5. Childhood Development Flashcards
Erikson: what is his model of development called?
Psychosocial Model
what are the 5 basic tenets of Erikson’s Psychosocial Model?
- Most children are normal
- The process of dev has both consistencies and variations
- Most families want the best for their children, and though mistakes are made, generally provide consistent and good enough parenting to enable children to maneuver the stages adequately
- Gains in dev competency always start a cascade of changes in the child and their envt
- Interventions should be guided by strengths and not deficits
First year of life: psychosocial crisis? favorable outcome?
crisis: trust v mistrust
good outcome: trust and optimism
General goals of the first year
adequate and consistent care and love –> ability to form trusting relationships. platform for trying out more autonomy in the second year
Second year of life: crisis? good outcome?
crisis: autonomy v shame and doubt
good outcome: sense of self, control and mastery
general goals of the second year
becomes stubborn and defiant; signals the nacent autonomy and exploration of the world beyond the parent. control actions/impulses, trust selves as individuals.
third -fifth year of life: crisis? good outcome?
crisis: initiative v guilt
good outcome: purpose/direction, ability to initiate
general goals of the third-fifth year
progress from rigid and defiance, to ability to create and to follow through on self-motivated activities. view self as separate person with own body, mind, emotions. move from transitional objects/imag friends to rela relationships.
6th year through puberty: crisis? good outcome?
crisis: industry v inferiority
good outcome: competence in intellectual, social, physical skills
general goals of yrs 6 through puberty
learn social skills which are valued by society. read, write, learn physical skills, learn to socialize with other people. value group norms and rules, also competition comes into play
adolescence: crisis? good outcome?
crisis: identity vs role confusion
good outcome: integrated sense of unique self
general goals of adolescence
transition between childhood and adulthood. sexual development, identity separate from the family. relationships characterized by clearly identified shared values.
early adulthood: crisis? good outcome?
crisis: intimacy v isolation
good outcome: close and lasting relationships; career commitments
early adulthood: general goals
commit to an occupation, choose a partner, form intimate relationships. development of a family and occupational role is paramount
middle adulthood: crisis? good outcome?
crisis: generativity v self-absorption
good outcome: concern for family, society, future generations
middle adulthood: general goals
active involvement in career, beginning to mentor. emphasis on world view and caring for the next generation
aging years: crisis? good outcome?
crisis: integrity v despair
good outcome: sense of fulfillment, satisfaction. leaving a legacy
aging years: general goals
face end of life. to the extent that has resolved earlier stages, feels sense of wholeness and integrity. to the extent that there is regret and missed opportunities, sense of trepidation and despair.
Piaget’s view of infant intelligence?
infant intelligence is seen in terms of actions and interactions with the environment. true thought does not appear until language skills emerge.
Stanford-Binet test: how does it work, what does it determine?
presents questions until person is unable to answer. where person is unable to answer, indicates their mental age. measure of intelligence.
Piaget and the wrong answers?
on the stanford-binet test, children who answered incorrectly tended to give the same wrong answer. Piaget thought this was a window into thought processes. He used this to examine the process of problem solution rather than attainment of correct answer.
what is Piaget’s theory of intelligence?
it is a continuous process of adaptation to the environment, in which the actions of the infants themselves play an impt role. Biol maturation provides the motivation or drive for the infants to practice primitive skills until they become successful tools. Learning is the constant refitting of old structures to become new ones.
