Developmental Psychology - The Life-Span Perspective
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Course
PSYCH
Institution
Notre Dame University
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Introducing meticulo...
The Life-Span Perspective Development is Multidirectional.
→ The dimensions and components of
Development – the pattern of change that begins in pre- development may expand or shrink.
natal stage and last through life-span. → Development has peaks and valleys.
→ Both growth and decline. Development is Plastic.
Life-Span Perspective – development is lifelong, plastic, → Each dimension has the capacity to change
multidimensional, multidirectional, multidisciplinary, and (plasticity), which are relative from person to
contextual. person.
→ Biological, sociocultural, & individual factors → Growth and decline might happen at any given
are working together. period (e.g., improvement of cognitive skills even
during old age).
→ Includes growth, maintenance, and regulation
→ However, the ability to change becomes harder
of loss (Paul Baltes).
as we grow older ( age = plasticity).
→ The first 20 years of life are crucial in the
development; however, it is continuous Developmental Science is Multidisciplinary.
throughout life-span. → Various fields are working together to
Traditional Approach – major changes & growth from birth understand development.
to adolescence → little to no change in adulthood → Development is Contextual.
decline in old age. → Each environment is unique → its influence is
relative from setting to setting.
Life-Expectancy – the average number of years that a
person is expected to live based on the period they are → A unique environment may also change →
born at. humans are changing beings in a changing
world = different influences.
→ Maximum human life-span – 122 years
→ Context exerts 3 types of influences:
→ PH life expectancy – 71.36 years (2020)
→ It can be increased through sanitation,
▪ Normative age-graded influences – factors
nutrition and medicine advances. that are similar for every person in a
particular AGE GROUP (e.g., puberty,
→ Life expectancy = life-style suited for younger
menopause, & retirement).
gen must be changed (e.g., adjustment of
retirement age of 60). ▪ Normative history-graded influences –
common to a particular GENERATION due
COMPONENTS OF LIFE-SPAN PERSPECTIVE to historical circumstances (e.g., war, Martial
Law, COVID-19 pandemic).
Development is lifelong.
→ Also includes long-term changes in
→ No particular period dominates development. genetic and cultural makeup (e.g.,
→ Adulthood is not a period of stagnancy. evolution and immigration).
Development is Multidimensional. ▪ Nonnormative life events – unusual
→ Regardless of your age, your mind, body, experiences (that do not happen to
emotions, & relationship affect one another. everyone) that have major impacts on lives
→ Development has biological, cognitive, and (e.g., death of parents during childhood,
socioemotional dimensions; each has unique teenage pregnancy, winning in lottery).
components in it (e.g., cognitive = thinking, Development involves Growth, Maintenance, and Regulation
memory, attention, etc.) of Loss.
→ 3 goals of human development: GROWTH,
MAINTENANCE, and REGULATION OF LOSS.
, → Conflicts and competition among these three = → The issue is about equal opportunities
MASTERY OF LIFE. among SES brackets.
→ Growth – improvement of one dimension. ▪ Gender – characteristics of people as males and
females.
→ Maintenance – adherence and conservation of
→ Gender is central to one’s identity and
current developmental states and dimensions.
social relationship.
→ Regulation of Loss – compensation and
→ Transgender – an umbrella term for
compromission.
people whose gender is not aligned
Development is a Co-construction of Biology, Culture, and with their natal sex.
Individual.
Social Policy – the course of action by the government to
→ Interaction between Nature (biology) and promote the welfare of its citizens.
Nurture (culture).
→ Developmental issues = policy concerns →
→ Individual factors – going beyond the pre- government creates policies that seek to address
disposed limitations imposed by genetics and these developmental concerns (e.g., laws to
environments. address poverty, malnutrition, and lack of
education).
SOME CONTEMPORARY CONCERNS
Technology – technological advances changes human lives
Health & Wellbeing – lifestyle and psychological states permanently.
have powerful influences on health and well-being. → It is a double-edge sword; e.g., it may facilitate
Parenting & Education – parenting styles & LGBTQ education & learning but it can also impose
families, divorce, early childhood education, child health risks.
maltreatment, etc.
Sociocultural Contexts & Diversity – to understand a The Nature of Development
context, 4 concepts are useful:
Developmental Processes & Periods – two important
▪ Culture – behaviors, beliefs, and all other concepts in understanding development.
products of a group that are passed from
generation to generation. DEVELOPMENTAL PROCESSES
→ It is the result of interaction of people
Biological Processes – the changes in an individual’s
over the years.
physical nature (e.g., genes, height, weight, hormones,
→ It influences its people regardless of its
puberty, etc.)
size.
Cognitive Processes – the changes in individual’s thought,
→ Cross-Cultural Studies – determine the
intelligence, and language (e.g., solving puzzles,
variations between two cultures (i.e., is
imagination, recital, etc.)
the development universal or culture-
specific?). Socioemotional Processes – the changes in individual’s
relationship w/ other people, emotions, and personality
▪ Ethnicity – characteristics based on cultural
(e.g., relationship w/ primary caregivers, attitude towards
heritage, national characteristics, race, religion,
playmates, etc.)
and language.
• These three processes are intertwined and interacts
→ The concern is about discrimination and
together as individual develops.
prejudice experienced by certain group
• E.g., A baby smiling in response to parents’ touch.
of people.
→ Biological – the inherent reflexes and
▪ Socio-Economic Status (SES) – grouping of
responsiveness of baby to touch
people based on economic, occupational, and
educational similarities. → Cognitive – ability to understand intentional acts
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