HUMAN development - student copy -1.pptx

Psychology

1. HUMAN DEVELOPMENT

2. Development is pattern of progressively, orderly and predictable changes that begins at conception an continues throughout life.

3. Development is influenced by an interplay of biological, cognitive, and socio-emotional processes. BIOLOGICAL PROCESSES:- Genes inherited from parents, such as in height and weight, brain, heart, and lungs development, etc. COGNITIVE PROCESSE S :- Mental activities associated with the processes of knowing, and experiencing, such as thought, perception, attention, problem solving, etc. SOCIO-EMOTIONAL PROCESSES :- Changes in an individual’s interactions with other people, changes in emotions, and in personality.

4. LIFE-SPAN PERSPECTIVE ON DEVELOPMENT Development is lifelong, i.e. it takes place across all age groups starting from conception to old age. It includes both gains and losses, which interact in dynamic (change in one aspect goes with changes in others) ways throughout the life-span. The various processes of human development, i.e. biological, cognitive, and socio-emotional are interwoven in the development of a person throughout the life-span. Development is multi-directional . Some dimensions or components of a given dimension of development may increase, while others show decrement Development is highly plastic , i.e. within person, modifiability is found in psychological development, though plasticity varies among individuals. This means skills and abilities can be improved or developed throughout the life-span.

5. Continued… Development is influenced by historical conditions. For example, the experiences of 20-year olds who lived through the freedom struggle in India would be very different from the experiences of 20 year olds of today. The career orientation of school students today is very different from those students who were in schools 50 years ago. Development is the concern of a number of disciplines. Different disciplines like psychology, anthropology, sociology, and neuro -sciences study human development, each trying to provide answers to development throughout the life-span. An individual responds and acts on contexts, which include what was inherited, the physical environment, social, historical, and cultural contexts.

6. Growth And Development Growth Development The terms involves body changes. It refers to increase in size, length. Ex. Height and weight etc. Development involves continuous, orderly and segmental changes. It includes growth of the changes body as well as growth of various aspects of child’s personality. Ex. – emotional, physical, social , cognitive development The changes are quantitative. The changes are qualitative and cn’t be measured. Ex. Maturity. Growth may not bring development. Development is possible without growth. It doesn’t continue throughout life. It stops when maturity has been attained. It refers to overall changes in the individual and continues throughout life. It occurs in parts. It occurs as whole in organism. Individual difference s exist. Children differ in the level of development. Learning and experience affects development. Growth is bodily. Development in social, physical, and mental where we loose and gain something.

7. Factors Influencing Development Genetic Factors :- Genetic code which predisposes a child to develop in a particular way. Genes provide a distinct blue print and time table for the development of an individual. (a) Genotype: The actual genetic material or a person’s genetic heritage is known as genotype. Genes provide a distinct blueprint and timetable for the development of an individual. (b) Phenotype : It is the way an individual’s genotype is expressed in observable and measurable characteristics. It include physical traits, such as height, weight, eye and skin colour, and many of the psychological characteristics such as intelligence, creativity, and personality. Environmental Factors :- It includes the surroundings in which the child develops various cognitive and motor skills. It influence the physical development of the child acc. to the limits set by the genetic characteristics. The socio- economic and cultural environment has a major role in the development of the child’ process. Ex. A child who is dent to the school is able to develop characteristics of confidence and self reliance more easily than a child who doesn’t receive education. Ex. A child with genotype, that predisposes her/him to be introverted, in an environment that promotes social interaction and extroversion.

8. Difference Between Genotype And Phenotype?

9. 1. Bronfrenbrener's Contextual View Of Development

10. 2. Ecological Model : Durganand Sinha The Upper and the more visible layer : Home : Overcrowding School Peer Groups

11. DEVELOPMENTAL STAGES Developmental stages are assumed to be temporary and are often characterized by a dominant feature or a leading characteristic, which gives each period its uniqueness. During a particular stage, individual progresses towards an assumed goal - a state or ability that s/he must achieve in the same order as other persons before progressing to the next stage in the sequence. These accomplishments of a person become the social expectations of that stage of development and are known as DEVELOPMENTAL TASKS.

12. OVERVIEW OF DEVELOPMENTAL STAGES The Period From Conception To Birth Is Known As Prenatal Period It Is About 40 Weeks Prenatal Period is affected by maternal characteristics like mother’s age, nutrition, emotional state Disease or infection carried by the mother can adversely affect prenatal development. For example, rubella (German measles), genital herpes, and Human Immunodeficiency Virus (HIV) are believed to cause genetic problems in the newborn. Teratogens - they are agents that causes deviation to normal development ( drugs, pollutions etc) Common teratogens include drugs, infections, radiations, and pollution. Intake of drugs (marijuana, heroin, cocaine, etc.), alcohol, tobacco, etc. by women during pregnancy may have harmful effects on the foetus and increase the frequency of congenital abnormalities.

13. INFANCY The activities needed to sustain life functions are present in the newborn — it breathes, sucks, swallows, and discharges the bodily wastes. First week - are able to indicate what direction a sound is coming from, can distinguish their mother’s voice from the voices of other women, and can imitate simple gestures like tongue protrusion and mouth opening. MOTOR DEVELOPMENT The newborn’s movements are governed by reflexes — which are automatic, built-in responses to stimuli. They are genetically-carried survival mechanisms, and are the building blocks for subsequent motor development. • Some reflexes present in the newborn — coughing, blinking, and yawning persist throughout their lives. Others disappear as the brain functions mature and voluntary control over behavior starts developing

14. Activities of a new born: breathes, sucks, swallows, discharges body waste During first week, they can detect what direction is the sound coming from Can distinguish their mothers voice from that of others

15. MOTOR DEVELOPMENT- REFLEXES REFLEXES ARE AUTOMATIC, BUILT IN REACTION TO STIMULI REFLEXES ARE ADAPTIVE MECHANISMS SOME REFLEXES ( BLINKING, COUGHING) PERSIST THROUGHOUT LIFE TIME, WHILE OTHERS DISAPPEAR AS THE BRAIN FUNCTIONING MATURE

16. ROOTING REFLEX

17. Moro reflex The Moro reflex is an infantile reflex normally present in all infants/newborns up to 3 or 4 months of age as a response to a sudden loss of support, when the infant feels as if it is falling. It involves three distinct components: spreading out the arms (abduction) pulling the arms in (adduction)

18. Grasp reflex

19. Babinski reflex

20. Cognitive development Infant actively construct their minds Understands the world through their senses and interaction with the world around them through- touching, hearing, mouthing and grasping This stage is refered to as sensory motor stage of development

21. SOCIO EMOTIONAL DEVELOPMENT Infant prefers familiar faces and responds to parents by cooing/ babbling Show prefers for their mother’s company Builds the concept of attachment

22. SOCIO- EMOTIONAL DEVELOPMENT

23. CLASSIC EXPERIMENT BY HARLOW AND HARLOW

24. ERIKSONS CONCEPT OF TRUST VS MISTRUST