Summary Experience Human Development

Experience Human Development
Chapter 1: The study of human development
Human development Scientific study of processes of change and stability throughout the
human life span.
Life-span development Concept of human development as a lifelong process, which can be
studied scientifically.
As the field of human development itself developed, its goals came to include description,
explanation, prediction and intervention. This knowledge may make it possible to predict future
behavior, such as the likelihood that a child will have serious speech problems. An understanding of
how language develops may be used to intervene in development for example, by giving a child
speech therapy.

Development is messy. It’s complex and multifaceted and shaped by interacting arcs of influence.
Thus development is best understood with input from a variety of theoretical and research
orientations and is most appropriately studied using multiple disciplines.

Domains of development:

1. Physical development Growth of body and brain, including patterns of change in
sensory capacities, motor skills and health.
2. Cognitive development Pattern of change in mental abilities, such as learning,
attention, memory, language, thinking, reasoning and
creativity.
3. Psychosocial development Pattern of change in emotions, personality and social
relationships.
These domains are interrelated; each aspect of development affects the others.

Social construction A concept or practice that may appear natural and obvious
to those who accept it, but that in reality is an intervention
of a particular culture or society.
There is no objectively definable moment when a child becomes an adult or a young person becomes
old. Because the concept of childhood is a social construction, the form it takes varies across
cultures. A similar construction involves adolescence, which is a recent concept that emerged as
society became more industrialized.

Eight periods of human development:

1. Prenatal period (conception to birth):
 Physical developments:
 Conception occurs by normal fertilization or other means.
 The genetic endowment interacts with environmental influences from the start.
 Basic body structures and organs form: brain growth spurt begins.
 Physical growth it’s the most rapid in the life span.
 Vulnerability to environmental influences is great.
 Cognitive developments:
 Abilities to learn and remember to respond to sensory stimuli are developing.
 Psychosocial development:
 Fetus responds to mother’s voice and develops a preference for it.
2. Infancy and toddlerhood (birth to age 3):
 Physical developments:

,  All senses and body systems operate at birth to varying degrees
 The brain grows in complexity and is highly sensitive to environmental influence
 Physical grows and development of motor skills are rapid
 Cognitive developments:
 Abilities to learn and remember are present, even in early weeks
 Use of symbols and ability to solve problems develop by end of second year
 Comprehension and use of language develop rapidly
 Psychosocial developments:
 Attachments to parents and others form
 Self-awareness develops
 Shift from dependence towards autonomy occurs
 Interest in other children increases
3. Early childhood (ages 3 to 6):
 Physical:
 Growth is steady, appearance becomes more slender and proportions more adultlike
 Appetite diminishes and sleep problems are common
 Handedness appears fine and gross motor skills and strength improve
 Cognitive:
 Thinking is somewhat egocentric but understanding of other people’s perspectives grows
 Cognitive immaturity results in some illogical ideas about the world
 Memory and language improve
 Intelligence becomes more predictable
 Preschool experience is common and kindergarten experience is more so
 Psychosocial:
 Self-concept and understanding of emotions become more complex, self-esteem is
global
 Independence, initiative and self-control increase
 Gender identity develops
 Play becomes more imaginative, more elaborate and usually more social
 Altruism, aggression and fearfulness are common
 Family is still the focus of social life, but other children become more important
4. Middle childhood (ages 6 to 11):
 Physical
 Growth slows
 Strength and athletic skills improve
 Respiratory illnesses are common, but health is generally better than at any other time in
the life span
 Cognitive
 Egocentrism diminishes
 Children begin to think logically but concretely
 Memory and language skills increase
 Cognitive gains permit children to benefit from formal schooling
 Some children show special educational needs and strengths
 Psychosocial
 Self-concept becomes more complex, affecting self-esteem
 Coregulation reflects gradual shift in control from parents to child
 Peers assume central importance
5. Adolescence (ages 11 to about 20):

,  Physical:
 Physical growth and other changes are rapid and profound
 Reproductive maturity occurs
 Major health risks arise from behavioral issues, such as eating disorders and drug abuse
 Cognitive:
 Ability to think abstractly and use scientific reasoning develops
 Immature thinking persists in some attitudes and behaviors
 Education focuses on preparation for college or vocation
 Psychosocial:
 Search for identity, including sexual identity, becomes central
 Relationships with parents are generally good
 Peer group may exert a positive or negative influence
6. Emerging and young adulthood (ages 20 to 40):
 Physical:
 Physical conditions peaks, then declines slightly
 Lifestyle choices influence health
 Cognitive:
 Thought and moral judgements become more complex
 Educational and occupational choices are made, sometimes after period of exploration
 Psychosocial:
 Personality traits and styles become relatively stable, but changes in personality may be
influenced by life stages and events
 Intimate relationships and personal lifestyles are established but may not be lasting
 Most people marry and most become parents
7. Middle adulthood (ages 40 to 65):
 Physical:
 Slow deterioration of sensory abilities, health, stamina and strength may begin but
individual differences are wide
 Women experience menopause
 Cognitive:
 Mental abilities peak: expertise and practical problem-solving skills are high
 Creative output may decline but improve in quality
 For some, career success and earning powers peak; for others burnout or career change
may occur
 Psychosocial:
 Sense of identity continues to develop; midlife transition may occur
 Dual responsibilities of caring for children and parents may cause stress
 Launching of children leaves empty nest
8. Late adulthood (age 65 and over):
 Physical:
 Most people are healthy and active, although health and physical abilities generally
decline
 Slowing of reaction time affects some aspect of functioning
 Cognitive:
 Most people are mentally alert
 Although intelligence and memory may deteriorate in some areas, most people find ways
to compensate.
 Psychosocial:

,  Retirement form workforce may occur and may offer new options for use of time
 People develop more flexible strategies to cope with personal losses and impending
death
 Relationships with family and close friends conn provide important support
 Search for meaning in life assumes central importance

Individual differences Differences in characteristics, influences or developmental outcomes.
Heredity Inborn traits or characteristics inherited from the biological parents.
Environment Totality of nonhereditary or experiential influences on development.
Maturation Unfolding of a natural sequence of physical and behavioral changes.
Nuclear family Two-generational kinship, economic and household unit consisting of
one or two parents and their biological children, adopted children or
stepchildren.
Extended family Multigenerational kinship network of parents, children and other
relatives, sometimes living together in an extended-family household.
Multigenerational households have become more common in recent years for variety of reasons:

1. Both men and women are marrying at later ages and thus remaining at home for longer than
was previously typical.
2. There has been an influx of immigrant populations since 1970 and these immigrants are
more likely than native-born families to seek out multigenerational homes for reasons of
practicality as well as preference.

Socioeconomic status Combination of economic and social factors describing an individual or
(SES) family, including income, education and occupation.
Risk factors Conditions that increase the likelihood of a negative developmental
outcome.
Culture A society’s or group’s total way of life, including customs, traditions,
belief, values, language and physical products. All learned behavior,
passed on from parents to children.
Ethnic group A group united by ancestry, race, religion, language or national origins,
which contribute to a sense of shared identity.
Ethnic gloss Overgeneralization about an ethnic or cultural group that obscures
differences within the group.
The term race, historically and popularly viewed as an identifiable biological category, is more
accurately defined as a social construct. Race as a social category remains a factor in research
because it makes a difference in how individuals are treated, where they live, their employment
opportunities, the quality of their health care and whether they can fully participate in their society.

Categories of culture, race and ethnicity are fluid, continuously shaped and redefined by social and
political forces.

Normative Characteristic of an event that occurs in a similar way for most people in
a group.
Nonnormative Characteristic of an unusual event that happens to a particular person or
a typical event that happens at an unusual time of life.
Historical generation A group of people strongly influenced by a major historical event during
their formative period.
Cohort A group of people born at about the same time.
Two types of normative influences in development: biological or environmental events that affect
many or most people in a society in similar ways and events that touch only certain individuals.