DEVELOPMENTAL PSYCHOLOGY

Presented by
Dr. Anjana B
I MD
Organon of medicine
What is developmental psychology?

 Developmental psychology is the branch of psychology and the scientific study

of how people grow and change over the course of a lifetime.
 Originally concerned with infants and children, it expanded to include
adolescence, adult development, ageing, and the entire life span.
 This field examines change across a broad range of topics including motor
skills and other psychophysiological processes; cognitive development
involving areas such as; problem solving, moral understanding, conceptual
understanding, language acquisition ,social, personality emotional
development,self-concept and identity formation.
DIVIDED INTO
 CHILD PSYCHOLOGY
 ADOLESCENT PSYCHOLOGY
 ADULT PSYCHOLOGY
 OLD-AGE PSYCHOLOGY
Classic theories

 PSYCHOSEXUAL THEORY OF DEVELOPMENT BY Sigmund Freud

 PSYCHOSOCIAL THEORY OF DEVELOPMENT BY Eric Erikson
 COGNITIVE THEORY OF DEVELOPMENT BY Jean Piaget
 THEORY OF MORAL DEVELOPMENT BY Lawrence Kohlberg
 CARL JUNG’S THEORY
 HORNEY’S THEORY OF NEUROTIC NEEDS
PSYCHOSEXUAL THEORY OF DEVELOPMENT BY
Sigmund Freud

 According to Sigmund Freud children go through a series of psychosexual

stages that lead to the development of the adult personality. 
 His theory described how personality developed over the course of childhood.
 Freud believed that personality developed through a series of childhood
stages in which the pleasure-seeking energies of the id become focused on
certain erogenous areas.
 An erogenous zone is characterized as an area of the body that is particularly
sensitive to stimulation.
 During the five psychosexual stages, which are the oral, anal, phallic, latent,
and genital stages, the erogenous zone associated with each stage serves as a
source of pleasure.
Erik Erikson's theory of psychosocial
development
 Erik Erikson's theory of psychosocial development is one of the best-known
theories of personality in psychology.
 Much like Sigmund Freud, Erikson believed that personality develops in a series
of stages.
 Unlike Freud's theory of psychosexual stages, Erikson's theory describes the
impact of social experience across the whole lifespan.
 Erikson believed that social interaction is very important to the individual's
psychosocial development.
 His stage theory consists of 8 stages in life from birth to old age, each of which
is characterized by a specific developmental task.
 During each stage, one developmental task is dominant, but may be carried
forward into later stages as well.
 Erikson conceptualized 8 stages of psychosocial development that healthy individuals pass
through as they develop from infancy to adulthood.
 At each stage, the person must resolve a challenge, or an existential dilemma.
 Successful resolution of the dilemma results in the person ingraining a positive virtue, but failure
to resolve the fundamental challenge of that stage reinforces negative perceptions of the person
or the world around them and the person's personal development is unable to progress.
 Erikson’s Psychosocial Stages of Development
Stage Age (years) Developmental Task Description
Trust (or mistrust) that basic needs,
1 0–1 Trust vs. mistrust such as nourishment and affection,
will be met
Develop a sense of independence
2 1–3 Autonomy vs. shame/doubt
in many tasks
Take initiative on some activities
—may develop guilt when
3 3–6 Initiative vs. guilt
unsuccessful or boundaries
overstepped
Develop self-confidence in
4 7–11 Industry vs. inferiority abilities when competent or sense
of inferiority when not
Experiment with and develop
5 12–18 Identity vs. role confusion
identity and roles
Establish intimacy and
6 19–29 Intimacy vs. isolation
relationships with others
Contribute to society and be part of
7 30–64 Generativity vs. stagnation
a family
Assess and make sense of life and
8 65– Integrity vs. despair
meaning of contributions
COGNITIVE THEORY OF DEVELOPMENT

 Jean Piaget instead of approaching development from a psychoanalytical or

psychosocial perspective, focused on children’s cognitive growth.
 He believed that thinking is a central aspect of development and that
children are naturally inquisitive.
 However, he said that children do not think and reason like adults.
 His theory of cognitive development holds that our cognitive abilities
develop through specific stages, which exemplifies the discontinuity
approach to development.
 As we progress to a new stage, there is a distinct shift in how we think and
reason.
 Piaget’s Stages of Cognitive Development
Age (years) Stage Description Developmental issues

World experienced
Object permanence
0–2 Sensorimotor through senses and
Stranger anxiety
actions
Use words and images Pretend play
2–6 Preoperational to represent things, but Egocentrism
lack logical reasoning Language development

Understand concrete
Conservation
events and analogies
7–11 Concrete operational Mathematical
logically; perform
transformations
arithmetical operations

Formal operations
Abstract logic
12– Formal operational Utilize abstract
Moral reasoning
reasoning
Lawrence Kohlberg’s
THEORY OF MORAL DEVELOPMENT

 A major task beginning in childhood and continuing into adolescence is

discerning right from wrong.
 Psychologist Lawrence Kohlberg extended upon the foundation that Piaget
built regarding cognitive development.
 Kohlberg believed that moral development, like cognitive development,
follows a series of stages.
 To develop this theory, Kohlberg posed moral dilemmas to people of all ages,
and then he analysed their answers to find evidence of their particular stage
of moral development.
 After presenting people with various moral dilemmas, Kohlberg reviewed
people’s responses and placed them in different stages of moral reasoning.
 
Carl Jung's analytical psychological theory
 Jung believed that we are not only motivated by repressed experiences but also by
emotionally toned experiences coming from our ancestors
 Stages of development according to JUNG
 Childhood: (birth to puberty) Childhood has two sub stages. The archaic stage is
characterized by sporadic consciousness, while the monarchic stage represents the
beginning of logical and abstract thinking. The ego starts to develop.
 Youth: (puberty until 35 – 40) Maturing sexuality, growing consciousness, and a realization
that the carefree days of childhood are gone forever. People strive to gain independence,
find a mate, and raise a family.
 Middle Life: (40-60) The realization that you will not live forever creates tension. If you
desperately try to cling to youth, you will fail in the process of self-realization. Jung
believed that in midlife, one confronts one's shadow. Religiosity may increase during this
period, according to Jung.
 Old Age: (60 and over) Consciousness is reduced. Jung thought that death is the ultimate
goal of life. By realizing this, people will not face death with fear, but with a hope for
rebirth.
HORNEY’S THEORY OF NEUROTIC NEEDS

 According to theorist Karen Horney, this behavior is due to a neurotic need for
affection and approval.
 Horney outlined her theory of neurosis, describing different types of neurotic behavior
as a result of overusing coping strategies to deal with basic anxiety. These behaviors
include such things as the neurotic needs for power, prestige, and affection.
 Horney identified three broad categories of needs in her theory.
 According to Horney, basic anxiety (and therefore neurosis) could result from a variety
of situations including "direct or indirect domination, indifference, erratic behavior,
lack of respect for the child's individual needs, lack of real guidance, disparaging
attitudes, too much admiration or the absence of it, lack of reliable warmth, having
to take sides in parental disagreements, too much or too little responsibility, over-
protection, isolation from other children, injustice, discrimination, unkept promises,
hostile atmosphere, and so on and so on"
 10 neurotic needs can be classed into three broad
:
categories:
1.Needs that move you towards others: These neurotic needs cause individuals to seek
affirmation and acceptance from others. They are often described as needy or clingy as
they seek out approval and love.
2.Needs that move you away from others: These neurotic needs create hostility and
antisocial behavior. These individuals are often described as cold, indifferent, and aloof.
3.Needs that move you against others: These neurotic needs result in hostility and a need
to control other people. These individuals are often described as difficult, domineering, and
unkind.
Life stages of psychological
development
 Prenatal development
 time in which development of embryo and fetus occurs is called prenatal period.
 By 8weeks human shape recognised and embryo has become a foetus .
 Foetus - variety of behaviours necessary for adaptation outside the womb
 Unborn babies are quiet when mothers are active and vice versa .
 Maternal stress at this stage causes release of stress hormones into the foetal
blood stream causing foetal problem.
 Mothers with high level of anxiety have babies who are hyperactive, irritable,
and with low birth weight.
 Alcohol ,smoking ,illegal drugs, radiation cause serious physical and mental
defects.
INFANCY
 First two years after birth.
 Transition from womb to outside environment.
 Neonate –birth to 2 weeks.
 3 weeks-imitates facial movements of care givers.
 3 months-smile and social response.
maturation and learning work together in development of muscle control
 6months-sits alone, roll over.
 8 months-stand alone, walk with or without support.
 starts speaking simple words.
 cognitive development also occurs.
CHILDHOOD

 2 types – early childhood & late childhood.

 Early childhood –ranges between 2and 6 years.
a. Gain control over environment.
b. Social adjustments.
c. Period of imagination, language development and thinking capacity.
d. Learn social rules and how to avoid punishments.
e. Close relation between parents and teachers
f. Sense of morality
g. Adopting imitation learning
 Late childhood -6 to 12 years in girls and 13 years in boys.
 Sexual maturity.
 Adolescence begin.
 Socialization,friendship and self-centered thought.
 Conceptual skills develop thinking become organised and logical.
 Improved gross motor coordination and muscle strength –fluent writing and
draw artistically.
 Complex motor tasks and activities like sports,games,artistic performances.
 Empathy and concern for others ,develop love, compassion and sharing.
 Gender difference and sexual interest aroused.
Parenting

Parents and children living under the

same roof is harmonious.
Divorced , single parent family, death
of a parent all causes broad spectrum
problems.
Authoritarian Parenting

 Authoritarian parents are often thought of as disciplinarians.

 They use a strict discipline style with little negotiation possible. Punishment
is common.
 Communication is mostly one way: from parent to child. Rules usually are not
explained.
 Parents with this style are typically less nurturing.
 Expectations are high with limited flexibility.
Permissive Parenting

 Permissive or Indulgent parents mostly let their children do what they want,
and offer limited guidance or direction. They are more like friends than
parents.
 Their discipline style is the opposite of strict. They have limited or no rules
and mostly let children figure problems out on their own.
 Communication is open but these parents let children decide for themselves
rather than giving direction.
 Parents in this category tend to be warm and nurturing.
 Expectations are typically minimal or not set by these parents.
Uninvolved Parenting

 Uninvolved parents give children a lot of freedom and generally stay out of
their way. Some parents may make a conscious decision to parent in this way,
while others are less interested in parenting or unsure of what to do.
 An uninvolved parent lets a child mostly do what he wants, probably out of a
lack of information or caring.
 Communication is limited.
 This group of parents offers little nurturing.
 There are few or no expectations of children.
Authoritative Parenting

 Authoritative parents are reasonable and nurturing, and set high, clear
expectations. Children with parents who demonstrate this style tend to be self-
disciplined and think for themselves. This style is thought to be most beneficial to
children.
 Disciplinary rules are clear and the reasons behind them are explained.
 Communication is frequent and appropriate to the child’s level of understanding.
 Authoritative parents are nurturing.
 Expectations and goals are high but stated clearly. Children may have input into
goals.
PUBERTY

 Overlapping period
 2yrs overlap the end of childhood and 2 years overlap the beginning of
adolescence.
 11 to 15yrs in girls and 12 to 16 years in boys.
 Child to adult stage.
 Changes in body proportions and primary or secondary sexual characteristics.
 Attitudinal and behavioural changes.
ADOLESCENCE
 Period of transition between childhood and adulthood.
 It is the period known for the formation of personal and social identity and the discovery
of moral purpose
 It is divided into three parts, namely:
 Early Adolescence: 9 to 13 years
 Mid Adolescence: 13 to 15 years and
 Late Adolescence: 15 to 18 years
 Exploration ,Making choices
 Process of developing self-concept.
 Physical ,cognitive and psychosocial development.
 Early adolescence
 12 to 14 yrs
 Striking changes in physical , attitudinal and behavioural area.
 Criticize usual family habit and question accepted family values.
 Awareness of sexuality leads to increase in modesty and embarrassment or increased
interest in opposite sex.
 Middle adolescence
 14 to 17 yrs
 Style, music, idols, role models
 Choice of activity
 Romantic relationship
 Risk taking behaviour.
 Late adolescence
 17to20yrs
 Comfortable
 Primary and secondary sexual characteristics develop in this stage.
 Cognitive change –shift from concrete to abstract thinking.
Adulthood

 Adulthood begins around 20 years old and has three distinct stages:
 early,
 middle,
 late.
 Each stage brings its own set of rewards and challenges.
Early adulthood

 generally refers to the period between ages 18 to 29

 according to Erik Erikson, is a stage where development is mainly focused
on maintaining relationships Examples include creating bond of intimacy,
sustaining friendships, and starting a family.
 Some theorists state that development of intimacy skills rely on the resolution of
previous developmental stages. A sense of identity gained in the previous stages is
also necessary for intimacy to develop. If this skill is not learned the alternative is
alienation, isolation, a fear of commitment, and the inability to depend on others.
 Scholars of emerging adulthood are not necessarily interested in relationship
development. Instead people transition after their teenage years into a period not
characterized as relationship building and an overall sense of constancy with life,
but with years of living with parents, phases of self-discovery, and
experimentation.
Middle adulthood
 refers to the period between ages 29 to 49.
 During this period, middle-aged adults experience a conflict between generativity and
stagnation. They may either feel a sense of contributing to society, the next generation,
or their immediate community; or develop a sense of purposelessness.
 Physically, the middle-aged experience a decline in muscular strength, reaction time,
sensory keenness, and cardiac output.
 women experience menopause at an average age of 48.8 and a sharp drop in the
hormone estrogen. 
 Men experience an equivalent endocrine system event to menopause. Andropause in
males is a hormone fluctuation with physical and psychological effects that can be similar
to those seen in menopausal females.
 The important influence of biological and social changes experienced by women and men
in middle adulthood is reflected in that fact that depression is highest at age 48.5 around
the world.
Old age
 WHO finds no general agreement on the age at which a person becomes old. Most
developed countries set the age as 60 or 65. However, in developing countries inability to
make "active contribution" to society, not chronological age, marks the beginning of old
age.
 According to Erikson's stages of psychosocial development old age is the stage in which
individuals assess the quality of their lives. In reflecting on their lives, people in this age
group develop a feeling of integrity if deciding that their lives were successful or a feeling
of despair if evaluation of one's life indicates a failure to achieve goals.
 Physically, older people experience a decline.
 Sexual expression depends in large part upon the emotional and physical health of the
individual. Many older adults continue to be sexually active and satisfied with their sexual
activity.
 Mental disintegration may also occur, leading to dementia or ailments such as Alzheimer's
disease. It is generally believed that crystallized intelligence increases up to old age, while 
fluid intelligence decreases with age.
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