HUMAN

DEVELOPMENT
Foundation In Arts (FIA)
PPSY 001 Introduction to Psychology
Objectives
At the end of this chapter, students will be able to:
 Describe physical development and growth from prenatal to later adulthood.

 Identify and explain the different stages of Piaget’s theory of cognitive

development.
 Identify and explain the different stages of moral development according to
Kohlberg.
DEVELOPMENTAL
PSYCHOLOGY
Chapter 3 Human Development
The Field of Developmental Psychology
What do they do?

Studies age-related changes in behavior and mental processes from

conception till death.
 The Field of Developmental Psychology

Conception – 18 months – 6 60 years -

Birth – 18 months 6 – 12 years 12 – 20 years 20 – 45 years 45 – 60 years
birth years death

Prenatal Infancy Early childhood Middle childhood Adolescence Young adulthood Middle adulthood Later
adulthood
PHYSICAL DEVELOPMENT
Chapter 3 Human Development
 Physical Development
Middle Adulthood
• Females experience Later Adulthood
Adolescence menopause
• Maturation of • Sensory abilities
Early Childhood • Males experience decrease
reproductive organs + male climacteric
• Myelination of the • Heart and arteries
hormone secretion
brain • Puberty hits changes
• Reflexes  voluntary
• Growth spurt, more
movements prominent for boys
• Perfect senses, except
for sight, at birth
COGNITIVE DEVELOPMENT
Chapter 3 Human Development
Key Figure: Jean Piaget
• Believe that children are actively
constructing their understanding of
the world as they grow.
• Observed his own three children to
test his theory.
• Introduced Piaget’s 4 stages of
cognitive development”
i. All children go through 4 stages of
cognitive development.
ii. Progress from one stage to another.
iii. Skills at earlier stages are important
for mastery at later stages.
Birth – 2 years old:
Sensorimotor Stage _____________________
• How do they learn?
Infants learn about the world via senses and motor activities.

1. Object permanence
Object permanence is the understanding that things continue to exist even when
not seen, heard, or felt. Infants do not have object permanence. This limitation is
only overcame by the age of 3 – 4 months old.
2 – 7 years old:
Pre-operational Stage ___________________
• How do they learn?
Toddlers learn about the world via symbolic thinking (= using symbols to represent concept e.g.
language, imaginative play).

1. Reversibility
Concepts are not operational i.e. toddlers are incapable of reversible mental process e.g. “If you
have one brother, does your brother have a brother?” “If 2+2 =4, then what is 4-2?”
2. Egocentric thinking
Egocentric thinking is the inability to consider another person’s point of view. Toddlers assume that
others see, hear, feel, and think exactly like they do.
3. Animistic thinking
Animistic thinking is the belief that all things are living. Toddlers believe that non-living objects have
motives, feelings, and intentions.
7 – 11 years old:
Concrete Operations Stage _______________
• How do they learn?
Children learn facts and rules via performing operations on concrete objects (= things that
can be seen and/or touched) in schools.

1. Conservation
Conservation is the understanding that certain physical characteristics remain unchanged,
even when their outward appearance is changed – volume, length, substance, amount, area.
Upon learning via concrete objects in classroom settings, children will be able to see and
understand the concept of conservation.
2. Reversibility
At this stage, children gain the ability to mentally reverse actions.
> 11 years old:
Formal Operations Stage _________________
• How do they learn?
Teenagers are able to transcend the concrete situation and think about the future. At this
stage, they pick up the necessary skills to master abstract thinking.

• Able to construct arguments via:

1. Hypothetical thinking
“What if…?”
2. Deductive reasoning
To draw conclusion e.g. “A bear is a mammal. All mammals have fur. Therefore, a bear has
fur.”
ERIK ERIKSON:
PSYCHOSOCIAL
DEVELOPMENT
Psychosocial Development Theory
• Psychosocial development theory is based on
eight stages of development
• Erikson’s theory is based on the idea that
development through life is a series of stages
which are each defined by a crisis or challenge
• The early stages provide the foundations for later
stages so Erikson says that if a child does not
resolve a crisis in a particular stage, they will have
problems in later stages
• For example, if an adolescent does not establish
their own identity, they will have difficulty in
relationships as an adult
Stage 1 –
Trust vs. Mistrust
• birth to 1 year (infancy)
• basic conflict is trust vs. mistrust
• the important event is feeding and the important
relationship is with the mother
• the infant must develop a loving, trusting
relationship with the mother/caregiver through
feeding, teething and comforting
• failure to resolve this conflict can lead to sensory
distortion, and withdrawal
 This stage is all about fulfilling needs.
• The baby needs to trust the world around them to take
care of their needs.

Trust vs. Mistrust • If they are hungry, they need to develop trust that they
will be fed. If they are not fed, or their diaper is left
dirty, they may develop a mistrust in the outside world.
• This sense of trust of mistrust can effect us throughout
the rest of our lives.
Stage 2
Autonomy versus Shame and
Doubt
• age 1 to 3 years (toddler)
• Basic conflict is autonomy vs. shame/doubt
• The important event is toilet training and the
important relationship is with the parents
• The child’s energy is directed towards mastering
physical skills such as walking, grasping and
muscular control
• The child learns self control but may develop
shame, doubt, impulsivity or compulsion if not
handled well
 • Autonomy means being your own boss.
• Here a toddler tries to control their own bodies by
toilet training and their environment, by always saying
"NO!!!!".
Autonomy vs. • Sometimes they do poopy in their pants or get yelled
Shame & Doubt at by their parents, causing shame and doubt in their
own abilities.
• If we learn how to control ourselves in reasonable
ways, we develop a healthy will. We are then able to
face the later challenges of life.
Stage 3 –
Initiative versus guilt
• age 3 to 6 years (preschool)
• basic conflict is initiative vs. guilt
• the important event is independence and the
important relationship is family
• the child continues to become more assertive in
exploration, discovery, adventure and play
• the child may show too much force in this stage
causing feelings of guilt
• failure to resolve this conflict can lead to
ruthlessness and inhibition
 • Here the key word in a child's life changes from "No!"
to why?".
• In this stage children want to understand the world and
they ask too many darn questions!!!!
• If their initiative in questioning the world is
Initiative vs. Guilt encouraged, then they will feel comfortable with
expressing their curiosity throughout the rest of their
life.
• If we discourage them and tell them to shut up, then
they will feel guilty about their questioning and avoid
being inquisitive later.
Stage 4 –
Industry vs. Inferiority
• age 6 to 12 years (school age)
• the basic conflict in this stage is industry vs.
inferiority
• the important event is school and the important
relationships are teachers, friends and
neighbourhood
• the child must learn to deal with new skills and
develop a sense of achievement and
accomplishment
• failure to do so can create a sense of inferiority,
failure and incompetence
 • This is where most children begin formal education
(what we call school).
• For the first time children are being formally evaluated.
• If a child raises their hand in class and answers a
Industry vs. question correctly, then he/she will feel industrious
Inferiority (competent).
• If he/she tries to answer a question but stutters to get
out the wrong answer, and other students all start
making fun of his/her speech impediment, then the
child will feel inferior.
Stage 5-
Identity vs. Role Confusion
• age 12 to 20 years (adolescent)
• the basic conflict is identity vs. role confusion
• the important event is development of peer relationships
and the important relationships are peers, groups and
social influences
• The teenager must achieve a sense of identity in
occupation, sex roles, politics and religion. In addition, they
must resolve their identity and direction.
• Failure to make these resolutions can lead to the repression
of aspects of the individual for the sake of others
(fanaticism)
 • In adolescence, Erikson believed that a teenager’s
main social need is to discover his or her social identity.
• While searching for your identity, you may try out
Identity vs. Role different roles, like trying to fit into various social
groups, experimenting with drugs or sex, or just
Confusion changing your wardrobe.
• You should be trying to find a stable sense of self now,
or Erikson believed you may have an identity crisis
later.
Stage 6 –
Intimacy vs. Isolation
• age 20 to 40 years
• the basic conflict in young adulthood is intimacy
vs. isolation
• the important event is parenting and the
important relationships are lovers, friends and
work connections
• in this stage, the individual must develop
intimate relationships through work and social
life
• failure to make such connections can lead to
promiscuity, exclusivity and isolation
 • Young adults (early 20s into early 30s) are trying to
balance their career efforts (work, school or self-
improvement) with the need to be in an intimate
Intimacy vs. relationship with another person.
Isolation • How much time should I spend looking for a
relationship? What if I don't find anybody? What if I am
all alone for the rest of my life?
Stage 7 –
Generativity vs. Stagnation
• age 40 to 65 years
• the basic conflict is generativity vs. stagnation
• the important event is parenting and the important
relationships are with children and the community
• this stage is based on the idea that each adult must find a
way to satisfy, support and contribute to the next
generation; it is often thought of as giving back
• failure to resolve this stage can lead to overextension or
rejectivity
 • Erikson believed that by the time we reach our mid 30s
to mid 50s we start to really examine our lives and see
if it is going the way we planned it or did it take a
drastic turn.
Generativity vs. • This is where some people take drastic steps and
Stagnation change their lives.
• You could see a lot of late divorces or extreme changes
in clothes or cars- we call this experience a mid life
crisis.
Stage 8 –
Integrity vs. Despair
• age 65 to death
• the basic conflict is ego integrity vs. despair
• the important event is reflection on and acceptance of
the individual’s life
• the individual is creating meaning and purpose of one’s
life and reflecting on life achievements
• failure to resolve this conflict can create feelings of
disdain & despair.
 Towards the end of our lives we look back and evaluate
ourselves. Did we live a good life? Leave behind a legacy
of friends or family? Or did we waste our time playing
Integrity vs. Despair Madden 2023 on Playstation 7? If we feel like there were
many lost opportunities along the way we may fall into
despair. I like to use this stage to try to shape my life
now- you should too.
LET’S REVIEW
1. Can feel despair if conflict isn’t resolved in this stage.
2. Stage when parents are the important relationship and independence is
the event.
3. Stage when event is potty training.
4. Stage when identity is rooted in occupation and peers are important.
5. Stage when the mother or caregiver is important.
6. Conflict is industry vs. inferiority.
7. Giving back is important during this stage.
Answers to Review
• 1. Stage 8; Maturity (integrity vs despair)
• 2. Stage 3; Locomotor (initiative vs guilt)
• 3. Stage 2; Muscular-Anal (autonomy vs shame & doubt)
• 4. Stage 5; Adolescence (identity vs role confusion)
• 5. Stage 1; Oral Sensory (trust vs mistrust)
• 6. Stage 4; Latency (industry vs inferiority)
• 7. Stage 7; Middle Adulthood (generativity vs stagnation)
MORAL DEVELOPMENT
Chapter 3 Human Development
Key Figure: Lawrence Kohlberg
• Picked up from Jean Piaget’s cognitive
development theory
• Focus: How moral reasoning changes as
people grow?
• Used moral stories in his research
• Reasons for why they rated actions as
right or wrong
• Proposed 3 levels of moral reasoning,
each with 2 distinct stages
• Present in all cultures and individuals
move through stages progressively
Heinz’s Dilemma: Question
In Europe, a woman was near death from a special kind of cancer.
There was one drug that the doctors thought might save her.
It was a form of radium that a druggist was charging 10 times the cost of making the drug.
He paid $200 for the radium and charged $2000 for a small dose of the drug.
The sick woman’s husband, Heinz, went to everyone he knew to borrow the money.
But, he could only get together about $1000 which is half of what it cost.
He told the druggist that his wife was dying.
He asked him to sell it cheaper or let him pay later.
But the druggist said “No, I discovered the drug. I’m going to make money from it.”
So Heinz got desperate.
He broke into the man’s store to steal the drug for his wife.
Should the husband have done that?
 Now You Think…

Should the husband have done that?

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Heinz’s Dilemma: Answer
After telling the story, Kohlberg asked the children some questions such as:

1) Should Heinz have stolen the drug?

2) Would it change anything if Heinz didn’t love his wife?
3) Would it have been different if the woman was a stranger?
4) Should the police arrest the chemist for murder if Heinz’s wife died?

Based on the responses, Kohlberg identified

3 distinct levels of moral reasoning.
Kohlberg’s Theory
Postconventional
5) Social-contract
6) Universal-ethics

Conventional
3) Good-child
4) Law-and-order
Preconventional
1) Punishment/obedience
2) Instrumental/exchange
9 years old and younger:
Pre-conventional Level
• Moral judgment is self-centered.
• Moral judgment is based on rewards, punishment, and exchange of favors.

1) Punishment & obedience orientation 2) Instrument exchange orientation

• Heinz’s dilemma: “It’s against the • Heinz’s dilemma responses: “Heinz is
law”, “bad to steal”, “will get right” “Druggist was unwilling to
punished for stealing” make fair deal”
• Theme: Obedience to authority, • Theme: Authority is not necessary
avoidance of punishment, generally right, aware of others’ intentions,
ignore intentions in moral judgments. morality based on exchange of
favors.
9 years old – Early adolescence:
Conventional Level
• Moral judgment is other-centered.
• Moral judgment is based compliance to conventional rules and values.

3) Good child orientation 4) Law and order orientation

• Heinz’s dilemma: “Good for wanting • Heinz’s dilemma responses: “Heinz got
to save wife” “Don’t sit back and good intentions” “Cannot accept good
watch the wife die” intentions, should still be punished”
• Theme: Being nice, gaining approval, • Theme: Must keep to society’s laws to
must live up to others’ expectations, avoid chaos, laws above good
judge others via their intentions. intentions.
Adolescence - beyond:
Post-conventional Level
• Moral judgment is personal.
• Moral judgment is abstract.

5) Social contract orientation 6) Universal ethics orientation

• Heinz’s dilemma: “Wife’s right to live • Theme: Universal ethics principle that
was more important than druggist’s all religions or moral authorities
property rights” might view as fair (e.g. non violence,
•
human dignity, freedom, equality).
Theme: Disobey the law if the law
does not express the will of majority • Very few individual achieve this
or maximize social welfare. stage.
• Stage 5 & 6 are hard to separate.
 Now You Think…

Do you know anyone who might have reached the post

conventional level?

1) ____________________________________________________________

2) ____________________________________________________________

3) ____________________________________________________________
 END
Chapter 2 Research Methods