, and perceptions of the world
Society - socioeconomic factors, community resources,
3 major areas of Aspects of societal norms and expectation
development: Development STAGES OF DEVELOPMENT:
Bodily changes and PSYCHOSOCIAL STAGES OF DEVELOPMENT
Physical Growth sequencing of motor By Erik Erikson
skills
perception, language,
Cognitive Infancy
0 - 18 months
learning, and thinking Early Childhood
2-3 yrs old
emotions, personality,
Psychosocial Pre school
3-5 yrs old
and relationship
School Age
6-11 yrs old
Issues of Developmental Psychology Adolescence
12-18 yrs old
1. Nurture/Nature Young Adulthood
19-40 yrs old
- how do genetic inheritance (our nature) and Middle Adulthood
experience (the nurture we receive) influence our 40-65 yrs old
behaviour? Maturity
65- death
2. Continuity/Stages
PSYCHOSEXUAL STAGES OF DEVELOPMENT
- is development a gradual, continuous process or a By Sigmund Freud
sequence of separate stages?
3. Stability/Change Birth - 1 year Under indulge
- do our early personality traits persist through life, or Overindulge
do we become different persons as we age. 1 - 3 yrs. old
ENVIRONMENT - holds back
1. Physical Environment 3 - 6 yrs. old
- release
- in which a child grows up plays a significant role in
their development
- includes conditions such as the quality of nutrition,
exposure to toxins, and access to healthcare
Learning, Social relationship
Lustful desires
MORAL STAGES OF DEVELOPMENT • Exosystem
By Lawrence Kohlberg - includes environments that indirectly influence the
11 yrs. old
individual, such as parents’ workplaces or
community health services
ex: a parent’s work environment might affect their
mood at home, which in turn can influence a child’s
emotional development.
• Macrosystem
- the larger societal context such as cultural values,
economic conditions, and political systems
7 - 11 yrs. old • Chronosystem
- involves the dimension of time, reflecting the impact
of life transitions and environmental events on
personality development
Younger - 6 yrs. old SOCIOCULTURAL THEORY
By Lev Vygotsky
COGNITIVE STAGES OF DEVELOPMENT - social relationship and culture
By Jean Piaget - universal
Zone of Proximal Development (ZPD)
- gap between the things you can do and things you
can’t do
DEVELOPMENTAL PSYCHOLOGY
ECOLOGICAL MODEL
By Urie Bronfenbrenner Learning happen when you interact
We develop because we learn
4 na Yugto ng ZPD
1. Assisted Performance Phase
2. Unassisted Performance Phase
3. Full internalization Phase, Automatization and
Fossilization (sense of mastery of the subject)
4. De-automatization (regress back to the previous
stages)
More Knowledgable Other (MKO)
- include his parents, teachers, experts, coaches, peers
and others who have a mastery on the subject being
learned on
Scaffolding
- a method where teachers offer a particular kind of
support to students as they learn and develop a new
• Microsystem concept or skill
- the most immediate and direct influence on the I do, you watch
individual I do, you help
- includes family, school, and peers. You do, I help
ex: a supportive family environment can foster traits You do, I watch
like confidence and optimism. ATTACHMENT THEORY
• Mesosystem: By Mary Ainsworth and Margaret Mahler
- involves the interconnections between the - how early relationships and attachments contribute to
microsystems the development of personality and other human
ex: the relationship between parents and teachers can attributes
impact a child’s attitude towards school and learning
Mary Ainsworth - children gradually separate from their primary
1. Attachent Styles caregiver (usually the mother) and form a more
- studied through “Strange Situation” experiment independent sense of self.
- emerge in infancy and have lasting effects on A. Successful Separation-Individuation
personality development - develop a sense of autonomy and self-identity
A. Secure Attachment - more likely to have a strong and well-defined
- Pag umalis yung nanay or yung guardian, pagbalik is personality, marked by self-confidence,
masaya si baby or yung bata independence, and the capacity for intimate
- develop trust and confidence in their relationships relationships
- more likely to have positive self-esteem, good B. Unsuccessful Separation-Individuation
emotional regulation, and the ability to form healthy
relationships in adulthood
- develop personality traits characterized by
B. Anxious-Ambivalent Attachment dependency, difficulty establishing boundaries, and
- Pag umalis yung nanay or yung guardian, pagbalik is problems with identity formation
masaya pero at the same time ay malungkot kasi Ainsworth's attachment Mahler's work emphasized the
iniwan siya styles and internal working importance of early mother-child
models shed light on how interactions and the successful
- develop a heightened need for reassurance and may early relationships shape navigation of separation-
struggle with insecurity and anxiety in their personality and adult individuation for healthy
relationships attachment patterns. personality development.
- In adulthood, they may exhibit clinginess and a fear
of abandonment IDENTITY FORMATION
C. Avoidant Attachment By James Marcia
- Pag umalis yung nanay or yung guardian, pagbalik is - referred to as the "Identity Statuses" theory
walang reaction yung bata - outlines the process by which adolescents form their
- may become more self-reliant and less dependent on sense of identity
others A. Identity Diffusion
- In adulthood, they might have difficulty expressing - adolescents in this status have not yet actively
emotions and forming close, intimate connections. explored various identity options, nor have they
2. Internal Working Models made any firm commitments
- cognitive frameworks that individuals use to - lack a clear sense of direction or purpose
understand and navigate relationships B. Identity Foreclosure
- influence how individuals perceive themselves and - adolescents in this status have made commitments to
others, impacting their personality development and certain identity aspects (e.g., career, values, religion)
interpersonal interactions throughout life without engaging in thorough exploration
Margaret Mahler - often adopt the values and beliefs of their parents or
1. Object Relations Theory significant others
- significance of early mother-child interactions and C. Moratorium
the development of object relations
- adolescents in this status are actively exploring
Phases of Development various identity options and values
- they have not yet made firm commitments but are
a. Normal autistic phase actively searching for their true identity
- occurs during the first weeks of life and D. Identity Achievement
shows little social engagement - adolescents in this status have successfully explored
- infant is detached and self-absorbed and various options and have made firm commitments
spends most of his/her time sleeping based on their own choices and values
b. Symbiotic phase - have a clear sense of self and direction
- lasts through the first six months of life BEHAVIOURISM AND SOCIAL LEARNING
- occurs when the child gains awareness of THEORY
caregivers but has no sense of individuality - provide different explanations for the development of
c. Separation-individuation personality and other human attributes
Separation - the development of limits, the Behaviourism
differentiation between the infant and the 1. Focus on Observable Behaviour
- emphasizes the role of observable behaviours in
mother shaping personality and attributes
Individuation - the development of the infant's - asserts that individuals learn and develop through
ego, sense of identity, and cognitive abilities. their interactions with the environment, with an
2. Separation-Individuation emphasis on external stimuli and responses
- exemplified by B.F. Skinner and John B. Watson
2. Classical Conditioning
- associations between stimuli and responses influence - No personal relationship
behaviour - Yes professional relationship
ex: If a person associates a particular food with a - Cooperate other professioansl/referral
negative experience (e.g., food poisoning), they may Principle C
develop aversions to that food, which can impact their - promote accuracy and honesty
preferences and personality traits Principle D
3. Operant Conditioning - fairness
- focuses on how consequences (rewards and - all should have an access in services
punishments) influence behaviour - no criteria for judging sa client
- Individuals learn to repeat behaviours that lead to Principle E
rewards and avoid behaviours that result in - respect
punishment - right for privacy, pseudonym
- can shape personality traits such as motivation, - lock for drawers for confidential information
impulse control, and risk-taking PAP
4. Limitations 4 Principles
Behaviourism has been criticized for its narrow focus Principle I. Respect for All
on observable behaviours and its limited consideration Principle II. Work for the benefit and do no harm
of cognitive processes and internal mental states. Principle III. Promote honesty, accurate
- oversimplify the complex nature of personality information and appropriate professional role
development by neglecting factors such as thoughts, Principle IV. High Ethical Standard
emotions, and individual differences RESEARCH METHODS (ilan lang yung nilagay ko)
Social Learning Theory
1. Observational Learning
- individuals learn by observing others and imitating
their behaviours
- Albert Bandura
2. Reciprocal Determinism
- personality, behaviour, and the environment all
influence each other in a dynamic and interactive
way
- individuals can shape their environment and, in turn,
be influenced by it, leading to the development of
various attributes
3. Self-efficacy Case Study
- individual's belief in their ability to achieve specific - an in-depth study of a specific subject, such as a
goals or tasks person, group, place, event, organization, or
- high self-efficacy can lead to greater motivation, phenomenon
persistence, and achievement in various domains, - commonly used in social, educational, clinical, and
contributing to personality attributes such as business research
confidence and resilience Ethnographies
4. Cognitive Factors - in-depth study of the way of life of a group of people
- thoughts, beliefs, and expectations in their natural setting
- individuals interpret and respond to their very in-depth and long-term and aim for a full (or
environment ‘thick’), multi-layred account of the culture of a group
Behaviorism emphasizes the Social Learning Theory of people
influence of external stimuli, highlights the role of Quasi-experimental
observable behaviors, and observational learning, - studies that aim to evaluate interventions but that do
conditioning processes on modeling, and cognitive
personality development, with a processes in shaping not use randomization
focus on rewards and punishments. personality attributes - aim to demonstrate causality between an intervention
and an outcome
ETHICS Experimental
APA - researchers introduce an intervention and study the
5 Principles effects
Principle A - usually randomized (subjects are grouped by chance)
- minimize no harm Correlational
- if nagcry, no touch and offer water/tissue - a type of research design that looks at the
Principle B relationships between two or more variables
- establish trust Longitudinal
- accepting environment - correlational research study that involves looking at
- Wag pangakuan ang client variables over an extended period of time
