1.

Quantitative change
x in number or amount

2. Qualitative change
x in kind, structure, organization

1. Maturationx the unfolding of traits present in the individual from his hereditary endowment

2. Learning
x the result of activities of the child

` are

professionals who study human development with its focus on developmental stages

`Description `Explanation `Prediction `Modification

` `

Pre-natal development Pre-natal development is of interest to psychologists investigating the context of early psychological development. For example, some primitive reflexes arise before birth and are still present in newborns. One hypothesis is that these reflexes are vestigial and have limited use in early human life. Piaget's theory of cognitive development suggested that some early reflexes are building blocks for infant sensorimotor development. For example the tonic neck reflex may help development by bringing objects into the infant's field of view. Other reflexes, such as the walking reflex disappear to be replaced by more sophisticated voluntary control later in infancy. This may be because the infant gains too much weight after birth to be strong enough to use the reflex, or because the reflex and subsequent development are functionally different. It has also been suggested that some reflexes (for example the walking reflexes) are predominantly adaptations to life in the womb with little connection to early infant development. Primitive reflexes reappear in adults under certain conditions, such as neurological conditions like dementia or traumatic lesions.

` ` ` `

1. Infancy: Birth to 18 Months Ego Development Outcome: Trust vs. Mistrust Basic strength: Drive and Hope Erikson also referred to infancy as the Oral Sensory Stage (as anyone might who watches a baby put everything in her mouth) where the major emphasis is on the mother's positive and loving care for the child, with a big emphasis on visual contact and touch. If we pass successfully through this period of life, we will learn to trust that life is basically okay and have basic confidence in the future. If we fail to experience trust and are constantly frustrated because our needs are not met, we may end up with a deepseated feeling of worthlessness and a mistrust of the world in general. Incidentally, many studies of suicides and suicide attempts point to the importance of the early years in developing the basic belief that the world is trustworthy and that every individual has a right to be here. Not surprisingly, the most significant relationship is with the maternal parent, or whoever is our most significant and constant caregiver.

` ` ` `

2. Early Childhood: 18 Months to 3 Years Ego Development Outcome: Autonomy vs. Shame Basic Strengths: Self-control, Courage, and Will During this stage we learn to master skills for ourselves. Not only do we learn to walk, talk and feed ourselves, we are learning finer motor development as well as the much appreciated toilet training. Here we have the opportunity to build self-esteem and autonomy as we gain more control over our bodies and acquire new skills, learning right from wrong. And one of our skills during the "Terrible Two's" is our ability to use the powerful word "NO!" It may be pain for parents, but it develops important skills of the will. It is also during this stage, however, that we can be very vulnerable. If we're shamed in the process of toilet training or in learning other important skills, we may feel great shame and doubt of our capabilities and suffer low self-esteem as a result. The most significant relationships are with parents.

` ` ` `

3. Play Age: 3 to 5 Years Ego Development Outcome: Initiative vs. Guilt Basic Strength: Purpose During this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbie's and Ken's, toy phones and miniature cars, playing out roles in a trial universe, experimenting with the blueprint for what we believe it means to be an adult. We also begin to use that wonderful word for exploring the world"WHY?" While Erikson was influenced by Freud, he downplays biological sexuality in favor of the psychosocial features of conflict between child and parents. Nevertheless, he said that at this stage we usually become involved in the classic "Oedipal struggle" and resolve this struggle through "social role identification." If we're frustrated over natural desires and goals, we may easily experience guilt. The most significant relationship is with the basic family.

` ` ` `

4. School Age: 6 to 12 Years Ego Development Outcome: Industry vs. Inferiority Basic Strengths: Method and Competence During this stage, often called the Latency, we are capable of learning, creating and accomplishing numerous new skills and knowledge, thus developing a sense of industry. This is also a very social stage of development and if we experience unresolved feelings of inadequacy and inferiority among our peers, we can have serious problems in terms of competence and selfesteem. As the world expands a bit, our most significant relationship is with the school and neighborhood. Parents are no longer the complete authorities they once were, although they are still important.

` ` ` `

5. Adolescence: 12 to 18 Years Ego Development Outcome: Identity vs. Role Confusion Basic Strengths: Devotion and Fidelity Up to this stage, according to Erikson, development mostly depends upon what is done to us. From here on out, development depends primarily upon what we do. And while adolescence is a stage at which we are neither a child nor an adult, life is definitely getting more complex as we attempt to find our own identity, struggle with social interactions, and grapple with moral issues. Our task is to discover who we are as individuals separate from our family of origin and as members of a wider society. Unfortunately for those around us, in this process many of us go into a period of withdrawing from responsibilities, which Erikson called a "moratorium." And if we are unsuccessful in navigating this stage, we will experience role confusion and upheaval. A significant task for us is to establish a philosophy of life and in this process we tend to think in terms of ideals, which are conflict free, rather than reality, which is not. The problem is that we don't have much experience and find it easy to substitute ideals for experience. However, we can also develop strong devotion to friends and causes. It is no surprise that our most significant relationships are with peer groups.

` ` ` `

6. Young adulthood: 18 to 35 Ego Development Outcome: Intimacy and Solidarity vs. Isolation Basic Strengths: Affiliation and Love In the initial stage of being an adult we seek one or more companions and love. As we try to find mutually satisfying relationships, primarily through marriage and friends, we generally also begin to start a family, though this age has been pushed back for many couples who today don't start their families until their late thirties. If negotiating this stage is successful, we can experience intimacy on a deep level. If we're not successful, isolation and distance from others may occur. And when we don't find it easy to create satisfying relationships, our world can begin to shrink as, in defense, we can feel superior to others. Our significant relationships are with marital partners and friends.

` ` ` `

7. Middle Adulthood: 35 to 55 or 65 Ego Development Outcome: Generativity vs. Self absorption or Stagnation Basic Strengths: Production and Care Now work is most crucial. Erikson observed that middle-age is when we tend to be occupied with creative and meaningful work and with issues surrounding our family. Also, middle adulthood is when we can expect to "be in charge," the role we've longer envied. The significant task is to perpetuate culture and transmit values of the culture through the family (taming the kids) and working to establish a stable environment. Strength comes through care of others and production of something that contributes to the betterment of society, which Erikson calls generativity, so when we're in this stage we often fear inactivity and meaninglessness. As our children leave home, or our relationships or goals change, we may be faced with major life changesthe mid-life crisisand struggle with finding new meanings and purposes. If we don't get through this stage successfully, we can become selfabsorbed and stagnate. Significant relationships are within the workplace, the community and the family.

` ` ` `

8. Late Adulthood: 55 or 65 to Death Ego Development Outcome: Integrity vs. Despair Basic Strengths: Wisdom Erikson felt that much of life is preparing for the middle adulthood stage and the last stage is recovering from it. Perhaps that is because as older adults we can often look back on our lives with happiness and are content, feeling fulfilled with a deep sense that life has meaning and we've made a contribution to life, a feeling Erikson calls integrity. Our strength comes from a wisdom that the world is very large and we now have a detached concern for the whole of life, accepting death as the completion of life. On the other hand, some adults may reach this stage and despair at their experiences and perceived failures. They may fear death as they struggle to find a purpose to their lives, wondering "Was the trip worth it?" Alternatively, they may feel they have all the answers (not unlike going back to adolescence) and end with a strong dogmatism that only their view has been correct. The significant relationship is with all of mankind"my-kind."

Gives the adult information as to when to and not to stimulate growth in the child Helps us to know what and when to expect development Makes it possible for parents, teachers and others to prepare the child ahead of time for the changes that will take place in his body, interests, or behavior

` ` ` ` ` ` ` `

Nutrition Fresh air and sunlight glands of internal secretion intelligence Race Culture Ordinal position Diseases and injuries

1. Psychodynamic Perspective: Focusing on the inner person. ` Advocates of the psychodynamic perspective believe that behavior is motivated by inner forces, memories and conflicts that are generally beyond people's awareness and control.

2.
`

The Cognitive Perspective: Examining the roots of understanding. The cognitive perspective focuses on the processes that allow people to know, understand and think about the world. The cognitive perspective emphasizes how people internally represent and think about the world. By using this perspective, developmental psychologists hope to understand how children and adults process information, and how their ways of thinking and understanding affect their behavior. No single person has had a greater impact on the study of cognitive development than Jean Piaget . He proposed that all people pass in a fixed sequence through a series of universal stages of cognitive development. In each stage, he suggested that not only did the quantity of information increase, but so did the quality of knowledge and understanding. Piaget suggests that the growth in children's understanding of the world can be explained by two basic principles. Assimilation is the process in which people understand an experience in terms of their current state of cognitive development and way of thinking. In contrast, accommodation refers to changes in existing ways of thinking in response to encounters with new stimuli or events. Russian psychologist Lev Vygotsky's socio cultural theory proposes that a full understanding of development is impossible without taking into account the culture in which children develop. Socio cultural theory proposes that children's understanding of the world is acquired through their problem-solving interactions with adults and other children. As children play and cooperate with others, they learn what is important in their society, and at the same time, advance cognitively in their understanding of the world.

3.
`

The Behavioral Perspective: Considering the outer person. The behavioral perspective suggests that the keys to understanding development are observable behavior and outside stimuli in the environment. If we know the stimuli, we can predict the behavior. Behavioral theories reject the notion that individuals universally pass through a series of stages. Instead, people are assumed to be affected by the environmental stimuli to which they happen to be exposed. Developmental patterns, then, are personal, reflecting a particular set of environmental stimuli, and development is the result of continuing exposure to specific factors in the environment. John B. Watson and B.F. Skinner's theories of classical and operant conditioning hold that all behavior is learned as a response to external stimuli. Classical conditioning occurs when an organism learns to respond in a particular way to a neutral stimulus that normally does not evoke that type of response. For example, Russian psychologist Ivan Pavlov found that if a dog is repeatedly exposed to the pairing of two stimuli, such as the sound of a bell and the presentation of meat, it may learn to react to the sound of the bell alone in the same way it reacts to the presentation of meat. In operant conditioning, Skinner demonstrated that individuals learn to act deliberately on their environments in order to bring about desired consequences. In a sense, then, people operate on their environment in order to bring about a desired state of affairs. Reinforcement is the process by which a stimulus is provided that increases the probability that a preceding behavior will be repeated. In addition, punishment will decrease the probability that the preceding behavior will occur in the future. According to social-cognitive learning theorist Albert Bandura, when we see the behavior of a model being rewarded, we are likely to imitate that behavior. Behavior is learned through observation and imitation, not conditioning through reinforcement or punishment

4.
`

The Humanistic Perspective: Concentrating on the unique qualities of human beings. Rejecting the notion that development is largely determined by unconscious processes, by learning from our environment, or by rational cognitive processing, the humanistic perspective contends that people have a natural tendency to make decisions about their lives and control their behavior. The humanistic perspective emphasizes free will, the ability of humans to make choices and come to decisions about their lives. Carl Rogers suggested that all people have a need for positive regard that results from an underlying wish to be loved and respected. Because it is other people who provide this positive regard, we become dependent on them. Consequently, our view of ourselves and our self-worth is a reflection of how we think others view us. Abraham Maslow suggests that self-actualization is a primary goal in life. Self-actualization is a state of self-fulfillment in which people achieve their highest potential in their own unique way

5.
`

The Socio cultural Perspective: Emphasizing the systems of support. The Ecological model, the major proponent of which is Urie Bronfenbrenner, seeks to explain individual knowledge, development, and competencies in terms of the guidance, support, and structure provided by society and to explain social change over time in terms of the cumulative effect of individual choices (Berger, 2000). According to Urie Bronfenbrenner , each person is significantly affected by interactions among a number of overlapping ecosystems. At the center of the model is the individual. Microsystems are the systems that intimately and immediately shape human development. The primary microsystems for children include the family, peer group, classroom, neighborhood, and sometimes a church, temple, or mosque as well. Interactions among the microsystems, as when parents and teachers coordinate their efforts to educate the child, take place through the mesosystem . Surrounding the microsystems is the exosystem , which includes all the external networks, such as community structures and local educational, medical, employment, and communications systems, that influence the microsystems. And influencing all other systems is the macrosystem , which includes cultural values, political philosophies, economic patterns, and social conditions. Together, these systems are termed the social context of human development (Bronfenbrenner, 1979, quoted in Berger, 2000).

7.
`

The Evolutionary Perspective: Focusing on biology as the determinant of development. The Ethological Theory stresses that behavior is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods (Santrock, 1999). Evolutionary approaches grow out of the groundbreaking work of Charles Darwin. Konrad Lorenz discovered that newborn geese are genetically preprogrammed to become attached to the first moving object they see after birth. His work, which demonstrated the importance of biological determinants in influencing behavior patterns, ultimately led developmentalists to consider the ways in which human behaviour might reflect inborn genetic patterns. The evolutionary perspective encompasses one of the fastest growing areas within the field of lifespan development, behavioral genetics . Behavioral genetics studies the effects of heredity and genetics on behavior. As technology improves, and researchers continue to map the human genome, there is an increasing understanding of the role and function of the genetic codes and their influence on development.

Six Theories of How We Become Who We Are

1. Sigmund Theory.

Freuds

Psychodynamic

The lectures discuss this theory, the earliest of the six, including such concepts as the Oedipus Complex and Freuds five stages of psycho-sexual development. Although now widely disputed, Freudian thinking is deeply imbedded in our culture and constantly influences our view of human nature.

2. Erik Eriksons Psycho-Social Theory. This is the theory that gave rise to the term "identity crisis." Erikson was the first to propose that the "stages" of human development spanned our entire lives, not just childhood. His ideas heavily influenced the study of personality development, especially in adolescence and adulthood.

3. John Bowlby and Mary Ainsworths Integrated Attachment Theory. This was the first theory to focus primarily on the formation of parent-child relationships. It explains the connection between relationships that occur early in our lives and those that happen later, including romantic ones. Attachment theory has generated thousands of scientific studies, and has led to changes in many childcare policies, such as those allowing parents to stay with their children in hospitals.

4. Albert Banduras Social Learning Theory. This theory modified traditional learning theory developed by such behaviorists as B. F. Skinner, which was based on It considered learning to be no diffstimulus-response relationships.erent among infants, children, adults, or even animals. Banduras approach is influential in such areas as the effect of media violence on children, and the treatment of problem behaviors and disorders.

5. Jean Piagets Cognitive-Developmental Theory. Piagets influence created a revolution in human development theory. He proposed the existence of four major stages, or "periods," during which children and adolescents master the ability to use symbols and to reason in abstract ways. This has been the most influential of the six major theories. In the 1970s and 1980s, it completely dominated the study of child development.

6. Lev Vygotskys Cognitive-Mediation Theory. Alone among the major theorists, Vygotsky believed that learning came first, and caused development. He theorized that learning is a social process in which teachers, adults, and other children form supportive "scaffolding" on which each child can gradually master new skills. Vygotskys views have had a large impact on educators.

Growth: 1.Is physical change and increase in size. 2.It can be measured quantitatively. 3.Indicators of growth includes height, weight, bone size, and dentition. 4.Growth rates vary during different stages of growth and development. 5.The growth rate is rapid during the prenatal, neonatal, infancy and adolescent stages and slows during childhood. 6.Physical growth is minimal during adulthood. Development: 1.Is an increase in the complexity of function and skill progression. 2.It is the capacity and skill of a person to adapt to the environment. 3.Development is the behavioral aspect of growth

Principles of Development

1. Development proceeds from the head downward. This is called the

cephalocaudal principle. This principle describes the direction of growth and development. According to this principle, the child gains control of the head first, then the arms, and then the legs. Infants develop control of the head and face movements within the first two months after birth. In the next few months, they are able to lift themselves up by using their arms. By 6 to 12 months of age, infants start to gain leg control and may be able to crawl, stand, or walk. Coordination of arms always precedes coordination of legs.

2.

Development proceeds from the center of the body outward. This is the

principle of proximodistal development that also describes the direction of development. This means that the spinal cord develops before outer parts of the body. The child's arms develop before the hands and the hands and feet develop before the fingers and toes. Finger and toe muscles (used in fine motor dexterity) are the last to develop in physical development.

3. Development depends on maturation and learning. Maturation refers to the sequential characteristic of biological
growth and development. The biological changes occur in sequential order and give children new abilities. Changes in the brain and nervous system account largely for maturation. These changes in the brain and nervous system help children to improve in thinking (cognitive) and motor (physical) skills. Also, children must mature to a certain point before they can progress to new skills (Readiness). For example, a four-month-old cannot use language because the infant's brain has not matured enough to allow the child to talk. By two years old, the brain has developed further and with help from others, the child will have the capacity to say and understand words. Also, a child can't write or draw until he has developed the motor control to hold a pencil or crayon. Maturational patterns are innate, that is, genetically programmed. The child's environment and the learning that occurs as a result of the child's experiences largely determine whether the child will reach optimal development. A stimulating environment and varied experiences allow a child to develop to his or her potential.

4. Development proceeds from the simple (concrete) to the more complex. Children use their cognitive and language skills to reason and solve problems. For example, learning relationships between things (how things are similar), or classification, is an important ability in cognitive development. The cognitive process of learning how an apple and orange are alike begins with the most simplistic or concrete thought of describing the two. Seeing no relationship, a preschool child will describe the objects according to some property of the object, such as color. Such a response would be, "An apple is red (or green) and an orange is orange." The first level of thinking about how objects are alike is to give a description or functional relationship (both concrete thoughts) between the two objects. "An apple and orange are round" and "An apple and orange are alike because you eat them" are typical responses of three, four and five year olds. As children develop further in cognitive skills, they are able to understand a higher and more complex relationship between objects and things; that is, that an apple and orange exist in a class called fruit. The child cognitively is then capable of classification.

5. Growth and development is a continuous process. As a child develops, he or she adds to the skills
already acquired and the new skills become the basis for further achievement and mastery of skills. Most children follow a similar pattern. Also, one stage of development lays the foundation for the next stage of development. For example, in motor development, there is a predictable sequence of developments that occur before walking. The infant lifts and turns the head before he or she can turn over. Infants can move their limbs (arms and legs) before grasping an object. Mastery of climbing stairs involves increasing skills from holding on to walking alone. By the age of four, most children can walk up and down stairs with alternating feet. As in maturation, in order for children to write or draw, they must have developed the manual (hand) control to hold a pencil and crayon.

Growth and development proceed from the general to specific. In motor development, the infant will be able to grasp an object with the whole hand before using only the thumb and forefinger. The infant's first motor movements are very generalized, undirected, and reflexive, waving arms or kicking before being able to reach or creep toward an object. Growth occurs from large muscle movements to more refined (smaller) muscle movements.
6.

7. There are individual rates of growth and development. Each child is different and the rates at which individual children grow is different. Although the patterns and sequences for growth and development are usually the same for all children, the rates at which individual children reach developmental stages will be different. Understanding this fact of individual differences in rates of development should cause us to be careful about using and relying on age and stage characteristics to describe or label children. There is a range of ages for any developmental task to take place. This dismisses the notion of the "average child". Some children will walk at ten months while others walk a few months older at eighteen months of age. Some children are more active while others are more passive. This does not mean that the passive child will be less intelligent as an adult. There is no validity to comparing one child's progress with or against another child. Rates of development also are not uniform within an individual child. For example, a child's intellectual development may progress faster than his emotional or social development.

THEORIES

1. Freuds Psychosexual Development Theory

STAGE 1. Oral AGE CHARACTERISTICS Birth to 1 Center of pleasure: mouth (major source of y/o gratification & exploration) Primary need: Security Major conflict: weaning 1 to y/o Source of pleasure: anus & ladder (sensual satisfaction & self-control) Major conflict: toilet training 4 to 6 y/o Center of pleasure: childs genital (mastur ation) Major conflict: Oedipus & Electra Complex Energy directed to physical & intellectual activities Sexual impulses repressed Relationship etween peers of same sex Energy directed towards full sexual maturity & function & development of skills to cope with the environment

. nal

. Phallic

4. Latency

6 y/o to pu erty

5. Genital

Pu erty onwards

2. Eriksons Stages of Psychosocial Development Theory

STAGE 1. Infancy 2. Early childhood AGE Birth-18 mos 1 to 3 y/o CENTRAL TASK Trust vs Mistrust (+) RESOLUTION Learn to trust others (-) RESOLUTION Mistrust, withdrawal, estrangement Compulsive, self-restraint or compliance. Willfulness & defiance. Lack of self-confidence. Pessimism, fear of wrongdoing. Over-control & over-restriction.

3. Late childhood

3 to 5 y/o

Autonomy vs Shame & Self control w/o loss of self doubt esteem Ability of cooperate & express oneself Initiative vs guilt Learns to become assertive Ability to evaluate ones own behavior

4. School Age

6 to 12 y/o

Industry vs Inferiority Learns to create, develop & Loss of hope, sense of being manipulate. mediocre. Develop sense of competence & Withdrawal from school & perseverance. peers. Identity vs role confusion Intimacy vs isolation Coherent sense of self. Feelings of confusion, Plans to actualize ones abilities indecisiveness, & possible antisocial behavior. Intimate relationship with another person. Commitment to work and relationships. Creativity,productivity, concern for others. Impersonal relationships. Avoidance of relationship, career or lifestyle commitments. Self-indulgence, self-concern, lack of interests & commitments. Sense of loss, contempt for other

5. Adolescence

1220 y/o

6. Young Adulthood

18-25 y/o

7. Adulthood

25-65 y/o

Generativity vs stagnation

8. Maturity

65 y/o to death

Integrity vs despair

Acceptance of worth & uniqueness of ones own life. Acceptance of death.

3. Havighursts Developmental Stage and Tasks

DEVELOPMENTAL STAGE
1. Infancy & early childhood

DEVELOPMENTAL TASK
- eat solid foods - walk - talk - control elimination of wastes - relate emotionally to others - distinguish right from wrong through development of a conscience - learn sex differences and sexual modesty - achieve personal independence - form simple concepts of social & physical reality - learn physical skills, required for games - build healthy attitudes towards oneself - learn to socialize with peers - learn appropriate masculine or feminine role - gain basic reading, writing & mathematical skills - develop concepts necessary for everyday living - formulate a conscience based on a value system - achieve personal independence - develop attitudes toward social groups & institutions - establish more mature relationships with same-age individuals of both sexes - achieve a masculine or feminine social role - accept own body

2. Middle childhood

3. Adolescence

4. Levinsons Seasons of Adulthood

AGE 18-20 yrs SEASON Early adult transition CHARACTERISTICS Seeks independence by separating from family

21-27 yrs

Entrance into the adult Experiments with different careers & lifestyles world

28-32 yrs

Transition

Makes lifestyle adjustments

33-39 yrs

Settling down

Experiences greater stability

-65 yrs

Pay-off years

Is self-directed & engages in self-e aluation

4. Sullivans Interpersonal Model of Personality Development

STAGE 1. Infancy AGE DESCRIPTION Birth to 1 yrs Infant learns to rely on caregivers to meet needs & desires 1 to 6 yrs Child begins learning to delay immediate gratification of needs & desires

2. Childhood

3. Juvenile 4. Preadolescence 5. Early Adolescence

6 to 9 yrs 9 to 12 yrs 12 to 14 yrs

Child forms fulfilling peer relationships Child relates successfully to same-sex peers Adolescent learns to be independent & forms relationships with members of opposite sex

6. Late Adolescence

14 to 21 yrs

Person establishes an intimate, long-lasting relationship with someone of the opposite sex

5. Piagets Phases of Cognitive Development

PHASE a. Sensorimotor Stage 1: Use of reflexes Stage 2: Primary circular reaction Stage : Secondary circular reaction Stage 4: Coordination of secondary schemata Stage 5: Tertiary circular reaction Stage 6: Invention of ne means b. Pre-operational Pre-conceptual stage Intuitive stage c. Concrete Operations d. Formal Operations AGE Birth to 2 yrs Birth to 1 month 1-4 months 4-8 months 8-12 months DESCRIPTION Sensory organs & muscles become more functional Movements are primarily reflexive Perceptions center around ones body. Objects are perceived as extensions of the self. Becomes a are of external environment. Initiates acts to change the movement. Differentiates goals and goal-directed activities.

12-18 months 18-24 months 2-7 years 2-4 year 4-7 years 7-11 years 11+ years

Experiments ith methods to reach goals. Develops rituals that become significant. Uses mental imagery to understand the environment. Uses fantasy. Emerging ability to think Thinking tends to be egocentric. Exhibits use of symbolism. Unable to break do n a hole into separate parts. Able to classify objects according to one trait. Learns to reason about events in the here-and-now. Able to see relationships and to reason in the abstract.

6. Kohlbergs Stages of Moral Development

LEVEL AND STAGE LEVEL I: Pre-conventional (Birth to 9 years) Stage 1: Punishment & obedience orientation DESCRIPTION Authority figures are obeyed. Misbehavior is viewed in terms of damage done. A deed is perceived as wrong if one is punished; the activity is right if one is not punished. Right is defined as that which is acceptable to & approved by the self. When actions satisfy ones needs, they are right. Cordial interpersonal relationships are maintained. Approval of others is sought through ones actions. Authority is respected. Individual feels duty bound to maintain social order. Behavior is right when it conforms to the rules. Individual understands the morality of having democratically established laws. It is wrong to violate others rights. The person understands the principles of human rights & personal conscience. Person believes that trust is basis for relationships.

Stage 2: Instrumental-relativist orientation

LEVEL II: Conventional (9-13 years) Stage 3: Interpersonal concordance Stage 4: Law and order orientation

LEVEL III: Post-conventional (13+ years) Stage 5: Social contract orientation Stage 6: Universal ethics orientation

7. Gilligans Theory of Moral Development

LEVEL I. Orientation of Individual Survival Transition Transition 1: From Selfishness to Responsibility II. Goodness as Self-sacrifice CHARACTERISTICS Concentrates on what is best for self. Selfish. Dependent on others. Recognizes connections to others. Makes responsible choices in terms of self and others. Puts needs of others ahead of own. Feels responsible for others. Is dependent. May use guilt to manipulate others when attempting to help. Decisions based on intentions & consequences, not on others responses. Considers needs of self and others. Wants to help others while being responsible to self. Increased social participation. Sees self and others as morally equal Assumes responsibilities for own decisions. Basic tenet to hurt no one including self. Conflict between selfishness and selflessness. Self-judgment is not dependent on others perceptions but rather on consequences &

Transition 2: From Goodness to Truth

III. Morality of Nonviolence

8. Fowlers Stages of Faith

STAGE Pre-stage: Undifferentiated faith Stage 1: Intuitiveprojective faith AGE Infant CHARACTERISTICS Trust, hope and love compete with environmental inconsistencies or threats if abandonment. Imitates parental behaviors and attitudes about religion and spirituality. Has no real understanding of spiritual concepts.

Toddler-preschooler

Stage 2: Mythical-literal faith

School-aged child

Accepts existence of a deity. Religious & moral beliefs are symbolized by stories. Appreciates others viewpoints. Accepts concept of reciprocal fairness. Questions values & religious beliefs in an attempt to form own identity. Assumes responsibility for own attitudes & beliefs. Integrates other perspectives about faith into own definition of truth. Makes concepts of love & justice tangible.

Stage 3: Syntheticconventional faith Stage 4: Individuativereflective faith Stage 5: Conjunctive faith Stage 6: Universalizing faith

Adolescent

Late adolescent & young adult Adult Adult

To sum it up..

Theoretical Perspectives
1. 2. 3. 4. 5. 6. Cognitive developmental Evolutionary Learning Psychodynamic Social cognitive Sociocultural

Biological Development Throughout the Life Span 1. Development of the brain and nervous system 2. Heredity, genetics, and genetic testing 3. Hormonal influences 4. Influences of drugs 5. Motor development 6. Nutritional influences 7. Physical growth and maturation, aging 8. Prenatal influences 9. Sexual maturation 10.Teratogens

Perceptual Development Throughout the Life Span

1.Sensitive periods 2.Sensorimotor activities 3.Sensory acuity 4.Sensory deprivation

Cognitive Development Throughout the Life Span

1. Attention 2. Environmental influences 3. Executive function 4. Expertise 5. Information processing 6. Memory 7. Piaget, Jean 8. Play 9. Problem solving and planning 10.Thinking 11.Vygotsky, Lev 12.Wisdom

Language Development 1.Bilingualism 2.Development of syntax 3.Environmental, cultural, and genetic influences 4.Language and thought 5.Pragmatics 6.Semantic development

Intelligence Throughout the Life Span 1.Concepts of intelligence and creativity 2.Developmental stability and change 3.Heredity and environment

Social Development Throughout the Life Span 1. Aggression 2. Attachment 3. Gender 4. Interpersonal relationships 5. Moral development 6. Prosocial behavior 7. Risk and resilience 8. Self 9. Social cognition 10.Wellness

Family, Home, and Society Throughout the Life Span

1. Abuse and neglect 2. Bronfenbrenner, Urie 3. Death and dying 4. Family relationships 5. Family structures 6. Media and technology 7. Multicultural perspectives 8. Parenting styles 9. Social and class influences

Personality and Emotion 1. Attribution styles 2. Development of emotions 3. Emotional expression and regulation 4. Emotional intelligence 5. Erikson, Erik 6. Freud, Sigmund 7. Stability and change 8. Temperament

Learning 1.Classical conditioning 2.Discrimination and generalization 3.Habituation 4.Operant conditioning 5.Social learning and modeling

Schooling, Work, and Interventions 1. Applications of developmental principles 2. Facilitation of role transitions 3. Intervention programs and services 4. Learning styles 5. Occupational development 6. Preschool care, day care, and elder care 7. Retirement

Atypical Development 1. Antisocial behavior 2. Asocial behavior, fears, phobias, and obsessions 3. Attention-deficit/hyperactivity disorder 4. Autism spectrum disorders 5. Chronic illnesses and physical disabilities 6. Cognitive disorders, including dementia 7. Genetic disorders 8. Giftedness 9. Learning disabilities 10.Mental retardation 11.Mood disorders

Luck is what you have left over after you give 100 percent.