CHAPTER 3 INFANCY AND CHILDHOOD DEVELOPMENTAL PSYCHOLOGY Def the study of changes that occur as an individual matures NEWBORN CAPACITIES GRASPING REFLEX cling response when palm is touched ID: 689563
Download Presentation The PPT/PDF document "Changes…more than ever before or after" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Changes…more than ever before or after
CHAPTER 3: INFANCY AND CHILDHOODSlide2
DEVELOPMENTAL PSYCHOLOGY
Def
: the study of changes that occur as an individual maturesSlide3
NEWBORN CAPACITIES
GRASPING REFLEX
: cling response when palm is touched
ROOTING REFLEX
: when touched near the mouth, infant will move mouth in direction of sensation
SUCKING REFLEXMORO (STARTLE) REFLEX: arms spread out at right angles to body and legs spread out when startledSlide4
PHYSICAL DEVELOPMENT
Avg
length of newborn: 18-22 inches
MATURATION
: the internally programmed growth of a childLEARNING: relatively permanent change in behavior resulting from responses that change as a result of experienceDon’t force learning
Maturational readinessSlide5
PERCEPTUAL DEVELOPMENT
Infants prefer looking at human faces or patterned materials
They benefit from touch
Generally unafraid due to lack of experience (Visual Cliff)Slide6
Language development
1
ST
year: crying, cooing, babbling, native babbling
Toward 2nd year: primitive words1st words are things they can see and touch
BA
MA
DASlide7
LANGUAGE CONTINUED
End of 2
nd
year: 500-1500 word vocab.; begin 2-word phrases
TELEGRAPHIC SPEECH
: verbal utterances where words are left out but meaning is clearOvergeneralization: improperly applying grammatical rulesGrammar
: rules for arranging symbols to produce meaning
ME NO LIKE
MY MOM PUTTED THIS STUPID HAT ON MESlide8
SECTION 2: COGNITIVE AND EMOTIONAL DEVELOPMENTSlide9
Cognitive development
Jean Piaget
Showed that intellectual development involves quantitative and qualitative changesSlide10
HOW KNOWING CHANGES
SCHEMA
: conceptual framework a person uses to make sense of the world
ASSIMILATION
: process of fitting objects and experiences into one’s schemas
ACCOMMODATION: adjustment of one’s schemas to include newly observed events and experiencesSlide11
OBJECT PERMANENCE
Def
: a child’s realization that an object exists even when he/she cannot see or touch it
Usually obtained by 12-18 monthsSlide12
REPRESENTATIONAL THOUGHT
Def
: the intellectual ability of a child to picture something in his/her mind
This means we have begun to use symbols
Language can now developSlide13
PRINCIPLE OF CONSERVATION
Def
: a given quantity does not change when its appearance is changed
Acquired by age 7
EGOCENTRIC
: a young child’s inability to understand another person’s perspectiveSlide14
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
1)
Sensorimotor stage
: birth-2; simple motor responses to stimuli
2) Preoperational stage: 2-7; egocentric; uses symbols to solve simple problems or to talk about things not presentSlide15
STAGES OF COG DEV CONTINUED
3)
Concrete operational
: 7-11; organized and rational thinking; struggle w/hypotheticals
4)
Formal operational: 11-on; understands abstract ideas and hypotheticalsWe all follow the same order but at different timesSlide16
EXPERIMENTS WITH ANIMALSSlide17
IMPRINTING
Def
: inherited tendencies or responses that are displayed by newborn animals when they encounter new stimuliSlide18
IMPRINTING CONTINUED
Idea from
Konrad
Lorenz (geese)
Critical period
: a specific time in development when certain skills or abilities are most easily learnedSlide19
SURROGATE MOTHERS
Harry Harlow
What makes the mother so important?
Discovered touch or
contact comfort was more important than biological needs (mother’s love)Slide20
HUMAN INFANTS
Form attachment around 6 months
Strong from 6 months to 3 years
Separation causes
separation anxiety
Around strangers, stranger anxietySlide21
ATTACHMENT
Mary Ainsworth’s
Strange Situation
3 patterns of attachment:
1) Secure—child willing to explore 2) Avoidant—avoid/ignore mom when she returns
3) Anxious/Ambivalent—not upset when mom leaves, but rejects her upon returnSlide22
SECTION 3: PARENTING STYLES AND SOCIAL DEVELOPMENTSlide23
Parenting styles
1)
Authoritarian
: parents control and evaluate behavior and attitudes of children in accordance with a set code of conduct
2)
Democratic: children participate in decisions that affect their lives (aka: Authoritative)Slide24
PARENTING STYLES CONTINUED
3)
Permissive/Laissez-faire
: children have final say; parents are non-punishing
4) Uninvolved: parents are uncommitted to role of parentSlide25
EFFECTS OF PARENTING STYLES
Authoritative produces more confident kids
It establishes limits
Allows children to assume responsibility gradually
Able to identify with parentsSlide26
CHILD ABUSE
Physical or mental injury, sexual abuse, negligence
Child must be under age of 18
Various causes
Stress is most prevalent causeCan create: loss of trust, feelings of guilt, antisocial behavior, depression, identity confusion, etc…Slide27
SOCIAL DEVELOPMENTSlide28
SOCIALIZATION
Def
: the process of learning the rules of behavior of the culture within which an individual is born and will live
Involves learning to live with others
Learning the rulesSlide29
FREUD’S THEORY OF PSYCHOSEXUAL DEVELOPMENT
Freud: children are born with strong sexual and aggressive urges
Learning to control these urges leads to learning difference between right and wrongSlide30
1ST STAGE: THE ORAL STAGE
1
st
18 months
Pleasure is obtained through the mouth (breastfeeding)
Weaning from nursing can cause conflictConflict results in an oral fixation later in lifeSlide31
2ND STAGE: ANAL STAGE
C. 1.5-3 years old
Pleasure obtained through the anus
Toilet training teaches to curb freedom and establish social controlSlide32
3RD STAGE: PHALLIC STAGE
Between ages 3-5
Child becomes aware of gender differences
Child becomes rival for the affections of the parent of the opposite sex
IDENTIFICATION
: process by which a child adopts the values and principles of the same-sex parents
Conflict can lead to Oedipus/Elektra ComplexSlide33
4th Stage: Latency stage
C. age 5-6
Sexual desires pushed back
Focus on exploration and learning
SUBLIMATION: process of redirecting sexual impulses into learning tasksSlide34
5TH STAGE: GENITAL STAGE
Adolescence to adulthood
One gets as much satisfaction from giving pleasure as from receiving it
Sexual desires renewed
Seek relationships with othersSlide35
ERIK ERIKSON’S THEORY OF PSYCHOSOCIAL DEVELOPMENT
Emphasizes need for
social approval
We face specific
crises
at certain points in lifeAs we age, more is expected from usWe develop according to how people respond to usSlide36
LEARNING THEORIES OF DEVELOPMENT
We learn social rules b/c we are rewarded for conforming
Social development is due to conditioning and imitationSlide37
COGNITIVE-DEVELOPMENTAL APPROACH
Social development is due to the child acting on the environment
Trying to make sense out of experience
Children’s games show this…Slide38
GAMES AND PLAY
Games and playing offer a way for kids to learn for themselves
Playing creates a small society
Experience,
NOT winning, is what countsSlide39
Games and play continued
ROLE TAKING
: children’s play that involves assuming adult roles, thus enabling the child to experience different points of viewSlide40
MORAL DEVELOPMENT
Lawrence Kohlberg
Posed moral questions to different age groups
Examined the child’s reasoning
Created 6 stages of moral developmentSlide41
PRE-CONVENTIONAL: STAGE 1
Child is totally egocentric
Main concern is avoiding punishment
No real sense of right and wrongSlide42
pRECONVENTIONAL: STAGE 2
Child learns how to receive rewards
Believe Golden Rule is quid pro quo
Still egocentric
Evaluate acts in terms of consequencesSlide43
Conventional: STAGE 1
Child becomes sensitive to other people
Want social approval
Apply rules rigidly and literallySlide44
Conventional: STAGE 2
Key issue is law and order
Strong belief in established authoritySlide45
Post-conventional: STAGE 1
Is the law fair?
Belief that laws must change to fit the changing world
Is the law good for society?Slide46
Post-conventional: STAGE 2
Acceptance of ethical principles that apply to everyone
Moral imperatives, like the Golden Rule, cannot be brokenSlide47
GENDER BIAS IN KOHLBERG’S THEORY
Females are raised to be empathetic
Boys are taught the goals of justice
This puts males at a higher level of moral development