...Development Matrix Part I – Developmental Stages For each developmental domain, physical, cognitive, and social, identify two major changes or challenges associated with the following stages: childhood, adolescence, and adulthood. Stage of Development | Physical Development | Cognitive Development | Social Development | Childhood | This is when a child begins to grow, crawl, walk, talk. They begin to develop gross and fine motor skills. | Their play will move from simple make-believe to plots involving more characters and scenarios, and games with sophisticated rules. | Children at this age can be very possessive and have difficulty sharing. Toddlers tend to have rapid mood swings. While their emotions can be very intense, these feelings also tend to be quite short-lived. | Adolescence | This is normally when a child hits puberty. Also, this is when a child’s body has what are referred to as “growth spurts”. Interestingly, the child’s hands and feet tend to grow before the torso. | The brain is still developing during the adolescence stage of life. A child in this stage tends to have more immature and impulsive behaviors. | A child tends to look at their parents for influence during this stage of life, but peer pressures are still a factor. Romantic and sexual relationships become very important in this stage of life. | Adulthood | During early adulthood a person may continue to add a bit of height and weight. Hormonal changes also continue to occur, but the effects...
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...University of Phoenix Material Development Matrix Part I – Developmental Stages For each developmental domain, physical, cognitive, and social, identify two major changes or challenges associated with the following stages: childhood, adolescence, and adulthood. |Stage of Development |Physical Development |Cognitive Development |Social Development | |Childhood |Two major changes- Development of |Two major changes- Rapid development of|Two major changes-Growing awareness of | | |fine motor skills and rapid physical |speech and ability to organize thought |others outside their family circle and | | |growth. |processes. |learning how to interact with others their| | | | |own age. | | |Two major challenges- Proper |Two major challenges- Giving proper | | | |Nutrition and proper exercise. |stimulus and not pushing them to |Two major challenges-Giving enough | | | |develop faster than they are ready. |opportunity to interact with other | | | ...
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...x Material Development Matrix Part I – Developmental Stages For each developmental domain, physical, cognitive, and social, identify two major changes or challenges associated with the following stages: childhood, adolescence, and adulthood. Stage of Development Physical Development Cognitive Development Social Development Childhood 1.Children gain more weight and height at this stage. 2. Throughout this stage girls tend to develop slightly faster than boys. 1. During this stage children continue to advance their skills in observing and interacting with what’s around them. 2. During this stage young children’s play becomes increasingly imaginary and filled with fantasies. 1. At this stage of social development, friendship usually means sharing toys and having fun playing together. 2. They often enter a rough and tumble play which includes running, racing, climbing, or competitive games. Adolescence 1. For girls you might start to see early physical change as young as 8 years old or as old as 13 years old. 2. For boys changes usually starts around 11 or 12 years old, but they might start as young as 9 years or old as 14 years. 1. Individual’s thoughts start taking more of an abstract from and egocentric thoughts decrease. 2. Begins to think long term. 3. Searching for identity. 2. Seeking more responsibility both at home and school. Adulthood 1.Sensitivity to sound decreases; it happens twice as quickly for men as for women. 2. The skin becomes drier and wrinkles...
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...University of Phoenix Material Development Matrix Part I – Developmental Stages For each developmental domain, physical, cognitive, and social, identify two major changes or challenges associated with the following stages: childhood, adolescence, and adulthood. Stage of Development | Physical Development | Cognitive Development | Social Development | Childhood | * Has a greater plasticity in their neural functions. * Develop motor skills | * learns to grasp and manipulate objects. * learning language. | * dependant on their parents to help them survive. * Deep emotional bond with caregiver (attachment) | Adolescence | * Secondary sexual characteristics(pubic hair, breast development in girls, and lowered voice for boys. * Girls have their first menstrual cycle . * Boys ejaculate for the first time around 14 | * Growth of moral reasoning. * * Able to think and reason logically . | * Form an identity (individualized sense of self.) * Increasing emphasis on peer relationships. (seeks friendship of the opposite sex and also distinguish between friends and romantic partners.) | Adulthood | By mid 20’s finally are physically mature and are fully developed.By 30s or 40s will notice a physical change such as: wrinkles, stooped in posture, thinning or gray hair and shrinking in height. | * Mental process slows down takes long to recall information. * Have more trouble assimilating new information. | This period focuses on...
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...University of Phoenix Material Development Matrix Part I – Developmental Stages For each developmental domain, physical, cognitive, and social, identify two major changes or challenges associated with the following stages: childhood, adolescence, and adulthood. |Stage of |Physical Development |Cognitive Development |Social Development | |Development | | | | |Childhood |Initial development of basic standards |Remembering what has been learned. |Interaction with others by asking | | |like, motor functions, quick thinking |Thinking skills increase within |questions, observing, and imitating | | |and expanding communication (Or |reasonable timeframe. |activities of others. | | |language) skills. |Family values are introduced and the |Aware of others, whether strangers or | | |Body changes in rapid growth spurts. |concept of “good and bad” begins to |family, nice or mean. | | |Realization and avoidance of physical |take shape. | | | |pain. | | ...
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...lifespan is from the moment of conception through death. Lifespan development is the different stages a person passes through as he or she develops. Perspective of lifespan development understands the changes that occur in development. Freud and Piaget have very different theories of lifespan development. Freud’s theory is a basis of id, ego, and superego, whereas Piaget’s is a cognitive development that occurs over a person’s lifetime. Nature and Nurture are more than perspectives in lifespan development they influence how and who a person will be. Lifespan development is the time from conception to death as a person develops and grows; the perspective in relationship to human development is lifelong, and theories of lifespan development can be seen in Freud, and Piaget, while the influences of a person life is nature and nurture. What is Lifespan Development A person’s lifespan begins as a fetus and as it develops and grows for nine months in the womb becoming a person either male or female will continue through stages in a his or her life. The study of human development is a science seeking to understand how humans change over their lifetime (Berger, 2008). The changes a person goes through as he or she grows can be linear-gradual, predictable, steady, but normally they are none of these. The common stages are birth, infancy, adolescence, adulthood, old age, and the ending death. To define lifespan development is also to mention that humans in their lifetime learn to communicate...
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...Cognitive Development: Nature vs. Nurture PSYC 1000 Lifespan Development Paper Capella University February 2014 INTRODUCTION Cognitive development is an area of study in psychology and neuroscience that is focused on adolescence's development as it pertains to how they process information, their intellectual resources, sensory skills, language learning, and other characteristics of the development of their brain and thought processes in comparison to view of an adult(Coon et al., 2013). In other words, cognitive development is the materialization of the capability to reflect and comprehend. The main debate in cognitive development is nature versus nurture; this debate asks the question if cognitive development is primarily controlled by a person's inherent traits ("nature"), or as a result of their own personal happenings in life ("nurture") (Coon and Mitterer., 2013). Basically, do people act a certain way because of predisposed genetics, or because they were taught to act that way? Research has shown that the nature aspect of genetics is essential throughout psychology. Through different processes, scientists can isolate explicit genes although it has been demonstrated that it is tremendously hard to locate these genes; this is probably because a lot of the genes are complex and every one of them has an exceptionally small reaction. The study on nurture has shown that the environmental stimulus in behavior commonly makes kids within the same household...
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...Span Human Development Psychology 375 Professor Kathleen Phelps March 05, 2012 Life Span Perspective Paper No one brought evolution to light like Charles Darwin. His book, titled On the Origin of Species, offered compelling evidence for evolution within species and drew in large amounts of controversy. This controversy led to more and more field work and observations of nature. Eventually, Darwin’s research and studies turned to people and the study of the human life span (Beddall, 1968). The study of the human life span gained momentum in the years that followed the publishing of Darwin’s famous book as psychologists around the world developed different perspectives and theories regarding life span. The following examination focuses on explaining the life span perspective of development, summarizing two different theories of life span development, and offering an explanation to how heredity and the environment produce differences in overall development. The study of human development centers on how a person changes over a lifetime. A person starts life with the birth stage, and then moves through infancy, adolescence and puberty, adulthood, and finishes with death (Berger, 2008). Berger (2008) describes these changes as being linear, gradual, predictable, and sometimes steady. During their life spans, humans learn to communicate, work together, experience emotions, and how to survive. The life span perspective of development comes directly...
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...University of Phoenix Material Development Matrix Part I – Developmental Stages For each developmental domain, physical, cognitive, and social, identify two major changes or challenges associated with the following stages: childhood, adolescence, and adulthood. |Stage of Development |Physical Development |Cognitive Development |Social Development | |Childhood |Respiratory system begins to |Concrete and logical thinking |Children become more in control | | |function filling the lungs with |start to occur |rather than impulsive and are | | |air and putting oxygen into the | |aware of the consequences | | |blood. |Speaking | | | | |Comprehension and simple |Behavioral choices. | | |Growth starts to slow down and |thoughts |Primary relationship is with the| | |children acquire there permanent| |parents or caregiver. | | |set of teeth. | | | |Adolescence...
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...Historically, the philosophy of human development has stemmed from the Biblical understanding of original sin, Jean-Jacques Rousseau’s intimations of innate goodness, and John Locke’s postulation that we are born with a psychological blank slate (Boyd & Bee, 2006). However, in the 19th century the study of human development was given legs to its already well-defined frame in the form of the theory of evolution, as put forth by Charles Darwin. With the idea of evolutionary stages in place, G. Stanley Hall of Clark University was able to formulate his theory of norms, which hypothesize that human development can be segregated into identifiable phases, and Arnold Gesell was able to suggest his theory of maturation, which was largely dependent on genetic predisposition. From these beginnings the lifespan development perspective of human psychology has been largely concerned with the physiological, psychological, cultural, genetic, and environmental context of individual human development from conception to old age (Baltes & Staudinger, 1999; Boyd & Bee, 2006). Moreover, the lifespan perspective (LSP) of development can be put into context through the models of both human development domains and developmental periods, the major characteristics of LSP, and the contemporary concerns about LSP. LSP is concerned with three separate, but principally overlapping, domains of human development: physical domain (ontogenesis), cognitive domain, and social domain. The physical...
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...Historically, the philosophy of human development has stemmed from the Biblical understanding of original sin, Jean-Jacques Rousseau’s intimations of innate goodness, and John Locke’s postulation that we are born with a psychological blank slate (Boyd & Bee, 2006). However, in the 19th century the study of human development was given legs to its already well-defined frame in the form of the theory of evolution, as put forth by Charles Darwin. With the idea of evolutionary stages in place, G. Stanley Hall of Clark University was able to formulate his theory of norms, which hypothesize that human development can be segregated into identifiable phases, and Arnold Gesell was able to suggest his theory of maturation, which was largely dependent on genetic predisposition. From these beginnings the lifespan development perspective of human psychology has been largely concerned with the physiological, psychological, cultural, genetic, and environmental context of individual human development from conception to old age (Baltes & Staudinger, 1999; Boyd & Bee, 2006). Moreover, the lifespan perspective (LSP) of development can be put into context through the models of both human development domains and developmental periods, the major characteristics of LSP, and the contemporary concerns about LSP. Human Development Domains LSP is concerned with three separate, but principally overlapping, domains of human development: physical domain (ontogenesis), cognitive domain, and social domain....
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...University of Phoenix Material Development Matrix Part I – Developmental Stages For each developmental domain, physical, cognitive, and social, identify two major changes or challenges associated with the following stages: childhood, adolescence, and adulthood. |Stage of Development |Physical Development |Cognitive Development |Social Development | |Childhood |This is when children begin to |The behavior of children at this|Children at this stage usually | | |grow, crawl, walk, and talk. |stage is limited to simple |play alone. They can be very | | |They begin to develop gross and |responses due to mainly sensory |possessive and have difficulty | | |fine motor skills. |stimulants such as touching, |sharing. | | | |seeing, and hearing. | | | | | |They may have mood swings that | | | |Children at this stage cannot |can include temper tantrums if | | | |fully understand viewpoints and |they don’t get their way. | | ...
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...Historically, the philosophy of human development has stemmed from the Biblical understanding of original sin, Jean-Jacques Rousseau’s intimations of innate goodness, and John Locke’s postulation that we are born with a psychological blank slate (Boyd & Bee, 2006). However, in the 19th century the study of human development was given legs to its already well-defined frame in the form of the theory of evolution, as put forth by Charles Darwin. With the idea of evolutionary stages in place, G. Stanley Hall of Clark University was able to formulate his theory of norms, which hypothesize that human development can be segregated into identifiable phases, and Arnold Gesell was able to suggest his theory of maturation, which was largely dependent on genetic predisposition. From these beginnings the lifespan development perspective of human psychology has been largely concerned with the physiological, psychological, cultural, genetic, and environmental context of individual human development from conception to old age (Baltes & Staudinger, 1999; Boyd & Bee, 2006). Moreover, the lifespan perspective (LSP) of development can be put into context through the models of both human development domains and developmental periods, the major characteristics of LSP, and the contemporary concerns about LSP. Human Development Domains LSP is concerned with three separate, but principally overlapping, domains of human development: physical domain (ontogenesis), cognitive domain, and social domain...
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...Nature vs. Nurture Over the years there has been a pretty big debate over nature verses nurture and which one plays the larger role in human development and how they act. Nature is the genetics or hereditary influences of a person; basically nature is the genes you are born with that can’t be changed. Nurture is experiential or environmental influences that you develop over time after you are born, such as how your parents raise you which gives you a large variety to how you will act as you develop. The question is which one of these two determines what kind of person you are. Im going to try to give a better idea of the difference in nature and nurture. Lots of people believe nature plays the larger part. A person’s genes can determine whether a person is predisposed to a disease or illness for example people who are born with genetic disorder such as Down syndrome have trouble with information processing. Their mental hardware, which are cognitive structures including different memories where information is stored, and their mental software, which are organized sets of cognitive processes that enable people to complete specific takes like reading sentences, playing video games, or hitting a baseball. These things will ultimately effect the way they grow up and the way they see and do things. A person who is affected with those types of diseases shows how nature can directly effect the development of an individual. A new technique called developmental genetic analysis...
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...explanation, learning is the acquisition of knowledge. There is much debate as to the how humans are able to learn. Philosophers such as Descartes and John Locke, biologists in the like of Charles Darwin, as well as early psychologists created a new field of study in an attempt to unlock how humans can learn: Epistemology – the study of how we come to have knowledge (Terry, 2009). This led to the debate between innate knowledge (nature or nativism) versus knowledge gained from environmental influences (nurture or rationalism). “Certainly, there is disagreement among learning theorists who advocate stronger versus weaker contributions of innate predispositions. The point I am making here is that contemporary theory reflects the nativism of Descartes, the empiricism of Locke, and the evolution theory of Darwin (Terry, 2009, p. 5).” Although this debate has been largely put to rest; as both sides have a legitimate claim to the influences that lead to the acquisition of knowledge, there is still a divide in the academic community as to which origin (nature or nurture) plays the dominant role in learning. Examples can be made for both sides of the argument (Karmiloff-Smith, 2009). A simple example of the nativist approach would state, “Nearly all living beings, whether animal or human, are born with certain...
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