Sarah Kingham Psychology of Education: What is lifespan development and how does it relate to lifelong learning? Lifespan development, or what can also be referred to as life course development, can be defined as, ‘the sequence of events and experiences in a life from birth until death, and the chain of personal states and encountered situations which influence, and are influenced by this sequence of events’ (Runyan, 1978 as cited in Sugarman, 1986). Our society has constructed a series of systematic events, often related to age, that individuals progress through throughout their lifetime. There is said to be different types of change over the lifespan; changes which are ‘common to everyone in a species which are linked to specific ages’, changes which are ‘less universal’ and are often shared by subgroups i.e. different cultures, and also changes which are of a result of a ‘unique, nonshared event’ (Bee, 1997a).
Lastly development is based on a sequence series of events that build off the previous. Motor development is the ``sequential, continuous age-related process whereby movement behaviour changes`` across a lifetime (Getchell & Haywood, 2005. p. 5). The paper will examine the effects of each disorder on motor development to determine whether both cognitive and motor deficits are commonly associated with it. Across a lifespan motor development begins rapidly as a child and then plateaus once adulthood is reached. In a normally progressing child these changes occur in an orderly sequence.
Related terms include developmental psychology, referring to development throughout the lifespan, and pediatrics, the branch of medicine relating to the care of children. Developmental change may occur as a result of genetically-controlled processes known as maturation,[1] or as a result of environmental factors and learning, but most commonly involves an interaction between the two. It may also occur as a result of human nature and our ability to learn from our environment. PHYSICAL GROWTH: Physical growth in stature and weight occurs over the 15–20 years following birth, as the individual changes from the average weight of 3.5 kg and length of 50 cm at full termbirth to full adult size. As stature and weight increase, the individual's proportions also change, from the relatively large head and small torso and limbs of the neonate, to the adult's relatively small head and long torso and limbs.
Life-span development and my life experie Lifespan Development (19, 07, 2010) Table of Contents Introduction……………………………………………………………………………………..3 Background of the study………………………………………………………………………..3 The theories and concepts in life-span development relative to the current case….……4 John Bowly and Mary Ainsworth’s attachment theory………………………………………4 Leonie Sugarman’s life-span development theory…………………………………………..5 Freud’s psychosexual theory…………………………………………………………………..7 Erik Erikson’s psychosocial theory…………………………………………………………….8 Conclusion..…………………………………………………………………………………….10 Reference List………………………………………………………………………………….12 Case Study: Life-span Development and My Life experiences Introduction Background of the study Life-span development involves all the stages of development of human beings from conception to death. It encompasses several intermediary stages such as birth through infancy, childhood, adolescence, young adulthood, and late adulthood to death. However, not all changes that occur in the life of an individual can be considered as development. Therefore, development involves a continuous and systematic pattern of changes that can be grouped into three broad categories. These changes include; physical development, cognitive development and psychosocial development (Sigelman & Rider 2006, pp.2-3).
Donald E. Super’s Career Typology Theory Donald Super was a Professor Emeritus of Psychology and Education at Teachers College, Columbia University and the international coordinator of the Work Importance Study, the basis of the career typology theory. Super viewed his theory as “as an unfolding process, not a point-in-time event” as his theory is an ongoing one that applies throughout someone’s life. Super’s typology is divided into four major sections of life: * Adolescence 14-25 * Early adulthood 25-45 * Middle adulthood 45-65 * Late adulthood 65 & Over This is then further divided into five major life stages: * Decline * Maintenance * Establishment * Exploration * Growth Super states in his life-career rainbow, developed in 1980-1990, that a person progresses through many stages during his working life. The stages are in the following order: 1. Child 2.
Despite our increasing knowledge and understanding of human development, the argument for the relative impact of nature and nurture on human development continues. Which has the greatest impact, nature or nurture? Human development is defined as the changes that occur in all individuals throughout the life span; from inside the womb to death (Doherty and Hughes, 2009). Lifespan development can be divided into eight periods; prenatal development, infancy which is from birth to the use of language, early childhood is pre-school age, middle childhood is primary school years up to puberty, adolescence, early adulthood is from eighteen years old, middle adulthood is from forty years old and late adulthood is from sixty years. There are various contested arguments on growth and development.
Not everyone agrees on when each generation starts and ends. There is an element of false precision when setting the chronological boundaries, but none the less, a line must be drawn (Pew Research Center, 2010). The boundaries provided by Amber Paley (2012) will be years referenced throughout the remainder of this paper. Baby Boomers were born between 1946 and 1964, while Gen Xers fall between the years of 1965 to 1979 and those of the Y Generation were born between 1980 and 2006. “The generation to which a person belongs may have a strong influence on his or her work behavior and attitude” (DuBrin, 2007).
Erikson’s psychosocial theory of development considers the impact of external factors, parents and society on personality development from childhood to adulthood. According to Erikson’s theory, every person must pass through a series of eight interrelated stages over the entire life cycle. These eight stages, spanning from birth to death, are split in general age ranges. Erikson’s Stages of Development 1. Infancy: Birth-18 Months Old Basic Trust
Life Span Development Robert Diaz 9/9/13 PSY/375 Shaun-Katherine Robles The human life is developed from the time a person is born until their death. However long (or short) a person's life span is, over time, they develop both physically and cognitively. Many psychological researchers look to see how a person develops and why. Prominent figures in psychology like Sigmund Freud and Jean Piaget, along with so many others, have spent good portions of their own lifespan trying to answer these questions and give a better picture of how a person develops throughout their entire lives. Both Piaget and Freud looked at development over a life span in stages.
Formal Operational Stage: 1. Problem Solving The formal operational stage is the fourth and final stage of cognitive development in Piaget's theory. This stage, which follows the Concrete Operational stage, commences at around 11 or 12 years of age (puberty) and continues into adulthood. In this stage, individuals move beyond concrete experiences and begin to think abstractly, reason logically, and draw conclusions from the information available as well as apply all these processes to hypothetical situations. The formal operational stage is the fourth and final stage of cognitive development in Piaget's theory.