PSY-200 Life Span Development
This course is an overview of the study of the development of human behavior and mental processes over the life span from conception through late adulthood including death and dying. The emphasis in the course is on the complex interaction of the principles of physical, social, cognitive and personality development. This course carries SUNY General Education Social Science credit.
For more detailed course information view the
Course Outline
Course Description
This course is an overview of the study of the development of human behavior and mental processes over the life span from conception through late adulthood including death and dying. The emphasis in the course is on the complex interaction of the principles of physical, social, cognitive and personality development. This course carries SUNY General Education Social Science credit.
Credit Hours
3Semester(s) Course Will Be Offered
Fall, Spring
SUNY General Education Course
First Year Experience Course
No
Course Learning Outcomes
- Evaluate the methods that are employed to study human development throughout the life span.
- Distinguish between the psychological approaches to human development and their contribution to the field, (e.g. humanistic, behavioral, or psychodynamic approaches).
- Analyze controversies and issues using psychological approaches to human development.
- Apply information literacy skills to locate, evaluate, and integrate scholarly research in developmental psychology, and communicate findings effectively using appropriate evidence and APA citation practices.
Topic Outline
- 1. The science of human development
- a. The scientific method
- b. The nature-nurture controversy
- c. The life-span perspective (e.g., development is multicultural, plastic, and multidirectional)
- d. Theories of human development
- i. Psychoanalytic theory
- ii. Humanistic theory
- iii. Behaviorism
- iv. Cognitive theory
- v. Evolutionary theory
- 2. From conception to birth
- a. Genes and chromosomes
- b. Twins
- c. Zygotic, embryonic, and fetal development
- d. Problems (e.g., abnormal genes and chromosomes, teratogenic harm, and low birthweight)
- e. Prenatal testing
- 3. Infant growth
- a. Physical growth and brain development
- b. Motor skills and the senses
- c. Immunization and nutrition
- 4. Infant cognition
- a. Language
- b. Psychosocial development of infants
- c. Emotional development
- d. Social bonds (e.g., synchrony, attachment, insecure attachment, and social referencing)
- e. Theories of infant psychosocial development (psychoanalytic theory, behaviorism, and cognitive theory)
- f. Infant day care
- 5. Physical development in early childhood
- a. Growth patterns and brain development
- b. Nutrition
- c. Cognitive development: preoperational thought (Piaget) and sociocultural theory (Vygotsky)
- d. Language learning: the vocabulary explosion, acquiring grammar, and learning two languages
- e. Early childhood education
- 6. Psychosocial development in early childhood
- a. Emotional development: Erikson's initiative vs. guilt
- b. Brain maturation, motivation, and play
- c. Styles of caregiving
- d. Sex and gender
- e. Aggression
- f. Discipline
- g. Child maltreatment and prevention
- 7. Physical development in middle childhood
- a. Health habits and health problems (e.g., obesity and asthma)
- b. Cognition (e.g., Piaget, Vygotsky, and information processing)
- c. Schooling
- d. Intellectual disability, disorders that affect learning, and special education
- 8. Psychosocial development in middle childhood
- a. Self-concept
- b. Culture and self-esteem
- c. Resilience and stress
- d. Family structure and family function
- e. Family trouble
- f. Peer group: the culture of children
- g. Moral reasoning and what children value
- 9. Physical development in adolescence
- a. Puberty
- b. Cognition: brain development and formal operational thought (Piaget)
- c. Analytical thinking and intuitive thinking
- d. Middle school and high school
- 10. Psychosocial development in adolescence
- a. Identity formation
- b. Relationships with adults and peers, and romantic relationships
- c. Depression
- d. Delinquency and defiance
- e. Drug use, abuse, and prevention
- 11. Physical development in emerging adulthood
- a. Staying strong and active
- b. Challenges to health
- c. Taking risks
- 12. Psychosocial development in emerging adulthood
- a. Cognitive development: postformal thought and brain development
- i. The effects of college
- ii. The effects of diversity
- b. Identity achievement
- c. Personality
- d. Intimacy and cohabitation
- 13. Physical development in adulthood
- a. Exercise and diet
- b. Drug use
- c. Disease and stress
- d. Sex and fertility
- e. The aging brain: pathological changes and intelligence, including its many components
- 14. Psychosocial development in adulthood
- a. Theories of adult personality
- b. Personality traits
- c. Friends, family, and romantic partners
- d. Parenthood and caregiving
- e. Employment
- 15. Physical development in late adulthood
- a. Prejudice and stereotypes about aging and the elderly
- b. Aging brain and brain diseases
- 16. Psychosocial development in late adulthood
- a. Self theories (e.g., Erikson and others)
- b. Stratification theories (the impact of race, gender, and SES on aging)
- c. Working
- d. Religious involvement
- e. Political activity
- f. Friends and relatives
- g. Frail elderly
- 17. Death and dying
- a. Cultures
- b. Understanding death throughout the life span
- c. Choices in dying
- d. Mourning and grief