Child Development csv

Question 1

Various people developed certain DOMAINS of development

Answer 1

Bowlby: Emotional development. (and Ainsworth: attachment and emotional development). Piaget: Cognitive development. Psychosocial development: Erikson. Moral development: Kohlberg.

Question 2

Brain Biology

Answer 2

During brain development, 250,000 neurons are added EACH MINUTE. By 3 years old, brain has formed 1,000 trillion connections = 2x as many as the adult has. By age 11, pruning has stopped and you’ve gotten rid of all this extra wiring so provide for efficiency.

Question 3

Age Labels

Answer 3

Newborn (0-1month). Infant (1month-1year). Toddler (1-3 years). Preschool (4-6 years). School age (6-12 years). Adolescent (13-20 years).

Question 4

***Some important development milestones

Answer 4

(A) 6 weeks: SMILE (B) 2 months: chest/head upright and steady (C) 4 months: roll over (D) 6 months: sit alone (E) 8-10 months: stranger anxiety (F) 12 months: WALKING and uses cup (G) 12-18 months: single WORDS/two word phrases (H) 3-4 years: draws CLOSED CIRCLE (I) 4 years: hops on one foot, DRESSES with help, DRAWS A SQUARE

Question 5

Factors impacting childhood development

Answer 5

Know that development can REGRESS to previous stages during times of stress. And know that mastery in one domain of development will RESONATE/affect other domains (i.e. infant begins to crawl with effects their physical development).

Question 6

Critical periods for brain development: windows of opportunity when certain stage should occur

Answer 6

(1) Emotional/social development: first 18 months! (2) Language development: first 3 years - and babies need to hear a lot of language to learn language! (2) Visual/auditory development: first 4-5 years (3) Motor development: first 12 years

Question 7

Emotional and Social Development (and Bowlby)

Answer 7

Infant needs to develop relationship with at least ONE primary caregiver for this to occur. The “prime time” for emotional development is from birth to 18 MONTHS. This development will have a LASTING EFFECT on how one feels about oneself and the world/poor formation of intial attachment will NEGATIVELY IMPACT FUTURE REALTIONSHIPS; emotional intelligence is CRITICAL FOR LIFE SUCCESS. In the first 18 months of life a baby will exhibit ATTACHMENT BEHAVIOR: a behavior that promotes his/her proximity or contact with the person to whom they are attached (i.e. crying so mom will come into the room). Bowlby said that this beahvior has evolved because it INCREASES PROBABILITY OF SURVIVAL of the child.

Question 8

Ainsworth: types of attachment

Answer 8

Ainsworth studied the “strange situation” with the caregiver and the stranger to understand different levels of attachment that children have towards their caregiver based on how the caregiver treats the child (1) Secure attachment (2) Avoidant attachment (3) Ambivalent/Resistant attachment (4) Disorganized attachment

Question 9

Secure attachment

Answer 9

Caregiver: responds appropriately/promptly/consistently. Child: uses the caregiver as a SECURE BASE for exploration/is comforted by strangers but shows clear preference for cargiver.

Question 10

Ambivalent/Resistant attachemt

Answer 10

Caregiver: inconsistent responses to child ranging from appropriate to neglectful. Child: caregiver is a SOURCE OF ANXIETY because of the lack of consistency/neglect; the child is distressed on separation but responds to return with ambivalence, anger and reluctance to play with caregiver

Question 11

Avoidant attachment

Answer 11

Caregiver: does not really respond to distress child and discourages crying/encourages independence. Child: Is not distressed when caregiver leaves nor do they respond when the caregiver returns; the child treats the stranger and caregiver similarly; the child feels no attachment and therefore has reduced self esteem/self image.

Question 12

Disorganized attachment

Answer 12

Caregiver: frightening behavior exhibited towards child; CHILD ABUSE. Child: child FREEZES or ROCKS when the caregiver comes back into the room.

Question 13

***What determines a childs’ temperament?

Answer 13

Temperament refers to our individual differences in emotion, motor skils, reactivity and self regulation etc. This is BIOLOGICALLY BASED: hereditary, neural, hormonal_. All responding to the environment to determine temperament. Two things that can modulate temperament: (1) environment (2) parental response to same situation. Within temperament we also talked about: easy (40%) vs. difficult (10%) vs. slow to warm up (15%) babies.

Question 14

Mahler and understanding the concept of SELF vs. Others

Answer 14

Child looks in mirror and there is a red dot painted on his forehead. It is NOT UNTIL 18 MONTHS that he recognizes that it is him in the mirror and that the red dot is on him (or the baby doesn_t know to step off the rug to move the cart)

Question 15

Mahler: two phases towards self recognition

Answer 15

(1) Symbiosis: 1-5 months_ child has NO SENSE of self because he is living in a world where everything is taken care of for him and you rely on the caregiver for eating and comfort; there is a SYMBIOSIS between infant and caretaker. (2) Separation-Indiviudation: begins at 5 months and occurs over numerous stages (a) Stage 1: “hatching” (5-9 months) where the baby has STRANGER ANXIETY becaues they know who they are connected to (vs. before 5 months you can hand an infant around to a group of people) (b) Stage 2: “practicing” (9-16 months) where the infant can try and be alone but where SEPARATION ANXIETY/being away from mom is still anxiety provoking (c) Stage 3: “Reapproachement (15-24 months) where the infant has physical mobility and is willing to go off from mom (d) Stage 4: “Object Constancy (24-36 months) where there is an INTERNALIZATION OF MOM - child understands that mom has a separate identity and that mom doesn’t physically need to be there for you to know she’s there/you have unconscious level of guiding support and comfort

Question 16

Freud (in general)

Answer 16

(1) At our core we are driven by AGGRESSION AND LIBIDO which constitutes our unconscious ID. (2) EGO negotiates with the Id to discharge it and produce socially acceptable behaviors. (3) SUPEREGO develops from the resolution of the oedipal complex and is like our CONSCIENCE that stands in oppostion to the Id; the phallic stage (from 3-6 yrs) where pleasure comes from genital/self manipulation and you start knowing the difference between boy and girl is the OEDIPUS complex.

Question 17

Erikson: psychosocial development

Answer 17

The idea is that your development is dependent on the society you live in and the people you are around. We develop an EGO IDENTITY through social interactions that constantly changes as we encounter new social interactions. Stages refer to becoming competent in an area of life; at each stage there is a CONFLICT where there is potential to fail or succeeed. As we successfully work through a new social interaction/experience we gain EGO STRENGTH/ego quality that motivates future behaviors and actions. If we manage the social interaction/experience poorly we emerge with a sense of INADEQUACY.

Question 18

Erikson: stage 1

Answer 18

Conflict/stage 1: Trust vs. Mistrust (0-18 months). To succeed in this stage you have a trustworthy caregiver which enables you to learn trust. Failure is equated with mistrust because you had a caregiver who was inconsistent, therefore you go about the world thinking that it is inconsistent and unpredictable.

Question 19

Erikson: stage 2

Answer 19

Conflict/stage 2: Autonomy vs. Shame/Doubt (18-36 months). To succeed in this stage you master skills for yourself because the parent allows exploration but is also accepting and tolerant. Failure in this stage is equated with shame/doubt because the parent was OVERLY protective/CRITICAL/prone to shame the child such that the child doubts its own ability.

Question 20

Erikson: stage 3

Answer 20

Conflict/stage 3: Initiative vs. Guilt (3-5 years). To succeed in this stage you achieve a sense of self cmpetitive and you devleop/initiate your own goals (like I want to play hockey/I don’t want to play violin, etc). Failure is equated with GUILT because the child isn’t allowed to make their own decisions/pursue their own interests - parent makes choices for them and they feel guilty for asking for things/wanting things.

Question 21

Erikson: stage 4

Answer 21

Conflict/stage 4: Industry vs. Inferiority (6-12 years). To succeed you learn what it takes to be a successful member of society; learn to set and then attain your goals. Failure here is equated with feeling a sense of INFERIORITY because you have difficulty with school/friends/not attaining your goals.

Question 22

Erikson: stage 5

Answer 22

Conflict/stage 5: Identity vs. Role Confusion (12-18 years). To succeed you work on your self identity/establish a PEER GROUP. Failure here is equated with lack of focus/direction and getting “into the WRONG CROWD.”

Question 23

Erikson: stage 6

Answer 23

Conflict/stage 6: Intimacy vs. Isolation (18-35 years). Success is forming intimate relationships and marriage etc. Failure is feeling disconnected from others/alienated.

Question 24

Erikson: stage 7

Answer 24

Conflict/stage 7: Generativity vs. Stagnation (35-60 years). Success is working towards goal bigger than yourself/your work benefits THE WORLD and not just you and you see it as doing so. Failure is equated with dissatisfaction with your work/not seeing the meaning in it or how it contributes to a bigger picture.

Question 25

Erikson: stage 8

Answer 25

Conflict/stage 8: Integrity vs. Despair (60+ years). Success is looking back and feeling that your life was meaningful, developing wisdom from your work. Failure is equated with despair and asking “was it all worth it?” where death is feared and fought.

Question 26

Piaget: cognitive development

Answer 26

Created a theory surrounding the development of human intelligence. At what stages to kids know what they know. Are we born a blank slate? Are we born with certain pre-programmed knowledge?

Question 27

Piaget: stage 1

Answer 27

Sensorimotor (0-2y). What you know is based on interacting with the environment. You react with the environment/it reacts with you (i.e. touching things/throwing things/testing things). Succes here is developing OBJECT PERMANENCE: you are able to understand that the world exists OUTSIDE of you. Example is peek-a-boo: when you’re this young and you close your eyes and open them, the whole world disappears and reappears for you again. Everything is new and unknown.

Question 28

Piaget: stage 2

Answer 28

Pre-operational stage (2-7y). Operatory thought is the ability to mentally manipulate an object (so if you pour an amount of water into a taller glass, you still have the same amount of water even though it looks like there is more). The ability to focus on how much water is in the glass at the expense of the taller glass making it LOOK LIKE there is more water is called CENTRATION (this has not developed yet in this stage). You also see EGOCENTRISM: the child can’t see from anothers viewpoint (so if you switch seats that can’t tell you what you’re seeing even though they just sat in that seat)/they dont’ have theory of mind yet. You also see ANIMISM THINKING: the idea that inanimate objects are capable of actions/have lifelike qualties.

Question 29

Piaget: stage 3

Answer 29

Concrete operational stage (7-11y). Child ELIMINATES egocentrism (can view things from anothers’ perspective). Again, operatory thought is the ability to mentally manipulate an object. Piaget video where the child (at 9 yrs) learns how to line up the sticks in order - she can deduce things/doesn’t have to rely on trial and error. Child moves into using logic - you can now see that the the water in the tall glass is the same as the short glass.

Question 30

Piaget: stage 4

Answer 30

Formal operational stage (from puberty onward). You have gone from black/white world to thinking more as a scientist where you can come up with and test hypotheses. You can understand abstract ideas: love, justice, etc. (shades of grade). MANY ADULTS DON’T DEVELOP THIS!

Question 31

Kohlberg morality: 1

Answer 31

Level 1 Preconventional mortality: (stage 1) you want to AVOID punishment. (stage 2_ you want what will give you the MOST REWARD.

Question 32

Kohlberg morality: 2

Answer 32

Level 2 Conventional morality: (stage 3): what your peer group would want you to do (stage 4): preserving social order/do what the law says

Question 33

Kohlberg morality: 3

Answer 33

Level 3 Postconventional morality: (stage 5): what is best for the greater good - utilitarian. (stage 6): living with a clean conscience - you want to be able to sleep with a clean conscience.