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    LIFE SPAN

    DEVELOPMENT
    DEFINATION
     Life Span development is a systematic, organised,
    intra-individual change that is clearly associated with
    generally expected age related progressions and
    which is carried forward in some way that has
    implications for a person’s pattern or level of
    functioning at some later time.
    CHARACTERISTICS OF LIFE
    SPAN
    DEVELOPMENT
     Development is Lifelong
     Development is Multidirectional:
     Development is Plastic
     Development is Embedded in History
     Development is Multidisciplinary
     Development is Contextual
    GROWTH, DEVELOPMENT, MATURATION,
    AND EVOLUTION
     Growth refers to an increase in the size of body parts or of the organism as a whole.
    It can be measured or quantified, for example, growth in height, weight, etc.
     Development is a process by which an individual grows and changes throughout
    the life cycle.
     Maturation refers to the changes that follow an orderly sequence and are largely
    dictated by the genetic blueprint which produces commonalities in our growth and
    development.
     Evolution refers to species-specific changes. Natural selection is an evolutionary
    process that favours individuals or a species that are best adapted to survive and
    reproduce.
    GENOTYPE AND PHENOTYPE
     The actual genetic material or a person’s genetic heritage is known as
    genotype

     Phenotype is the way an individual’s genotype is expressed in observable


    and measurable characteristics. Phenotypes include physical traits, such as
    height, weight, eye and skin colour, and many of the psychological
    characteristics such as intelligence, creativity, and personality.
    BRONFENBRENNER’S CONTEXTUAL VIEW OF
    DEVELOPMENT
    PERIODS OF DEVELOPMENT
     Prenatal Development
     Infancy and Toddlerhood
     Early Childhood
     Middle Childhood
     Adolescence
     Emerging and Early Adulthood
     Middle Adulthood
     Late Adulthood
     Death and Dying
    PRENATAL DEVELOPMENT
     significant structures of the body are forming
     nutrition,
     teratogens
     labor and delivery are primary concerns

     Ovum is fertilized by sperm to form Zygote (0 to 2 nd week), rapid cell


    division called blastocyst happens.
     Embryo (3rd week to 8th week) major organ form during this period and CNS
    develops rapidly. Heart is the first functional organ develop in this stage.
     Fetus (9th week till birth marked by development of bone structure,
    characterized by growth rather than formation of new organ.
    INFANCY AND
    TODDLERHOOD (1-2 YEARS)
     keen sense of hearing but impoverished vision is
    transformed into a walking, talking toddler within a
    relatively short time (sensory abilities)
     newborns have most but not all brain cells, neural
    connections among these cells develop at a rapid rate.
     The newborn’s movements are governed by reflexes —
    which are automatic, built-in responses to stimuli,
    genetically-carried survival mechanisms, and are the
    building blocks for subsequent motor development
     Cognitive development, Jean Piaget stressed that
    children actively construct, acquire and adapt their thinking
    to include new ideas, as this improves their understanding
    of the world. They lack object permanence.
     They show attachment with their primary caregiver.
    EARLY CHILDHOOD (3 TO 5
    YEARS OF AGE)
     learning language, gaining a sense of self and greater independence, and learning the
    workings of the physical world
     interesting conceptions of size, time, space, and distance
     the child’s world expands from the parents to the family and adults near home and at
    school.
     The child also begins to acquire the concepts of good and bad, i.e. develops a sense of
    morality.
     development proceeds cephalocaudally and proximodistal
     Fine motor skills — finger dexterity and eye-hand coordination — improve substantially
    during early childhood
     Learns object permanence, develops egocentrism and engage in animism.
     Having a tendency of centration.
     Stage of intuitive thought.
    MIDDLE CHILDHOOD (7 TO 11
    YEARS OF AGE)
     intuitive thought is replaced by logical thought

     Concrete operations are mental actions that are reversible.

     Allow the child to focus on different characteristics and not focus on one aspect
    of the object.
     The growing cognitive abilities of children facilitate the acquisition of language.

     Socio emotional development are the self, gender and moral development

     Children’s self understanding also includes social comparison.

     learning to differentiate between the rightness or wrongness of human acts

     Children view rules as absolute guidelines, which should be followed. Moral


    thinking at this stage is relatively inflexible. As they grow, they gradually
    develop a personal moral code
    ADOLESCENCE (12 TO 18
    YEARS)
     Adolescence is commonly defined as the stage of life that begins at the onset of
    puberty, when sexual maturity, or the ability to reproduce is attained.
     The hormones released during puberty result in the development of primary and
    secondary sexual characteristics.
     The development of a sexual identity defines the sexual orientation and guides
    sexual behaviour.
     Another important developmental tasks during adolescence is accepting one’s
    physical self/ maturity
     Cognitively they becomes more abstract, logical, reasoned and idealistic.
    thinking becomes more systematic in solving problems — they think of possible
    courses of action, why something is happening the way it is, and systematically
    seek solutions.
     The primary task of adolescence is to establish an identity separate from the
    parents. During adolescence a detachment process enables the individual to
    develop a personalised set of beliefs that are uniquely her or his own.
    EMERGING AND EARLY
    ADULTHOOD (19 TO 24
    YEARS)
     An adult is generally defined as someone who is responsible, mature, self-
    supporting, and well integrated into society.
     It is a time when we are at our physiological peak but are most at risk for
    involvement in violent crimes and substance abuse.
     It is a time of focusing on the future and putting a lot of energy into making
    choices that will help one earn the status of a full adult in the eyes of
    others.
     Love and work are primary concerns at this stage of life
    MIDDLE ADULTHOOD
     The late thirties through the mid-sixties is referred to as middle adulthood.
     This is a period in which aging, which began earlier, becomes more
    noticeable
     Period at which many people are at their peak of productivity in love and
    work.
     It may be a period of gaining expertise in specific fields, understanding
    problems, and finding solutions more efficiently than before.
     It can also be a time of becoming more realistic about previously
    considered possibilities and recognizing the difference between what is
    possible and what is likely
    LATE ADULTHOOD (65
    YEARS AND ABOVE)
     They are between the “young old” people between 65 and 79 and the “old
    old” or those who are 80 and older
     One of the primary differences between these groups is that the “young
    old” are very simi lar to midlife adults: still working, still relatively healthy,
    and still interested in being productive and active. The “old old” remain
    energetic, and most continue living independently.
     risks of diseases associated with aging, such as arteriosclerosis, cancer,
    and cerebral vascular disease, increase substantially for this age group.
     Housing, healthcare, and extending active life expectancy are only a few
    topics of concern for this age group.
    KOHLBERG THEORY OF
    MORAL DEVELOPMENT

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