Human Development - Stand on his own; walk

- Take first steps, pick up and throw objects, roll a ball, grasp objects between their thumb and finger

Human Development - Fine motor skills may begin developing (able to write)

- Physical (bones, organs, motor skills, neurological development) 1-2 years

- Cognitive (visuospatial, reading, language, calculation) - Pick up things while standing

- Psychosocial- - Walk backwards

i) Psychological (boundaries, sense of self-other, self regulation, frustration tolerance) - Color or paint by moving entire arm

ii) Emotional (temperament, mood, bonding, trust, empathy) - Scribbling

- Turning handles

Mental development : cornerstone of human development - Up and down stairs without assistance

- Brain development is about developing neural networks that grow in response to environmental stimuli - Move and sway to music

and internal growth signals. These network govern these functions:

- Cognitive (language, intellect) 2-3 years

- Motor (coordination, strength, physical) - Running forward

- Emotional (temperament, drives, reactivity, mood) - Jump in one place

- Moral (social, rules, spiritual) - Kick a ball

- Social (Attachment/object relations/self-other) - Stand on one foot

- Turn book page

Nature and Nurture - Draw a circle

- There is a complex interactions between genetics and experience that shapes the development of the - Holding a crayon or marker

brain - 18-24 mos- toilet training; boys may wait until 3 or 4 yrs

- The child lays down foundational circuits governing cognitive, social and emotional abilites in the first

5 years. 3-4 years

- In the early and middle childhood years, the brain forms and refines a complex of neural circuits - Ride a scooter or tricycle

through synaptogenesis, pruning and myelination. - Going down a slide no help

- For best results, the child should be healthy, interacting with caregivers, and living in a safe, clean - Throwing and catching a ball

place. - Walking in a straight line

- Building towers with blocks

Milestones - Manipulating clay

- Abilities that most children can perform by a certain age

- Infant: master self movement, hold objects, develop hand to mouth coordination 4-5 years

- Rooting, sucking and grasping reflex (disappear) - Jump on one foot

- Head control- a baby can hold his head up for a few seconds, with support; baby can slightly raise his - Walking backward

head when on his tummy - Doing somersaults

- Parental support: “Tummy time”: supervised playtime that babies spend on their stomachs while awake, - Cutting paper with scissors

which strengthens the baby’s neck, back and arms. - Printing letters

3-6 months - Copying shapes

- Dexterity and strength develop: roll over, sit up with support, pull bodies forward, pull themselves up,

reach for objects, play with toys What happens in a deprived environment?

- Parental support: providing a variety of toys and sensory stimulating objects - CDC-Kaiser Adverse Childhood Experiences (ACE) study findings that link the number of childhood

6-9 months adverse events with number of adult health problem

- Increase mobility. Grasp and pull objects toward there body, transfer times one hand to another, may - This is because a child raised in a chaotic environment has a brain and body that develop differently

crawl from a child that is raised in a secure, supportive and safe environment

- Sit on his own i- Nutritional or environmental deprivation; abuse

9-12months

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 ii- Brain developing in this environment will be affected in decreased synaptic connections, - Psychological risk: temperament, cognition, autobiographical memory, facial emotion processing,

direct trauma (drugs or injury); HPA axis may be chronically unregulated decision making

- This impacts the adult function and health of the abused child Fetal Alcohol syndrome:

If you cover a baby’s eyes… - Low nasal bridge

- If you take a healthy baby and cover its eyes so that his retina is not exposed to light and the brain never - Indistinct philtrum

sees images, that child’s occipital cortex and visual circuits will not develop, and he will be blind, even - Micrognathia

though his eyes worked fine - Thin upper lip

- Same is true for absent emotional stability or dangerous or deprived environment- a child’s neural - Flat mid face

networks will develop in that insecure environment, and will adjust to ‘Chaos” as the norm on the - Short nose

rheostat - Behavioral cognitive development problems

Environmental factors that impact brain development - Irritability, impulsive

- Sensory and motor input Developing brains require minimum environmental standards from parents:

- Psychoactive drugs- maternal use during pregnancy: - Responding to children in a predictable way

- fetal alcohol syndrome, for example. - Showing warmth and sensitivity

- Relationships with peers and caregivers - Having routines and household rules

- Physical /emotional stress - What is the best thing a parent can do for a child? 


- These can be everyday occurrences - READ together

Brain plasticity is one way the brain responds to the environment

- A developing brain will use the environmental simulation to help strengthen neural connections, for Ideal Parental Behaviors:

example, an infant that hears music will develop and grow auditory neural pathways in response to - Sharing books and talking with children

hearing the music. - Supporting health and safety

- “Cells that fire together, wire together”. The developing brain needs appropriate stimulation inorder for - Using appropriate discipline without harshness

brain development and growth to occur

• Developmental psychologists

Margaret Mahler (1897-1985)

Kaiser ACE study: - Studied infant-mother bonding and attachment

- Adverse Childhood Environment defined as physical abuse, sexual abuse, emotional abuse, neglect, - Developed the Separation-individuation theory, which delineates how the infant separates and

- ACE’s are common- 2/3 of study participants reported at least one ACE and more than 20% reported 3+ individuates from the mother during first 3 years of life

ACEs. i- Bonding- mother bonds to infant mother bonds

- Study revealed a graded dose-response relationship between ACEs and negative health and well being ii- Attachment- infant attaches to mother to get needs met

outcomes across the life course including risky health behaviors, chronic health conditions, low life - Object Relations Theory-explains that the way a person relates to others in their lives is shaped by

potential and early death. early attachment experiences with their caregiver(s).

Adverse childhood events place a person at risk for:

- Alcoholism, Depression, and Illicit drug use

- COPD, Liver disease, Ischemic heart disease

- Fetal death

- Lower Health related QOL

- Poor work performance, Financial stress

- Risk for intimate partner violence.

Early negative experiences are like ethanol or other direct toxins:

- Early negative experiences such as abuse, nutritional deficiences, failure to be held, fed or cared for,

increase the baby’s risk for brain damage, cognitive or mood disorder

- The brain develops in response to positive and negative stimulation: this is done through gene-

environment interactions, HPA axis regulation, and structural brain changes

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 Winnicott

- Pediatrician that contributed to the Object Relations theory (1896-1971) Erik Erikson (1902-1994)

- Transitional Object - Most famous for coining the phrase “Identity crisis” and for his theory of psychological development.

- “Good enough” mother - Born to a Jewish mother and conceived out of wedlock and initially told his stepfather was his father-

- True self, False self later embittered by this fact

- Play- the way an individual can express his true self - Studied art and worked as a tutor and wandering artist

- Went to Vienna to tutor art and met Anna Freud, who was treating his students’ parents. She

Transitional Object encouraged him to study psychoanalysisIn 1933 emigrated from Austria to Copenhagen and then the

- Mother- substitute (blankie, soft, smell) US

- Transitional Object- example: blanket, serves as “mother substitute”. - Worked as a child analyst at Yale, Austen-RIggs, California and Harvard

- Used by infant ages 4-6 months, during Mahler’s “hatching” phase, when the infant starts to realize - Won a Pulitzer Prize for his book “Gandhi’s Truth” and developed an 8 part life-stage virtue

Mom is a separate being. Thetransitional object helps the infant separate from the mother by providing Erikson’s Stages of Psychosocial Development

the infant with soft, smell and tactile soothing in absence of mom. - A person must pass through each stage to develop that stage’s virtue

- The TO helps the infant move away from “internal only” world and start to attend to the external world,

by providing tactile security

- The TO reinforces the “not me” idea for the infant- it represents the mother and is external to the infant,

therefore helping the infant establish a boundary with and separate sense of self from the mother

Good Enough Mother

- A mother that allows her infant to experience small amounts of frustration, in order to built up a

frustration tolerance, which helps the baby to learn that the mother is a separate being and cant Sigmund Freud

IMMEDIATELY satisfy the baby’s needs. This helps the infant develop a sense of external reality - Famous for inventing psychoanalysis, and for developing his theory of mind.

(there reality of others) outside himself. A mother that supports the infant’s process of - PSYCHE=MIND ANALYSIS= CRITICAL STUDY of

separation/individuation (by not gratifying its every need), but is available or “good enough” to comfort - Freud was an Austrian neurologist and the first person to collect reliable data about man’s internal life.

the infant when he gets uncomfortable Some of his contributions:

- When the infant realizes his needs are met by something OUTISDE himself (because he has to wait)- he i- Most human thought is unconscious.

develops awareness that there is a reality outside himself (establishes boundary or separateness from ii- Humans engage in automatic, repetitive behaviors (called neuroses)

others) iii- Early childhood emotional experiences affects the way a person’s mental disposition

True Self, False Self develops

- True sense is what the infant is born with, the authentic self iv- Distinction between 2 modes of thinking: Reality principle (Ego) and Pleasure

- The false self of a child develops when a child has to perform to parental needs instead of being his true principle (Id)

self. The false self covers for thevulnerable true self. A true self can reveal itself during PLAY Sigmund Freud (1856-1939) Major contributions to science:

Play - 2 Models of Mind

- Play takes place between the internal world and the external world. It is our internal world come to life i- Topographic Model- conscious, preconscious, unconscious, repression barrier

in the external world. ii- Structural Model- id, ego, superego

- Important for the development of creativity - Theory of infant psychosexual development (Oedipal conflict)

- The real self can be accessed through play - Psychoanalysis

Jean Piaget (1896-1980) i- Free association

- Swiss psychologist that studied his own children and developed a theory of cognitive development ii- Dream analysis

- 4 Developmental stages: - Defense mechanisms and the repression barrier (divides conscious from unconscious thought)

i- Sensorimotor

ii- Preoperational

iii- Concrete Operations

iv- Formal Operations

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Structural model mind

- Ego- the “i’- negotiates between the id and the superego. Works by the reality principle. Mostly in the

conscious mind.

- Superego- the conscience, internalized rules of parents and culture. The ideals of the self live here.

Partly in antisocial conscious and partly unconscious mindcriminals

- Id- the “lizard” brain, the unconscious, the brain we were born with, with drives, urges, impulses,

forbidden wishes, lusts, unacceptable reside. Works by the pleasure principle. Completely unconscious,

the bottom of the iceberg.

Psychosexual Development

- Oral (0-18 mos)- gratification, feeding, trust

- Anal (18mos-3)- bowel control, walking, independence, separation/individuation

- Phallic (3-6)-genital, triangle, oedipal conflict, castration anxiety, penis envy

- Latency (6-10)-school, learning, hobbies

- Genital (12+)- intimacy

Freud today….

- Many subsequent personality and development theories incorporate aspects of Freudian theory

- One problem with Freud is that he doesnt spend much time on adulthood psychological development,

and we know adults develop quite a bit after age 20

- Concepts like free association, dream analysis, defense mechanisms, transference and

countertransference, id, ego and superego are still very much used today

Landmarks of Development