ch 11 potter developmental theories

Question 1

is how our physical bodies grow and change

Answer 1

Biophysical development

Question 2

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

Answer 2

Gesell’s theory of development

Question 3

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

Answer 3

Theories of psychoanalytical/psychosocial

Question 4

explains development as primarily unconscious and influenced by emotion

Answer 4

Psychoanalytical theory

Question 5

Infancy (birth to 18 months)

-Freud (Psychosexual Development)

Answer 5

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

Question 6

Early childhood/toddler (18 months to 3 years)

–Freud (Psychosexual Development)

Answer 6

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

Question 7

Preschool (3-5 years)

–Freud (Psychosexual Development)

Answer 7

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

Question 8

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

Answer 8

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

Question 9

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

–Freud (Psychosexual Development)

Answer 9

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

Question 10

Infancy (birth to 18 months)

-Erikson (Psychosocial Development)

Answer 10

Trust vs. mistrust

Ability to trust others

Question 11

Infancy (birth to 18 months)

-Erikson (Psychosocial Development)

Answer 11

Trust vs. mistrust

Ability to trust others

Question 12

Early childhood/toddler (18 months to 3 years)

-Erikson (Psychosocial Development)

Answer 12

Autonomy vs. shame and doubt

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

Question 13

Preschool (3-5 years)

-Erikson (Psychosocial Development)

Answer 13

Initiative vs. guilt

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

Question 14

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

Answer 14

Industry vs. inferiority

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

Question 15

Adolescence (12-19 years) (puberty)

-Erikson (Psychosocial Development)

Answer 15

Identity vs. role confusion

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

Question 16

Young Adult

-Erikson (Psychosocial Development)

Answer 16

Intimacy vs. isolation

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

Question 17

Adult (middle Age)

-Erikson (Psychosocial Development)

Answer 17

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)

Question 18

Old age

-Erikson (Psychosocial Development)

Answer 18

Integrity vs. despair (loss hope)

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

Question 19

Infancy (birth to 18 months)

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

Answer 19

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

Question 20

Early childhood/toddler (18 months to 3 years)

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

Answer 20

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

Question 21

Preschool (3-5 years)

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

Answer 21

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

Question 22

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

Answer 22

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

Question 23

Adolescence (12-19 years)

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

Answer 23

Formal operations period

Abstract thinking
-reason with respect to possibilities

Question 24

Early childhood/toddler (18 months to 3 years)

-Kohlberg (Development of Moral Reasoning)

Answer 24

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

Question 25

Preschool (3-5 years)

-Kohlberg (Development of Moral Reasoning)

Answer 25

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

Question 26

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

Answer 26

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

Question 27

Adolescence (12-19 years)

-Kohlberg (Development of Moral Reasoning)

Answer 27

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

Question 28

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

Answer 28

Temperament (3 broad temperament traits)

-improve the quality of interactions between parents and children

Question 29

—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).

Answer 29

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

Question 30

—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.

Answer 30

The difficult child

Question 31

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

Answer 31

Moral development (theory) by Kohlberg

Question 32

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

Answer 32

Gilligan’s research