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Definition
| Process of development over the course of time |
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| Competencies of the newborn |
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| able to see things, able track slow moving stimuli, look around the edges of the face, detect differences in facial expressions |
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| Cognitive Development/Piagetian Theory |
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Definition
published first article on mollusks at 15, interested in epistemology & philosophy, PhD in philosophy at 21, developed an intelligence test > there were the same WRONG answers in children
1. qualitative differences
2. invariant functions
3. stages of cognition development |
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Methods of inquiry
different ways a 3 year old will think about something compared to a 6 year old |
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Verbal interview = sit and talk with children and ask them questions
Manipulation of materials = gave them different things to play with like clay
Naturalistic observation = put a child in a room with toys or with other children and just watch them |
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processes-universal, inborn, independent of age
1. organization
2. adaptation |
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| tendency for all organisms to organize ourselves into a coherent system |
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1. assimilation
2. accommodation |
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| we bring new information in and fit it into what we already know (adapting information) |
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| we are changing what we know in order to fit in new information (change cognitive structure) |
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| Stages of Cognitive Development |
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Definition
1. sensorimotor
2. preoperational
3. concrete operational
4. formal operations |
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Definition
1. innate reflexive and motoric responses
2. object permanence |
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| Innate Reflexive and Motoric Responses |
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Definition
birth - 2 years old
Root reflex= turn head and suck, Stepping reflex = take steps, Babinski reflex = upon touching, feet fan out and curl, Moro reflex=clench hands when pressure is placed on hands>they will all disappear in a few months |
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Definition
| infants up to 6mo have the concept that a person or object outside of their visual field doesn’t exist |
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2-7 years old
1. symbolic function
2. egocentrism
3. moral judgement
4. mental operations |
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Definition
| foundation of language, create a mental image |
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children interpret everything as how they see the world
1. perspective taking
2. language |
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| they deal in absolute rules and cant take into account moral judgment |
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1. conservation
2. irreversibility |
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Definition
| during a mental operation, we can observe the same properties |
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(7-11 yr) = Kids are now able to do conservation tasks because
1. reversibility, decantation, perspective taking
2. deduction
3. moral judgement-intentionality, degree of wrongness |
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Definition
| certain things stay the same; become less egocentric and more concerned with others |
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| less egocentric & more focused on comparing abilities with others |
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| realize how others can see things differently |
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| start realizing things previously told to them; ex. stop believing in Santa and Easter bunny because they use deductive reasoning |
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start realizing things previously told to them; ex. stop believing in Santa and Easter bunny because they use deductive reasoning
1. intentionality
2. degree of wrongness |
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12 + years old
1. flexible, logical, abstract |
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| Social and Emotional Development |
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| Thomas & chess' 9 aspects and 3 styles |
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| -activity level; regularity; readiness for newness; adaptability to change; sensitivity; mood; intensity; distractibility; persistence |
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Definition
1. 3 basic attitudes
2. Baumrind's styles- authoritative, authoritarian, permissive |
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| 3 basic attitudes of Parenting |
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Definition
Easy- child is regular, mood is happy, adapt well; difficult- 10%, cry a lot, generally unhappy, very irregular in bodily functions & sleep; slow to warm up- take time to warm up to new situations & change, low end of intensity of responses, heavy criers, shyness about them
Easy; difficult; slow to warm up |
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1. authoritative
2. authoritarian
3. permissive |
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| firm control when necessary, but lots of love; explain why the child gets in trouble or why what they did was wrong; ask child’s opinions and recognize that each child is different & each has to develop own personality; give lots of encouragement; guide child but respect uniqueness; these children know they’re expected to do well; do carry out duties & are self reliant & self controlled; generally content |
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| rigid adherence to rules; expect unquestioning obedience; children punished forcefully; expected to behave exactly like the parent wants; controlling parents; child is withdrawn, not content, and distrustful of others |
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| parents don’t punish or have rules for child; child does whatever they want; child is immature and not self directed & passive |
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1. Strange situation, levels of attachment
2. Harlow's monkeys
3. Stranger anxiety |
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Definition
| Securely attachment: child has mom, when they are in strange situation they hold on to mom at first but gradually play with toys, always keeping an eye on their mother; when mom leaves child with stranger, the child becomes distressed but upon her return everything is fine |
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| Harlow demonstrated that it’s not just biological needs when an attachment is formed, but a contact is formed between parent and child for comfort and safety aspect |
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| baby around 6-8 months gets distressed by new people picking them up or holding them; universal, occurs in any kind of baby; very normal; tied to object permanence & disappears around 18 months |
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Term
| Erikson's Stages of Psychosocial Development |
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Definition
trust v. mistrust
autonomy v shame/doubt
initiative v guilt
competence v inferiority
identity v confusion
intimacy v isolation
generativity v stagnatin
integrity v despair |
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Definition
identity diffusion
identity foreclosure
identity moratorium
identity achievement |
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Definition
commitment and crisis absent
struggle for identity |
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commitment present and crisis absent
adoption of parental values |
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commitment absent and crisis present
delayed commitment |
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commitment and crisis present
achievement of self identity |
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1. Freudian theory
2. social leaning theory
3. Kohlberg's cognitive development theory |
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| Freudian theory of Moral Development |
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Definition
| during the period of 3-6 little boys develop oedipal complex/and little girls develop an electra complex/ develop feelings for mother/father and would like them all to themselves and kill father/mother>marry someone like mother by becoming like father = identification with parents is internalized |
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| children learn from watching others |
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| Kohlberg's Cognitive Developmental Theory |
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Definition
1. preconventional
2. conventional
3. postconventional |
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| broad principle that our deeper values |
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1. gender, gender identify. gender roles
2. gender differences
3. gender roles |
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| persons knowing or view as being a boy/girl or man/women, develops at 18 months |
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| culturally defined expectations |
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| boys are more aggressive/women have better verbal skills while men do better with visual, spatial skills |
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| Acquisition of Gender Roles |
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Definition
| acquired through social learning (others and culture) |
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Definition
1. Kubler-Ross' stages
2. greif, mourning, widowhood |
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| 1. denial 2. anger 3. bargaining with higher power 4. depression 5. acceptance |
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| loss of a loved one causes most grief (3) 1. shock, disbelief, numbness 2. relive the persons life & death / searching for a meaning 3. new found strength |
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| ¾ of women b/c women live longer and marry older men, less likely to remarry |
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