Lifespan Development Class XII ICSE PPT Psychology

Lifespan Development Presentation for ICSE Syllabus Class XII Psychology.

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1. Presentation by,
Angeline Mary Barron
Chapter III
Lifespan Development

2. Syllabus
Meaning of Development, growth and maturation.
Why is the study of lifespan development important? Context of development –Bronfenbrenner’s Ecological System Theory.
Infancy -motor, cognitive development, socio-emotional development.
Motor Development –definition of motor milestone, reflexes-rooting, moro, grasping, Babinski; cognitive development –Piaget's
Sensory Motor Stage; socio-emotional development –attachment (definition). Mary Ainsworth's & Lamb’s strange situation
test(four patterns of attachment).
Childhood -motor, cognitive development and moral development.
Motor development-gross motor and fine motor skills (definitions only); cognitive development –Piaget’s Theory(Preoperational
and Concrete). Moral development –Kohlberg’s perspective Experiment on Moral Dilemma –preconventional, conventional and
postconventional morality.
Adolescence -physical changes, cognitive development ; some major concerns.
Physical changes at puberty (in brief);Cognitive development –Piaget’s Formal Operational Stage; Some major concerns –
substance abuse (drugs and alcohol) –meaning of substance abuse and symptoms of drug abuse and alcoholism; eating
disorders-bulimia, anorexia (meaning and symptoms)

3. What is Development?
Development is the pattern of
progressive, orderly, and predictable
changes that begin at conception and
continue throughout life.

4. Influences of Development
Biological Processes
•Genes and Inheritance:
Traits like height, weight, and
organ development.
•Physical Growth: Brain,
heart, and lungs.
Cognitive Processes
•Mental Activities: Knowing,
thinking, and experiencing.
•Key Skills: Perception,
attention, and problem-
solving.
Socio-Emotional Processes
•Interactions and Emotions:
How we interact with others
and our emotional responses.
•Examples:
•A child's hug to their mother.
•A young girl's affection for
her sibling.
•An adolescent's sorrow at
losing a match.

5. Life-Span Perspective on Development
Development is LifelongOccurs from conception to old age.
Development is
interrelated
Biological, cognitive, and socio-emotional processes are interconnected.
Development is
Multidirectional
Some abilities increase, others decrease.
Example: Wisdom increases with age, but speed may decrease.
Development is PlasticSkills and abilities can improve or develop throughout life.
Historical Influence
Development is shaped by historical events and conditions.
Example: Life experiences differ across generations.
Development is
Multidisciplinary
Studied by psychology, anthropology, sociology, and neuro-sciences.
Contextual Influence
Influenced by inherited traits, physical environment, social, historical, and cultural contexts.
Example: Life events like death, accidents, or positive events like awards impact development.

6. Key concepts in Human Development
Growth
•Increase in the size of body parts or the organism as a whole.
•Example: A child's height increases from 2 feet at age 2 to 3 feet at age 4.
Development
•Process by which an individual grows and changes throughout the life cycle, involving directional changes related
to previous and future states.
•Example: A child's ability to speak progresses from babbling at 6 months to forming complete sentences by age 3.
Maturation
•Changes that follow an orderly sequence dictated by genetics, which unfold as the individual reaches readiness.
•Example: Most children can sit without support by 7 months, stand with support by 8 months, and walk by one year.
Evolution
•Species-specific changes through natural selection, favoring individuals best adapted to survive and reproduce.
•Example: Human beings evolved from great apes over millions of years, with Homo sapiens emerging around
50,000 years ago.

7. Bronfenbrenner’s Ecological System Theory
Overview:UrieBronfenbrenner’stheoryemphasizes
thesignificantroleofenvironmentalfactorsinan
individual'sdevelopment.
KeyIdea:Developmentisinfluencedbymultiple
layersofenvironment,eachinteractingwiththe
individualandeachother.
Purpose:Understandinghowdifferentcontexts
impactachild'sgrowthanddevelopmenthelpsin
creatingsupportiveenvironmentsforoptimal
development.

8. Bronfenbrenner’s Ecological System Theory
•Microsystem : Immediate Environment: Family, peers, teachers, and neighborhood.
Example: A child's interaction with their family and friends.
•Mesosystem: Interactions Between Microsystems. Relationships between different
settings. Example: How a child's parents communicate with their teachers.
•Exosystem: Indirect Environment: Social settings that affect the child indirectly.
Example: A parent's job transfer affecting the family's stress levels and resources.
•Macrosystem : Cultural Context: The broader culture in which the individual lives.
Example: Societal beliefs and traditions.
•Chronosystem: Time and Historical Context: Life events and socio-historical
circumstances. Example: The impact of parental divorce or economic setbacks on a child.

9. Piaget’s Theory of Cognitive Development

10. Piaget’s Theory of Cognitive Development
Sensorimotor Stage (0-2 years):
•Infants learn about the world through their senses and actions.
•Understanding that objects continue to exist even when they cannot be seen, heard, or touched.
•Actions are initially reflexive, but gradually become more intentional.
Preoperational Stage (2-7 years):
•Ability to use symbols (such as words or images) to represent objects that are not physically present.
•Egocentrism: difficulty in seeing the world from perspectives other than their own.
•Animism: attributing life-like qualities to inanimate objects.
•Centration: focusing on one aspect of a situation or object, neglecting other important features.
•Inability to recognize that quantities remain the same despite changes in shape or appearance.

11. Piaget’s Theory of Cognitive Development
Concrete Operational Stage (7-11 years):
•Ability to perform operations and think logically about concrete objects and events.
•Recognizing that quantities remain the same despite changes in shape or appearance.
•Ability to classify objects into different sets and understand relationships between them.
•Understanding that objects can be changed and then returned back to their original form.
•Beginning to see things from others' perspectives.
Formal Operational Stage (11-15 years and onwards):
•Ability to think about abstract concepts and hypothetical situations.
•Ability to develop hypotheses and systematically deduce the best path to solve problems.
•Ability to evaluate the logic of verbal statements without referring to real-world circumstances.
•Thinking becomes more flexible and can consider multiple solutions to a problem.

12. Lawrence Kohlberg's Theory of Moral Development
Level I: Preconventional Morality
•Stage 1: Obedience and Punishment
Orientation
•Moral decisions are based on
avoiding punishment.
•Behavior is driven by obedience to
authority figures to avoid negative
consequences.
•Stage 2: Individualism and Exchange
•Moral decisions are based on self-
interest and personal gain.
•Actions are justified by gaining
rewards or satisfying personal needs.
Level II: Conventional Morality
•Stage 3: Interpersonal Relationships
•Moral decisions are guided by
conformity to social norms and
approval from others.
•Actions are evaluated based on
maintaining relationships and
meeting societal expectations.
•Stage 4: Maintaining Social Order
•Moral decisions emphasize obeying
laws, rules, and maintaining social
order.
•Actions are evaluated based on the
broader social context and upholding
authority.
Level III: Postconventional Morality
•Stage 5: Social Contract and
Individual Rights
•Moral decisions are based on
understanding social contracts and
mutual benefit.
•Actions are evaluated based on
respect for individual rights and
democratic principles.
•Stage 6: Universal Principles
•Moral decisions are guided by
universal ethical principles and
abstract reasoning.
•Actions are evaluated based on
personal moral principles that
transcend societal norms and laws.

13. Lawrence Kohlberg's Theory of
Moral Development

14. Infancy
Definition : The period from birth to around two years of age.
oA critical stage of rapid growth and development in a child's life.
oSignificant increases in height and weight.
oRapid formation of neural connections.
oDevelopment of basic motor skills like crawling, standing, and
walking.
oEarly stages of language, perception, and problem-solving.
oFormation of early bonds with caregivers and recognition of
familiar faces and voices.
oExpression of basic emotions like joy, fear, and distress.

15. Motor Development at Infancy
Motor Milestones : Automatic, innate responses to stimuli.
Reflexes
•Automatic, built-in responses to stimuli.
•Genetically-carried survival mechanisms.
•Examples: Coughing, blinking, yawning (persist throughout life).
Role of Reflexes
•Help newborns survive before they learn voluntary movements.
•Some reflexes disappear as brain functions mature and voluntary control develops.
Physical Development
•Brain and Muscle Maturation : Leads to the development of finer motor skills.
•Basic Motor Skills : Grasping and reaching for objects, Sitting, Crawling, Walking,
Running.

16. Reflexes in Infants
Reflex Description Developmental Course
Rooting
Turning the head and opening the mouth when
touched on the cheek
Disappears between
3 and 6 months
Moro
Startled response to a loud noise, arms thrown
outward and then brought together
Disappears by 6 to 7 months
(reaction to loud noises persists)
Grasp
Closing fingers around an object when pressed
against the palm
Disappears by 3 to 4 months;
replaced by voluntary grasping
Babinski
Toes fan out and then curl when the bottom
of the foot is stroked
Disappears by 8 to 12 months

17. Cognitive Development at Infancy
Jean Piaget's Theory
•Active Construction: Children actively construct their understanding of the world.
•Developmental Stages: Children progress through stages of thought from infancy to adolescence.
Developmental Stages by Piaget
•Sensorimotor Stage (Infancy):
•Characteristics: Interaction with the world through senses and actions (looking, hearing,
touching).
•Object Permanence: Understanding that objects continue to exist even when not seen.
•Example: Infant doesn't search for a hidden toy, assuming it no longer exists.
•Development: Begins to pursue partially hidden objects around 8 months of age.
Verbal Communication :Babbling starts between 3 to 6 months of age. Basis for future verbal
communication and language development.

18. Socio -Emotional Development at Infancy
Early Social Behaviors
•Preference for Familiar Faces: Infants start preferring familiar faces soon after birth.
•Parental Interaction: Responds to parents' presence with cooing and gurgling.
•Mobility and Preference: Becomes more mobile by 6-8 months and shows preference for
mother's company.

19. What is Attachment?
•Close emotional bond between infants and caregivers.
•Infants form attachment with responsive caregivers, not solely
based on feeding.
•Attachment to objects like toys or blankets provides emotional
comfort and security.
Erikson's Theory Trust vs. Mistrust(First Year): Developmental stage
influenced by responsive parenting.
•Impact of Trust: Builds a sense of security and expectation of a safe
world.
•Secure Attachment: Result of sensitive, affectionate parenting;
leads to positive exploration and play.
•Insecure Attachment: Results from insensitive parenting, leads to
anxiety and fear of separation.

20. Mary Ainsworth's & Lamb’s Strange Situation Test
TheStrangeSituationTest,developedbyMaryAinsworthandhercolleagues,isastandardizedprocedureused
toassessthequalityofattachmentbetweeninfants(typicallyaged12-18months)andtheircaregivers.Thistest
isdesignedtoobservehowinfantsbehaveunderconditionsofmildstressandhowtheyseekproximitytotheir
caregiverwhenfacedwithanovelorstressfulsituation.
Procedure
•Theinfantandcaregiverenteraroomthatisunfamiliartotheinfant.Theroomisequippedwithtoysand
otherobjectstoexplore.
•Theinfantisallowedtoexplorethenewenvironmentfreelywhilethecaregiverispresent.Thisphase
establishesabaselinefortheinfant'sbehaviorwhenfeelingsafeandsecure.
•Thecaregiverbrieflyleavestheroom,leavingtheinfantaloneorwithastranger.Thisphaseisdesignedto
observetheinfant'sresponsetothecaregiver'sabsenceandhowtheycopewithbeingalone.
•Thecaregiverreturnstotheroomandreuniteswiththeinfant.Thisphaseexamineshowtheinfantreactsto
thecaregiver'sreturnandhowquicklytheyseekproximity,seekcomfort,orshowdistress.

21. Mary Ainsworth's & Lamb’s Strange Situation Test
Secure Attachment
•Infants who show
distress upon
separation but are
easily comforted upon
reunion. They actively
seek proximity to the
caregiver and use them
as a secure base for
exploration.
Insecure-Avoidant
Attachment
•Infants who show little
distress upon
separation and avoid
contact with the
caregiver upon reunion.
They may actively avoid
or ignore the caregiver.
Insecure-Resistant
Attachment
•Infants who show
intense distress upon
separation and mixed
reactions upon
reunion. They may seek
comfort from the
caregiver but resist it at
the same time,
showing ambivalent
behavior.
Disorganized
Attachment
•Infants who show
confused or
contradictory
behaviors during the
reunion phase. This
may include freezing,
dazed expressions, or
erratic movements. It is
often associated with
inconsistent caregiving
or unresolved trauma.

22. Childhood
•Growth slows down compared to infancy.
•Physical development: gains height and weight, learns to walk, run, jump, and play
with a ball.
•Social development: world expands from parents to family and nearby adults,
development of morality (concepts of good and bad).
•Increased physical capacities: perform tasks independently, set goals, meet adult
expectations.
•Cognitive development: enhanced by brain maturation and experiences.

23. Motor Development in Childhood
Gross Motor Skills:
•Involve the use of arms and legs.
•Moving around with confidence and purpose in the
environment.
Fine Motor Skills:
•Finger dexterity and eye-hand coordination.
•Improve substantially during early childhood.
•Preference for left or right hand develops.

24. Motor Development in Childhood
Age in Years Gross Motor Skills Fine Motor Skills
3 years Hopping, jumping, running
Build blocks, pick objects with
forefinger and thumb
4 years
Climb up and downstairs with one
foot on each step
Fit jigsaw puzzle precisely
5 years Run hard, enjoy races
Hand, arm, and body all
coordinate with eye movement

25. Cognitive Development in Childhood
Preoperational Thought (2-7 years):
•Mentally represent an object not physically present.
•Engage in symbolic thought, drawing figures to represent real objects.
•Egocentrism: See the world only from their own perspective, unable to appreciate
others' viewpoints.
•Animism: Attribute life-like qualities to inanimate objects (e.g., "road hurt me").
Intuitive Thought (4-7 years):
•Ask questions to understand the world (e.g., "Why is the sky blue?").
•Centration: Focus on a single characteristic or feature (e.g., preferring a tall narrow
glass over a short broad one for juice).

26. Cognitive Development in Childhood
Concrete Operational Thought (7-11 years):
•Logical thought replaces intuitive thought.
•Perform mental actions that are reversible.
•Understand conservation (e.g., same amount of clay in different shapes).
•Decreased egocentrism: Appreciate different perspectives.
•Consider alternatives and mentally retrace steps.
•Still unable to perform abstract thinking (e.g., algebraic equations).
Language Development:
•Growing cognitive abilities facilitate language acquisition.
•Development of vocabulary and grammar

27. Moral Development in Childhood
•Children learn to distinguish rightness or wrongness of actions.
•Develop feelings of guilt and empathy.
•Learn to help others in trouble.
Stages of Moral Development (Lawrence Kohlberg):
•Pre-Conventional Level (Before 9 years):
•Think in terms of external authority.
•Actions are wrong due to punishment, right due to rewards.
•Conventional Level (Early Adolescence):
•Moral reasoning based on rules of others (parents, societal laws).
•Internalize rules to be virtuous and win approval, not just to avoid punishment.
•View rules as absolute guidelines, moral thinking is inflexible.

28. Moral Development in Childhood
•Post-Conventional Level:
•Develop a personal moral code over time.
•Development by End of Childhood:
•Gradual growth rate enables skill development in
coordination and balance.
•Language and logical reasoning improve.
•Increased social involvement in family and peer groups.

29. Adolescence
•The term "adolescence" comes from the Latin word "adolescere," meaning "to grow
into maturity."
•It is the period in a person’s life between childhood and adulthood.
•Adolescence starts with the onset of puberty, marking sexual maturity and the ability
to reproduce.
•This stage is characterized by rapid biological and psychological changes.
Cultural Influence on Adolescence
•Adolescents' experiences depend on cultural views.
•In some cultures, adolescence is seen as problematic and confusing, while in
others, it signifies the beginning of responsible adult behavior.
•Although most societies have a period of adolescence, it is not a universal
experience across all cultures.

30. Physical Development in Adolescence -Puberty
•Boys:Pubertal changes include growth acceleration, facial hair, and voice
changes.
•Girls:Girls experience rapid growth in height about two years before menarche
(onset of menstruation).
•Growth spurt generally begins at age 12-13 for boys and 10-11 for girls.
•It is normal for there to be variations in the pubertal sequence among individuals.
Factors Influencing Puberty
•Genetics:Genetics play a significant role; identical twins often reach menarche
closer in time than fraternal twins.
•Socioeconomic Status:Girls from affluent families typically experience
menarche earlier than those from poorer families.
•Historical Trends:The age of menarche has been declining in industrialized
nations due to better nutrition and medical care.

31. Psychological Changes in Adolescence
•Increased Interest:Adolescents show increased interest in the
opposite sex and sexual matters.
•Awareness:There is a new awareness of sexual feelings due to
biological changes and societal emphasis.
•Influences:Peers, parents, and society heavily influence
adolescent views on sexuality.
•Misconceptions:Many adolescents lack adequate knowledge or
have misconceptions about sex and sexuality.

32. Psychological Changes in Adolescence
Sexual Identity Development
•Development of a sexual identity defines sexual orientation and guides sexual
behavior.
•Establishing a sexual identity is a crucial developmental task for adolescents.
•Adolescents are preoccupied with self-image and develop individual perceptions
of their appearance.
Challenges in Adolescent Sexuality
•Many adolescents lack adequate knowledge about sex and sexuality.
•Parents often find it difficult to discusssexual matters, leading to secrecy and
communication challenges.
•Concerns over sexually transmitted diseases, including AIDS, have intensified in
recent times.

33. Cognitive Changes in Adolescence
•Puberty involves cognitive changes, including increased ability to think abstractly.
•Adolescents also undergo significant social changes, including new social roles
and responsibilities.
•Developing a realistic and acceptable self-image is crucial for healthy
development.
Cognitive Developmental Changes
•Abstract Thinking: Adolescents' thought becomes more abstract, logical, and
idealistic.
•Self-Examination: They become capable of examining their own thoughts,
others' thoughts, and what others think about them.
•New Awareness: Developing reasoning abilities lead to enhanced cognitive and
social awareness.

34. Cognitive Changes in Adolescence
Piaget’s Formal Operational Stage
•Formal operational thought appears between ages 11 and 15.
•Adolescent thinking expands beyond concrete experiences to abstract reasoning.
•Adolescents think about ideal characteristics and compare themselves and others
to these standards.
•Adolescent thinking becomes more systematic in solving problems.
•Logical thinking involves considering possible courses of action and systematically
seeking solutions.
•Logical thought influences the development of flexible moral reasoning.
•Adolescents recognize alternative moral courses and explore options.
•They decide on a personal moral code, which might conflict with societal norms.
Examples: Participating in protests or questioning societal rules based on personal ethics.

35. Moral Development in Adolescence
•Egocentrism: Adolescents develop a special kind of egocentrism.
•Imaginary Audience: Belief that others are as preoccupied with them as
they are with themselves, leading to extreme self-consciousness. Examples:
Worrying about an ink spot or a pimple being noticed by everyone.
•Sense of Uniqueness: Adolescents feel their experiences are unique and
not understood by others.
•Fantasy Worlds:To maintain their sense of uniqueness, they create stories
and fantasies. Examples: Believing no one understands their hurt or feelings, common
in adolescent diaries.

36. Forming an Identity
•Key Questions:Who am I? What should I study? Do I believe in God?
•The search for identity involves defining one's sense of self, values,
commitments, and beliefs.
•Establishing an identity separate from parents is a key task of adolescence.
•Developing a personalized set of beliefs often involves conflict with parents
and self.
Identity Crisis and Resolution
•Adolescents who cope with conflicting identities develop a new sense of self.
•Failure to cope can lead to isolation from peers and family or loss of identity in
the crowd (Erikson).
•Adolescents fluctuate between desiring independence and seeking support.
•Rapid fluctuations between self-confidence and insecurity are typical.

37. Forming an Identity & Vocational Commitment
Factors Influencing Identity Formation
•Cultural and Societal Influences: Cultural background, family values, ethnic
background, and socioeconomic status shape identity.
•Peer Influence:Increased peer interactions refine social skills and behaviors.
•Dual Influences: Both parents and peers influence adolescents, serving
complementary roles.
Vocational Commitment
•Future Planning: Adolescents think about their future and set realistic goals.
•Cultural Variations: Freedom to choose an occupation varies across cultures.
•Career Guidance:Schools provide career counseling to assist in making
informed career choices.

38. Major Concerns in Adolescence
•Peer Influence and Freedom: Peer pressure and newfound freedom can
create difficulties.
•Decisions and Consequences: Adolescents face decisions about
smoking, drugs, alcohol, and rule-breaking.
•Emotional Challenges: Experiences of uncertainty, loneliness, self-
doubt, and anxiety are common.

39. Delinquency in Adolescence
•Behavioral Issues: Delinquency ranges from socially unacceptable
behavior to criminal acts. Examples: Truancy, running away, stealing,
vandalism.
•Associated Factors: Negative self-identity, low achievement, low
parental support, inappropriate discipline, family discord.
•Socioeconomic Impact: Communities with poverty and unemployment
see higher delinquency due to feelings of alienation.
Overcoming Delinquency
•Positive Changes: Most delinquents do not remain so forever.
•Strategies for Change: Changing peer groups, social responsibility
awareness, positive role models, and improved self-concept help reduce
delinquent behavior.

40. Substance Use
•Vulnerability: Adolescents are particularly susceptible to smoking,
alcohol, and drug abuse
•Coping Mechanism: Some use substances to cope with stress,
which hinders the development of healthy coping skills and
responsible decision-making.
•Reasons for Use: Peer pressure, desire for acceptance, acting
adult-like, and escaping school or social pressures.

41. Substance Use
Risk Factors for Substance Abuse
•Behavioral Traits:Impulsiveness, aggressiveness, anxiety, depression,
unpredictability, low self-esteem, and low achievement expectations.
•Peer Pressure: The need to fit in with peers can lead to experimenting
with drugs, alcohol, and smoking.
•Addiction: Long-term use can lead to physiological dependency and
jeopardize adolescents' lives.
Prevention and Support
•Strong relationships with parents, peers, siblings, and adults are crucial in preventing substance abuse.
•Examples like the Society for Theatre in Education Programme in New Delhi, which uses street
performances to educate about resisting drugs.
•The United Nations International Drug Control Programme (UNDCP) endorses the program as a model
for other NGOs.

42. Eating Disorders
•Adolescents’ preoccupation with self-image and peer comparisons can lead to eating disorders.
•Media portrayal of thinness as the ideal body image contributes to eating disorders.
Anorexia Nervosa
•An eating disorder characterized by the
relentless pursuit of thinness through
starvation.
•Eliminating certain foods or eating only
slimming foods is common among
adolescents with this disorder.
•The desire to emulate thin media images
can lead to anorexia nervosa.
Bulimia
•An eating disorder involving a binge-and-
purge eating pattern.
•Binge eating followed by purging through
self-induced vomiting or laxative use,
sometimes alternating with fasting.
•Primarily affects females, especially in
urban families

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