TCAL

LEC NOTES

DEVELOPMENT Principle 5- Development Proceed

● The natural progression from a from General to Specific
previous, simpler, or embryonic Principle 6-Most Traits are correlated
stage to a later, more complex, or in development
adult stage. Principle 7- Growth and
● A step or stage in growth, development is a product of both
advancement, etc. heredity and environment
● the process of growth
Principle 8- Development is
Predictable
GROWTH
Principle 9- There is a constant
● The process of growing
● A gradual changes in maturity, interaction between all factors of
age, size, weight or height. development
● An increase in some quantity over
time. PROCESS OF DEVELOPMENT
Biological- Child’s Body
Growth Development Cognitive-Involve the child’s
Physical To overall changes thinking, intelligence, and language
changes in a physical or Socio-emotional-Involve the
structure that
child’s emotions and social
result in
improvement relationship
limited Continuous
process STAGES OF DEVELOPMENT
Observed and Cannot be
measured measured directly PRENATAL
directly e.g., language skill,  Conception-Birth
e.g., Weight, cognitive skill  Physical development
height, age INFANCY
Influenced by Does not depend  Birth at full term –18months
the upon growth  Locomotion, Language, Social
development attraction
EARLY CHILDHOOD
HUMAN DEVELOPMENT  18months-6years old
● branch of psychology with the  language, sex-typing, group
goal of understanding people
play, schooling
● the pattern of change that begins
LATE CHILDHOOD
at conception and continues
through the life span.  6 yrs old – 13yrs old
 Team play, cognitive
PRINCIPLES OF HUMAN processes
DEVELOPMENT ADOLESCENCE
Principle 1- Development is  13 yrs old – 20yrs old
Continuous  begins with puberty, ends at
Principle 2- Development is Gradual maturity, highest cognitive
Principle 3- Development is skills, independence, sexual
Sequential relationships
Principle 4-Rate of Development
Varies person to person YOUNG ADULTHOOD
 20 yrs old-45 year old
 career family development
MIDLIFE - Nature and Nurture
 45 yrs old – 65 yrs old Nature- heredity features, DNA
 highest level of career, self- Nurture- environment, society,
assessment, empty nest family
crisis, retirement - Activity and Passivity
LATELIFE Active- child is naturally curious
 65 yrs old and active
 dependency, widowhood, Passive- vice versa of active,
poor health spoon-feeding, and not naturally
curious
LIFESPAN PERSPECTIVE ON - Continuity and Discontinuity
DEVELOPMENT Continuity- quantitative, small
(Baltes, Lindenburger, & Staudinger, progress that is less noticeable
2006) Discontinuity- quantitative,
 It is a lifelong process drastic and recognizable change
-It is nonstop process or progress
 It involves both gain and loss PERSPECTIVE AND APPROACHES
-memories and knowledges that IN HUMAN DEVELOPMENT
we believe changes overtime.
 It is characterized by lifelong  Learning Paradigm
plasticity  Socio-cultural Theories
-Our life experiences shapes us  Ethology-Evolutionary and Socio-
to what we will become as a Biological
person  System Approach
 It is shaped by its historical/
cultural context LEARNING PARADIGM
-Our environment influences our
development
 It requires multidiscipline
-We are enhancing different skills
at the same time, and we are not
focusing to only 1 skill
 It is multidirectional

BASIC ISSUES IN HUMAN

DEVELOPMENT - Classical Conditioning by
Pavlov
- Assumption about Human - Operant Conditioning by B.F
Nature Skinner
- Three theories regarding - Social Cognitive Learning
human nature: Theory by Bandura
Thomas Hobbes: a child
is naturally born bad CLASSICAL CONDITIONING BY
Jean Jacques Rosseau: a IVAN PAVLOV
child is naturally born
good [Link] –something that exists
John Locke: Tabula rasa; in the surroundings or that is
a baby is a blank slate presented
TCAL
LEC NOTES

[Link] – how the animal

responds to the stimulus

Unconditioned Stimulus – SOCIAL COGNITIVE LEARNING

produces a natural response or THEORY BY ALBERT BANDURA
reactions - a theory assumes that
Unconditioned Response – reactions development is centered with
to the unconditioned stimulus one’s interaction with other
Neutral Stimulus – does not people
produces any response IMITATION AND MODELING – the
Conditioned Stimulus central premise to learn new
Conditioned Response behaviors
ACQUISITION – the part when US MODEL – the reference of children
and CR are present together. This on what behavior they imitate
strengthens the likelihood of the CR
SOCIAL COGNITIVE LEARNING
EXTINCTION – when the CR stops
THEORY
because the CS hasn’t been
4 Processes
presented with the US for a while
Attention- refers to the learner’s
SPONTANEOUS RECOVERY –
focus on the model of the source of
when the CS produces the CR after
information
the behavior has been extinct Retention- involves the ability to
remember or retain the observed
OPERANT CONDITIONING BY information or behavior
BURRHUS FREDIRIC SKINNER Motor Production/Reproduction-
refers to the learner’s ability to
- based on the idea that we can
physically replicate or imitate the
increase or decrease a certain observed behavior
behavior by adding a Motivation- It involves the desire
consequences and willingness of the learner to
engage in the observed behavior
REINFORCEMENT – a consequence
SOCIO-CULTURAL THEORIES
of
behavior that increases the  Theories that emphasize the
probability of repetition role of social and cultural factors in
PUNISHMENT - a consequence of shaping an individual's
behavior that decreases the development, behavior, and
probability of repetition cognition
 theories highlight the idea that
people's thoughts, actions, and ASSIMILATION- The ability to
interactions are heavily influenced incorporate new knowledge into
by the social and cultural contexts existing knowledge
in which they live. ACCOMODATION- The ability to
SOCIO-CULTURAL THEORY adjust schemas to the environment
Lev Vygotsky- known as the father ORGANIZATION- Grouping isolated
of socio-cultural perspective behaviors into a higher order
 a foundational framework in EQUILIBRATION- A shift, a
developmental psychology that resolution of conflict to reach a
emphasizes the crucial role of balance
social interactions, cultural PIAGET’S FOUR STAGES OF
context, and language in COGNITIVE DEVELOPMENT
cognitive development Sensorimotor (from birth to
Zone of proximal about 2)
development(ZPD)-refers to the - Children experience the word
difference between what a learner through senses and movement
can do independently and what they - Reflexes, object permanence,
can achieve thumb sulking, mobility
with the guidance and support of a Preoperational (From age 2 until
more knowledgeable person 7)
Scaffolding- refers to the support - Children can think about things
and guidance provided by a more symbolically
knowledgeable person to help a - Pretend, object representation,
learner progress through their Zone egocentric, curious
of Proximal Development Concrete Operation (from 7 to
Scaffolder- the “more 11)
knowledgeable other” - Children begin to think logically
about concrete events
- Classifiy, Conservation, Inductive
Logic, View of Others
Formal Operation (12 and
beyond)
- Children understand the abstract
and deductive reasoning
- Abstract, scientific thinker,
identify, moral/Social Issues
COGNITIVE THEORY by JEAN ETHOLOGY- EVOLUTIONARY AND
PIAGET
SOCIAL-BIOLOGICAL
 focuses on how children actively
construct their understanding of ETHOLOGY-EVOLUTIONARY- a
the world and how their branch of biology and psychology
cognitive abilities develop over that focuses on the study of animal
time
behavior, with an emphasis on
 Piaget proposed a series of
understanding the evolutionary and
stages of cognitive development,
each characterized by distinct adaptive significance of behaviors
ways of thinking and problem- GENETICS AND ADAPTATION –
solving. two interacting factors that explain
development
COGNITIVE PROCESSES
SCHEMA- A framework to organize
and interpret information
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LEC NOTES

Konrad Lorenz – a scientist who Secure Attachment: Children with

have advanced the ethological secure attachment feel confident in
perspective their caregiver's availability and
- a Nobel Prize winner for Physiology responsiveness.
- discover how animals are able to Insecure-Avoidant Attachment:
develop behavioral patterns which Children with insecure-
avoidant attachment may appear
have adaptive values for one’s
indifferent to their caregiver's
survival
presence or absence.
Babyishness – features of baby Insecure-Ambivalent/Resistant
animals that makes them look cute Attachment: Children with
ATTACHMENT THEORY insecure-ambivalent/resistant
(John Bowlby, Mary Ainsworth, and attachment tend to be anxious and
Melanie Klein) uncertain about their caregiver's
- a theory inspired by ethological availability. They may be clingy and
perspective have difficulty calming down upon
- Children develop a sense of reunion.
emotional bond with the immediate Attachment Theory
caregiver which become a prototype Melanie Klein
in developing social connection Object Relations Theory:
in the future emphasized the importance of the
infant's internal
Attachment Theory representations of their
John Bowlby relationships with caregivers.
Attachment Theory: proposed - She also explored the concept of
that human beings, like other the "good breast" and the "bad
animals, have an innate breast" as symbolic
predisposition to form strong representations of nurturing and
emotional bonds, or attachments, frustrating aspects of early
with their primary caregiving
caregivers.
Attachment Behaviors: a range of SYSTEM APPROACH
attachment behaviors that infants
- holistic and interdisciplinary
use to seek proximity to their
approach to understanding
caregivers, such as crying, smiling,
and following. complex phenomena and
problems
The Strange Situation - a - views the world as a network of
controlled interrelated and interdependent
observational study designed to components or systems, where
assess the attachment behaviors of each component influences and
infants and young children. This is influenced by others
procedure categorizes children
into different attachment styles CONTEXTUALIZATION THEORY
based on their reactions to By Richard Lerner
separations and reunions with their - Highlights the embeddedness of
caregivers. individual with the context
(development vary among
Attachment Theory individual)
Mary Ainsworth
- Adapting the principle of
probabilistic epigenesist
(development is rather probable
than certain)

THE ECOLOGICAL SYSTEM

THEORY
By Urie Bronfenbrenner
- Focuses on the multiple layers or
systems that influence an
individual’s development and
behaviour
- Emphasize the importance of
considering the broader
environmental context in
understanding human
development