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FCS 330 > Child Development theory > Flashcards

Child Development theory Flashcards

1
Q

Behavioral Theory

  1. John B. Watson
  2. B.F.Skinner
  3. Albert Bandura
A

development throughout life is motivated by inner, unconscious forces, stemming from childhood, over which we have little control

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2
Q

Cognitive Theory

1. Jean Piaget

A

Emphasis is on how changes or growth in the ways people know, understand, and think about the world affect behavior

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3
Q

Psychodynamic Theory

  1. Sigmund Freud
  2. Erik Erikson
A

Behavior throughout life is motivated by inner, unconscious forces, stemming from childhood over which we have little control

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4
Q

Contextual Theory

  1. Vygotsky
  2. Bronfenbrenner
A

Behavior is determined by the relationship between individuals and their physical, cognitive, personality, social, and physical worlds

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5
Q

Evolutionary Theory

1. Lorenz influenced by early work of Charles Darwin, Bowlby

A

Behavior is the result of the genetic inheritance from out ancestors; traits and behavior that are adaptive for promoting the survival of our species have been inherited through natural selection

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6
Q

Evolutionary Theory Charles Darwin

A

“survival of the fittest”

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7
Q

Evolutionary Theory Konrad Lorenz

A

“imprinting” ex. geese were attached first 20 min when born. Idea is that if not attached as soon as more, baby dies.

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8
Q

Evolutionary Theory John Bowlby

A

“attachment” believed this was necessary

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9
Q

Evolutionary Theory Arnold Gessel

A

“maturation” we all develop the same skills at our own times because of nature

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10
Q

Psychodynamic Theory Freud’s 5 psychosexual stages (pleasure or gratification focused on biological function & body parts)

A
  1. oral stage
  2. anal stage
  3. phallic
  4. genital stage
  5. latency
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11
Q

Missing the Oral stage

A

nail-biting

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12
Q

Missing the anal stage

A

too organized because he/she had no freedom

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13
Q

Missing the phallic stage

A

issues with future relationships

  1. oedipus complex= boy jealous of dad
  2. electra complex= girl gets mad at mother for not having a penis
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14
Q

Psychodynamic ID,EGO,SUPEREGO

A 
ID= operates for pleasure
EGO= source of balance
SUPEREGO= Angel
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15
Q

What happens if we do not satisfy our urges in each stage of the psychosexual stages?

A

We develop “fixation” which is the behavior reflecting an earlier stage of development

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16
Q

Erikson’s Trust vs. Mistrust p.21

A

positive: feelings of trust from environmental support
negative: fear and concern regarding others

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17
Q

Erikson’s autonomy vs. shame&doubt

A

positive: self-sufficiency if exploration is encouraged
negative: doubts about self, lack of independence

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18
Q

Erikson’s initiative vs. guilt

A

positive: discovery of ways to initiate action
negative: guilt from actions and thoughts

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19
Q

Erikson’s industry vs. inferiority

A

positive: development of sense competence
negative: inability to identify roles in life

20
Q

Erikson’s identity vs. role diffusion

A

positive: awareness of uniqueness of self, knowledge of role to be followed
negative: inability to identify appropriate roles in life

21
Q

Erikson’s intimacy vs. isolation

A

positive: development of loving, sexual, relationships and close friendships
negative: fear of relationships with others

22
Q

Erikson’s generativity vs. stagnation

A

positive: sense of contribution to continuity of life
negative: trivialization of one’s activities

23
Q

Erikson’s ego-integrity vs. despair

A

positive: sense of unity in life’s accomplishments
negative: regret over lost opportunities of life\

24
Q

Contextual Theory

A

We learn through social interaction with people who know more than us. “more knowledgeable other” MKO

25
Q

Zone of Proximal development ZPD (vygotsky’s)

A

The space in between when the child can do things by himself

26
Q

Bronfenbrenners bioecological model

A

we are influenced by many layers in the environment in diff. ways.

27
Q

Microsystem

A

direct contact with child and environment

28
Q

Mesosystem

A

connections with the micro

29
Q

Exosystem

A

Child not involved ex. the job of a parent

30
Q

Macrosystem

A

Everything you cannot control ex. culture, religion, values, beliefs, law, gov

31
Q

Chrono

A

TIME! ex. divorce, school board

32
Q

scaffolding

A

displaying something tangibly or verbally in order for a child to accomplish a desired task

33
Q

Piagets 4 Cognitive stages

A
  1. sensorimotor
  2. pre-operational
  3. concrete operational
  4. formal operational
34
Q

sensorimotor birth- 2 years

A

development of object permanence, motor skills, little to no capacity of symbolic representation birth-2

35
Q

pre-operational 2-7 years

A

development of language and symbolic thinking; egocentric thinking 2-7 yrs

36
Q

concrete operational 7-12 years

A

development of conversation, mastery of concept of reversibility

37
Q

formal operational 12 years and above

A

development of logical and abstract thinking

38
Q

Information Processing Approach

A

People have limited capacity for learning but can flexibly apply strategies

39
Q

Cognitive perspective

A

focuses on how brain functions and relates to behaviors ex. brains of children with ASD are different to normal children’s brain, cause of difference in behavior ?

40
Q

Behavioral Theory: Watson & Pavlov- classical conditioning

A

response to stimuli that were one neutral and then became a stimulus to bring response ex. manipulation of a dog salivating. ex. baby exposed to large sound and rat = fear of rat

41
Q

operant conditioning: B.F. Skinner

A

form of learning in which a voluntary response is strengthened or weakened, depending on its association with positive or negative consequences

42
Q

Reinforcement +/-

A

increases the probability of a behavior

43
Q

punishment

A

decreases the probability of a behavior

44
Q

extinction

A

behavior no longer happening

45
Q

behavior modification

A

behavior modification, technique for promoting the frequency of desirable behaviors and decreasing the incidence of unwanted ones

46
Q

Bandura’s social learning theory

A

Bobo doll experiment showed that people are influenced by others, learn through modeling and imitation

47
Q

4 steps for imitation

A
  1. attention
  2. store info observed and recall
  3. reproduction “does child have ability to imitate”
  4. motivation/opportunity to imitate

FCS 330 (3 decks)

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