Human Life Cycle 1.

Nov 21, 2011

Dr. Luspo

First Three Years of Life

I.
II.
III.
IV.

V.
VI.
VII.
VIII.
IX.
X.

OUTLINE
Guidelines
Temperament: Behavioral Style of an Individual
Integrative Developmental Theory Accounts
Developmental Theories
A. Sigomd Freud
B. Jean Piaget
C. Erik Erikson
D. Margaret Mahler
Nature-Nurture Conflict
Conclusion: Implication of Culture in Childrearing
Lines of Development
Emerging Patterns of Behavior
Developmental Risk Factors
Normal Child Development

Italicized are notes mentioned by the Dr. Luspo during the lecture.
In Times New Roman are notes from Kaplan & Sadock (reference recommended by
Dr. Luspo).

I. GUIDELINES
We have a fundamental responsibility in the welfare and
development of the child or adolescent. If they are to enjoy life
and develop their potential fully, their physical, emotional, social
and intellectual needs must be met
Human development is the product of the continuing interaction
between heredity and environment. This refers the nature and
nurture theory
We always look at the adolescent as an individual who has
processed and grown through several, different and significant
changes.
Normal developmental conflicts
o E.g. weaned off from the bottle, toilet training, attending school
Developmental inferences concepts
o Other conflicts that can affect development
o E.g. death of a parent, relocation, OFW parents
Concept of play
o Extension play is work for children
o Expression expresses complaint (ex. Going to a dentist)
o Catharsis re-enactment of complaint has a cathartic effect
II. TEMPERAMENT: BEHAVIORAL STYLE OF AN INDIVIDUAL
1. Activity level the motor component present in a given childs
functioning; percent of time spent in activities / amount of time
spent on attending
2. Rhythmicity the predictability of such functions as hunger,
feeding pattern, elimination, and the sleep-wake cycle
3. Approach/withdrawal the response to a new stimulus such as a
food, toy, or a person
4. Adaptability the speed and ease with which a current behavior
can be modified in response to altered environmental structuring
5. Threshold (of responsiveness) the stimulation intensity required
to evoke a discernable response to sensory stimuli, environmental
objects , and social contacts
6. Intensity (of reaction) the amount of energy used in mood
expression; energy level
7. (Quality of) Mood pleasant, joyful, friendly behavior versus
unpleasant, crying, unfriendly behavior
8. Distractibility the effectiveness of extraneous environmental
stimuli interfering, or altering the direction of, on-going behavior
9. Attention span and persistence the length of time a particular
activity is pursued (attention span) and the continuation of the
activity in the face of obstacles (persistence)
Group 2 | Agulto, Agustin A., Agustin B., Al-qaseer, Alano, Alestre, Alegre, Almario

Parental fit how well the mother or father relates to the

newborn or developing infant
Goodness of fit harmonious and consonant interaction between
mother and a child in their motivations, capacities, and styles of
behavior
Difficult children have hyper-alert physiological make-up; react
intensely to stimuli, sleep poorly, eat at unpredictable times and are
difficult to comfort; pasaway
Easy children regular in eating, eliminating, and sleeping; are
flexible, can adapt to change and new stimuli with minimum of
distress; easily comforted when they cry
Slow to warm up children
Good enough mothering - a mother that is anticipative and
receptive to the behavior or feelings of a child to a particular
situation
III. INTEGRATIVE DEVELOPMENTAL THEORY ACCOUNTS FOR THE
DYNAMIC INTERACTIONS OF:
1. Biology (neuroanatomy, genetics, neurotransmitters)
2. Relationships (parental, sibling, peer, social groups)
3. Culture (cultural norms)
4. Technology (medication, information)
IV. DEVELOPMENTAL THEORIES AND FIRST 3 YEARS OF LIFE:
A. Sigmund Freud (1940)
Psychoanalytic Drive Theory (Psychosexual stages)
o Oral (birth to 18 months)
o Anal (18-36 months)
B. Jean Piaget (1952)
Cognitive Theory
o Sensory-motor Intelligence (1st 2 years) infants learn through
sensory observation, and they gain control of their motor
functions through activity, exploration, and manipulation of the
environment
Modification of reflexes (birth to 1 month) uses inborn
motor and sensory reflexes (sucking, grasping, looking) to
interact and accommodate to the external world
Primary circular reactions (1 to 4 months) coordinates
activities of own body and five senses (e.g., sucking thumb);
reality remains subjective does not seek stimuli outside of its
visual field; displays curiosity
Secondary circular reactions (4 to 10 months) seeks out
new stimuli in the environment; starts both to anticipate
consequences of own behavior and to act purposefully to
change the environment; beginning of intentional behavior
Coordination of secondary schemas (10 to 12 months)
shows preliminary signs of object permanence; has vague
concept that objects exist apart from itself; plays peekaboo;
imitates novel behaviors
Tertiary circular reactions (12 to 18 months) seeks out new
experiences; produces novel behaviors
Representational thinking (18 to 24 months) symbolic
thought uses symbolic representations of events and objects;
shows signs of reasoning (e.g., uses one toy to reach for and
get another); attains object permanence

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o Preoperational Intelligence (2 to 6 years old)

Midway between socialized adult thought and the completely
autistic freudian unconscious
More extensive use of symbols and language; thinking and
reasoning are intuitive rather than logical
C. Erik Erikson (1951)
Psychoanalytic Theory
o Trust vs. Mistrust (birth to 18 months)
o Autonomy vs. Shame/Doubt (18 to 36 months)
D. Margaret Mahler (1975)
Psychoanalytic Theory (separation and individuation)
o Autistic phase (birth to 2 months)
o Symbiosis (2 to 5 months)
o Practicing (8 to 12 months)
o Proper (12 to 18 months)
o Rapprochement (18 to 24 months)
o Way to object constancy (24 to 36 months)
V. NATURE NURTURE CONFLICT
Shared Environment aspects of environmental contributions
that two individuals in the same family have in common (social
class, family warmth, neighborhood)
Non Shared Environment aspects of environmental
contributions that are unique and non redundant for an individual
(unique aspects of relationships with parents, peer relationships
and unexpectable life events, intellectual capacities, personality
traits and types of psychopathology)
VI. CONCLUSION AS TO THE IMPLICATION OF THE CULTURAL
SAMENESS AND DIFFERENCES IN CHILDREARING
1. Parents are motivated to do what is best for their children
2. There is remarkable consistency of some aspects of development
across cultures such as attaining communicative, intellectual, and
social competence
3. The timing, content, and expression of developmental processes
vary widely across different cultures
4. There appears to be a universality of gender differences in culture
around the world with boys being more aggressive and girls being
more nurturing
VII. LINES OF DEVELOPMENT (See Appendix A)
1. Biological/ Neurological brain and CNS development and
temperament
2. Cognitive individual changes in intellectual capacity and modes
of thinking
3. Emotional differentiation of discrete affects and emotional
expression
4. Communicative understanding of and use of preverbal and
verbal modes of communications
5. Social relatedness and affiliative behavior with others
VIII. EMERGING PATTERNS OF BEHAVIOR DURING 1ST YEAR OF LIFE

(See Appendix B)

X. NORMAL CHILD DEVELOPMENT

A. Birth to 18 months (infancy)
Oral stage (Freud)
Trust vs. Mistrust (Erikson) because helpless infant is dependent
on the caregiver
Autistic phase (0-2 mos)/symbiotic phase (2-5 mos) (Mahler)
autistic phase: reminiscence of intra-uterine life; symbiotic phase:
the point at which the child thinks she is the mom and that they
are one and the same; mother and infant as single fused entity
Separation individuation process
o Differentiation phase (5-10 mos) time at which there is a
progress in the neurologic development, increased alertness in
infant, and awareness of outside world
o Practicing phase(10-18 mos) child begins to explore
o Rapprochement phase (18-24 mos) child begins to realize that
he is helpless and dependent; their need for independence
alternates with the need for closeness
Three organizers of the mind
st
o Smiling response (3-4 mos) (1 2 months) endogenous: not
related to outside stimuli; (onwards) exogenous: reaction to
outside stimulus
o Stranger anxiety (8-18 mos) different reactions to different
caregiver; nangingilala This is
o Ability to say no o Sensorimotor reflexes (0-2 yrs) (Piaget) from the outset,
biology and experience blend to produce learned behavior. A
stimulus is to receive, a response elicited, accompanied by
awareness. As children become more mobile, these
experiences build on one another.
Normally a child learns to say no first, but it doesnt always
mean no
o Consistency of the care giver
Indicators of autism, when child doesnt have any reaction
with changes of caregiver, but also dependent on time
interval in the switching of caregiver (too short, etc.)
B. 18 months to 36 months
Muscular-Anal Stage (Freud) neuromuscular system is
developing; beginning of toilet training
Autonomy vs. Shame and Doubt
Completion of the separation individuation process - met at stage
of object constancy
Object constancy phase (2-5 yrs) (Mahler) children gradually
comprehend and are reassured by the permanence of mother and
other important people, even when not in their presence
o Mastery and control
o Terrible twos
o Toilet training
o Beginning of the preoperational stage (illogical and magical)
Normal for children at this age to have magical thinking

Please see separate file to be uploaded for Appendix B. Landscape

kasi yung table kaya separate file na lang siya. Peace!

IX. DEVELOPMENTAL RISK FACTORS (See Appendix C)

Group 2 | Agustin B, Al-Qaseer, Alegre, Almario, Almazan, Almodiente, Altabano, Alvarez

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Human Life Cycle 1.3

Nov 21, 2011

Dr. Luspo

First Three Years of Life

APPENDIX A. Lines of Development (continuation)
Biological
Cognitive
Development
Development
0 to 2 months
Increasing
Rapid development
organization of
of olfactory and
sleep patterns
auditory recognition
Quantitative
Emergence of cross
changes in brain
modal fluency
development
Recognition of
maternal face
2 to 6 months
Rapid growth of
Emergence of
synapse
classical and operant
conditioning
Rapid increase in
cerebral glucose
Development of
metabolism
habituation
Social smiling
emerges
Diurnal sleep wake
cycles emerge

7 to 9 months

Growth in head
circumference with
rapid cerebral
growth
Myelination of
limbic system
Enhanced
associative
pathways
Improved inhibitory
control of higher
centers

18 to 20 months

Density of dendritic
spines decreases
Cerebral glucose
metabolic rates
reach adult levels
Increasing lateral
and anterior
posterior cerebral
specialization of
language centers

Means-ends
behaviour develops
Demonstration of
object permanence
Stranger reaction
and separation
protest appear
Exploration of novel
properties of objects
Emergence of
mastery motivation
and symbolic play
Emergence of the
discovery of
intersubjectivity
Development of
symbolic
representation
Emergence of
personal pronouns
Pretend play is
progressively other
directed

Group 2 | Agulto, Agustin A., Agustin B., Al-qaseer, Alano, Alestre, Alegre, Almario

Emotional
Development
Maternal
recognition of
contentment,
interest and distress

Differentiation from
o Joy from
contentment
o Surprise from
interest
o Sadness, disgust
and anger

Affect attunement
Emergence of
instrumental use of
emotion
Emergence of social
referencing

Discrimninates
emotions by facial
expressions and
vocalizations (9 to
24 months)
The rapprochement
crisis occurs
Emergence of
embarrassment,
empathy and envy

Social Development
interactive
communication
occurs
stimulate social
responses

Moral Development
0 to 18 months:
Premoral Period

vocalizations
become social
emergence of:
o Turn taking in
vocalizations
o Mutual imitation
o Sound localization
recognition of
verbal affect
2 to 7 months:
eye to eye contact
begins
emergence of social
smile
Emergence of social
interaction
diminished crying
increasing evidence
of intersubjectivity
response to
caregiver empathy
emergence of
separation protest
and stranger
reactions

words used for

social functions
language
development
enhances
relatedness
Increased evidence
of social
relationships

Generate and
monitor goals
Emergence of
normative
standards
Emergence of
distress to
standard violation
Emergence of the
moral emotions

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Risk Factor
Poverty

APPENDIX C. Developmental Risk Factors

Biological Effect
Psychological Effect
Malnutrition
Attachment problems

Social Effect
Family dysfunction,
environmental threat

Trauma effects, failure to thrive

Disturbed affective
responsiveness, poor social
interaction, attachment
problems

Antisocial behavior and

conduct disorder

Maternal Substance Abuse

Impaired prenatal central

nervous system development

Inconsistent and unpredictable

parenting, attachment
problems

Family dysfunction

Premature Birth and Serious

Illness in Infancy

Delayed or disrupted central

nervous system development,
increased developmental
disorders

Increased parental stress

Environmental destabilization

Child Maltreatment

Group 2 | Agustin B, Al-Qaseer, Alegre, Almario, Almazan, Almodiente, Altabano, Alvarez

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