Child and Ado Flashcards
change in the child that occurs over time
Child Development
from conception to birth
Prenatal period
birth to 2 years old
Infancy and toddlerhood
2-6 years old
Early childhood
6-12 years old
Middle childhood
12-19
Adolescence
type of domain under size, body proportion, appearance, brain development, perception, capacities, and physical health
Physical Domain
thought processes and intellectual abilities including attention, memory, problem solving, imagination, creativity, academic and everyday knowledge, metacognition, and language
Cognitive Domain
self-knowledge (self-esteem, metacognition, sexual identity, ethnic identity), moral reasoning, understanding and expression of emotions
Social/ Emotional Domain
children seen as little adults
Preformationism
children were born evil, and must be civilized
Reformation Period
children develop in response to nurturing where John Locke believed in tabula rasa
Age of Enlightenment
forerunner of behaviorism
John Locke
children were noble savages, born with an innate sense of morality ; the timing of growth should not be interfered with
Age of Reason
forerunner of maturationalist beliefs
Jean-Jacques Rosseau
period of natural selection and survival of the fittest
Industrial Revolution
forerunner of ethology wherein he made parallels between human prenatal growth and other animals
Charles Darwin
children was seen as worthy of special attention and laws were passed to protect children
20th Century
theory that emphasized that a child’s personality is formed by the ways which his parents managed his sexual and agressive drives
Psychosexual Theory
beliefs focus on the formation of personality wherein children move through various stages, confronting conflicts between biological drives and social expectations
Psychoanalytical Theories
theory emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict
Psychosocial Theory
Erikson’s 1st stage wherein significant relation is maternal
Basic Trust vs. Basic Mistrust (Infancy)
Erikson’s 2nd stage wherein the significant relations are from paternal person
Autonomy vs. Shame and Doubt (Early Childhood)
Erikson’s 3rd change wherein basic family is the significant person
Initiative vs Guilt (play age)
Erikson’s 4th stage wherein neighborhood and school are the significant relations
Industry vs. Inferiority (school age)
Erikson’s 5th stage wherein significant relations are from peer groups/ out groups; models of leadership
Identity vs. Identity Confusion (young adulthood)
Erikson’s 6th stage wherein significant relations are from partners in friendship, sex, competition, cooperation
Intimacy vs. Isolation (young adulthood)
Erikson’s 7th stage wherein significant relations are divided in labor and shared household
Generativity vs. Stagnation (adulthood)
Erikson’s 8th stage wherein significant relation is based on human kind
Integrity vs. Despair (old age)
basic trust vs basic trust strength
hope
autonomy vs shame and doubt strength
will
initiative vs guilt strength
purpose
industry vs inferiority strength
competence
identity vs identity confusion strength
fidelity
intimacy vs isolation strength
love
generativity vs stagnation strength
care
integrity vs despair strength
wisdom
Psychosexual stage wherein activities are sucking, biting, and chewing
Oral
Psychosexual activities are on toilet training and bladder control
Anal
Psychosexual activity on genitals such as masturbation
Phallic
Psychosexual activity is on repression of sexual feelings
Latency
Psychosexual activity is on maturation of sexual orientation
Genital
developed as a response to psychoanalytical theories
Behaviorism
Father of American Behaviorist theory
John Watson
proposed that children operate on their environment, operational conditioning
B.F. Skinner
stressed how children learn by observation and imitation
Albert Bandura
theory that children gradually become more selective in what they imitate
Social Learning Theory
they believed that there is a predetermined biological timetable in age and children’s growth and behavior
G. Stanley Hall and Arnold Gesell
involves growth in terms of behavior, skills, and environment
Development
changes that are results of heredity
Maturation
pertains to physical change and increase in size
Growth
development wherein the child acquires new skills and information with the help or assistance of an adult or adult peer
Zone of Proximal Development
process of transmitting biological traits from parents to offspring through genes
heredity
refers to the sorrounding condition that influences growth and development
Environment
ideas based on observations and other kinds of evidences which are organized in a systematic manner
theory
views development in terms of evolutionary concepts
Ethological Theory
refers to the emotional bond to another person
Attachment
Eric Brofenbrenner’s theory of development which the process is a joint function of the person and all levels of the environment
Ecological Theory
theory wheron Lev Vygotsky beliefs that the child is socially dependent at the beginning of his cognitive life
Sociohistoric- Cognitive/ Linguistic Theory
enviroment system wherein the individual lives
microsystem
relations between the Microsystems or connections between contexts
Mesosystem
environment system when experiences in another social setting in which the individual does not have an active role influences what s/he experiences in an immediate context
Exosystem
involves the culture in which individuals live
Macrosystem
patterning of environmental events and transitions over one’s life span includes sociohistorical circumstances
Chronosystem
theory emphasizing that learning is basic and that it continues throughout life span.
Havinghurst’s Developmental Task Theory
developmental task: eat, walk, talk, form simple concepts of soci and physical reality
Infancy
developmental task: learn physical skills, healthy attitudes towards oneself, socialize, gender role, basic skills of reading, writing, and arithmetic
Middle Childhood
developmental task: establish more mature relationships with same-age individuals of both sexes, achieve masculime or feminine social role, accept own body, develop a set of values that guides behavior
Adolescence
developmental task: select a partner, learn to live with a partner, start a family, established career, assume civic responsibilities, become part of social group
Early Adulthood
developmental task: fulfill civic and social responsibilities, maintain an economic standard of living, assist adolescent children to become responsible, happy adults, adjust to physiological changes, adjuat to aging parenys
Middle Adulthood
developmental task: adjust to physiological changes and alterations in health status, retirement, death of spouse, affiliation worth one’s age group, civic and social responsibilities, satisfactory living arrangements
Later Maturity
Piaget’s phase where sensory organs and muscles become more functional
Sensorimotor (birth to 2 years)
Piaget’s phase where emerging ability to think starts and children use symbolism ( images and languages) to represent and understand various aspects of environment
Preoperational (2-7 years)
Piaget’s phase wherein a child learns to reason about events between here-and-now. They can understand the basic properties of and relations among objects and events in everyday world and solve concrete (hands-on) problem in logical fashion
Concrete Operations (7-11 years)
Piaget’s phase wherein a child is able to see relationships and to reason in the abstract
Formal Operations ( 11+ years)
Kohlberg’s stage of moral developmemt wherein authority figures are obeyed.
Pre-conventional
Kohlberg’s stage of moral developmemt wherein cordial interpersonal relationships are maintained
Conventional
Kohlberg’s stage of moral developmemt wherein individual understands the morality of having democratically established laws
Post-Conventional
Kohlberg’s stage in which a deed is perceived as “wrong” if one is punished; the activity is right if one is punished
Stage 1: Punishment and Obedience Orientation
Kohlberg’s stage wherein “right” is defined as that which is acceptable to and approved by the self. When actions satisfy one’s needs, they are “right”.
Stage 2: Instrumental-Relativist Orientation
Kohlberg’s stage in which authority is respected
Stage 3: Interpersonal Concordance
Kohlberg’s stage in which individual feels “duty bound” to maintain social order. Behavior is “right” when it conforms to the rules
Stage 4: Law and Order Orientation
Kohlberg’s stage in which it is “wrong” to violate others’ rights.
Stage 5: Social Contract Orientation
Kohlberg’s stage in which a person understands the principles of human rights and personal conscience.
Stage 6: Universal Ethics Orientation
influence by environment
nurture
responsible for our physical characteristics such as hair, eye color, and physical features
Nature
development proceeds from the head downward
cephalocaudal principle
development proceeds from the center of the body outward
proximodistal devwlopment
3 Phases of Prenatal Stage (conception to birth)
Germinal (fertilization-2 weeks), Embryonic ( 2weeks to 2-8 mos.), Fetal ( 8 weeks to birth)
stage of birth-2 weeks
Infancy
2nd week to second year of life
Babyhood
2-6 years old
Early Childhood
6-10/12 years old
Late Childhood
10-12/13/14 years old
Preadolescence or Puberty
13-14 years old
Adolescence
20-65 years old
Adulthood
65 yrs. old and above
Old Age
