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Life’s Developmental Journey
ZACHARY JORDAN PILFOLD
MHS 555: LIFESPAN DEVELOPMENT
CONCORDIA UNIVERSITY, NE
PROFESSOR DURHEIM
FALL A 2015
OCTOBER 22, 2015
Birth to 24 months
Biological
 Around 18 months I was able to walk on my own
 No more crawling or needing to be held
 Gross Motor Skill formation using “large muscles” allowed me to walk
around (Santrock, 2014, p. 161).
Birth to 24 months
Cognitive
 Around 5 months I was able to
recognize my name.
 Entered Sensorimotor Stage
 Piagets Cognitive Development
toward “Symbolic thought”
allowed me to respond to my
name (Santrock, 2014, p. 24).
 Video example featuring Gabi as
she responds to her name.
[Kristin M]. (2011, March 20). Responding to name [Video file]. Retrieved from https://youtu.be/qUEfd4oy68
Birth to 24 months
Socioemotional
 Around 18 months I would become
frustrated openly acted out to get attention.
 Chess and Thomas Classification on Difficult
Child
 Often I would “react negatively” to try and
get attention (Santrock, 2014, p. 328).
 Please view the video to the left for an
example of this type of attention seeking
behavior.
 Walking, responding, and acting out helped
to further my development up till potty
training which happened around 2 years
olds.
[Alex25dco]. (2006, August 5). Crying game [Video file]. Retrieved from https://youtu.be/rWy9xjijaKE
2-5 years
Biological
 Around 2-3 years old I started using the restroom by myself.
 Chess and Thomas Classification Easy Child
 I often “adapted easily to new experiences” and an example would be potty training (Santrock, 2014, p. 328).
2-5 years
Cognitive
 Around 4 years old I was able to
draw objects and put puzzles
together.
 Highlights concrete operational
stage
 This stage allowed me to
“classify objects in different
sets” depending on how I
viewed them (Santrock, 2014, p.
193).
2-5 years
Socioemotional
 I attended Head Start and thus met other
children that I became friends with.
 Extrafamilial Connections were made
 Connection to “positive organizations”
within my sphere of influence allowed me
to form friendships (Santrock, 2014, p.
11).
 Potty training, recognizing patterns, and
meeting new people helped to facilitate
further development especially toward
sport activities starting at age 6.
6-11 years
Biological
 Started playing “youth” football and
soccer around age 11.
 Active niche-picking experienced
 I gravitated toward “sports,” however,
my parents were not athletes
(Santrock, 2014, p. 61).
6-11 years
Cognitive
 Started Attending School in the Seward Public School District at Seward Elementary.
 Extrafamilial Context – “Attending effective schools” (Santrock, 2014, p. 11).
6-11 years
Socioemotional
 Felt out of place initially in school and
amongst my peers
 I needed extra resources for reading
 Industry vs. Inferiority
 I always felt “incompetent” around my
peers (Santrock, 2014, p. 22).
 Sports especially football, school, and
resources made my transition into my
teens easier for me.
12-15 years
Biological
 Started playing football for Seward school district,
started track, and quit playing soccer around age 13.
 Practice and Social Play Formation
 Mastery of skills for sports and “interaction” with
peers was facilitated (Santrock, 2014, p. 530).
12-15 years
Cognitive
 Learned to start driving for myself to and from school while living in the
country.
 Formal Operational Stage Entered
 This stage allowed me to reason abstractly, idealistically, and “logically”
(Santrock, 2014, p. 193).
 Sports especially football motivated me to be more outgoing especially
when I was 16.
12-15 years
Socioemotional
 Very outgoing amongst my peers, had lots of friends, and was in the cool crowd.
 Extrinsically motivated
 Often viewed situations by whether or not I’d receive a “reward” or a punishment be being more outgoing with
my friends (Santrock, 2014, p. 573).
16-19 years
Biological
 Started playing varsity football
but quit track.
 Provides exercise, develops
“self-esteem,” persistence, and
peer relationships (Santrock,
2014, p. 164).
16-19 years
Cognitive
 Left Seward Middle School, enrolled in Seward High School, and continued playing
sports.
 Regular exercise is associated with “higher academic achievement” in students
(Santrock, 2014, p. 148).
16-19 years
Socioemotional
 Still outgoing, started dating, but realized I
cared more about sports at this point in
time.
 Intimacy vs. Isolation Stage Entered
 During this stage I started “forming
intimate relationships” and overcame
identity vs. identity confusion (Santrock,
2014, p. 22).
 Sports, exercise, and dating helped to set
up my development for my 20s.
20s
Biological
 Stopped playing sports all together but started
focusing heavily on lifting and gaining muscle mass.
 Body Image “preoccupation with one’s body
image” (Santrock, 2014, p. 96).
20s
Cognitive
 Graduated from Seward High School and started
attending College at Concordia University, Nebraska.
 Graduated from CUNE with a BA in Psychology and
Behavioral Science.
 Attended Masters Program at Concordia University, NE.
 Graduated with a Masters in Human Services.
 The more “education” one has the more income they
will earn (Santrock, 2014, p. 565).
Socioemotional
20s
 Became more religious.
 Actively seeked out my own views on religion.
 Was Baptized.
 Became a Methodist.
 Religion – “stronger spiritual orientation linked to longer life” (Santrock, 2014, p. 461).
30s
Biological
 Body Image concerns, Education
pursuits, and Religious ties helped set
up my development for my 30s.
 Start to gain weight
 At age 30 functioning begins to
decline about “1%” especially
towards muscle strength (Santrock,
2014, p. 165).
 Video to left is advice by Tony
Muriello on ways to increase muscle
strength for 30 year olds
[IllPumpYouUp.com]. (2012, December 12). Gaining Muscle & Bodybuilding in Your 30’s and 40’s! [Video file]. Retrieved from https://youtu.be/I7idPIK9OQs
30s
Cognitive
 Teaching, mentoring, and leading others in
the workplace.
 Graduating with a Ph. D in Human Sciences
with a specialization in Child, Youth, and
Families from UNL.
 High self-efficacy allows one to “expend effort
and persist longer” at achieving educational
efforts (Santrock, 2014, p. 576).
30s
Socioemotional
 Developing relationships with my colleagues in the field, getting married, and having kids.
 Once adults reach there 30s they experience increasing pressure to “settle down” and get
married (Santrock, 2014, p. 475).
 Finishing my education and starting a family helped spur my development toward my 40s.
40s
Biological
 Body starts to slow down. It’s hard
to get going to meet the days
challenges.
 Older adults move more “slowly”
than young adults (Santrock,
2014, p. 165).
 Please watch video to right on
aging process and slowing it down
[Dr. Ann Wellness]. (2013, June 12). How to Slow Down the Aging Process [Video file]. Retrieved from https://youtu.be/_64suGtlUmw
40s
Cognitive
 Learning and Managing my own non-profit
to help youth and former foster youth
transition into adulthood.
 Parenting my children and teaching them
to be good people using a mixture of
“authoritative” and indulgent/permissive
parenting style (Santrock, 2014, p. 489).
40s
Socioemotional
 Children start doing sports, entering the school system, dating,
graduating, and start attending college.
 Adolescent have “attachments” to parents as well as romantic
partners (Santrock, 2014, p. 345).
 Slowing down, parenting, and forming attachments with my
children help set my developmental mindset for my 50s.
50s
Biological
 The wear and tear over the
years causes my body to need
more sleep.
 Nearly “50%” of older adults
have sleeping problems and
need naps to catch up
(Santrock, 2014, p. 117).
Cognitive
50s
 Relationships with peers my own age start to become a priority again.
 My children are now out of the nest. Coping with new life stressors starts.
 Starting to think of retirement.
 Need the Four M’s of Financial Success in place: “Milestones, Measurement, Monitoring, and
Management” to retire successfully and without worry (Burke and Goldman, 2015, p. 8).
 Normative age-graded influences and normative history-graded influences (Santrock, 2014, p. 7).
50s
Socioemotional
 Having close friends becomes a
priority to do activities with.
 Tend to choose “close friends”
over making new friends
(Santrock, 2014, p. 528).
 Naps, close friends, and thinking
about retirement set up my
development for my 60s.
 Please video on right about
Retirement statistics from 2013
[AccretiveWealth]. (2013, June 28). Saving for Retirement in Today’s Economy [Video file]. Retrieved from https://youtu.be/bhodvwfEckM
60s
Biological
 May develop lots of health problems such as arthritis among others.
 Arthritis – “Inflammation” of joints (Santrock, 2014, p. 130).
60s
Cognitive
 Finally reaching retirement, trying to find ways to still be active, maybe start volunteering more.
 Volunteering has a “positive effect” on an individuals health (Martinson and Minkler, 2006, p.
321).
 Activity Theory – “more involved the more satisfied of life I will live” (Santrock, 2014, p. 534).
60s
Socioemotional
Start giving back my time, energy, and spirit
to my wife and children. Build better
relationships with them because I realize I
put most of my time into my work and
career.
Older adults expressed a “strong feeling of
responsibility” to their families later in life
then they had previously felt before
(Santrock, 2014, p. 508).
Volunteering and spending time with family
highlight my developmental pursuits for my
70s.
70s
Biological
Becoming increasingly less active. Less likely to want to do
strenuous physical or social activities.
Physical functioning “declines” (Santrock, 2014, p. 99).
70s
Cognitive
 Looking and trying to find a greater sense of
meaning in my own life.
 “Reflective thinking” – thinking deeply about
work and other life areas (Santrock, 2014, p.
213).
70s
Socioemotional
 Reflect on life (Family, Career, Friends, and
passions). Put all of my energy left into my
relationships with wife, children, and
grandchildren. Reflecting on the death of
friends and family members.
 Postformal Thought – “reflective” and
realistic thinking (Santrock, 2014, p. 213).
 Searching for meaning, reflecting on my
life, and thinking about my independence
highlight my development toward my 80s
80s and Beyond
Biological
 Lost the ability to be independent.
Must rely on others to help me.
 Risk of “physical disability”
increases (Santrock, 2014, p. 99).
80s and Beyond
Cognitive
Actively try to connect my ill life circumstances to a greater
Christian calling to allow for self comfort.
Physically my body has died but “spiritually” my body will
live on due to my Christian beliefs (Santrock, 2014, p. 598).
80s and Beyond
Socioemotional
 Understanding, dealing, and making
sure all the preparations are in place
for my own ultimate end of life. Place
greatest importance on family and
friends.
 Actively use “advance care planning”
to communicate to my family and
friends about the care I wish to receive
(Santrock, 2014, p. 600).
References
 [AccretiveWealth]. (2013, June 28). Saving for Retirement in Today’s Economy [Video file]. Retrieved from
https://youtu.be/bhodvwfEckM
 [Alex25dco]. (2006, August 5). Crying game [Video file]. Retrieved from
https://youtu.be/rWy9xjijaKE
 Burke, T. V., & Goldman, T. A. (2015). Strategies to Help Defined Contribution Plan Participants Improve Financial
Wellness and Achieve a Secure Retirement. Benefits Quarterly, 318-11.
 [Dr. Ann Wellness]. (2013, June 12). How to Slow Down the Aging Process [Video file]. Retrieved from
https://youtu.be/_64suGtlUmw
 [IllPumpYouUp.com]. (2012, December 12). Gaining Muscle & Bodybuilding in Your 30’s and 40’s! [Video file].
Retrieved from https://youtu.be/I7idPIK9OQs
 [Kristin M]. (2011, March 20). Responding to name [Video file]. Retrieved from https://youtu.be/qUEfd4_oy68
 Martinson, M., & Minkler, M. (2006). Civic Engagement and Older Adults: A Critical Perspective. Gerontologist,
46(3), 318-324.
 Santrock, J. W. (2014). A Topical Approach to Life-Span Development. (7th Ed.). Dallas, Texas: McGraw-Hill.