Chapter 1 Flashcards
What did Plato think was the source of knowledge
Logic and reasoning
Logic and reasoning
Plato
Aristotle
Empericism
Empericism
Aristotle
Rousseau
People are borne good , society corrupts them
People borne good and corrupted by society
Rousseau
Locke
Tabula rassa
Blank slate hypothesis
Locke
What caused child development to be studied
Advances in western science and an increasing interest in childrens welfare
Basic natural selection
1- some offspring will have favorable characteristics
2-these will confer advantages and therefore, be pased down genetically
3-those that do not have these will be less likely to survive and replicate
Charles Darwin was interested in development because
He thought the development of an individual would allow one to understand the development of the species. He kept detailed baby biographies - this was the beginning of trying to find theories of development.
Biological perspective basics
1-Development is determined by mostly biological factors
2-in maturational theory, development reflects the natural unfolding of a biological plan
3- in ethological theory, many behaviors are views as adaptive
G. Stanley Hall
What did he do?
What did he think about pushing kids to go faster?
Studied 100,000 kids t determine a @normal@ path of development
He thought kids recapitulate developmental stages of the species as they develop. Hence it is not good to push them to go faster.
He believed there is a PLAN with which we develop.
Ernst Haeckel
Thought the embryonic development of organisms goes through the the evolutionary history of its species.
“ontogeny recapitulates phylogeny”
Arnold Geselle
Maturational theory
Maturational Theory
Arnold Geselle
Child development occurs according to a naturaly determined plan of growth. Parents should let the plan unfold. Experience does not matter.
Normative approach - people studied large numbers of children of different ages. Found the “norms”.
Could tell parents what to expect at each stage.
Conrad Lorenze
Ethological Theory
Ethology
Adaptive or survival value of a behavior and its evolutionary hx
Ethological Theory
Conrad Lorenze
There is a critical (sensitive) period when a child is ready to learn something, neither too early or late.
If missed, either no chance (critical) or much harder (sensitive).
One thing people learn is IMPRINTING which is when organisms form an emotional bond with the first moving objects they see (usually their mother). There is a window for this.
In humans, this emotional bond can be called ATTACHMENT.
Therefore, even of the underlying mechanism is biological, it does not happen without experience.
The Psychodynamic Perspective
Development is determined by how a child resolves conflicts/challenges
Experiences affect development
Conflicts between desires
Personality in psychodynamic theory
ID present at birth. Base desires.
Ego develops at 1 year old when kid learns they cant always get what they want- based in reality
Tries to transform egos desires into something socially acceptable
Superego - Conscience; develops from 3-6 years through interactions with caregivers
Conflicts between id, ego and superego
Superego has punishment power.
ID wants many things
Ego doesnt want to be punished so tries to find a socially acceptble solution. Ego is mediator
Normal/Neurotic
Normally Ego is in charge
Neurotic, superego is - anxious and guilty
Psychosexual Theory Basics
Body ego
Psychic skin
Libido is a force that compells people towards pleasure.
When these needs are met, person moves onto more mature forms of pleasure. When not, FIXATED at this stage.
Modern theory says genes and environment are important.
Body ego - develops through the process of separation from a parent, and is a persons sense of self as an individual.
Psychic skin - nurturing the child brings this a persons ability to contain his or her internal emotional state
Birth to 1 year Psex
Oral Phase
EZ - mouth; gratify oral urges
Smoking, sucking, eating, biting nails if fixated
1 to 3 years psex
Anal Phase
EZ anus - learn to withhold and release poo
If fixated, extreme self control or too much = really messy
3-6 years psex
Phallic Phase
Oedipus and elctra conflict resolved by not being interested in other sex parent anymore
Superego formed and children feel guilty when they violate its standards
6-11 Years psex
Latency Phase
Sex instincts die down
Play with same sex friends
Learn new values from fx and same sex peers outside home
Adolescence psex
Genital Phase
Sex comes back
If earlier phases successful = marriage and child rearing.
Extends through adulthood
Fixation lecture examples
Oral - smoking, nail biting, gum-chewing
Anal - Orderliness, obsessiveness, rigidity
Phallic - vanity, exhibitionism, pride
Erik Erikson
Psychosocial theory
Studied under Anna Freud
Neofreudian
Psychosocial
Erik Erikson
There are 8 stages
Each has a crisis that must be resolved
0-1 year psoc
basic trust vs mistrust
Work out if the world is good or not
1-3 years psoc
Autonomy vs shame and doubt
Using new mental and motor skills, kids decide for themselves. Parents can foster autonomy by allowing reasonable choice and not shaming the child
3-6 year psoc
Initiative vs guild
Through play and make believe kids explore what person they will be
ambition and responsibility develop when parents support childs sense of purpose
When parents demand too much self-control, kids become too guilty
6-11 p soc
Industry vs inferiority
At school, kids try to work and cooperate with others. If negative, kid develops feelings of inferiority
Adolescence psoc
Identity vs role confusion
Tried to define who they are. Failure results in confusion about future roles
Early Adulthood psoc
Intimacy vs isolation
young people work on establishing relations with others. Because of early failings, some cant and remain isolated
Middle adulthood psoc
Generativity vs stagnation
rear kids, care for others do productive work
failure means feeling a sense of lack of meaningful accomplishment
Late adulthood psoc
Integrity vs despair
reflect on what ind of person they have been
Those dissatisfied, fear death
Basics of the Learning Perspective
Emphasize experience in development
Classical and Operant conditioning
Social Learning Theory
Summary of psychodynamic
Path to adulthood is fraught with obstacles whether they are called conflicts or challenges. When young overcome earlier challenges, later ones are easier.
Classical conditioning
Unconditioned stimulus (food) Unconditioned response (salivating to food) Neutral stimulus (bell) Conditioned response (salivating to bell) IS ASSOCIATIVE LEARNING
John Watson
Extended the work of Ivan Pavlov to apply classical conditioning to children.
Believed learning to be the crucial factor in development - with correct technique anything can be learned.
Blank slate fan
Also Albert generalized the fear of the rat to other animals so perhaps phobias
Little Albert (watson)
Classically conditioned to fear something (a white rat) he liked by banging metal.
Might be the route cause of phobias (Watson thought)
Skinner
Operant conditioning
Operant conditioning
Consequences of behavior affect the chances of it happening again.
Positive reinforcement - give a good thing
Negative reinforcement - take a bad thing
Positive punishment - add a bad thing
Negative punishment - remove a good thing
Albert Bandura
Social learning theory
ppl can learn without conditioning
Imitation and observational learning (watching behaviors and consequences)
Is Albertian
Social Learning Theory (social cognitive learning theory)
Kids will learn also by imitation and observational learning
They will imitate people they admire and stuff they see gets rewarded; they dont copy everything, just stuff they see getting rewarded.
It is cognitive because children are trying to understand their world and social because others are important sources of information about the world.
observational learning
(watching behaviors and consequences)
Self-efficacy
a persons belief in their ability to execute behaviors needed to so something.
Can be conditioned (like dad praising son who is folding laundry)
Self-efficacy and imitation
A child who cant sing wont imitate celine dion. Whether a child imitates depends on who the person is, whether this persons behavior is rewarded and the child’s beliefs about their self efficacy
Bandura Bobo Doll
Woman beats up a doll
Kids copy and learn to be aggressive to it
Seeing others aggressive makes kids aggressive
Starts to like guns even though bobo doll did not involve guns
Jean Piaget
four stages of cognitive development
Cognitive developmental perspective
Development reflects kids efforts to understand the world
Little scientists who run experiments
When the world works like kid expects, the belief grows stronger, when doesn’t reevaluate.
There are 3 points where the theory must be thrown away.
Birth to 2 years (cog)
Sensorimotor phase
Infants knowledge based on senses and motor skills. By the end of the period, kid uses mental images.
3 to 6 years psychosocial
Pre-operational
Child learns symbols such as words and numbers to represent aspects of the world but relates to the world through their perspective only
7 to 11 years Piaget
Concrete Operational
Child understands and applies logical operations to experiences, provided experiences pertain to the here and now
Adolescence and beyond Piaget
Formal operational
Can think abstractly, and speculate on what may be possible
Child agency
psychodynamic - subject to caregivers
learning - to environment
social learning - to role models
active in cognitive
The contextual perspective
People, institutions etc merge to form a culture
Vygotsky believed society tried to teach kids culturally essential knowledge therefore development must be considered in a cultural context.
N america school
Africa hunt
Lev Vygotky
Contextual perspective - culture plays a role
Zone of proximal development
Zone of proximal development
ZAD zone of achieved development - where learner is now
ZPD - what needs to be done to take learner to where they need to be (what they can do with hep)
When can do it, moves to ZAD.
Can be used to teach culturally relevant stuff.
Urie Brofenbrenner
Ecological Systems Theory
Ecological Systems Theory
Development happens within interacting systems
Microsystem - things kid is in direct contact with
Mesosystem - the interactions between these things
Exosystem - things that will have secondary effects on the child (extended family, parents work etc)
Macrosystem - larger world, laws, values and customs
Chronosystem - These are all impacted by time and these changes influence development
Might not explain indegenous ppls
resilience and entrepreneurship
Resilience
the capacity of an individual to deal with difficulties in life.
Entrepreneurship
the capacity of an individual to shape their interactions with others
New approaches
Three new approaches to the study of child development are information-processing theory, evolutionary theory, and developmental psychopathology.
Information-processing theory is based on a computer model of human cognition in which memory is like “mental hardware” and cognitive processes are like “mental software.”
Evolutionary theorists believe that, through the process of evolution, behaviours and characteristics of infants and children have been developed because of their value to the survival of the child and the entire species.
Developmental psychopathology theorists see development as a dynamic and hierarchical process that involves continual reorganization and transformation across a person’s lifespan, with all variables affecting all other variables
Theme 1 Early development is related to later development
Continuity vs discontinuity
What models support which idea?
Early development is related to later development but not perfectly; research supports the view that development is not completely rigid as in the continuous pathway view, nor is it completely flexible as in the discontinuous/changing pathways view.
Continuity-discontinuity issue
Learning is continuous - more of the same
Stages models have stages - qualitative differences
Someone who is nice when young is more likely to be nice when old but its not certain
Development is always jointly influenced
Nature nurture issue
Development is always jointly influenced by heredity and environment; scientists view heredity and environment as interactive forces that both influence development.
Development in different domains is connected
Development in different domains is connected; cognitive, physical, social, and emotional development affect each other.
