Chapter 8 Flashcards
Human development
- are the changes through out life in physical, psycho, social behavior that are experienced by ppl across life span (conception to death)
- How we take on the values and norms of a particular social or cultural group
Factors that influence human development (5)
- Quality of life
- Family size - single vs. extended family unit
- Emotional closeness
- Geographic closeness
- Norms, customs, childcare
Parenting practices influencing development
- collectivist? (style)
Collectivist cultures = more authoritarian – strict demands and rules
pos correlated with the authoritarian style of parenting which is based on strict demands, behavioral control, and sancions
Parental values and expectations:
- overall, expectations?
- study
-Parents typically have own developmental timetables, they expect child to acquire certain charactersitcs at certain ages; Despite large individ variations there are some cultural patterns in such expectations
- Study comparing Japanese and U.S. parents on desirable and undesirable behaviors
Both groups - social cooperativeness, sensitivity towards others were desirable behaviors
U.S. moms viewed aggressive behavior to be more negative; japan picked social insensitivity and uncooperativness
Socialization
is process by which person becomes a member of a particular culture and takes on its values and behaviors
Family structure
- west vs non
- extended families are
− Unit of 2 adults living with children common in Westerns but large extended families common in non
− Extended families tend to be more emotionally and geographically closer than individulast
Erikson’s stages of psychosocial development
- the theory
- the crisis’
- health ppl (8)
-Theorized every one passes thru 8 developmental stages
Each stage charactersized by developmental conflict or crisis
-If crisis has postive resolution, person’s ego is strenghtened by gaining a virtue that results in greater adaption and healthier personality; If crisis has negative, ego loses strenght resulting in inhibited adaption and unhealthy personality (Outcome of every crisis resolution is reversible)
-Eriskons defined healthy or mature personality as possessing 8 virtues (hope, will, purpose, competence, fidelity, love, care, wisdom) that emerge from postive resolution at each stage
Cross cultural applicability of Erik’s theory:
- applicability
- mainly applicable in?
- criticism
- criticism of applicability
- diff in non-westerners
- social maturation diff
- intimacy diff
- role confusion
- This theory can be applied in various c-c settings
- More applicable in cultures with broad socialization (independence and self expression) than in those with narrow socialization (strict idea of what is wrong and right/ conformity)
- The virtues he uses to define healthy ppl are according to Western christian values
- Eriksons theory not applicable to all, sometimes more immed stragies of surival more dominate in ppl’s lives (immigrants identity concerns can occupy ppl’s minds during adulthood long after eriksons proposal)
- ppl’s identites and lifestyles prescribed at birth; they accept certain religion, political ideology, occupation. They have fewer choices and therefore transition from one stage to another may be smoother than in western cultures with more choices
- In some cultures, social maturation not assoc with increased independence as Erikson thought but rather increased interdependence (buddhism)
- Intimacy may oocur at earlier life stages in some ethnic groups
- Role confusion may not be typical for individuals from traditonal cultures but becomes signf for immigrants from these countries
Piaget’s stages of cognitive development
- Piaget’s theory
- stages (4)
- applicability
− Piaget intersted in how children develop the process of thinking about selves and world around them
Childs cognitive growth is process of 4 stages
1. Sensorimotor stage: infants learn about their interaction with enviro (exploration)
2. Preoperational stage: child develops foundation for language acquistion; doesn’t comprehend that other ppl may see things diff (egocentrism)
3. Concrete operations: child learns logica and realize that volume, amt, weight stay same despite changes in physical appearance (conservation)
4. Formal operations: adolescents develop ability to think abstractly
− Stage sequence appears to be universal across cultures; but not all stages may be relevant for all cultures. (Formal operations)
Moral development stages: Kohlberg
- theory
- progression of stages
- 3 stages
− 6 stages of moral development in which children and adults able to make several types of moral judgments
− People move from lower stage of reasoning where they avoid punishment to higher stage where they choose social contract and then universal principles
1. Pre-conventional
Right vs. wrong – avoid punishment
2. Conventional
Right vs. wrong – seeking approval and conforming to norms
3. Post-conventional
Universal ethical principles – depends on circumstance
- Kohlberg’s applicability?
- criticism (2)
- chinese ex vs westerners
−First 4 stages appear to be universal in cultures
1. theory based on moral choices realted to US subjects. Stage closely linked to values of western liberalism and individualism however some cultuers moral judgment based on existing traditions not on free will and choice
2. Moral judgments can also be based on circumstances not on level of moral development
− Moral judgements of chinese reinforced by traditional norms and regulated by conformity to primary groups; they see issues as concerns for social order, abiding by law, from collectivist perspective. Strong orientation to perfrom altruistic acts for sake of close relatives or friends is part of chinese culture
−On otherhand, westerners concerned with individ rights and interests being protected by law
Developmental stages
- c-c diffs/ similiarties
- the stages (5)
-Views on beginning of child’s life vary c-culturally and based on edu background, religiou, other ideolovgical values
Several bio, beahvioral, and physio changes recognized c-culturally as indicators of partic life stages (emergence of permanent teeth, first words, first menstraution)
- prenatal period, infancy, childhood, adolescence, and adulthood
Prenatal period
- is
- diff in attitudes towards pregnancy (c vs. I)
is typically time between conception and birth (38 weeks)
- traditonal collectivist countries pregnancy is more family centered with active particpation and guidance rom family; in individualistic childbirth tends to be private affair
Infancy
- is (age)
- temperament
- development of attachment (month)
- attachment patterns
- pattern higher in west?
- majority perceive children desirable with?
- is period from birth to 2 years when child acquires intial motor, cognitive, and social skills
- in children are personality traits present in infancy with genetic basis, also influenced by enviro factors (parents respond diff to crying child)
- several countries showed most infants develop fromal attachemtn around 7th month of life
−Attachemtn patterns in a strange situation are universal and divided into 3 categories:
1. Anxious avoidant- children don’t pay much attention to parents
2. Anxious and resistant- children stay close to paretns and worry when they leave
3. Securely attached- children not threatened by stranger in prescene of parents
− Found that prev of anxious avoidant type higher in western where anxious resistant more in nonwest
− Majority of mothers in countries percieve children with desirable characterstics as secure children
Childhood
- is
- thinking
- middle childhood (age)
- formation of social identity
- is a period of conintous growth, learning, development
−Childhood thinking is wishful and fantastic, often uncertain about diff btwn reality and fantasy; belief in magical powers of ideas
−last from 6-12 years, children develop thinkng, social, abstract thinking skills. Thinking based on observations/direct experiences - formed during childhood; btwn the 2nd and 4th grade children able to clearly identify themselves with their ethnic group, nationality, and social class
