Chapter 1 Flashcards
understanding constancy and change from conception to adolescence
child development
integrated set of statements that describe, explain, and predict behaviour
theory
ability to adapt effectively in the face of threats to development
resilience
as open to change in response to influential experience
plasticity
children move through series of stages in which then confront conflicts between biological drives and social expectations
psychoanalytic perspective
Freud’s theory; how parents manage childs sexual and aggressive drives in the first few years is crucial for healthy personality development
psychosexual theory
Freud’s theory; 3 parts:
- ID=largest part of the mind, basic biological needs and desires
- EGO= rational part of personality to redirect the ID’s impulses
- SUPEREGO= reconciling the demands of the ID, external world and conscience
Erikson’s Theory; in addition to mediating between ID impulses and superego demands, the ego makes a positive contribution to development, acquiring attitudes and skills that make the individual an active contributing member of society
psychosical theory
directly observable events- stimuli and responses are the appropriate focus of study
behaviorism
Bandura, emphasized modeling as a powerful source of development
social learning theory
procedures that combine conditioning and modeling to eliminate undesirable behaviors and increase desirable responses
behavior modification
piaget; children actively construct knowledge as they manipulate and explore world
cognitive developmental theory
the human mind might also be viewed as a symbol manipulating system through which information flows
information processing system
focus on how culture is transmitted to the next generation (Vygotsky)
sociocultural theory
bronfenbrenner views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment
ecological system theory
