1.3 Periods of the Lifespan

Conceptions of Age

How old are you? Chances are you would answer that question based on the number of years since your birth, or what is called your chronological age. Ever felt older than your chronological age? Some days, we might “feel” like we are older, especially if we are not feeling well, tired, or stressed out. We might notice that a peer seems more emotionally mature than we are or that they are physically more capable. Years since birth is not the only way we can conceptualize age.

Biological age: Another way developmental researchers can consider the concept of age is to examine how quickly the body is aging; this is your biological age. Several factors determine the rate at which our body ages: our nutrition, level of physical activity, sleeping habits, smoking, alcohol consumption, how we mentally handle stress, and the genetic history of our ancestors, to name but a few.

Psychological age: Our psychologically adaptive capacity compared to others of our chronological age is our psychological age. This includes our cognitive capacity along with our emotional beliefs about how old we are. An individual who has cognitive impairments might be 20 years of age yet has the mental capacity of an 8-year-old. A 70-year-old might be traveling to new countries, taking courses at college, or starting a new business. Compared to others in our age group, we may be more or less active and excited to meet new challenges. Remember, you are as young or old as you feel

Social age: Our social age is based on the social norms of our culture and the expectations our culture has for people of our age group. Our culture often reminds us whether we are “on target” or “off-target” for reaching certain social milestones, such as completing our education, moving away from home, having children, or retiring from work. However, there have been arguments that social age is becoming less relevant in the 21st century (Neugarten, 1979; 1996). If you look around at your fellow students at college, you might notice more people who are older than traditional-aged college students, those 18 to 25. Similarly, the age at which people move away from the home of their parents, start their careers, get married or have children, or even whether they get married or have children at all, is changing.

Those who study lifespan development recognize that chronological age does not completely capture a person’s age. Our age profile is much more complex than this. A person may be physically more competent than others in their age group while being psychologically immature. So, how old are you?

Periods of Human Development

Think about the lifespan and make a list of what you would consider the basic periods of development. How many periods or stages are on your list? Perhaps you have three: childhood, adulthood, and old age. Or maybe four: infancy, childhood, adolescence, and adulthood. Developmental Psychologists often break the lifespan into nine stages:

1. Prenatal Development
2. Infancy and Toddlerhood
3. Early Childhood
4. Middle Childhood
5. Adolescence
6. Emerging Adulthood
7. Early Adulthood
8. Middle Adulthood
9. Late Adulthood

Table 1. Age Periods of Development

adapted from Lally & Valentine-French, 2019

The list of the periods of development reflects unique aspects of the various stages of childhood and adulthood that will be explored in this book, including physical, cognitive, and psychosocial changes. So, while both an 8-month-old and an 8-year-old are considered children, they have very different motor abilities, cognitive skills, and social relationships. Their nutritional needs are different, and their primary psychological concerns are also distinctive. The same is true of an 18-year-old and an 80-year-old, both considered adults. We will discover the distinctions between being 28 or 48 as well. But first, here is a brief overview of the stages.

Prenatal Development

Conception occurs, and development begins. There are three stages of prenatal development: germinal, embryonic, and fetal periods. All of the major structures of the body are forming (Figure 1), and the health of the mother is of primary concern. There are various approaches to labor, delivery, and childbirth, with potential complications of pregnancy and delivery, as well as risks and complications with newborns, but also advances in tests, technology, and medicine. The influences of nature (e.g., genetics) and nurture (e.g., nutrition and teratogens, which are environmental factors during pregnancy that can lead to birth defects) are evident. Evolutionary psychology, along with studies of twins and adoptions, helps us understand the interplay of factors and the relative influences of nature and nurture on human development.

Infancy and Toddlerhood

The first year and a half to two years of life are ones of dramatic growth and change. A newborn, with many involuntary reflexes and a keen sense of hearing but poor vision, is transformed into a walking, talking toddler within a relatively short period of time (Figure 2). Caregivers similarly transform their roles from those who manage feeding and sleep schedules to constantly moving guides and safety inspectors for mobile, energetic children. Brain development happens at a remarkable rate, as does physical growth and language development. Infants have their own temperaments and approaches to play. Interactions with primary caregivers (and others) undergo changes influenced by possible separation anxiety and the development of attachment styles. Social and cultural issues center around breastfeeding or formula-feeding, sleeping in cribs or in bed with parents, toilet training, and whether or not to get vaccinations.

Early Childhood

Early childhood is also referred to as the preschool years, consisting of the years that follow toddlerhood and precede formal schooling, roughly from around ages 2 to 5 or 6 (Figure 3). As a preschooler, the child is busy learning language (with amazing growth in vocabulary), is gaining a sense of self and greater independence, and is beginning to learn the workings of the physical world. This knowledge does not come quickly, however, and preschoolers may initially have interesting conceptions of size, time, space, and distance, such as demonstrating how long something will take by holding out their two index fingers several inches apart. A toddler’s fierce determination to do something may give way to a four-year-old’s sense of guilt for doing something that brings the disapproval of others.

Middle Childhood

The ages of 6-11 comprise middle childhood, and much of what children experience at this age is connected to their involvement in the early grades of school (Figure 4). Now, the world has become one of learning and testing new academic skills and assessing one’s abilities and accomplishments by making comparisons between oneself and others. Schools participate in this process by comparing students and making these comparisons public through team sports, test scores, and other forms of recognition. The brain reaches its adult size around age seven, but it continues to develop. Growth rates slow down, but children are able to refine their motor skills at this point in life. Children also begin to learn about social relationships beyond the family through interaction with friends and fellow students; same-sex friendships are particularly salient during this period.

Adolescence

Adolescence is a period of dramatic physical change marked by an overall physical growth spurt and sexual maturation, known as puberty; timing may vary by gender, cohort, and culture. It is also a time of cognitive change as the adolescent begins to think of new possibilities and to consider abstract concepts such as love, fear, and freedom (Figure 5). Ironically, adolescents have a sense of invincibility that puts them at greater risk of dying from accidents or contracting sexually transmitted infections that can have lifelong consequences. Research on brain development helps us understand teen risk-taking and impulsive behavior. A major developmental task during adolescence involves establishing one’s own identity. Teens typically struggle to become more independent from their parents. Peers become more important as teens strive for a sense of belonging and acceptance; mixed-sex peer groups become more common. New roles and responsibilities are explored, which may involve dating, driving, taking on a part-time job, and planning for future academics.

Early Adulthood

Late teens, twenties, and thirties are often thought of as early adulthood (students who are in their mid to late 30s may love to hear that they are young adults!). It is a time when we are at our physiological peak but are most at risk for involvement in violent crimes and substance abuse. It is a time of focusing on the future and putting a lot of energy into making choices that will help one earn the status of a full adult in the eyes of others (Figure 6). Love and work are the primary concerns at this stage of life. In recent decades, it has been noted (in the U.S. and other developed countries) that young adults are taking longer to “grow up.” They are waiting longer to move out of their parents’ homes, finish their formal education, take on work/careers, get married, and have children. One psychologist, Jeffrey Arnett, has proposed that there is a new stage of development after adolescence and before early adulthood, called “emerging adulthood,” from 18 to 25 (or even 29) when individuals are still exploring their identities and don’t quite feel like adults yet. Cohort, culture, time in history, the economy, and socioeconomic status may be key factors in when youth take on adult roles.

Middle Adulthood

The late thirties (or age 40) through the mid-60s are referred to as middle adulthood. This is a period in which physiological aging that began earlier becomes more noticeable. It is a period at which many people are at their peak of productivity in love and work. It may be a period of gaining expertise in certain fields and being able to understand problems and find solutions with greater efficiency than before. It can also be a time of becoming more realistic about possibilities in life and recognizing the difference between what is possible and what is likely (Figure 7). Referred to as the sandwich generation, middle-aged adults may be in the middle of taking care of their children and also taking care of their aging parents. While caring about others and the future, middle-aged adults may also question their own mortality, goals, and commitments, though not necessarily experiencing a “mid-life crisis.”

Watch It: The UP Series

In 1964, researchers and filmmakers began a fascinating and landmark documentary series known as the UP Series. The UK-based Granada’s World in Action team, inspired by the Jesuit maxim, “Give me the child until he is seven, and I will give you the man,” interviewed a diverse group of seven-year-old children from all over England. In the first film, called “Seven Up!,” they asked seven-year-old children about their lives, dreams, and fears for the future. Michael Apted, a researcher for the original film, has returned to interview these individuals every seven years since then, at ages 14, 21, 28, 35, 42, 49, 56, and now at age 63. 

Late Adulthood

This period of life span, late adulthood, has increased in the last 100 years, particularly in industrialized countries, as average life expectancy has increased. Late adulthood covers a wide age range with a lot of variation, so it is helpful to divide it into categories such as the “young-old” (65-74 years old), “old-old” (75-84 years old), and “oldest-old” (85+ years old; Figure 8). The young-old are similar to middle-aged adults; possibly still working, married, relatively healthy, and active. The old-old have some health problems and challenges with daily living activities; the oldest-old are often frail and in need of long-term care. However, many factors are involved, and a better way to appreciate the diversity of older adults is to go beyond chronological age and examine whether a person is experiencing optimal aging (like the gentleman pictured in Figure 8, who is in very good health for his age and continues to have an active, stimulating life), normal aging (in which the changes are similar to most of those of the same age), or impaired aging (referring to someone who has more physical challenge and disease than others of the same age).

Death and Dying

The study of death and dying is seldom given the amount of coverage it deserves. Of course, there is a certain discomfort in thinking about death, but there is also a certain confidence and acceptance that can come from studying death and dying. Factors such as age, religion, and culture play important roles in attitudes and approaches to death and dying. There are different types of death: physiological, psychological, and social. The most common causes of death vary with age, gender, race, culture, and time in history. Dying and grieving are processes and may share certain stages of reactions to loss (Figure 9). There are interesting examples of cultural variations in death rituals, mourning, and grief. The concept of a “good death” is described as including personal choices and the involvement of loved ones throughout the process. Palliative care is an approach to maintaining dying individuals’ comfort level, and hospice is a movement and practice that involves professional and volunteer care and loved ones. Controversy surrounds euthanasia (helping a person fulfill their wish to die)—active and passive types, as well as physician-assisted suicide, and legality varies within the United States. 

Attributions

Human Growth and Development by Ryan Newton is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License,

Individual and Family Development, Health, and Well-being by Diana Lang, Nick Cone; Laura Overstreet, Stephanie Loalada; Suzanne Valentine-French, Martha Lally; Julie Lazzara, and Jamie Skow is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License,