all development categoris

1. Human Development

2. Group Members
• Abdus Samad
• Haseeb Tanveer
• Syed Abdul Rehman
• Muqaddsa Qureshi
• Ayman Tariq
• Noor Zainab

3. Developmental Psychology
“The study of patterns of growth and change
that occurs throughout life”

4. Nature and Nurture
• This debate is concerned with the extent to
which particular aspects of behavior are a
product of either inherited(genetic) or
acquired(learned) characteristics
Nature:
• It refers to all of the genes and hereditary
factors that influence who we are –from our
physical appearance to our personality
characteristics.

5. Nature and Nurture
Physical characteristics
• Height
• Weight
• Obesity
• Tone of voice
• Age of death
Intellectual characteristics
• Memory

6. Nature and Nurture
• Nature is pre-wiring and is influenced by
genetic inheritance and other biological
factors.
Nurture:
• It refers to all the environmental variables
that impact who we are ,including our early
childhood experiences, how we were raised,
our social relationships and our surrounding
culture.

7. Nature and Nurture
Natural characteristics:
• Certain physical characteristics are determined
by genetic inheritance i.e. color of eyes straight
or curly hair, skin color and certain diseases.
• Height, weight, hair loss, life expectancy are
positively correlated between genetically related
individuals.

8. Nature and Nurture
Nurtured characteristics
• The basic assumption of environmentalist is
that at birth human mind is a tabula rasa (a
blank slate) and that this is gradually filled as a
result of experience
• How a person behaves can be linked to
influences such as parenting styles and learned
experiences

9. Nature and Nurture
• Language comes from imitating the speech of
others and cognitive development depends on
the civilization within which the child is
reared.
How nature and nurture interact?

10. HASEEB TANVEER
125

11. Infancy through childhood
Human development can be classified into four
categorizes
• Physical development
• Personal development
• Social development
• Cognitive development

12. Development of social behavior:
• It is a process to attain maturity in social
relationship
• A process in which new type of behavior is learnt
www.simplypsychology.org

13. Attachment
“Attachment is a positive emotional bond that
develops between child and particular individual”
The understanding of attachment progressed when
psychologist Harry Harlow investigated the response
of infant monkey separated from their biological
mother and two surrogate mothers introduce in
their cage

14. Attachment
• One the wire mother consisted of a round wooden head,
a mesh of cold metal wires, and a bottle of milk from
which the baby monkey could drink
• Second mother— consisted of a foam-rubber form
wrapped in a heated terry-cloth blanket

15. Attachment
The Harlow’s found that, although the infant monkeys
went to the wire mother for food, they overwhelmingly
preferred and spent significantly more time with the
warm terry-cloth mother that provided no food but did
provide comfort
The Harlow’s studies confirmed that babies have social
as well as physical needs. Both monkeys and human
babies need a secure base that allows them to feel safe.
http://www.saylor.org/books/

16. Assessing Attachment
Developmental psychologist devised a quick way to measure
attachment. The M.Ainsworth organized a strange
situation
Strange situation— consists of a sequence of events
involving a child and his mother
During the procedure, the mother and the infant are first
left alone, while the infant explores the room full of toys.
Then a stranger enters the room and , after which the
mother leaves. The mother returns and the stranger
leaves. The mother once again leaves the room and the
stranger returns. Finally, the stranger leaves, and the
mother return

17. Assessing Attachment
During the entire session a video camera records the child
behavior. On the basis of their attachments, the children
are categorized into four groups
1. Securely attached children
2. Avoidant children
3. Ambivalent children
4. Disorganized children
http://www.saylor.org/books/

18. Father’s Role
• Although Early developmental researches focused on
mother-child relationship, more recent research has
highlighted the father-child relationship
• Almost 13% of the families in which father stays at home
for child care. The behavioral difference between father-
child relationship and mother-child relationship is father
engage in more physical , rough and tumble sorts of
activities ,whereas mother plays more traditional and
verbal games.
• Nature of attachment can be similar

19. Social relationship with peers
• By the time pass, children become less dependent
on their parents, more self reliant and prefer to
play with friends
• Through play they learn to take the perspective of
other people and to infer others thoughts and
feeling even when those thoughts and feelings are
not directly expressed
• Children learn physical and emotional self control.
For example avoid to hitting a playmate who beat
them in game

20. Consequences of child care outside the home
Do child care arrangement outside the home benefit children
development?
if the program of high quality, they can. Children who attend
High-quality child care centers may not only do as well as
children who stay at home with their parents. but in some
respects they may do actually better
Especially it is beneficial for children who belongs to poor
family . In enriched environment —many toys, books,
variety of children, high quality providers —often proves to
be more better than home environment

21. Consequences of child care outside the home
However child care outside the home does not
have universally positive outcomes because if
they went poor quality child care center they
loose their confidence and feel insecure
In short, high quality child care produce benefits
and low quality child care provides little and may
even hinder children’s development

22. Syed Abdul Rehman
149

23. Parenting style and social development
According to classic research by developmental psychologist Diana
Baumrind, four main categorize describe different parenting styles:
1. Authoritarian parents
➢ Parents who are rigid and punitive and value unquestioning
obedience from their children
➢ They have strict rules and expectations
➢ Utilize punishments with little or no explanation
➢ Don’t give choices or options to children

24. 2. Permissive parents
➢ Parents who give their children relaxed or inconsistent
direction and, although they are warm, required little of them
➢ Permissive parents are more responsive
➢ They are loving towards their kids
➢ Often seen like a friend, rather a parent
Parenting style and social development

25. Parenting style and social development
3. Authoritative Parents
➢ Parents who are firm, set clear limits, reason with their
children and explain things to them
➢ These parents closely interact with their children while
maintaining high expectations for behavior and as well as their
performance
➢ Encourage children to discuss options
➢ Listen to their children

26. Parenting style and social development
4. Uninvolved parents
➢ Parents who show little interest in their children and are
emotionally detached
➢ Show little love towards their children
➢ Have few or no expectations for behavior
➢ Don’t attend school events and parent-teacher conference

27. Erikson theory of psychosocial development
➢ Four stages of Psychosocial Development are following:
1. Trust-versus-mistrust stage
2. Autonomy-versus-shame-and-doubt stage
3. Initiative-versus-guilt stage
4. Industry-versus-inferiority stage

28. Erikson theory of psychosocial development
1. Trust-versus-mistrust stage
➢ According to Erikson, the first stage of psychosocial
development occurring from birth to age 1.5 years, during
which time infants develop feelings of trust or lack of trust
2. Autonomy-versus-shame-and-doubt
➢ According to Erikson, the period during which toddlers (ages
1.5 to 3 years) develop independence freedom are encouraged
or shame and self-doubt if they are restricted and
overprotected

29. Erikson theory of psychosocial development
3. Initiative-versus-guilt stage
➢ According to Erikson, the period during which children ages 3
to 6 years experience conflict between independence of action
and the sometimes negative result of that action
4. Industry-versus-inferiority stage
➢ According to Erikson, the last stage of childhood during which
children age 6 to 12 years may develop positive social
interactions with others or may feel inadequate and become
less sociable

30. Piaget’s theory of development
➢ No theory of cognitive development has had more impact than
that of Swiss psychologist Jean Piaget
➢ Piaget (1970) suggested that children around the world
proceed through a series of four stages in a fixed order
➢ Piaget proposed four stages:
1. Sensorimotor stage
2. Preoperational stage

31. Cognitive theory of development
3. Concrete operational stage
4. Formal operational stage
1. Sensorimotor stage
➢ According to Piaget’s the stage from birth to 2 years, during
which a child has little competence in representing the
environment by using images, languages or other symbols
a. Object permanence
➢ The awareness that objects and people continue to exist if they
are out of sight

32. Cognitive theory of development
2. Preoperational stage
➢ According to Piaget’s the period from 2 to 7 year of age that is
characterized by language development
a. Egocentric thought
➢ A way of thinking in which a child views the world entirely
from his or her own perspective
b. Principle of conservation
➢ The knowledge that quantity is unrelated to the arrangement
and physical appearance of object

33. Cognitive theory of development
3. Concrete operational stage
➢ According to Piaget, the period from 7 to 12 years of age that
is characterized by logic thoughts and a loss of egocentrism
4. Formal operational stage
➢ According to Piaget, the period from age 12 to adulthood that
is characterized by abstract thought

34. Noor Zainab
126

35. George Herbert Mead
Social Self
The part of an individual’s personality composed of self-
awareness and self-image
1. Self is not there at birth it develops from social
interaction
2. Social experience is the exchange of symbols
3. Understanding intention requires imagining the
situation from the other’s point of view
4. By taking the role of the other, we become self-
aware

36. Looking Glass Self
Charles Horton Cooley (1902):
• A self-image based on how we think others see
us.
1. We imagine how others see us.
2. We imagine the judgments others make about
us.
3. We create our self-image according to the
comments of others.

37. The “I” and the “Me”
George Herbert Mead:
• The self has two parts.
– Active side of the self is “I”
– Objective side of the self is “Me”
Me : socialized aspects of individual
I : response to the “me”

38. Development of Self
• Imitation
– Infants mimic behavior without understanding intentions.
• Play
– Taking the roles of significant others
• Games
– Taking the roles of several others at once
• Generalized other
– Widespread cultural norms and values we use as a
reference in evaluating ourselves

39. Fig. Building on Social Experience
George Herbert Mead described the development of the self as a process of gaining social experience. That
is, the self develops as we expand our capacity to take the role of the other.

40. Importance of Self Development
• It makes you understand yourself better
• It helps you to find your life’s purpose
• It assists you in creating your goals
• It makes you more motivated
• It creates greater resilience
• It guides you in managing your time effectively
• It enhances your ability to handle stress
• It teaches you to build better relationships
• It allows you to live a balanced lifestyle