ch 11 potter developmental theories Flashcards by marwa Elrezzouk

is how our physical bodies grow and change

Biophysical development

How well did you know this?

Not at all

Perfectly

is that each child’s pattern of growth is unique and this pattern is directed by gene activity

Gesell’s theory of development

How well did you know this?

Not at all

Perfectly

development describe human development from the perspectives of personality, thinking, and behavior

Theories of psychoanalytical/psychosocial

How well did you know this?

Not at all

Perfectly

explains development as primarily unconscious and influenced by emotion

Psychoanalytical theory

How well did you know this?

Not at all

Perfectly

Infancy (birth to 18 months)

-Freud (Psychosexual Development)

Oral stage (gratification thru oral activities ex: feeding, thumb, sucking, babbling)

How well did you know this?

Not at all

Perfectly

Early childhood/toddler (18 months to 3 years)

–Freud (Psychosexual Development)

Anal stage (learns to respond to some of demands of society like bowel/bladder control)

How well did you know this?

Not at all

Perfectly

Preschool (3-5 years)

–Freud (Psychosexual Development)

Phallic stage Or Oedipal (child learns realise difference b/w males and females n become aware of sexuality)

How well did you know this?

Not at all

Perfectly

Middle childhood (6-12 years)
-Freud (Psychosexual Development)

Latent stage (child continues his/her development but sexual urges are relatively quiet)

How well did you know this?

Not at all

Perfectly

Adolescence (12-19 years) (puberty-adulthood)

–Freud (Psychosexual Development)

Genital stage (growing adolescent shakes off old dependencies and learns deal maturely w/opp sex)

How well did you know this?

Not at all

Perfectly

Infancy (birth to 18 months)

-Erikson (Psychosocial Development)

Trust vs. mistrust

Ability to trust others

How well did you know this?

Not at all

Perfectly

Infancy (birth to 18 months)

-Erikson (Psychosocial Development)

Trust vs. mistrust

Ability to trust others

How well did you know this?

Not at all

Perfectly

Early childhood/toddler (18 months to 3 years)

-Erikson (Psychosocial Development)

Autonomy vs. shame and doubt

Self-control and independence (limiting choices & placing hard punishments=shame/doubt)

How well did you know this?

Not at all

Perfectly

Preschool (3-5 years)

-Erikson (Psychosocial Development)

Initiative vs. guilt

Highly imaginative (limits placed on their behaviour to explore=guilt)

How well did you know this?

Not at all

Perfectly

Middle childhood (6-12 years)
-Erikson (Psychosocial Development)

Industry vs. inferiority

Engaged in tasks and activities (feel like u can’t do it=inadequacy/inferiority)

How well did you know this?

Not at all

Perfectly

Adolescence (12-19 years) (puberty)

-Erikson (Psychosocial Development)

Identity vs. role confusion

Sexual maturity, “Who am I?” (devotion and fidelity to others/perceived invulnerability contributes to risk-taking behavior)

How well did you know this?

Not at all

Perfectly

Young Adult

-Erikson (Psychosocial Development)

Intimacy vs. isolation

Affiliation vs. love (find someone to love(intimacy) if can’t find=isolation>fear of rejection)

Adult (middle Age)

-Erikson (Psychosocial Development)

Generativity vs. self-absorption and stagnation

(generativity = in caring for others as a basic strength/ parenthood, if can’t play development of the next generation = in stagnation)

Old age

-Erikson (Psychosocial Development)

Integrity vs. despair (loss hope)

sense of satisfaction w/ their life or regret/failure=no meaning to life

Infancy (birth to 18 months)

-Piaget (Cognitive/Moral Development)< based on how they think, reason, and perceive the world

Sensorimotor period
Progress from reflex activity to simple repetitive actions
-if like sucking= sucks everything
-knows toys are there even if can’t be seen =motor&reflex actions

Early childhood/toddler (18 months to 3 years)

-Piaget (Cognitive/Moral Development)< based on how they think, reason, and perceive the world

Preoperational period (2-7yrs)—thinking using symbols
Egocentric (thinking of themselves only)
-use symbols & mental images/ magical thinking(animism)

Preschool (3-5 years)

-Piaget (Cognitive/Moral Development)< based on how they think, reason, and perceive the world

Use of symbols
Egocentric
–use symbols & mental images/ magical thinking(animism)

Middle childhood (6-12 years)
-Piaget (Cognitive/Moral Development)< based on how they think, reason, and perceive the world

Concrete operations period (7-11yrs)
Logical thinking
(seriation aka order, sort objects by length, weight) & conservation= see objects or quantities as remaining the same despite a change in their physical appearance

Adolescence (12-19 years)

-Piaget (Cognitive/Moral Development)< based on how they think, reason, and perceive the world

Formal operations period

Abstract thinking
-reason with respect to possibilities

Early childhood/toddler (18 months to 3 years)

-Kohlberg (Development of Moral Reasoning)

Preconventional level
Punishment-obedience orientation: (why?)
(I must follow the rules; otherwise I will be punished.)

Preschool (3-5 years) | -Kohlberg (Development of Moral Reasoning)

Preconventional level Premoral Instrumental orientation: recognizes that there is more than one right view -perceives punishment not as proof of being wrong (as in stage 1) but as something that one wants to avoid. Actions are determined as good or bad in terms of their consequence

Middle childhood (6-12 years) - Kohlberg (Development of Moral Reasoning) - Stage 4: Society-Maintaining Orientation - ex not go to party that has beer bc its wrong not to society but to u

``` Conventional level: -“What’s in it for me?” to “How will it affect my relationships with others?” stage 3: Good boy–nice girl orientation -kiss ass to please others -showing respect for authority -obeying rules of correct behavior ```

Adolescence (12-19 years) | -Kohlberg (Development of Moral Reasoning)

Postconventional level stage 5. Social contract orientation: follows the societal law but recognizes the possibility of changing the law to improve society. ex: emphasizes the basic rights, the democratic process, and following laws without question Stage 6: Universal Ethical Principle Orientation ex:may not follow a law if it does not seem just to the racial group

is a behavioral style that affects an individual’s emotional interactions with others

Temperament (3 broad temperament traits) | -improve the quality of interactions between parents and children

—Typically displays discomfort when introduced to new situations and needs time to adjust to new environment, authority figures, and expectations. These children respond with tears, somatic complaints, or other maneuvers to avoid the situation (e.g., complaining of a stomachache to avoid going to school).

The slow-to–warm up child (type Temperament)

—Highly distracted, active, irritable, and irregular in habits. This child may benefit from “practice” or role playing to be successful with new skills, situations, or environments.

The difficult child

refers to the changes in a person’s thoughts, emotions, and behaviors that influence beliefs about what is right or wrong. It encompasses both interpersonal and intrapersonal dimensions as it governs how we interact with others

Moral development (theory) by Kohlberg

looked at moral development from a care perspective that viewed people in their interpersonal communications, relationships, and concern for others

Gilligan’s research