Child & Adolescent Development (Chapter 1) Flashcards
Physical Domain
- Body size, proportions, & appearance
- Functioning of body systems, health
- Perceptual & motor capacities
Cognitions
- Intellectual abilities (attention, memory, academic, everyday knowledge, problem solving, imagination, creativity, & language)
Emotional and Social
- Emotional communication
- Self-Understanding, knowledge about others
- Interpersonal skills, friendships, & relationships
- Moral reasoning & behavior
Domains & Periods
- Prenatal (conception-birth)
- Infancy & Toddlerhood (birth–2 years)
- Early Childhood (2-6 years)
- Middle Childhood (6-11 years)
- Adolescence (11-18 years)
Natures
- Inborn, Biological
- Based on genetic inheritance
Stability
- Individuals high or low in characteristics remain so at later ages
- Early experiences may have a lifelong impact
Nurture
- Physical and social world
- Influences biological and psychological development
Plasticity
- Change is possible, based in experiences
Medeval Era
Childhood (7-8 years) regarded as a separate phase with special needs, protections
16th Century
Puritan “child depravity” views child as evil and in need of taming
17th century
Locke “tabula rasa” view: easiest behavioralist; emphasis on continuous development, plasticity and multiple possible pathways; child as passive and open to influence; focus is on nature
18th century
Rousseau “noble savages” view: natural maturation; children are born with an innate sense of right and wrong; focus is on nature
Evolutionary Theory
Darwin: thought early prenatal development strikingly similar in multiple species; Darwin’s ideas of natural selection and survival of the fittest started a scientific way of looking at development; first attempts to document an idea about development
Normative Approach
Hall & Gesell: devised theories about development based on Darwin’s approach; launched this approach of age-related development based on measurements of large numbers of children; first to tell parents what to expect at each age
Mental Testing Movement
Binet & Simon: Early Developers of intelligence tests, originally to decide which kids needed to be placed in special schools
Theory
- Describe behavior
- Explains behavior
- Predicts behavior
Psychoanalytic Perspective
First to stress the importance of childhood and early parent-child relationships
Freud’s Three Parts of the Personality
Id
- Largest portion of the mind
- Unconscious , present at birth
- Source of biological needs & desires
Ego
- Conscious , rational part of personality
- Emerges in early infancy
- Redirects id impulses acceptably
Superego
- The Conscience
- Develops from ages 3-6 from interactions with caregivers
Freud’s Psychosexual Stages
Oral - 0-1 - Mouth (sucking, biting) - Weaning (from breast or bottle) Anal - 1-3 - Anus (expelling or retaining feces) - Toilet training Phallic - 3-6 - Genitals (sexuality explored) - Identify with adult role models; coping with Oedipal crisis Latency - 6-12 - Non (sexuality refined) - Expanding social contacts Genital - Puberty onward - Genitals (being sexually intimate) - Establishing intimate relationships; contributing to society through working
Erikson’s Psychosocial Stages
Infancy - 0-1 - Trust vs. mistrust - If needs are dependable met, infants develop a sense of basic trust Toddlerhood - 1-2 - Autonomy vs. shame and doubt - Toddlers learn to exercise will and do things for themselves, or they doubt their abilities Preschooler - 3-5 - Initiative vs. guilt - Preschoolers learn to initiate tasks and carry out plans or they feel guilty about efforts to be independent Elementary school - 6 years to puberty - Industry vs. inferiority - Child learn the pleasures of applying themselves to tasks, or they feel inferior Adolescence - Teen years into 20’s - Identity vs. role confusion - Teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity or they become confused about who they are Young adulthood - 20s to early 40s - Intimacy vs. isolation - Young adults struggle to form close relationships and to gain the capacity for intimate love, or they feel socially isolated Middle adulthood - 40s to 60s - Generosity vs. stagnation - In middle age, people discover a sense of contributing to the world, usually through family and work, or they may feel a lack of purpose Late adulthood - Late 60s and up - Integrity vs. despair - When reflecting on his or her life, the older adult may feel a sense of satisfaction or failure
Behaviorism
Classical conditioning
- Stimulus-stimulus
Operant conditioning
- Reinforcers and punishments
Social Learning Theory
Modeling or observational learning
- A baby smiles after her mother does; a child hits others if he is hit at home by parents
Cognition
- Children’s ability to listen, remember and mentally represent experiences affect their ability to initiate those experiences
Personal standards and self efficacy
- Children begin to believe their own ability will help them succeed
Piaget’s Stages of Cognitive Development
- Children actively construct knowledge as they manipulate and explore their world
- Biological influence
- Sensorimotor
0-2
Child begins to interact with the environment - Preoperational stage
2-6 or 7
Child begins to represent the world symbolically - Concrete operational stage
7-11 or 12
The child learns rules such as conservation - Formal operational
12-adulthood
The adolescent can transcend the concrete situation and thing about the future
Information Processing
- Continuous
- Studies perception, attention, memory, categorization, planning, problem solving, comprehension of language
