DEVELOPMENTAL STAGES

 Period from Conception to birth (lasts for 40 weeks)

 Interplay of genetic and environmental factors.
 Mother’s age, nutrition and emotional state plays a significant role.
 Disease or infection of the mother can affect prenatal development.
PRENATAL  Teratogens- are environmental agents that cause deviations in normal development----abnormalities----death of the
STAGE child.
 Eg: Pollution, drugs, infections, radiations, intake of alcohol during pregnancy.

PHYSICAL/MOTOR SENSORY COGNITIVE SOCIO EMOTIONAL

Physical: [Link]-babies recognize Piaget: page number 48. According to Erikson, infants
 Muscle and nervous system mother’s voice just a few SENSORY-MOTOR (0-2 develop a close emotional
mature. hours after birth. years) bond of affection with their
INFANCY  Grasping—crawling— [Link]-by first year it is caregivers. This is
(0-2 years) walking----running----this almost same as an adult. No object permanence ATTACHMENT.
sequence is universal. [Link]- only red and Hearing
Motor: white…colour sense Touching TRUST V/S MISTRUST
 Reflexes- are automatic develops at three months. Mouthing
responses to stimuli. [Link]-At birth only… Grasping
Eg: Grasping the finger. hearing, touch, smell and
Communication is through
 These are genetically carried taste are present.
babbling(3-6 months)
surviving mechanisms.
(coughing, blinking, yawning)
CHILDHOOD Physical: PREOPERATIONAL (2- Socio-emotional/Moral:
Early:2-7years  Cephalocaudally- 7years)
Middle/Late:7-11 development from head to Symbolic Thought-child [Link] V/S GUILT
years toe. gains the ability to mentally 2. EARLY CHILDHOOD-
 Infants gain control over the represent the object that is physical characteristics
upper part of the body not physically present. [Link]/LATE -Children
before the lower part. Eg:Child draws people, start defining themselves
Eg: A child uses their arms first to animals,objects.(uses a through characteristics, social
crawl before using legs. remote/wooden block as a aspects and compare
  Proximodistal-development phone) themselves with peers.
proceeds from the centre of Egocentrism- children are Moral Devt- given by
the body towards the outer not able to see others point Kohlberg
parts. First Spinal Cord----it of view.  Differentiate between
moves to hands and then Animism- non living things right and wrong
the fingers grow. have life.  Feel guilty
Centration- focussing on a  Feel empathy
Motor: single feature for UNDERSTANDING OF RIGHT
 Table 3.3 on page 49 understanding an event. AND WRONG
Object Permanence is [Link] 9- about reward and
established. punishment
Intuitive Thought- between [Link] 13- rules set by parents
4-7 years children keep or rules of society
asking questions. [Link] age grows- personal
CONCRETE OPERATIONAL moral code is developed.
(7-11):
[Link] mental
operations that are
reversible-ball of clay
[Link] think of alternate
ways of solving the
problem.
[Link] centrism and
Centration decreases
4. Thinking becomes more
flexible and they can
explore alternative
solutions to a problem.

ADOLESCEN Primary: FORMAL OPERATIONAL Socio-emotional:

CE Sexual characteristics- age for (11-15): thinking becomes
growth spurt for boys and girls more IDENTITY v/s IDENTITY
(Derivation and Secondary: abstract/logical/idealistic CONFUSION
definition from Sexual maturity- breasts, pubic hair 1. Abstract Thinking- Establish an identity that is
the text) Facial hair, changes in voice, height, capable of examining their separate from their parents
menarche (onset of menstruation). thoughts and what others
(11-18 years) think about them. Major Concerns
GROWTH SPURT [Link] Thinking- [Link]-socially
BOYS-12 or 13 years Children set IDEAL unacceptable [Link]:
GIRLS- 10 or 11 years standards and begin to Stealing, crime, running away
Psychological: compare themselves with from home. This leads to poor
[Link] in opposite sex/sexuality these standards. self concept and decreased
[Link] awareness of sexual feelings [Link]-Deductive trust.
[Link]- image Reasoning: Children have a [Link] Abuse-could be
[Link] acceptance logical and systematic way because of peer pressure—
of solving problems. adolescents who are
Eg: What are my career vulnerable to
options? drugs/alcohol/nicotine---leads
[Link] Reasoning: Is it to reduced self esteem and
right or wrong? achievement.
Eg: Smoking [Link] Disorder-
ADOLESCENT Anorexia Nervosa-starve and
EGOCENTRISM BY DAVID become thin
ELKIND: Eg: Size Zero
[Link] Audience: I Bulimia- binge and purge
think that everyone is
noticing me!
Eg: pimple on my face.
6. Personal fable: Create
stories of yourself with
fantasies.---that is far away
from reality.
Adolescents create a sense
of uniqueness and feel that
nobody understands them.
ADULTHOOD  Physical Changes
(18+)  Cognitive abilities decline
 Career and Work- 2 major tasks
 Marriage, Parenthood and Family
 Death/Divorce of Spouse
OLD AGE  Retirement
(60+)  Socio-economic conditions
 Health care
 Support system
 Dealing with death- cultural viewpoints

ERIKSON’S IDENTITY v/s IDENTITY CONFUSION

Adolescence → Search for Identity
↓
Questions like "Who am I?" "What do I believe?"
↓
Need to Develop Personal Identity (Separate from Parents)
↓
Conflict with Parents & Inner Confusion
↓
┌──────────────┬───────────────────────┐
│ Coping Well │ Struggling to Cope │
│ ➜ Strong Self│ ➜ Identity Confusion │
│ Identity │ ➜ Isolation or Loss │
└──────────────┴───────────────────────┘
↓
Emotional Fluctuations: Self Confidence ↔ Insecurity
 ↓
Growing Peer Influence (Social Skills & Behaviour)
↓
Parents + Peers = Complementary Roles

Career Counselling ➜ Self-Appraisal & Guidance

↓
Formation of a Stable Identity

Family & Societal

Values

Vocational
Commitment Cultural
(Future Goals, Background
Career Choices)

Factors Influencing
Identity

Parents + Peers
= Peer Influence
Complementary
Roles

Socio-Economic
Status