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This document offers a comprehensive overview of major developmental psychology theories, including those of freud, piaget, vygotsky, and maslow. it explores key concepts such as nature vs. Nurture, continuity vs. Discontinuity, and universal vs. Context-specific development. furthermore, it examines the application of these theories in shaping social policies related to early childhood education, parenting programs, and adolescent development, making it a valuable resource for students studying human development.
Typology: Study notes
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a.--1 """' S t (^) age (1-3years):Focus onbowelandbladder control. Fixation·^ might·^ resuIt^ · 111 · sues is relatedtoorderliness or messiness. FOCUS^ -^ anu~ Phallic Stage (3-6 years):Focusongenitalsandresolution oftheOed^ ipus/Electra complex. Successful resolution contributestogender identityandmoral^ values. LatencyStage (6-puberty):Sexualinterestsaredormant,^ andfocus shiftsto^ developi~g social skills andknowledge. , Genital Stage 1puberty onward) :Mature sexualinterestsandrelationships. Successful resolutionleads to well-adjusted^ relat^ ionshipsandidentity.
--+ Erikson's PsychosocialStages:^. Erikson expandedonFreud's^ ideas,^ emphasizing^ social^ andcultural influences: Trustvs.Mistrust(0-1 year)? Developing trustwhencaregivers provide consistent care. Autonomyvs.ShameandDoubt(1-3years): Deveioping independence while learning self-control. ' Initiative vs. Guilt^ (3-6^ years)~Developing^ initiativeandleadership skills while managing guilt overmistakes. Industry vs. Inferiority^ (6-12^ years):Gaining^ competence^ through^ academicandsocial achievements. 1 dentity vs.RoleConfusion (12- 18 years) :Forminga^ stable^ identity while exploring different roles. Intimacy vs. Isolation {young adulthood):Buirdingmeaningful^ relationships or facing isolation. ·^ •^ '^. Generativity vs. Stagnation {middle adulth^ ontributingtosociety^ and^ guiding the next generation. 1ntegrity vs.Despair {late adulthood:)1Reffecting on·life witha sense^ of fulfillment or regret.
Behavioral Theories: Classical Conditioning^ {Pav Pavlov 's, experimerits with d associated with an tmcond
ming occurs through association^ between stimuli.
. nstrated how a ~~utral stimulus (bell)^ can^ become mulus (food) toehc1t aconditioned^ response (salivation).
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hlill!os)_,sll;,!}_1^ Broader^ cultural^ andsoclctnlco11toxts,Including^ culturol^ valuos, economic
~ *Cf*^1 <t'lW^ i-tfil~)^ '^ T..M.t^ l-.,t.,iJ..(!Lj^ I^ g,<-,u:JW't§n^ J^ vll~ Humanistic Theories :^
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0 aslow's^ Hierarchy of Needs^ :^ Proposes that^ human^ needs^ are^ arrangedina hierarchy,
\ t,.\v^ ~^ (^ Phys1olog^1 cal^ Needs^ :^ Basic^ necessitieslike^ food^ and^ water.
\0"'1.f^ -^ Loveand Belongingness^ Needs^ : Social relationships^ and^ a sense of belonging. Est^ eemNeeds: Self-esteem^ and^ recognition^ from^ others. Self-Actuali^ zation^ : Achieving personal potential^ and^ self-fulfillment.
Rogers' Person-Centered Theory:^ Emphasizes^ the^ importance of self-concept^ and unconditional positive^ regard.^ Personal^ growth^ occurs^ when^ individuals receive acceptance andsupportfromothers,^ which^ fosters a^ positive^ self-concept^ and^ self-worth,
.\lv"^ hVi' , "'~^2 Application of Developmental PsychologyinSocial Policy ~^ ,~arly^ C~ildhood^ Education: Policies^ aimed^ at^ improving^ early^ childhood education
car, includefLlnding^ for^ :Preschools,^ support^ for early intervention^ programs,^ and initiatives to involve^ parents^ in^ education.^ These^ efforts^ support^ the^ cognitive. social.^ and^ emotional development of children^ from^ disadvantaged^ backgrounds, ParentingPrograms^ :^ Programs^ designedtoeducate^ parents^ about^ child^ development, effective parenting strategies,^ and^ creatingSUtJportivehome^ environments^ can^ enhance parenting practicesandchild^ outcomes^ ,^ These^ programs^ often^ include workshops, classes, and^ onl^ ine^ resourCBS,
~.^ substance^ abuse^ prevention,^ and^ educational opportunities. Schools^ and
and^ lifeskills^ workshops^ to^ support adolescent development.
~nning resources,and social- suP.Eort systornsto^ addross^ ago-rolatod^ chall 1 on^9 ?: 9 and
Disability.^ andInclusion:Social^ policiesshouldpromotethe.^ inclusion^.^ °f.^ in^ dividuals.^ with disabilitie'sineducation, employment,andpublic space~ Jhis includes, en~~~~^9 opportuniti(t~
Hypothelical-Dc^ du^ ctivo^ Runs^. scenarios and^ dc^ duco^ lor^ r~1loninu^ fl1ei^ nhility^ lo^ think^ syulcrnnlrcnlly^ nbout^ hypothetrcal
4 .2 Core Knowledge^ Per~pectiv~ Coreknowledge theories proposethat some cognitive^ abil^ ities^ ar^ einnateandprovide^ a foundation for learning. These theories suggest that infants^ are^ bornwithpre-existing knowledge structures that help^ !hem^ make^ ser,se^ ofthe^ world.^ ,
Domain-Specific Knowledge: Childrenhavespecialized cognitive systems^ for^ different types of information.^ For^ example,^ core^ knowledge^ theories^ suggest that infants^ are^ born^ withan innate ability to understand basic^ numer^ icalconceptsand^ socialinteractions.^. Innate Cognitive Structures: Infantsarebelievedtohavebuilt-in capacities for understanding certain domains,suchasobject^ permanenceandphysical^ principles,^ which^ facilitate early learning.
2.Empirical Evidence: Violation of ExpectationParadigms:^ Experiments^ that^ test^ infants' expectations about object behavior. For^ instance, ifanobje^ ct^ behavesinanunexpected^ manner^ (suchasfloatingin mid-air), infants^ show^ surprise, indicating - an·understanding. of basic physical.^ laws^. Numerical Competence:^ Research^ showing^ that^ infantscandis^ criminate^ between^ different quantities, suggestinganinnate^ numericalsense.^ Studiesmight involve presenting infants with^ arrays of objectsandmeasuring^ their^ looking^ times^ to^ assesstheir ability to differentiate between different quantities.
)SJ^ /^ ~ Vygotsky's^ Sodo-Cultu,al^ Pe,spectlve
LevVygotsky's theory emphasizesthe^ role^ of^ social^ interaction^ and^ cultural contextin cognitive^ development.^ According to^ Vygotsky,^ learning^ is^ a collaborative^ process^ that-is deeply embedded^ h1^ cul^ tural^ practtces.
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G~e~~nt of t~ Pace taan Amniotic ac:
Critical PeriodsandVulnerabilitY.: · Teratogens: Theembryonic periodisparticularlysensitivetoexternal^ influences,such^ as teratogens-substances^ thatcan^ cause^ congenitalmalformations^ or^ developmental abnormalities.Thesecan includ~^ drugs,^ alcohol,^ certainmedications^ ,^ environmental^ toxins^ , andinfections. Since organogenesisoccurs duringthisperiod,^ exposuretoteratogenscan have severe impactson thedevelopingorgans.
.':-""'-.,.-/''---~^ ana--"--,^ Ma;--""--,/'_,.urat, nFollowingtheembryonic^ stage,thefetal^ periodinvolves
rgans and systems become^ functional,and^ the^ fetus^ grows
ation forBirth:Thefetus becomes increasingly active^ ,and^ thefinal^ preparations^ for b'"irt~hA,-s--uc~h ......a_,· slung maturation, OCCl4r..
/ ~^ ~^ ~^ ~^ ~^ tl{^ ~~^04 vthJ^ ~CW^ ~^ \L,l, u ... ~ ~ -?. Theembryonic stage^ of^ prenatal.development,^ spanning^ roughly^ from^ the^ 3rdto^ the^ 8th week after conception, is^ often^ regardedas^ the^ most^ critical^ phaseof^ prenatal^ growth^ due^ to several key reasons related to the formationof^ essential^ structures^ and^ the^ vulnerability^ of thedeveloping embryo. Here's a^ detailed^ examination^ of^ why^ this^ period^ is^ sopivotal:
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or environmental factors that can cause malformations or developmental issues. Common teratogens include certain drugs; alcohol, smoking, and infectious agents. The embryo's cells are rapidly dividing and differentiating, making them particularly susceptible to
these influences.
For example, alcohol consumption during this period can lead to fetal alcohol syndrome, which has severe developmental consequences.
By the end of this,stage,^ th~^ embryo has developed the basic structures necessary for future growth,^ incl~ding^ the·^ establish^ men{^ oforgan systems. This^ is^ a periodofrapid development and change, setting the stage for the fetal period that follows.
-^ The formationofthe placenta and the umbilical^ cord also begins during this stage, providing the embryo with nutrients and oxygen necessary for growth. Proper development ofthese structures^ is^ crucial for the embryo's^ ~urvival^ and overall health.
as the cardiovascular, respiratory,and digestivesystems-begin to form and differentiate.
to specialize into various types needed for different tissues and organs. This rapid development is crucial for establishing the body's^ structure-and^ function.
or disorders. For instance, problems with cell migration^ or^ differentiation can contribute to conditions like limb malformations or neural tube defects.
