DEVELOPMENTAL PSYCHOLOGY
Theories and Theorists
SOCIAL DEVELOPMENT
 Up
until about a year, infants
do not mind strange people
(maybe because everyone is
strange to them).
 At about 6mths – 1yr, infants
develop stranger anxiety.
 STRANGER ANXIETY is the
fear of strangers.
 Infants form schemas for
familiar faces and cannot
assimilate a new face.
ATTACHMENT
Placed in a strange situation, 70%
show secure attachment.
They explore their environment
happily in the presence of their
mothers but distressed when mom
leaves.
The other 30% show insecure
attachment. These children cling to
their mothers or caregivers and are
less likely to explore the
environment.
ORIGINS OF ATTACHMENT
 Harry
showed that monkeys
needed touch to form
attachment.
 Harlow (1971) showed that
infants bond with surrogate
mothers because of bodily
contact and not because of
nourishment.
 Those who are deprived of
touch have trouble forming
attachment when they are
older.
TYPES OF ATTACHMENT
 Mary
Ainsworth’s Strange
Situation.
 Three types of
attachment:
• Secure
• Anxious / Avoidant
• Anxious / Resistant
PARENTING STYLES – (BAUMRIND)
Description
Authoritarian
Parents
Permissive
Parents
Authoritative
Parents
Parents impose rules and expect
obedience.
Parents submit to children’s demands.
Parents are demanding but responsive
to their children.
SIGMUND FREUD
 We
all have a libido (sexual
drive).
 Our libido travels to different
areas of our body throughout
our development.
 If we become preoccupied with
any one area, Freud said we have
become fixated on it.
 Together Freud called these
stages our Psychosexual Stages
of Development.
ORAL STAGE (0-18THS)
 Babies
seek pleasure
through out mouths.
 Fixated people overeat,
smoke or have a
childhood dependence
on things.
ANAL STAGE (18MTHS - 3)
 Develops
during toilet training
 Libido is focused on
controlling waste and
expelling waste
 A person fixated may become
overly controlling (retentive)
or out of control (expulsive)
PHALLIC STAGE (3-7)
 Children
1st recognize
gender
 Causes conflict in families
with the Oedipus and
Electra Complexes
 Fixation can cause later
problems in relationships
LATENCY STAGE (7-11)
 Libido
is hidden
 Cooties stage
 Freud believed that
fixation in this stage
could lead to sexual
issues
GENITAL STAGE (12 - RIP)
 Libido
is focused
on their genitals
 Freud thought
fixation in this
stage is normal
ERIK ERIKSON—SOCIAL DEVELOPMENT
A
neo-Freudian
 Personality is influenced by
our experiences with others
 Created Stages of
Psychosocial Development
where each stage centers on
a social conflict
TRUST V. MISTRUST (0-1)
 The
trust or mistrust they develop can carry on
with the child for the rest of their lives
AUTONOMY V. SHAME & DOUBT (1-3)
 All
about control
 Control bodies (toilet training)
 Control people (temper tantrums,
saying NO)
 They either learn control or will they
doubt themselves
INITIATIVE V. GUILT (3-6)
 Favourite
question - WHY?
 Want to understand the world and ask questions
 Curiosity is encouraged or scolded
INDUSTRY V. INFERIORITY (6-12)
 Start
School – evaluated by school and peers
 Feeling good and bad about accomplishments
 Can lead to inferiority complex
IDENTITY V. ROLE CONFUSION (12-19)
 Teenage
years – try different roles
 Ask - Who am I? What group do I fit in?
 May develop an identity crisis
INTIMACY V. ISOLATION (20-25)
 Balance
work and relationships. Must prioritize
 Struggle to form close relationships and gain
capacity for intimate love…or, feel isolation
GENERATIVITY V. STAGNATION (26-64)
 Re-evaluating
goals / purpose / happiness
 Mid – life crisis
INTEGRITY V. DESPAIR (65- ?)
 Reflect
on life
 Contemplate meaningfulness,
Successes, failures, regrets
Stage
age Experience +
Experience -
Trust v. Mistrust
B-1
Parent care: physical
/psychological needs
Lack of care uncertain
parental love
Autonomy v.
shame, doubt
2 yrs
Encouragement, clear
discipline
Criticism, overprotective
discipline
Initiative v. guilt
3-5
Encouragement of child’s
interests, parental pride
Criticism of child’s failures
Industry v.
inferiority
6-12
Guidance and praise of
Too high/low expectations
academic/social development to success in school
Identity v. diffusion
Adol.
Strong role models to
promote self-esteem and life
goals
no role models, social
demands cause inner
turmoil
Healthy identity – concern for
others – caring relationships
Focus on the self over
others fear of being hurt by
bad rel.
Intimacy v. isolation Young
adult
Generativity v.
isolation.
Adult - Make good personal
hood decisions, success, enjoy
work, concern for growth
others
Self-centered, lack of
concern for others
Integrity v. dispair
Old
age
Depression, lacking
fulfillment, sense of failure
Self-confident, having led a
complete life - satisfaction
Erikson's
psychosocial
crisis stages
(syntonic v
dystonic)
Freudian
psychosexual
stages
life stage / relationships / issues
1. Trust v
Mistrust
Oral
infant / mother / feeding and being comforted, Hope and Drive
teething, sleeping
Sensory Distortion
/ Withdrawal
toddler / parents / bodily functions, toilet
training, muscular control, walking
Willpower and
Self-Control
Impulsivity / Compulsion
preschool / family / exploration and discovery,
adventure and play
schoolchild / school, teachers, friends,
neighbourhood /achievement and
accomplishment
Purpose and
Ruthlessness / Inhibition
Direction
Competence and Narrow Virtuosity / Inertia
Method
2. Autonomy v Anal
Shame &
Doubt
3. Initiative v Phallic
Guilt
4. Industry v Latency
Inferiority
5. Identity v Puberty
adolescent / peers, groups,
Role Confusion and
influences / resolving identity and direction,
Genitality becoming a grown-up
6. Intimacy v
Isolation
basic virtue and maladaptation
second named
/ malignancy(potential
strength (potentia negative outcome - one or the
l positive
other - from unhelpful
outcomes from experience during each crisis)
each crisis)
Fidelity and
Devotion
(Genitality) young adult / lovers, friends, work
Love and
connections / intimate relationships, work and Affiliation
social life
Fanaticism / Repudiation
Promiscuity / Exclusivity
7. Generativity
v Stagnation
n/a
mid-adult / children, community / 'giving back', Care and
helping, contributing
Production
Overextension / Rejectivity
8. Integrity v
Despair
n/a
late adult / society, the world, life / meaning
and purpose, life achievements
Presumption / Disdain
Wisdom and
Renunciation
JEAN PIAGET – COGNITIVE DEVELOPMENT
 Cognitive
development - information
processing, concepts, and perceptual
skill. The construction of thought
processes (remembering, problem
solving, and decision-making), from
childhood through adolescence to
adulthood
4
Stages / Levels
IMPORTANT TERMS FIRST!!!
 Schema
– Ways we interpret the world
around us (picture in our heads)
 Assimilation – incorporating new
experiences into existing schemas. Eg,
meeting someone new
 Accomodation – Changing an existing
schema to adopt new info. Eg,
Campion
SENSORIMOTOR STAGE (0-2)
 Experience
world through senses
 Developing object permanence
 Understands some symbols and language
PRE-OPERATIONAL STAGE (2-6)
 Develops
language, symbol use, memory and
imagination
 Nonlogical thinking
 Ego-centric
 Does not understand conservation
CONSERVATION
CONSERVATION
CONSERVATION
TYPES OF CONSERVATION TASKS
CONCRETE OPERATIONAL STAGE (7-11)
 Develops
logic
 Understands symbol use
 Demonstrates conservation
FORMAL OPERATIONAL STAGE (12- ADULT)
 Develops
abstract reasoning
 Hypothesis testing
 Trial and error
 Metacognition
 Not all adults reach this stage
KOHLBERG & GILLIGAN – MORAL DEVELOPMENT
 Moral
development - the process
through which children develop
proper attitudes and behaviours
toward other people in society, based
on social and cultural norms, rules,
and laws.
Kohlberg
Gilligan
Heinz Steals the Drug
In Europe, a woman was near death from a special kind of
cancer. There was one drug that the doctors thought might
save her. It was a form of radium that a druggist in the same
town had recently discovered. The drug was expensive to
make, but the druggist was charging ten times what the drug
cost him to make. He paid $200 for the radium and charged
$2,000 for a small dose of the drug. The sick woman's
husband, Heinz, went to everyone he knew to borrow the
money, but he could only get together about $ 1,000 which is
half of what it cost. He told the druggist that his wife was
dying and asked him to sell it cheaper or let him pay later. But
the druggist said: "No, I discovered the drug and I'm going to
make money from it." So Heinz got desperate and broke into
the man's store to steal the drug-for his wife. Should the
husband have done that? (Kohlberg, 1963, p. 19)
LEVEL
STAGES
1. Pre-Conventional
1.Follow rules to avoid
punishment
Decisions based on rewards 2.Follow rules for personal
and punishments
benefit
2. Conventional
3.Do good because it is
expected of you by others
Desire to please others
4. Follow rules because
society expects you to follow
standards.
3. Post-Conventional
5. Follow rules for benefit of
all
Belief in morality because it’s 6.Follow rules because of
the right thing to do
conscience
CRITICISMS OF KOHLBERG
 Carol
Gilligan
pointed out that
Kohlberg only tested
boys.
 Boys tend to have
more absolute value
of morality.
 Girls tend top look
at situational
factors.