Developmental Psychology:
1. Basic Concepts
• Human Development: The study of change and stability across a lifespan.
• Life-Span Development: Lifelong, multidimensional (physical, cognitive,
psychosocial), and in uenced by genetics and environment.
Domains of Development
• Physical: Growth of the body, brain, sensory abilities, and motor skills.
• Cognitive: Learning, memory, reasoning, and problem-solving.
• Psychosocial: Emotions, personality, and relationships.
Key Theories
• Nature vs. Nurture: Biological inheritance vs. environmental in uence.
• Continuity vs. Discontinuity: Gradual changes vs. distinct stages.
• Stability vs. Change: Whether traits remain constant or evolve.
2. Major Theories of Development
Freud’s Psychosexual Theory
• Id (instinctual desires, pleasure-driven).
• Ego (rational, balances Id and Superego).
• Superego (moral standards, conscience).
• Development is shaped by unconscious con icts between these forces.
Jung’s Analytical Psychology
• Collective Unconscious: A shared inherited memory in uencing behavior.
• Archetypes: Universal personality patterns.
Jung’s 12 Archetypes
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1. The Self – Strives for balance and wholeness.
2. The Shadow – Dark, repressed side of personality.
3. The Anima – Feminine traits in a male’s psyche.
4. The Animus – Masculine traits in a female’s psyche.
5. The Persona – Social mask people wear.
6. The Hero – Seeks challenges to prove worth.
7. The Wise Old Man – O ers wisdom and guidance.
8. The Great Mother – Nurturing and caring gure.
9. The Trickster – Uses humor and deception to challenge norms.
10. The Explorer – Craves adventure and discovery.
11. The Lover – Seeks intimacy and deep relationships.
12. The Ruler – Desires leadership and control.
Erikson’s Psychosocial Theory
• Development occurs in eight stages, each with a psychological con ict.
Erikson’s 8 Stages of Psychosocial Development
1. Trust vs. Mistrust (0-1 year) – Learning to trust caregivers.
2. Autonomy vs. Shame & Doubt (1-3 years) – Developing independence.
3. Initiative vs. Guilt (3-6 years) – Taking initiative and responsibility.
4. Industry vs. Inferiority (6-12 years) – Gaining con dence in skills.
5. Identity vs. Role Confusion (12-18 years) – Forming a stable identity.
6. Intimacy vs. Isolation (18-40 years) – Developing close relationships.
7. Generativity vs. Stagnation (40-65 years) – Contributing to society.
8. Integrity vs. Despair (65+ years) – Re ecting on life with ful llment or
regret.
Piaget’s Cognitive Development
1. Sensorimotor (0-2 years) – Learning through senses and actions.
2. Preoperational (2-7 years) – Symbolic thinking, egocentrism.
3. Concrete Operational (7-11 years) – Logical thinking about real events.
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4. Formal Operational (12+ years) – Abstract and hypothetical thinking.
Vygotsky’s Sociocultural Theory
• Zone of Proximal Development (ZPD): The gap between what a child can
do alone vs. with guidance.
Bronfenbrenner’s Ecological Systems Theory
1. Microsystem: Immediate surroundings (family, school, peers).
2. Mesosystem: Interactions between environments (e.g., home-school
connection).
3. Exosystem: Indirect in uences (e.g., parent’s workplace a ecting child).
4. Macrosystem: Cultural and societal in uences.
5. Chronosystem: Changes over time in environment and experiences.
Kohlberg’s Moral Development
1. Preconventional: Morality based on rewards and punishments.
2. Conventional: Morality based on social rules.
3. Postconventional: Morality based on personal principles.
Bandura’s Social Learning Theory
• Learning happens through observation, imitation, and modeling.
3. Developmental Stages
• Prenatal (conception-birth): Risks include teratogens (harmful
substances).
• Infancy (0-2 years):
• Attachment Theory (Ainsworth): Secure, Avoidant, Ambivalent,
Disorganized attachment styles.
• Early Childhood (2-6 years): Language growth, play, gender identity
formation.
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• Middle Childhood (6-12 years): Logical thinking, deeper friendships, self-
esteem.
• Adolescence (12-18 years):
• Marcia’s Identity Statuses: Identity Achievement, Moratorium,
Foreclosure, Identity Di usion.
• Adulthood (18+ years): Career, relationships, aging concerns.
4. Learning & Behavioral Theories
• Pavlov’s Classical Conditioning: Learning through association.
• Skinner’s Operant Conditioning: Behavior shaped by reinforcement and
punishment.
• Kolb’s Experiential Learning: Learning through hands-on experience.
5. Parenting Styles (Baumrind’s Theory)
1. Authoritative (Best Style)
• High warmth, high discipline.
• Encourages independence while maintaining limits.
• Outcome: Con dent, responsible children.
2. Authoritarian
• Low warmth, high discipline.
• Strict, expects obedience without input.
• Outcome: Children may be anxious, withdrawn, or rebellious.
3. Permissive
• High warmth, low discipline.
• Few rules; indulgent parenting.
• Outcome: Impulsive, low self-control.
4. Neglectful
• Low warmth, low discipline.
• Uninvolved, indi erent to child’s needs.
• Outcome: Poor social skills, low self-esteem.
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6. Research Methods & Ethics
Research Methods
• Descriptive: Observations, case studies.
• Correlational: Identi es relationships but not causation.
• Experimental: Uses control groups to determine cause-e ect.
Ethical Principles (APA)
• Bene cence: Do no harm.
• Integrity: Honesty in research.
• Justice: Fair treatment of participants.
• Respect for Rights: Protect dignity and privacy.
• Responsibility: Professionalism and accountability.
• Informed Consent: Participants must understand their rights, risks, and
bene ts before agreeing to take part in research.
7. Key Developmental Issues
• Prenatal Risks:
• Chromosomal abnormalities:
• Down Syndrome (extra chromosome 21, developmental delays).
• Turner Syndrome (missing X chromosome in females, a ects growth).
• Teratogens: Harmful substances like alcohol, drugs, radiation.
• Childhood & Adolescence Challenges:
• Attachment issues, parenting styles, peer pressure, identity crises.
• Adulthood & Aging:
• Career development, relationships, cognitive decline.
Now everything is fully explained—including Jung’s archetypes and Baumrind’s
parenting styles. Let me know if you need further re nements!
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