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Psychology of Childhood (U - 1)

The document outlines the key concepts of human development, focusing on the stages of life from conception to old age and the influences of heredity and environment. It details the stages of childbirth, methods of delivery, and characteristics of infancy and babyhood, emphasizing the importance of both biological and psychological factors in development. Additionally, it highlights the changing demographics of life span and the impact of various environmental factors on individual growth and development.

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0% found this document useful (0 votes)
15 views10 pages

Psychology of Childhood (U - 1)

The document outlines the key concepts of human development, focusing on the stages of life from conception to old age and the influences of heredity and environment. It details the stages of childbirth, methods of delivery, and characteristics of infancy and babyhood, emphasizing the importance of both biological and psychological factors in development. Additionally, it highlights the changing demographics of life span and the impact of various environmental factors on individual growth and development.

Uploaded by

2003naveenrs
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PSYCHOLOGY OF CHILDHOOD

UNIT – 1
HUMAN DEVELOPMENT

SYLLABUS
1.1 Human development,
1.2 Period of life span,
1.3 Conception through Birth,
1.4 Heredity and environment
1.5 Birth – Stages, Methods and settings of Child birth
1.6 Characteristics of Infancy and Babyhood.

1.1 Human development


 From the moment the human child is first conceived, to the day the individual dies,
they keep changing constantly and developing. While some of the changes humans
undergo are as a result of chance incidents and personal choices, the vast majority of
life changes and stages the human passes through are due to certain common
biological (Growth, Reproduction, Metabolism etc…) and psychological factors
(Emotions, Self-esteem, Body image, Mental health etc….) partly inherited and partly
environmental and are shared by all people.

 Life span development deals with important common developmental stages that
human beings pass through: birth, infancy, adolescence, adulthood, old age and finally
death. As the humans grow up from stage to stage, they learn to make use of their
body parts, learn how to express themselves and communicate with others, how to
form relationship with others, how to care for others, how to love and how to work.

Definition
 “The pattern of change that begins at conception and continues through the life
cycle.”
 Life Span Development or Developmental psychology is the branch of
psychology that studies intra-individual changes and inter-individual changes.
 Its task, as La Bouvie has pointed out, is "not only description but also explication
(analyse) of age-related changes in behavior in terms of antecedent-consequent
relationships".
1.2 Period of Life Span
 Prenatal period: conception to birth
 Infancy: birth to the end of the second week
 Babyhood: end of the second week to end of the second year
 Early childhood: two to six years
 Late childhood: six to ten or twelve years
 Puberty or preadolescence: ten or twelve to thirteen or fourteen years
 Adolescence: thirteen or fourteen to eighteen years
 Early adulthood: eighteen to forty years
 Middle age: forty to sixty years
 Old age: sixty years to death.

THE LIFE SPAN


 There are two characteristics of the life span today that distinguish it from the pattern
that existed several generations ago.
 First, the heavy preponderance (dominance) of young people no longer exists. Instead,
as more and more people live to be older, the proportions of individuals at different
age levels becomes increasingly similar.
 It is estimated that, in time, the proportions will be approximately equal.
 The explanation for this change is that there are fewer children being born today than
in the past, due to improved methods of contraception, and that better health and
medical care enables more and more people to live longer.
 The second characteristic of the life span is that American men and women, on the
average, live longer than men and women of any other country and longer than men
and women in the United States.
1.3 CONCEPTION THROUGH BIRTH

 Development begins at the moment of conception, when the sperm from the father
merges with the egg from the mother.
 Within a span of nine months, development progresses from a single cell into a zygote
and then into an embryo and fetus.
 The fetus is connected to the mother through the umbilical cord and the placenta,
which allow the fetus and mother to exchange nourishment and waste. The fetus is
protected by the amniotic sac.
 Smoking, alcohol use, and drug use are all likely to be harmful to the developing
embryo or fetus, and the mother should entirely refrain from these behaviours during
pregnancy or if she expects to become pregnant.
 Environmental factors, especially homelessness and poverty, have a substantial
negative effect on healthy child development.
1.4 HEREDITY AND ENVIRONMENT
Heredity and environment are two fundamental factors that shape human development across
the lifespan. Together, they influence physical, emotional, cognitive, and social aspects of an
individual’s life. Here's a detailed look at how heredity and environment interact and impact
human development throughout the lifespan:
1. Heredity (Nature)
 Definition: Heredity refers to the genetic traits and information inherited from our
biological parents. It influences aspects like physical appearance, temperament, and
susceptibility (sensitive) to certain health conditions.
 Genetic Influences on Development:
o Physical Traits: Inherited characteristics such as eye color, hair color, height,
and body structure are determined by genetic factors.
o Health and Disease: Genetic predispositions play a key role in the
development of certain diseases like heart disease, diabetes, and certain types
of cancer.
o Temperament: A child's basic emotional nature, such as being calm, anxious,
or energetic, is partly influenced by genetic inheritance. Some children are
born with more predispositions toward emotional regulation, while others may
be more sensitive to stress.
o Intelligence and Cognitive Ability: While intelligence is influenced by both
genetic and environmental factors, research suggests that heredity can set
certain limits on cognitive abilities, although these can be modified through
environmental stimulation and experiences.
2. Environment (Nurture)
 Definition: The environment includes all external factors that influence a person’s
development. This encompasses physical surroundings, family upbringing, culture,
social interactions, education, and life experiences.
 Environmental Influences on Development:
o Family and Parenting: The way children are raised by their caregivers
significantly impacts their emotional, social, and cognitive development.
Parenting styles (authoritative, authoritarian, permissive, etc.) affect how
children learn to handle stress, emotions, relationships, and academics.
o Social and Cultural Environment: The community, culture, and society in
which a person is raised also shape their values, beliefs, and social behaviors.
Cultural norms and traditions influence everything from language
development to social roles.
o Education and Learning Opportunities: Schooling and educational
experiences are vital in shaping cognitive abilities. Access to quality education
often determines academic success, social skills, and opportunities for
personal growth.
o Socioeconomic Status (SES): Socioeconomic factors (income, family
stability, access to resources) can influence an individual’s opportunities for
education, healthcare, and even nutrition, which in turn impacts physical and
mental development.
o Peer Interactions: As individuals age, especially during adolescence,
interactions with peers begin to have a profound impact. Friendships, romantic
relationships, and social groups contribute to emotional development, identity
formation, and social skills.

Examples of Heredity and Environment Influence:


 Mental Health Disorders: Disorders like depression, schizophrenia, or bipolar
disorder can have a genetic component, but environmental factors like stress, trauma,
and life experiences also play an important role in the onset and course of these
conditions.
 Academic Achievement: A child may inherit cognitive abilities that give them an
advantage in school, but the quality of their education, parental support, and overall
environment significantly impacts their academic success.
 Physical Fitness: Genetic factors determine an individual's potential for physical
performance, but environmental influences, including access to exercise, nutrition,
and social support, are key to achieving that potential.

STAGES OF CHILDBIRTH
The process of childbirth is divided into three main stages, each involving distinct
physiological changes and steps. Here is an overview:
Stage 1: Labor (Dilation Stage)
This stage is the longest and is divided into three phases:
1. Early Labor (Latent Phase):
Duration: Averages 6-12 hours for first-time mothers, shorter for subsequent births.
Characteristics: The cervix begins to dilate (up to 3-4 cm) and efface (thin out).
Contractions are mild and irregular, gradually becoming stronger and more frequent.
Symptoms: Lower backache, light cramping, and possible loss of the mucus plug.
2. Active Labor:
Duration: Averages 4-8 hours.
Characteristics: The cervix dilates from 4 cm to 7 cm.
Contractions are stronger, closer together (every 3-5 minutes), and last longer (45-60
seconds).
Symptoms: Increased discomfort and difficulty talking through contractions.

3. Transition Phase:
Duration: 30 minutes to 2 hours.
Characteristics: The cervix dilates from 8 cm to 10 cm (fully dilated).
Contractions are very strong, frequent (every 2-3 minutes), and last 60-90 seconds.
Symptoms: Intense pressure, nausea, and a strong urge to push.

Stage 2: Delivery of the Baby (Pushing Stage)


Duration: 20 minutes to 2 hours (longer for first-time mothers).
Characteristics: The cervix is fully dilated (10 cm), and the baby moves through the birth
canal. The mother actively pushes with each contraction to deliver the baby.
Crowning: When the baby’s head becomes visible at the vaginal opening.
Completion: The baby is delivered, and the umbilical cord is clamped and cut.

Stage 3: Delivery of the Placenta (Afterbirth)


Duration: 5-30 minutes after the baby is born.
Characteristics: The placenta (afterbirth) detaches from the uterine wall and is expelled.
Mild contractions may continue to assist with the placenta's delivery.
Medical Care: Healthcare providers ensure that the uterus contracts fully to prevent
excessive bleeding (postpartum hemorrhage).
Settings of childbirth
Childbirth can take place in a variety of settings, including hospitals, birth centers, and
homes:
 Hospitals
The most common setting for childbirth, accounting for 98.49% of births. Hospitals are the
safest setting for high-risk pregnancies and emergencies.
 Birth centers
Some hospitals have birth centers that focus on a natural approach to childbirth, with medical
intervention available if needed.
 Homes
The proportion of births at home has been increasing in recent years, but the American
College of Obstetricians and Gynecologists (ACOG) says the risk of infant death is higher at
home.
Some hospitals offer homelike settings for low-risk births, where the mother can labor,
deliver, and recover in the same room. These settings may allow for more natural childbirth,
with the mother and baby not separated unnecessarily.
METHODS OF CHILDBIRTH
There are five methods of birth they are:
Natural, or Spontaneous, Birth: In a natural birth, the position of the fetus and its size in
relation to the mother's reproductive organs allow it to emerge in the normal, headfirst
position.
Breech Birth: In a breech birth, the buttocks appear first, followed by the legs and finally the
head.
Transverse Birth: In a transverse presentation, the fetus is positioned crosswise in the
mother's uterus. Instruments must be used for delivery unless the position can be changed
before the birth process begins.
Instrument Birth: When the fetus is too large to emerge spontaneously or when its position
makes normal birth impossible, instruments must be used to aid in delivery.
Caesarean Section: I f x -rays taken during the latter part of pregnancy indicate that
complications may result if the infant emerges through the birth canal, the baby is brought
into the world through a slit made surgically in the mother's abdominal wall.

1.6 Characteristics of infancy


1. Infancy Is the Shortest of All Developmental Periods
Infancy begins with birth and ends when the infant is approximately two weeks old, by far
the shortest of all developmental periods. It is the time when the fetus must adjust to life
outside the uterine walls of the mother where it has lived for approximately nine months.
Period of the Partunate (from birth to fifteen to thirty minutes after birth): This period
begins when the fetal body has emerged from the mother's body and lasts until the umbilical
cord has been cut and tied.
Period of the Neonate (from the cutting and tying of the umbilical cord to approximately the
end of the second week of postnatal life): The infant is now a separate, independent
individual and is no longer a parasite.
2. Infancy Is a Time of Radical Adjustments
Although the human life span legally begins at the moment of birth, birth is merely an
interruption of the developmental pattern that started at the moment of conception. It is the
graduation from an internal to an external environment.
3. Infancy Is a Plateau in Development
The rapid growth and development which took place during the prenatal period suddenly
come to a stop with birth. In fact, there is often a slight regression, such as loss of weight and
a tendency to be less strong and healthy than at birth.
4. Infancy Is a Preview of Later Development
It is not possible to predict with even reasonable accuracy what the individual's future
development will be on the basis of the development apparent at birth. However, the
newborn's development provides a clue as to what to expect later on.
5. Infancy Is a Hazardous Period Infancy is a hazardous period, both physically and
psychologically. Physically, it is hazardous because of the difficulties of making the
necessary radical adjustments to the totally new and different environment. The high infant
mortality rate is evidence of this.
Characteristics of babyhood (toddlerhood)
1. Babyhood is the True Foundation Age
While the whole of childhood, but especially the early years, are generally regarded as the
foundation age, toddlerhood is the true foundation period of life because, at this time, many
behavior patterns, many attitudes, and many patterns of emotional expression are being
established.
2. Babyhood Is an Age of Rapid Growth and Change
Babies grow rapidly, both physically and psychologically. With this rapid growth comes a
change not only in appearance but also in capacities. Babies gradually become less top heavy
than they were at birth and their limbs develop in better proportion to the large head.
3. Babyhood Is an Age of Decreasing Dependency
The decrease in dependency on others results from the rapid development of body control
which enables babies to sit, stand, and walk and to manipulate objects.
4. Babyhood Is the Age of Increased Individuality
Perhaps the most significant thing about increased independence is that it permits babies to
develop along lines suited to their interests and abilities. As a result, the individuality
apparent at birth increases as toddlerhood draws to a close.
5. Babyhood Is the Beginning of Socialization
The egocentrism, characteristic of the very young baby, quickly gives way to a desire to
become a part of the social group.
6. Babyhood Is the Beginning of Sex-Role Typing
Almost from the moment of birth, boys are treated as boys and girls as girls. Boys, for
example, are dressed in blue clothes, covered with blue blankets, and live in a room that lacks
the frills and ruffles of a girl's room.
7. Babyhood Is an Appealing Age
Even though all babies are disproportionate, according to adult standards, they are appealing
because of their big heads, protruding abdomens, small, thin limbs, and tiny hands and feet.
8. Babyhood Is the Beginning of Creativity
Because of their lack of muscle coordination and their inability to control their environment,
babies are incapable of doing anything that can be regarded as original or creative.
9. Babyhood Is a Hazardous Age
While there are hazards at every age during the life span, certain hazards are more common
during toddlerhood than at other ages.

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