DEV PSYCH REVIEWER

Chapter 1: Developmental involves growth, maintenance,

Psychology and regulation of loss, and it sees
development as being lifelong,
The life-span perspective
multidimensional,
WHAT IS DEVELOPMENT? multidirectional, plastic,
multidisciplinary, and
 The pattern of change that begins contextual.
at conception and continues  Life-span development specialist
through the life span. Most Paul Baltes (1939-2006) agreed.
development involves growth,
although it also includes decline COMPONENTS OF LIFE-SPAN
brought on by aging and dying. PERSPECTIVE

THE IMPORTANCE OF STUDYING LIFE-  Development Is Lifelong

SPAN DEVELOPMENT  Development Is
Multidimensional
 The study of life-span  Development Is
development is interesting and Multidirectional
full of knowledge about who we
 Development Is Plastic
are, how we got this way, and
 Developmental Science Is
where we will go in the future.
Multidisciplinary
Although most development
 Development Is Contextual
entails growth, it can also involve
 Development Involves Growth,
decay (as in death). We shall
Maintenance, and Regulation
investigate the life span from
of Loss
conception to the moment at
which life (or at least life as we  Development Is a Co-
know it) terminates in order to construction of Biology,
better understand development. Culture, and the Individual

CHARACTERISTICS OF THE LIFE-SPAN Development Is Lifelong

PERSPECTIVE
 Although the first twenty years of
life are marked by significant
growth and development,
everyone goes through
developmental stages (Kennedy &
Raz, 2015). According to Park and
Festini (2018) and Schaie & Willis
(2016), the life-span approach
stresses developmental change
both during childhood and
adulthood.
The Life-Span Perspective
 The life-span approach sees
development as a process that
 Early adulthood is not the
culmination of development from
a life-span perspective; rather,
development occurs at all ages.
Development Is Multidimensional
 Your body, mind, emotions, and
relationships are all evolving and
having an impact on one another,
regardless of your age. There are
biological, cognitive, and
socioemotional aspects to
development. There are
numerous elements even inside a
dimension.
Development Is Multidirectional
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 Some dimensions or elements of a type of influence can have a
dimension grow and some shrink biological or environmental
over life. impact on development.
 Normative age-graded influences
- are similar for individuals in a
Development Is Plastic particular age group
 Normative history-graded
 The ability to make changes is influences - are common to
referred to as plasticity. people of a particular generation
According to research, older because of historical
persons' cognitive abilities can be circumstances
enhanced by training and the  Nonnormative life events - are
learning of efficient techniques. unusual occurrences that have a
However, as we age, it's possible major impact on the lives of
that our ability for change individual people
decreases.
Development Involves Growth,
Developmental Science Is Maintenance, and Regulation of Loss
Multidisciplinary
 According to Baltes and his
 Researchers in the fields of colleagues (2006), the control of
psychology, sociology, life frequently entails conflicts
anthropology, neuroscience, and and competition between the
medicine are all interested in three objectives of human
unraveling the secrets of development—growth,
development throughout the maintenance, and regulation of
lifespan. loss. The maintenance and
Development Is Contextual control of capacity loss as people
enter middle and late adulthood
 Every development process takes takes center stage.
place in a context or situation.
Families, schools, peer groups, Development Is a Co-construction of
churches, cities, neighborhoods, Biology, Culture, and the Individual
university labs, nations, and so  Development is a co-construction
on are examples of contexts. of biological, cultural, and
Historical, economic, social, and individual factors working
cultural elements have an impact together
on each of these environments.
 Thus, individuals are changing
beings in a changing world. As a
result of these changes, contexts
exert three types of influences
(Baltes, 2003): (1) Normative age-
graded influences, (2) normative
history-graded influences, and (3)
nonnormative or highly
individualized life events. Each
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THE NATURE OF DEVELOPMENT examples of socioemotional
processes.
BIOLOGICAL, COGNITIVE, AND
SOCIOEMOTIONAL PROCESSES PERIODS OF DEVELOPMENT

 The interplay of biological,

cognitive, and socioemotional
processes produces the periods of
the human life span. A
developmental period refers to a
time frame in a person’s life that
is characterized by certain
features.
FOUR AGES

 Life-span developmentalists who

focus on adult development and
aging increasingly describe life-
span development in terms of
four “ages”
 First age: Childhood and
Biological Processes adolescence
 An individual's physical makeup  Second age: Prime adulthood,
can alter as a result of biological ages 20 through 59
processes. Examples of biological  Third age: Approximately 60 to 79
processes that influence years of age
development include genes  Fourth age: Approximately 80
inherited from parents, brain years and older
development, height and weight DEVELOPMENTAL ISSUES
gains, changes in motor abilities,
diet, exercise, the hormonal  Nature and Nurture
changes of puberty, and  Stability and Change
cardiovascular decline.  Continuity and Discontinuity
Cognitive Processes Nature vs Nurture

 The term "cognitive processes"  "Nature" refers to the biological

describes modifications to a and genetic propensities that
person's thought, intelligence, influence one's physical,
and language. emotional, and intellectual
characteristics as a human being.
Socioemotional Processes
Contrarily, "nurture" refers to the
 Changes in a person's impact of education and other
interpersonal interactions, "environmental" elements on
emotional changes, and these characteristics.
personality changes are all
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Stability and Change

 The degree to which early traits ERIK ERIKSON: PSYCHOSOCIAL

and qualities last through life or
change is the subject of the
stability-change issue.
Continuity and Discontinuity
THEORY
 Personality is influenced by
society and develops through a

 The continuity-discontinuity
debate centers on how much
change in development occurs
either gradually over time
(continuity) or in discrete stages
(discontinuity).
Chapter 2: Theories of Personality
THEORETICAL PERSPECTIVES

PERSPECTIVE 1: PSYCHOANALYTIC
SIGMUND FREUD: PSYCHOSEXUAL
DEVELOPMENT
series of crises.
 Behavior is controlled by powerful
PERSPECTIVE 2: LEARNING
unconscious urges.
 Development, according to
learning perspective theorists, is
a relatively long-lasting change
brought on by experience or
environmental adaption.
 BEHAVIORISM
 SOCIAL LEARNING/SOCIAL
COGNITIVE
BEHAVIORISM
IVAN PAVLOV; Classical Conditioning
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SOCIAL LEARNING

 JOHN B. WATSON Social Learning (Social Cognitive)

 According to Watson, psychology Theory
should focus on observable
 ALBERT BANDURA
behaviors that can be measured
using the scientific method. His According to Albert Bandura's social
most famous examples of this are learning theory, people learn primarily
the "dozen healthy infants quote" through observation and modeling. The
and the Little Albert experiment. idea that learning is the direct result of
interacting with the environment is only
 B.F SKINNER one aspect of Bandura's theory.
 OPERANT CONDITIONING
PERSPECTIVE 3: COGNITIVE
 According to Skinner's operant
conditioning theory, rewards and  The cognitive perspective focuses
penalties lead to behavior on mental processes and how
modification and learning. A those processes manifest in
reaction is strengthened by behavior. This viewpoint
reinforcement, which increases embraces theories with both
the likelihood that the behavior organismic and mechanical
will recur in the future. On the influences.
other hand, punishment
diminishes a reaction and JEAN PIAGET; PIAGET
reduces the likelihood that the COGNITIVESTAGE THEORY
activity will happen again.
 Organization, adaptability, and
equilibration are three
interconnected processes that
lead to this cognitive
development.
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Assimilation
Piaget’s term for incorporation of new
information into an existing cognitive
structure.
Accommodation
Piaget’s term for changes in a cognitive
structure to include new information.
When the child encounters a horse,
they might assimilate this information
and immediately call the animal a dog.
The process of accommodation then
allows the child to adapt the existing
schema to incorporate the knowledge
that some four-legged animals are
horses.
 LEV VYGOTSKY
 Lev Vygotsky’s Sociocultural
Theory
According to Vygotsky's sociocultural
theory from 1978, cognitive
development is a collaborative process.
People learn through social interaction,
according to Vygotsky. As they are
introduced to a way of life, they develop
cognitive abilities. Children can
internalize their society's ways of
thinking and acting through shared
activities.
Scaffolding - Temporary support to
help a child master a task.
 INFORMATION-PROCESSING
APPROACH
 By watching and evaluating the
mental processes involved in
perceiving and handling
information, one can examine
cognitive development.
PERSPECTIVE 4: CONTEXTUAL
 Urie Bronfenbrenner
 Bronfenbrenner's ecological
systems theory
 Individual differences such as
age, sex, health, aptitudes, or
temperament are present in this
situation. The child is considered
as actively shaping development
rather than just being the result
of growth. However, the child does
not live in a vacuum. We must
view the child in the context of the
various circumstances she is
surrounded by in order to
comprehend growth.
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1. A microsystem is the everyday
environment of home, school, work, or
neighborhood, including face-to-face
relationships with spouse, children,
parents, friends, classmates, teachers,
employers, or colleagues.
2. The mesosystem is the
interlocking of various microsystems. It
may include linkages between home and
school (such as parent-teacher
conferences) or between the family and
the peer group (such as relationships
that develop among families of children
in a neighborhood play group).
3. The exosystem consists of
interactions between a microsystem and
an outside system or institution.
Though the effects are indirect, they can
still have a profound impact on a child.
ex. parents workplace
4. Macrosystem consists of
overarching cultural patterns, such as
dominant beliefs, ideologies, and
economic and political systems. He
education system, the law systems, the
cultural systems, and the geographic
location in which a child is raised.
5. Chronosystem adds the
dimension of time: change or constancy
in the person and the environment. One
classic example of this is how divorce, as
a major life transition, may affect not
only the couple's relationship but also
their children's behavior.
PERSPECTIVE5:
EVOLUTIONARY/SOCIOLOGICAL
One of the most significant
theoretical contributions of
contemporary science is Darwin's theory
of natural selection.
Natural selection, which is used
by the natural world to influence
evolutionary processes, is described as
the differential survival and
reproduction of distinct varieties of
members of a species.
John Bowlby’s Attachment
Theory
The infants that remained close to
their mothers would have survived to
become parents themselves during the
evolution of the human species. Bowlby
postulated that a biological need to stay
in touch with mothers and babies had
developed over time.
Chapter 3: Prenatal Development and
Birth
Periods of Prenatal Development
 The time between conception and
delivery, known as gestation, is
when an unborn child goes
through tremendous
developmental changes.
Gestation typically lasts between
37 and 41 weeks. The first day of
a pregnant mother's most recent
menstrual cycle is typically used
to calculate gestational age.
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STAGES OF PRENATAL
DEVELOPMENT
1 MONTH
 Growth occurs more quickly in
the first month of life than it does
at any later point; the umbilical
cord is functional. The swellings
on the skull that will eventually
become the mouth, ears, nose,
and eyes can be seen up close
with a microscope. Its sex is yet
unknown.
7 WEEKS
 The embryo develops into a fetus
at the end of the second month.
The tongue and tooth buds are
among the developed facial parts.
The legs have knees, ankles, feet,
and toes, and the arms have
hands, fingers, and thumbs. The
skin on the fetus is quite thin.
3 MOTHS
 The fetus is around 3
inches long and weighs about 1
ounce by the end of the third
month. It possesses lips, a nose,
vocal chords, fingernails,
toenails, and closed eyelids. Its
head still occupies a significant
portion of its overall length—and
it has a
prominent forehead. One may
detect sex. The organ systems are
operating, albeit not to their
maximum potential.
4 MONTHS
 The head is currently only
one-fourth the length of the entire
body, which is also how it will be
at birth. At this point, the fetus
weighs roughly 6 ounces and is 8
to 10 inches long. The placenta
has finished developing. The fetus
may kick, a sensation called as
quickening, and the mother may
feel it. Due to increased muscular
tone, the reflex behaviors that
first surfaced in the third month
are now more intense.
5 MONTHS
At this point, the fetus weighs
between 12 and 1 pound and is
about 1 foot long. It also has distinct
sleep and wake rhythms, a preferred
position inside the uterus known as
its lay, and increases in activity,
kicking, stretching, wriggling, and
even hiccupping. The coarse hair has
started to grow in eyebrows and
eyelashes, the body is covered in
woolly hair known as lanugo, and the
head has fine hair.
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6 MONTHS

 By the end of the sixth month, the 9 MONTHS

fetus weighs 1 1/4 pounds and is
 The fetus ceases to grow
about 14 inches long, showing a
approximately one week before
little slowdown in the rate of
birth, when it has grown to an
growth. Under the epidermis,
average weight of roughly 71⁄2
there are fat pads; the eyeballs
pounds and a length of about 20
can open, close, and glance in any
inches, with males often being
direction. It has the ability to hear
somewhat longer. The organ
and to clench its hand. Early in
systems are functioning more
the sixth month of pregnancy, the
effectively, fat pads are still
respiratory apparatus of the fetus
forming, the heart rate is rising,
has not developed, and its
and more waste is being released
chances of survival are very slim.
through the umbilical cord. The
7 MONTHS skin's crimson hue is beginning
to fade.
 The fetus, which is about 16
inches long and weighs 3 to 5
pounds, has completely
established response patterns by
the end of the seventh month. It
sucks its thumb and cries and
breaths and swallows. Lanugo
might vanish at this point, or it
can stay put until just after birth.
Head hair might keep growing.
8 MONTHS

 The fetus at eight months

gestation is 18 to 20 inches long
and weighs 5 to 7 pounds. Its
movements are restricted as a
result of its living quarters getting
smaller. A coat of fat is covering
the entire body of the fetus
throughout this and the next
month, allowing it to adapt to
changing temperatures external
to the uterus.
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 Germinal Stage (Fertilization to 2
Weeks)
 Embryonic Stage (2 to 8 Weeks)
 Fetal Stage (8 Weeks to Birth)
Cultural Beliefs and Practices about
Pregnancy and Childbirth
Giving birth- Some individuals believe
that they can naturally induce birth by
drinking coconut water.
The Placenta- Burying the placenta
symbolize mother’s labor pains. The
father does this.
Postpartum care- the mother receives
time to recover.
Breastfeeding- The mother’s milk are
much healthier than the formula milk.
Common Filipino myths on motherhood
 Kambal saging
 Sinok
 Bigkis
 Paglilihi
 Usog
Teratogens
 The dose, genetic susceptibility,
and the time of exposure to a
particular teratogen influence
both the severity of the damage to
an embryo or fetus and the type
of defect.
 Dose. The dose impact is quite
self-evident: the higher the
dosage of an agent, such a
medication/drug, the stronger
the effect.
 Genetic susceptibility. The
genotypes of the embryo or fetus
and the pregnant mother are
related to the kind or degree of
abnormalities brought on by a
teratogen.
 Time of exposure. When teratogen
exposure happens at some stages
of development but not at others,
it causes more harm. The fetal
period is less susceptible than the
embryonic phase.
THE BIRTH PROCESS

The Birth Process and Methods of

Delivery

 Teratology is the name of the

scientific discipline that looks at
the origins of birth abnormalities.
Certain teratogen exposures can
change the developing brain and
have an impact on cognitive and
behavioral functioning, although
they do not always result in
physical birth abnormalities.
Researchers in the field of
behavioral teratology investigate
these functional abnormalities.
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 Growth proceeds according to the
 There are three phases to labor.
Stages one, two, and three are the
cervix dilatation, infant birth, and
placenta delivery. Labor takes a
new mother 12 to 14 hours on
average. For women who have
given birth before, the labor
process Nshould take roughly
seven hours.
METHODS OF CHILDBIRTH
1. C- section
2. Normal
Chapter 4: Physical Development in
Infancy
1. Directions of Physical Growth
2. The Brain
3. Reflexes
4. Gross and Fine Motor Skills
5. Sensation and Perceptual
Development
PATTERNS OF GROWTH
 The cephalocaudal pattern is the
order in which physical growth
and feature differentiation
gradually move from top to
bottom (shoulders, middle trunk,
and so forth), with the earliest
growth always occurring at the
top—the head. The skull exhibits
the same trend, with the brain
and eyes growing at a higher rate
than the jaw and other lower body
components.
proximodistal pattern, which is
characterized by growth
beginning in the body's core and
moving outward toward the
extremities. For instance, infants
utilize their entire hand before
they can manage multiple fingers,
and they control the muscles in
their arms and trunk before they
can control their hands and
fingers.
HEIGHT AND WEIGHT
o Development Average birth
weight of a Filipino
newborn is 2.8 to 3 kg (6 to
6.6 lbs)
o The head of a baby is
somewhat malformed and
frequently has a little point.
The fontanelles, a soft area
on the baby's skull, will
close by the time they are
one or two years old. The
baby's head will eventually
resemble a regular human
head when they become
older.
WEIGHT AGE FOR GIRLS
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WEIGHT AGE FOR BOYS
THE BRAIN ( BRAIN DEVELOPMENT)
 The newborn's brain
makes up around 25% of its adult
weight at birth. Approximately
75% of an adult's brain weight is
present by the time a child turns
two. But different parts of the
brain mature differently.
Mapping the Brain
 Frontal lobes are involved
in voluntary movement, thinking,
personality, and intentionality or
purpose.
 Occipital lobes function in
vision.
 Temporal lobes have an
active role in hearing, language
processing, and memory.
 Parietal lobes play
important roles in registering
spatial location, attention, and
motor control.
SLEEP
 Sleep took up more of our time
as babies than it does now.
Newborns sleep anywhere from
eighteen hours a day on average,
however this varies widely. There
is a range of approximately 10 to
21 hours every day.
Sudden infant death syndrome (SIDS)
 SIDS is a disorder where babies
abruptly stop breathing and die
for no obvious reason; this
frequently happens at night.
More than 2,000 newborn
fatalities are related to SIDS each
year, making it one of the leading
causes of infant death in the US
(NICHD, 2018). At two to four
months of age, the risk of SIDS
is highest.
REFLEXES
 A newborn's reflexes are innate
responses to external stimuli
that control their natural,
uncontrollable motions. Reflexes
are survival systems inherited
via heredity. They give babies the
freedom to react to their
surroundings in an adaptable
way before they have the chance
to learn. (Rooting, gripping, toe
curling, & moro/startle)
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Sensory and Perceptual Development

 Information interacts with

sensory receptors found in the
eyes, ears, tongue, nostrils, and
skin to produce sensation. When
pulsing air waves are gathered by
the outer ear and sent to the
MOTOR SKILLS auditory nerve via the inner ear
bones, the sense of hearing is
experienced. As light beams enter
the eyes, they focus on the retina
and travel through the optic nerve
to the brain's visual centers,
giving rise to the feeling of vision.
 The interpretation of what is
sensed is called perception. The
air waves that come into touch
with the ears could be perceived
as noise or as sounds, like music.
Depending on how it is viewed,
the physical energy delivered to
the retina of the eye may be
understood as a specific color,
pattern, or shape.
VISUAL PERCEPTION
 Given that faces may be the most
significant visual inputs in a
child's social context, it is critical
that they learn fundamental
facial recognition skills. Soon
after birth, infants begin to
demonstrate an interest in
human faces. Studies reveal that
within hours of birth, newborns
gravitate toward faces over other
objects and focus more on
attractive faces than unattractive
ones.
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 The baby's ability to see color also
gets better. Infants can
distinguish between some hues
by the time they are 8 weeks old,
and probably even before that. By
the time they are 4 months old,
kids sometimes show color
preferences similar to those of
adults, choosing, for example,
royal blue over pale blue, which
are intense colors. The alterations
in eyesight that are discussed
here are partly the result of
biological development. However,
normal development of color
vision also requires experience.
Perceptual Constancy
 A few perceptual achievements
stand out in particular because
they suggest that an infant's
perception extends beyond what
the senses can form. This is the
situation known as perceptual
constancy, in which the physical
world is perceived as constant
even if sensory stimuli changes.
SIZE CONSTANCY is the understanding
that an object stays the same even as
the observer moves in front of or away
from it, causing the object's retinal
image to alter.
SHAPE CONSTANCY is the
understanding that an object's shape
stays constant despite changes in its
orientation with respect to the observer.