2 Flashcards
development occurs…
Development occurs within a range that can differ from child to child. Not due to age-specific events.
Example of biological development
CNS
Define environmental factors of development + example
Environmental factors: Balance between parent expectations and developmental limits.
Eg: 2yrs cannot read but language development improves if read to
Define schema
Units of knowledge. Increase in number and complexity as the child constructs an understanding of the world.
Innate schemas examples (3)
Eg: sucking, grasping, rooting.
Adaptation is (1) involves (2)
Intellectual growth occurs by adaptation.
Assimilation: Add information to existing schema
Accommodation: Existing schema is changed to allow new information.
Define Assimilation
Assimilation: Add information to existing schema
Define Accommodation
Accommodation: Existing schema is changed to allow new information.
The force that advances development (1)
Equilibrium: Mental balance. The force that advances development
Define Disequilibrium
- Disequilibrium: Mental unbalance. The force that allows schema to change to return to equilibrium
Name of Piaget’s theory
theory of cognitive development
Principles of Theory of cognitive development (4)
Same order for every child.
No stage can be missed.
Biological maturation and environmental factors affect the stages
Some never achieve later stages
Stages of Piaget’s theory of cognitive development (4) and ages
0-2 Sensorimotor stage
2-7 Preoperational stage
7-11 Concrete operations stage
12+ Formal operations stage
Sensorimotor stage
Age
Headlines (2)
Sensorimotor Stage: 0-2
Immediate environment.
- Sensory input - Motor capabilities
Object constancy and object permeance (Eg: mother).
Preoperational Stage
Age
Headlines (4)
Preoperational Stage: 2-7
Manipulate images and symbols
Symbolism in pretend play
Egocentric view of world
No logical organization of thoughts. Eg: Unable to apply principles of conversation.
Concrete Operations Stage
Age
Headlines (5)
Concrete Operations Stage: 7-11
Internal problem solving (concrete).
Basic math skills.
Can hold conversation.
Sort items, reverse direction of thinking, 2 concepts simultaneously.
Understand situation from another perspective.
Formal Operations Stage
Age
Headlines (5)
Formal Operations Stage: 12+
Abstract concepts.
Logically test hypothesis.
Speculate about future.
Theoretical, philosophical and scientific reasoning.
Adolescents reinterpret and revise knowledge base.
Sort items, reverse direction of thinking, 2 concepts simultaneously. What age
Concrete Operations Stage: 7-11
Basic math skills. What age
Concrete Operations Stage: 7-11
Manipulate images and symbols. What age
Preoperational Stage: 2-7
Object constancy and object permeance. What age
Sensorimotor Stage: 0-2
Logically test hypothesis. What age
Formal Operations Stage: 12+
Theoretical, philosophical and scientific reasoning. What age
Formal Operations Stage: 12+
Symbolism in pretend play. What age.
Preoperational Stage: 2-7
Stages of Psychosocial development theory (5) +ages
0-1 Trust vs Mistrust 1-2 Autonomy vs Shame/doubt 2-6 Initiative vs Guilt 6-12 Competence/Industry vs inferiority 12-20 Identity vs Role confusion
Trust vs Mistrust. age and Positive outcomes (1)
0-1 Trust vs Mistrust
Infants depend on others.
Positive outcomes: Infant will trust if needs are met.
Autonomy vs Shame/Doubt. age and Positive outcomes: (2)
1-2 Autonomy vs Shame/Doubt
Positive outcomes:
Self control and confidence develop
Encouraged to explore and reassured when mistakes made = Autonomy.
Initiative vs Guilt. age and Positive outcomes: (2)
2-6 Initiative vs Guilt
Adventure and play while learning to control impulses.
Encouragement and consistent discipline = learn wrong/right
Competence/Industry vs Inferiority age (1) Factors (2) Positive outcomes (1) Negative outcomes (1)
6-12 Competence/Industry vs Inferiority
School: social and academic skills.
Peers become key social agent.
Positive outcomes: Pleasure in learning and productivity = sense of competence.
Negative outcomes: Develop feelings of Inferiority
Identity vs Role Confusion age (1) Factors (1) Positive outcomes (1) Negative outcomes (1)
12-20 Identity vs Role Confusion
Who am I?
Positive outcomes: Strong identity, ready for future
Negative outcomes: Confusion. Unable to make decisions.
Ages and stages
0-1
(2) Stages
(4) Features
Sensorimotor/TrustMistrust
Learns through sensory and motor experiences.
Learning to control body.
Early object permanence.
Infant depends on caregivers to meet basic needs and respond to sensorimotor communications.
Ages and stages
1-2
(2) Stages
(3) Features
Sensorimotor/ Autonomy vs Shame/Doubt
Still learn through sensory and motor experiences.
Ability to walk expands sensory world
Learn to explore for themselves. Self-control and Self-confidence develop
Ages and stages
2-7
(2) Stages
(6) Features
Preoperational / Initiative/Guilt
Prominent language development.
Fantasy/imaginary play
Egocentric view of world.
No formal logic.
Impulse control develops with environment.
Guilt can stem from egocentric view of world.
Ages and stages 6-12 years:
(2) Stages
(6) Features
Concrete Operations Stage / Competence/Industry vs Inferiority
Logical operations in relation to concrete objects
Able to understand situation for another’s perspective.
School is central part of life.
Peers are key social agent. Compare selves to other children
Ages and stages 12-20 years:
(2) Stages
(5) Features
Identity vs Role Confusion / Formal Operations Stage
Who am I?
Abstract, theoretical, philosophical and scientific reasoning possible.
Cause and effect speculations occur.
Question, reinterpret and revise knowledge base.
Relies on society and peers to resolve inner conflicts
