Lecture notes

Lecture notes Psychology 144 (PSYCH144)

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Module
Psychology (PSYCH144)

Institution
Stellenbosch University (SUN)

These comprehensive **Psychology 144 notes** provide an in-depth exploration of developmental psychology, offering a clear understanding of human growth across physical, cognitive, and socio-emotional domains. They delve into foundational theories such as Piaget’s stages of cognitive development,...

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Uploaded on January 7, 2025
Number of pages 44
Written in 2024/2025
Type Lecture notes
Professor(s) Dale moodley
Contains All classes

developmental psychology

Institution
Stellenbosch University (SUN)
Module
Psychology (PSYCH144)

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PYSCHOLOGY 144

,DEVELOPMENTAL PSYCHOLOGY

Test Content: Excluded Sections
(if it’s not on this slide, it is testable/examinable)
• Chapter 3
• “Bonding between infants and caregivers” pg. 74 – 75
• Box 3.9 “Are the needs of children affected by HIV/AIDS being adequately
addressed”
• “Play in Preschool Years” pg. 80 – 81
• “Early childhood development programmes” pg. 81
• “Promoting resilience in children” pg. 81 – 82
• “Play in middle childhood” pg 83 – 84
• Chapter 4
• Box 4.4 “Identity vs Subjectivity”
• “Gender & Sexual Identity” pg. 103 – 104 (you’ll be covering this topic with Dr
Moodley.
• Boxes 4.8, 4.9 & 4.10 (interesting reading for enrichment though).

Development:

 Lifelong process the extends into late adulthood
 All areas of human development from parental development to death
 Domains: physical, cognitive and socio-emotional development
 All development is interrelated and interactive

Physical development
Prenatal development Factors influencing on prenatal development:
 Conception to birth 1. Maternal nutrition
 9 months 2. Maternal stress and emotion
 Important development stages (epinephrine, norepinephrine..)
1. Germinal 3. Drug use (alcohol - FAS, smoking, other
- 0-2 week substances, prescription drugs)
- Conception: sperm fertilises ovum. 4. Maternal illness and psychopathology
Zygote is formed (rubella, syphilis and HIV)
- Rapid cell division occurs
2. Embryonic
- 2-8 week
- Development of placenta and umbilical cord
- Vital organs emerge
- Vulnerable time

, - Embryo in sac surrounded by amniotic fluid
3. Foetal
- 8-birth
- Muscles and bones form
- Sex organs develop
- Brain cells multiply
- 26 weeks (7 months): viability is reaches (baby could survive prematurely)
- 26-28 weeks: survival rate of 85%
Neonatal period

 2 to 4 weeks
 Transition from uterus to environment
 Display more than 20 reflexes
- Involuntary responses
- Important for survival (sucking and swallowing_
 Perceptual development
- Vision
 Not fully developed
 Cannot coordinate movement of the eyes
 Blurry vision
 Can see about 21 cm
 Like sharp contrasts
- Hearing
 Can distinguish voices
 Preference for moms voice
 Like baby talk
- Taste and smell
Preschool period

 Cephalocaudal developmental trend
- Head downward
- Trunk grows fastest
- Gain muscle over head, then neck, then arms, then abdomen then legs
- By age one, birth weight has tripled
- At 2 years, head is about a quarter to your body
 Proximodistal development trend
- Gross motor skills: large body movements
- Fine motor skills: small body movements
- From centre outwards, gross motor skills develop faster than fine motor skills
- Preference for dominant hand shows
- Environment plays a big role
Middle childhood

 6 to puberty
 Increase in strength and muscle control
 Gross and fine motor skills improve
 Improvement in hand eye coordination
 Quality of care, nutrition and illnesses influence physical growth and development
 Frontal lobe develops

, COGNITIVE DEVELOPMENT

Age related changes that occur in mental activities such as paying attention, perceiving, learning,
thinking and remembering

 Transition in children’s thinking and reasoning
 Jean Piget: interaction with the environment and maturation gradually alters the way children
think
 Occurs in 2 processes
1. Assimilation: interpreting new experiences in terms of existing mental structures without
changing them
2. Accommodation: changing existing mental structures to explain new experiences
Piaget proposed that children’s thought processes go through a series of stages:
1. Sensorimotor
- Develops coordination of sensory input and motor response
- Reflex response to goal directed activity
- Understands cause and effect
- Learn by doing, look, touch and sucking
- Use memory, imitation and thought
- Symbolic representation
- Object permanence: recognition that objects continue to exist even when they are no
longer visible

2. Preoperational (2-7)
- Symbolic thought
- Pretend play
- Flaws in their reasoning
 Irreversibility: inability to reverse an action
 Centration: tendency to focus on one feature of a problem
 Egocentrism: limited ability to share another’s viewpoint
 Animism: belief that all things are living
- Lack conservation in their thinking
 Cannot understand that quantities can remain the same regardless of changes
in appearance
- Language development
 Birth: undifferentiated crying
 After first month: distinguished cries
 6-8 weeks: cooing sounds
 4 months: consonant vowel stage
 6-7 months: babbling starts to resemble a language
 12 months: 1st word
 18 months: 50 words
 24 months: enough words to communicate meaning
 3-6 years: sentence length increases , vocab of approx 10 000 words

3. Concrete operational (7-11)
- Thinking becomes less egocentric and logical
 Conservation: properties of objects do not change because their form changes
 Reversibility: one operation can be reversed by the effects of another
 Compensation: (incomplete)

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