Chapter one: organizing Themes in Development Flashcards
life span development:
human behavioral change from conception to death. “Behavioral” change refers broadly to change in both observable activity (e.g., from crawling to walking) and mental activity (e.g.,
from disorganized to logical thinking).
1. describes ppl’s BX
2. identify how people are likely to respond to life’s experiences at different ages,
3. formulate theories that explain how and why we see the typical characteristics
and responses that we do,
4. understand what factors contribute to developmental differences from one person
to another, and
5. understand how behavior is influenced by cultural context and by changes in culture across generations.
Reflective practice.
The idea of “reflectivity” derives from Dewey’s (1933/1998)
View of education, which emphasized careful consideration of one’s beliefs and forms of knowledge as a precursor to practice.
Freud’s psychoanalytic theory
The complex functioning of the adult personality and offers an explanation of the processes and progress of its development throughout childhood.
id,
is the biological self, the source of all psychic energy.
The id
blindly pursues the fulfillment of physical needs or “instincts,” such as the hunger drive and the sex drive.
pleasure principle,
by the
pursuit of gratification. Its function is to keep the individual, and the species, alive,
although Freud also proposed that there are inborn aggressive, destructive instincts
served by the id.
The ego
begins to develop as cognitive and physical skills emerge.psychic energy is invested in these skills, and a rational, realistic self begins
to take shape.
reality principle
garnering your understanding of the world and of behavioral consequences to devise a more
sensible and self-protective approach, such as waiting until you arrive at the ice cream
store yourself and paying for an ice cream cone.
The superego
the last of the three aspects of personality to emerge. Psychic
energy is invested in this “internalized parent” during the preschool period as children begin to feel guilty if they behave in ways that are inconsistent with parental
restrictions.
psychosexual stages
believed that changes in the id and its energy levels initiated
each new stage. The term sexual here applies to all biological instincts or drives and
their satisfaction, and it can be broadly defined as “sensual.”
oral stage,
corresponding to the first year of
life, Freud argued that the mouth is the body part that provides babies with the most pleasure. Eating, drinking, and even nonnutritive sucking are presumably more satisfying than at other times of life.
oral fixation:
might grow up needing oral pleasures more than most adults, perhaps leading to overeating, to being especially talkative, or to being a chain smoker. The grown woman might also exhibit this fixation in more subtle ways, maintaining behaviors or feelings in adulthood that are particularly characteristic of babies, such as crying easily or experiencing overwhelming feelings of helplessness.
critical (or sensitive) periods
for personality development. That is, they are time frames during which certain
developments must occur or can most fully form.
Oral stage
0-3 years
Anal Stage
1- 3 yrs.
Anal area is the source of greatest pleasure. Harsh or overly indulgent toilet training can cause an “anal fixation,” leading to later adult traits that recall this stage, such as being greedy or messy.
Phallic stage
Genitalia are the source of greatest pleasure. Sexual desire directed toward the opposite-sex parent makes
the same-sex parent a rival. Fear of angering the same-sex parent is resolved by identifying with that par-
ent, which explains how children acquire both sex-typed behaviors and moral values. If a child has trouble
resolving the emotional upheaval of this stage through identification, sex role development may be deviant or moral character may be weak.
Latency
6 -puberty yrs.
Relatively quiescent period of personality development. Sexual desires are repressed after the turmoil of the
last stage. Energy is directed into work and play. There is continued consolidation of traits laid down in the
first three stages.
Genital
Puberty through adulthood
At puberty, adult sexual needs become the most important motivators of behavior. The individual seeks to fulfill needs and expend energy in socially acceptable activities, such as work, and through marriage with a partner who will substitute for the early object of desire, the opposite-sex parent.
psychosocial stages ( Erikson)
Trust vs. Mistrust 0-1
Child develops a sense that the world is a safe and reliable place because of sensitive caregiving.
see page 32 pdf Table 1.2
Piaget’s cognitive development theory
that children’s reasoning and understanding emerges naturally in stages and that parents and educationtors can help most by allowing children freedom to explore their environments and
by giving them learning experiences that are consistent with their level of ability.
sensorimotor stage
Birth to 2 Through six substages, the source of infants’ organized actions gradually shifts. At first, all
organized behavior is reflexive—automatically triggered by particular stimuli. By the end of this
stage, behavior is guided more by representational thought.
see page 33 pdf table 1.3
(hierarchical inte-
gration)
The simpler patterns of physical or mental activity at one stage become integrated into more complex organizational systems at the next stage
a self-organizing
suggests that children (and adults) build
knowledge and understanding in a self-organizing way.
They interpret new experiences and information to fit their current ways of understanding even as they make
some adjustments to their understanding in the process.
constructivist
children actively build their knowledge, using both existing knowledge and new information.
classical conditioning
Some learning theories explain behavioral change as a function of chains of specific environmental events,
respondent conditioning/ Classical
is an automatic response to a stimulus. For example, when you hear an unexpected
loud noise you will automatically produce a startle response. This stimulus/response
association is unconditioned, built-in to your biological system. But the response can
be conditioned to a new, neutral stimulus. Suppose a child calmly watches a dog
approach her. At first, sight of the dog is a neutral stimulus. But the dog suddenly
barks loudly, causing the child to automatically startle and pull back. Suppose that the
next time the child sees the dog, it does not bark. Even so, just the sight of the dog triggers the same response as loud barking would: The child automatically startles and
pulls back. The child has learned a new response, because the formerly neutral event (sight of dog) has been paired with an event (loud barking) that automatically causes
a startle. Perhaps the startle reaction is also accompanied by feelings of fear. If so, the
child has learned to fear this dog and will likely generalize that fear to other, similar
dogs.
conditioned stimulus,
When a neutral event or stimulus is associated with a stimulus that causes an automatic response, the neutral stimulus.
meaning that it can cause the person to make the same automatic response in the future, called a conditioned response.
