Sigmund Freud introduced the Psychosexual Theory of Development. He believed that our personality is shaped by our experiences in early childhood and that there are certain fixations that happen during each stage: Oral, Anal, Phallic, Latency, and Genital. His theory is an example of discontinuity. Ainsworth's Attachment Theory

I find each section easy to access and could easily be utilized in small chunks/sections. Highly effective for teachability. This has been exemplified in numerous studies, including Nesselroade and Baltes’, showing that the level and direction of change in adolescent personality development was influenced as strongly by the socio-cultural settings at the time (in this case, the Vietnam War) as age-related factors. The study involved individuals of four different adolescent age groups who all showed significant personality development in the same direction (a tendency to occupy themselves with ethical, moral, and political issues rather than cognitive achievement). Similarly, Elder showed that the Great Depression was a setting that significantly affected the development of adolescents and their corresponding adult personalities, by showing a similar common personality development across age groups. Baltes’ theory also states that the historical socio-cultural setting had an effect on the development of an individual’s intelligence. The areas of influence that Baltes thought most important to the development of intelligence were health, education, and work. The first two areas, health and education, significantly affect adolescent development because healthy children who are educated effectively will tend to develop a higher level of intelligence. The environmental factors, health and education, have been suggested by Neiss and Rowe to have as much effect on intelligence as inherited intelligence. In one classic example of this research method being applied to a study of lifespan development Sigmund Freud analyzed the development of a child known as “Little Hans” (Freud, 1909/1949). Freud’s findings helped inform his theories of psychosexual development in children, which you will learn about later in this chapter. Little Genie, the subject of a case study discussed in the chapter on thinking and intelligence, provides another example of how psychologists examine developmental milestones through detailed research on a single individual. In Genie’s case, her neglectful and abusive upbringing led to her being unable to speak until, at age 13, she was removed from that harmful environment. As she learned to use language, psychologists were able to compare how her language acquisition abilities differed when occurring in her late-stage development compared to the typical acquisition of those skills during the ages of infancy through early childhood (Fromkin, Krashen, Curtiss, Rigler, & Rigler, 1974; Curtiss, 1981). There are many different ways to consider how humans develop, but there are a few key ideas in Developmental Psychology that help us understand this better. They are maturation, assimilation, accommodation, and critical periods in development. MaturationThe textbook is well-organized. It is laid out in a sensible manner, with topics and issues concentrated into logical themes and areas. Naturalistic observations involve observing behavior in its natural context. A developmental psychologist might observe how children behave on a playground, at a daycare center, or in the child’s own home. While this research approach provides a glimpse into how children behave in their natural settings, researchers have very little control over the types and/or frequencies of displayed behavior. There were no apparent grammatical errors that I detected. I did see a few minor typos or edits to be made but no significant grammar errors. Piaget developed the Three-Mountain Task to determine the level of egocentrism displayed by children. Children view a 3-dimensional mountain scene from one viewpoint, and are asked what another person at a different viewpoint would see in the same scene. Watch the Three-Mountain Task in action in this short video from the University of Minnesota and the Science Museum of Minnesota.

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Streamlined research coverage helps students understand historical theories and their connection to cutting edge psychological science today. I found the interface to be difficult, not as easy to use as other OER textbooks I have reviewed or used. During the elementary school stage (ages 6–12), children face the task of industry versus inferiority. Children begin to compare themselves to their peers to see how they measure up. They either develop a sense of pride and accomplishment in their schoolwork, sports, social activities, and family life, or they feel inferior and inadequate when they don’t measure up. What are some things parents and teachers can do to help children develop a sense of competence and a belief in themselves and their abilities?

Assignable video (available with SAGE Vantage) is tied to learning objectives and curated exclusively for this text to bring concepts to life. Watch a sample video now. This text is written with clarity and with language suitable for undergraduate education. Concepts are introduced and while applications are shared and explained, the depth of knowledge provided makes this text appropriate for introductory level courses. This text covered the major topical areas of human development in a thorough and concise format. The textbook contains ten (10) major units, with each unit covering a developmental stage, and broken into smaller sections of theories and concepts. The units also include supplementary materials to help the reader expand on perspectives and approaches. Overall, this text is highly comprehensive and easy to read. Maturation is a natural physical and mental development process that occurs over time until a person reaches full maturity. Maturity, in this sense, can also mean when a person starts to act like a grown-up. One example of this is when a person seeks emotional stability, which is a sign of maturity. Define and distinguish between the three domains of development: physical, cognitive and psychosocialEarly Adulthood Stage: Early adulthood typically spans from ages 20 to 35, where individuals explore open doors in many areas of life such as career, romance, building families, and forming close relationships. It is also the stage where humans achieve milestones in independence as they venture out in life, seeking to make their own choices. The chapters are condensed, but the material seems up-to-date and relevant. Research is mainly current, or at least within the past few years. Much of the material is consistent with a publisher textbook. Again, the information is divided in what appears to be a chronological arrangement/ chronological titles are used as "units", but may be more accurately described as a topical arrangement, as the information given is not specific to that particular lifespan stage of development. Another specific I noticed, the unit sub-heading was "Language and Cognition", but the topics of motor development and sensory capacities immediately followed. ???

Integrated examples of Lives in Context illustrate how our biology, cultural, lived experiences all are embedded in multiple layers of context, including family, culture, neighborhood, community, norms, values, and historical events. This key coverage is embedded in all sections throughout the text, linking to learning objectives, related core concepts, and to clear, real-life examples. The text is pretty modular. The only issue is that it comes as a single PDF document, which leaves the student to "jump" between sections. An instructor can't just post a link to a section, though the Table of Contents does make navigation simple. Stages of Development As discussed at the beginning of this chapter, developmental psychologists often divide our development into three areas: physical development, cognitive development, and psychosocial development. Mirroring Erikson’s stages, lifespan development is divided into different stages that are based on age. We will discuss prenatal, infant, child, adolescent, and adult development. Lawrence Kohlberg explored another aspect of human development. As Piaget focused on cognitive development, Kohlberg's primary area of study is how individuals process morality-based choices. His stage includes three levels of Moral Development:newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}}}\) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\) If the same child sees a horse during his first time visiting the zoo, the child might call it a dog, demonstrating assimilation. Assimilation is piecing new information into an old schema. In this case, the child puts the horse into the dog schema of an animal with four legs and a tail. Early Childhood Stage: the preschool years from birth to six years old. Experts say that this phase is crucial in human development since it can determine overall life outcomes. In Piaget’s view, around the same time children develop object permanence, they also begin to exhibit stranger anxiety, which is a fear of unfamiliar people. Babies may demonstrate this by crying and turning away from a stranger, by clinging to a caregiver, or by attempting to reach their arms toward familiar faces such as parents. Stranger anxiety results when a child is unable to assimilate the stranger into an existing schema; therefore, she can’t predict what her experience with that stranger will be like, which results in a fear response. History of Developmental Psychology: Socialization and Personality Development through the Life Span