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introduction to human lifespan development - Coggle Diagram
introduction to human lifespan development
the human lifespan
prenatal period
infancy
preschool period
middle childhood
adolescence
early adulthood
middle adulthood
late adulthood
1 more item...
40-65 years
20 - 40 years
12 - 20 years
6 - 12 years
2 - 6 years
first 2 years of life
conception till birth
nature vs nurture
Urie Bronfenbrenner’s bioecological model of development (nurture)
Development is viewed as an individual in different environment systems that branch out. Systems like home, school or even the cultural location can interact with the individual and influence their development. Systems may also interact with one another.
proximal process
continuous interactions between the individual and environment that create a space for development of effective functioning
microsystem
smallest and most immediate environment which the individual lives in
home, school, peer groups, friends, community
macrosystem
all the environments that significantly affect the child
culture, geographical area
social conditions
society
chronosystem
transitions and shifts in ones lifespan
exosystem
environments that indirectly affect the child
parent's workplace and social networks
local government
mesosystem
interactions between the microsystems
school n home, friends and church
parents involve themselves in making friends with the individual's friends
positive
negative
limitations
cannot provide a comprehensive picture of development, cannot generalise
doesnt provide a course for human development
only partially formulated n tested
very complex (which can be a good thing)
theories
psychoanalytic
sigmund Freud psychoanalytic theory
id(birth) , ego(emerge in infancy), superego(3-6 years)
conflict amongst the 3
psychosexual stages
phallic (3-6)
libido centers at the genitals. resolution of Oedipus/Electra complex(desire for other sex parent)
latency(6-12)
libido is inactive, individual engages in play with same sex friends or school work
anal (1-3)
libido now at the butt, toilet training is important
genital (12~)
puberty reawakens the libido and youths seek for sexual relationships with the goal of reproduction
oral (0-1)
libido focused on the mouth as source of pleasure. Obtaining pleasure is critical for development
people are shaped by their earliest experiences in life and these experiences shape their personality
driven by instincts and unconcious motivation
major evaluation
stress on early experience affecting later development
emphasized emotion and emotional conflict
attention to unconscious processes
erik erikson psychosocial stages
industry vs inferiority (6-12)
learn social n academic skills to match up to peers or feel inferior to others
identity vs role confusion (adolescence)
adolescents search for their identities (social and vocational), otherwise they will be confused as adults
initiative vs guilt (3-6)
must learn how to set bold plans, but not invade the liberty of others
intimacy vs isolation (early adulthood)
seek to form relationship with significant other, may fear intimacy and experience loneliness/isolation
autonomy vs shame (1.5 - 3)
children need to learn to be autonomous, or they will doubt their abilities
generativity vs stagnation (middle adulthood)
individuals feel the need to create something that will outlive them, or they will feel stagnant or self centered
trust vs mistrust (birth -1.5 years)
infants need to trust their caregivers. Responsive parenting is critical
integrity vs despair (late adulthood)
individuals must feel that they lived a meaningful life, else they would face death with despair and regrets
context specific, discontinuous, active,
learning theories
bandura social cognitive theory
reciprocal interaction between individual, behaviour and environment
B.F Skinner Learning theory
cognitive developmental theory
jean piaget
refer to other chapter on jean piaget
system theory
urie bronfrenbrenner bioecological model
gilbert gottlieb epigenetic psychobiological systems perspective
comparison of theories through 3 domains
activity- passivity
continuity - discontinuity
universality - context specificity
family system and influence
evolving family system
postponing marriages
families now have less children
more single adults/ unmarried parents
more working mothers
more divorce and single parents families
more children living in poverty
more multigenerational families
fewer caregivers for aging adults
more years without children
more remarriages
more single parent families
family system and the infant
its positive when both parents are involved in the infants life
it's true that mothers spend more time with their infants than fathers do
a positive husband/wife relationship brings about a positive parent child relationship
family system and the child
parenting styles (acceptance-responsiveness, demandingness-control)
neglect (unresponsiveness, undemanding)
worst style
aggression, hostile, antisocial
permissive (undemanding, responsiveness)
impulsive, aggressive, self-centered, rebellious, aimless, and low in independence and achievement.
authoritarian (demanding, unresponsiveness)
lack of chance for self to make their own decisions, moody and unhappy
authoritative (demanding, responsiveness)
cheerful, socially responsible, self-reliant, achievement oriented, and cooperative with adults and peers
model of family influence
child influence parents as much as parents influence children
family system theory
dynamic, adapts to the situation and to the changes of the family members
family is a system made of its members, each being interrelated and influences one another, and function as a whole system
historic family
unidirectional mother to child
modern life span perspective
development is lifelong
multiply influenced
highly plastic,
both gains n losses
historical conditions
multidirectional
biological, social, cognitive
cohort effect
a group of people from the same generation
influences on development
normative life events
non normative life events
historic events