1 | Developmental Psychology 1
UNIT 1: Introduction to Developmental Psychology
1.0 Intended Learning Outcomes
1. Define key terms and concepts related to the
lifespan perspective of development (e.g.,
multidimensional, multidirectional, plasticity,
context).
2. Compare and contrast the major theories of
development (e.g., psychoanalytic, behavioral,
cognitive) in terms of their key principles,
strengths, and limitations.
3. Evaluate the usefulness of an eclectic
theoretical orientation for understanding a
specific developmental issue (e.g., aggression in
childhood, identity formation in adolescence).
1.1 Introduction
Developmental psychology is the scientific study of how humans grow, adapt, and change
across the life span — from conception to death. It explores the interplay of biological, cognitive,
socioemotional, and cultural processes that together interact and shape development.
Psychologists in this field ask questions such as: How much of development is determined by
genetics versus environment? Does personality remain stable or change? Do we grow gradually, or
in stages?
Historically, debates on human development go back to philosophy: Locke’s notion of
the tabula rasa (nurture) versus Rousseau’s belief in innate goodness (nature). These themes still
echo in modern psychology’s questions:
• Is development shaped more by nature or nurture?
• Do our traits show stability or change?
• Is growth continuous or discontinuous?
Developmental psychology matters because its insights apply directly to education, mental health,
social policy, counseling, family life, and aging — fields where psychologists play an active role.
Worksheet I:
Part I – Instructions: Thoroughly answer the following questions:
1. Think of one trait, talent, or behavior you believe you were “born with.” How has this influenced your
life?
2. Think of one trait or habit you developed because of your family, friends, or school. How has this
shaped you?
3. Describe one thing about yourself that has stayed the same since childhood.
4. Describe one thing that has changed a lot as you grew older.
5. Did these changes happen slowly over time, or in big shifts/stages? Give an example.
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1.2 Topics/Discussion (with Assessment/Activity)
1.2.1 The Life-Span Perspective
CORE PRINCIPLES
PRINCIPLE EXPLANATION EXAMPLE
Lifelong Development occurs from conception to A person continues to learn new skills in late
death. No single period is supreme in adulthood
importance.
Multidimensional Involves biological, cognitive, Puberty (biological), abstract thinking
socioemotional domains (cognitive), dating (socioemotional)
Multidirectional Growth in some areas, decline in others Vocabulary increases while processing speed
decreases with age
Plasticity Capacity for change. Development is Older adults can improve memory through
flexible. Individuals can adapt and training
change due to experiences, training,
interventions.
Contextual Influenced by history, culture, and Growing up during a pandemic shapes social
individual events: development
- Normative age-graded influences
(puberty, menopause)
- Normative history-graded influences
(wars, pandemics, technology booms)
- Non-normative life events (winning the
lottery, early parental death)
Multidisciplinary Insights come from psychology, biology, Psychologists study emotions, neuroscientists
sociology, anthropology, medicine, and study brain changes, sociologists study
more. family roles—all contribute to understanding
adolescence.
Co-construction Development is built through interaction A child’s genetic talent for music (biology) is
between biology, culture, and individual nurtured by supportive parents (culture), and
choices interact to shape development. the child chooses to practice regularly
(individual).
Discussion Point: If learning and growth are lifelong, what does this mean for how societies
should treat older adults?
1.2.2 Nature of Development
Developmental Processes
B Biological – genetic inheritance, puberty, brain changes
C Cognitive – thought, reasoning, language, memory, intelligence
S Socioemotional – emotions, relationships, personality
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Major Developmental Issues
ISSUE CENTRAL QUESTION EXAMPLE
Nature vs. Nurture Is development more influenced by Height (genes) vs. Language
genetics or environment? (environment)
Stability vs. Change Do traits remain consistent or Infant temperament vs. adult
transform? personality
Continuity vs. Is development gradual or stage- Vocabulary growth (continuous)
Discontinuity based? vs. Piaget’s stages
(discontinuous)
1.2.3 Theories of Development
PSYCHOANALYTIC THEORIES
• Freud – development driven by unconscious instincts (libido); psychosexual stages, stages
tied to erogenous zones (oral, anal, phallic, latency, genital); unresolved conflicts may
cause fixation
• Erikson – development occurs through eights psychosocial stages, lifespan focus on
resolving social conflicts/crises (trust vs. mistrust, identity vs. role confusion, etc.) and
virtues
COGNITIVE THEORIES
• Piaget – children actively construct knowledge through stages; four universal cognitive
stages (sensorimotor → formal operational); assimilation, accommodation, equilibrium
• Vygotsky – sociocultural theory – development is mediated by social interaction and
culture; learning via scaffolding and zone of proximal development
• Information-Processing – the mind as a computer; focus on strategies, memory, and
attention
BEHAVIORAL & SOCIAL COGNITIVE THEORIES
• Skinner – operant conditioning (reinforcement, punishment)
• Bandura – observational learning, modeling, reciprocal determinism (interaction of
behavior, person, and environment)
ETHOLOGICAL THEORY
• Lorenz – rapid attachment to first moving object; imprinting, critical periods
• Bowlby – attachment theory – early secure attachment predicts positive development
across life: secure vs. insecure bonds shape later life
ECOLOGICAL THEORY
• Bronfenbrenner – development is shaped by nested systems – Systems Approach:
microsystem (family), mesosystem, exosystem, macrosystem, chronosystem
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View of Modern
Theory Key Principles Strengths Limitations
Development Relevance
Freud Behavior driven by Stage-based Highlights Lacks scientific Useful for
(Psychoanalytic) unconscious psychosexual early testability understanding
sexual/aggressive conflicts childhood’s emotional
forces importance roots of adult
behavior, but
limited
testability
Erikson Lifelong Psychosocial Covers entire Stages may be Still influential
(Psychosocial) psychosocial crises stages across lifespan; too rigid in counseling
shape identity life socially & identity
relevant research
Piaget Stages of logical Universal, Shows Underestimates Educational
(Cognitive) thought invariant stages children as cultural/contextual applications;
construction of cognitive active influence; stages foundation for
development learners; may be too rigid constructivist
(sensorimotor → systematic learning,
formal framework though may
operational) underestimate
culture
Vygotsky Learning via social Development as Emphasizes Less emphasis on Strong
(Sociocultural) interaction; culture socially culture, biological relevance for
as mediator mediated, collaboration, maturation collaborative
shaped by and role of learning,
culture and language scaffolding,
interactions and culturally
responsive
teaching
Skinner Behavior learned via Continuous, Strong Ignores internal Still applied in
(Behaviorism) reinforcement/ cumulative empirical mental processes behavior
punishment process shaped support; and creativity therapy,
by environment clear classroom
practical management,
applications and applied
(e.g., behavior
behavior analysis
modification) (ABA)
Bandura (Social Learning through Development Explains Less focus on Highly
Learning / Social observation and through social biological and relevant in
Cognitive) modeling reciprocal influence, maturational education,
interaction of role models, influences media
person, and self- influence
behavior, and efficacy research, and
environment social-
cognitive
approaches to
therapy
Ethological Behavior tied to Development Explains May Influences
evolution, adaptive occurs during attachment overemphasize attachment
survival value critical/sensitive and survival- heredity/biology theory,
periods; based while parenting,
biologically behaviors; underestimating and
programmed highlights environment evolutionary
behaviors biology psychology
Ecological Development Contextual, Holistic, real- Difficult to Basis for
(Bronfenbrenner) shaped by multiple dynamic world isolate/test ecological and
interacting systems interaction relevance; specific variables bioecological
considers models in
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View of Modern
Theory Key Principles Strengths Limitations
Development Relevance
(microsystem → across ecological multiple education,
macrosystem) systems influences health, and
policy
research
ECLECTIC THEORETICAL ORIENTATION
• Definition: No single theory fully explains development. An eclectic orientation integrates
multiple perspectives.
• Example: Adolescent Identity Formation
o Erikson: Crisis of identity vs. role confusion.
o Piaget: Abstract reasoning in formal operational stage.
o Bandura: Peer and media models influence identity.
o Eclectic Value: Explains biological, cognitive, and social interplay better than one
theory alone.
Worksheet I:
Part II – Instructions: Fill in the table by briefly explaining the main idea/central argument/key principles.
Use your own words to summarize what each means.
Main Idea/Central Argument/Key Principles
Nature/Nurture Issue
Stability vs. Change
Continuity vs. Discontinuity
Psychoanalytic
(Freud/Erikson)
Behavioral (Skinner/Bandura)
Cognitive (Piaget/Vygotsky)
Ethological (Lorenz/Bowlby)
Ecological (Bronfenbrenner)
CONTEMPORARY ISSUES IN DEVELOPMENT
• Technology & Social Media: Impacts attention, peer comparison, cyberbullying.
• Globalization & Migration: Identity and adjustment challenges in multicultural contexts.
• COVID-19 Pandemic: Effects on schooling, socialization, mental health.
• Resilience & Positive Development: How people thrive despite adversity.
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Discussion Points:
1. From your perspective or personal experience, in what ways have these issues shaped
the lives and challenges of your generation?”
2. How do you think these issues influence your generation’s identity, relationships, and
overall well-being?”
Concept Check: Answer the following questions
1. Which of the following best illustrates the principle of plasticity in development?
A. Puberty occurs in all adolescents around the same age.
B. An adult learns a new language at age 60 through practice and immersion.
C. An infant smiles when their parent makes a funny face.
D. An adolescent goes through Erikson’s identity vs. role confusion stage.
2. The debate of nature vs. nurture in developmental psychology is MOST concerned with:
A. Whether development is stage-based or gradual.
B. Whether traits are determined by biology or environment.
C. Whether childhood or adulthood is more important for growth.
D. Whether people develop through reinforcement or modeling.
3. Which of the following is a major criticism of Freud’s psychosexual theory?
A. It does not consider unconscious motivations.
B. It overemphasizes biological instincts and lacks scientific testability.
C. It underlines the importance of early childhood experiences.
D. It emphasizes the role of social crises across the lifespan.
4. Piaget and Vygotsky differ in their view of cognitive development. Which statement BEST
summarizes this difference?
A. Piaget emphasized social interaction, while Vygotsky emphasized universal stages.
B. Piaget emphasized biology and individual construction, while Vygotsky emphasized culture
and social interaction.
C. Both emphasized gradual learning, but Piaget added moral development.
D. Both saw development as discontinuous but in different domains.
5. A psychologist studying adolescent identity formation combines Erikson’s psychosocial theory with
Bandura’s social learning theory. This approach BEST illustrates:
A. Continuity in development
B. A purely behavioral perspective
C. An eclectic theoretical orientation
D. Nature over nurture
1.3 References
Papalia, D.E. & Martorell, G. (2023). Experience human development. 15th Ed. New York:
McGraw-Hill.
Santrock, J.W. (2019). Life-span development, 17th Ed. New York: McGraw-Hill.
Shaffer, D. R., & Kipp, K. (2014). Developmental psychology: childhood and adolescence,
9th Ed. USA: Wordsworth.
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1.4 Acknowledgment
The images and information contained in this module were taken from the references cited
above.