Cognition, psychosocial, and perception

Question 1

Types of developmental theories

Answer 1

Stage specific - progression of skills building on one another, not influenced by environment
Ecological - Play interactions with environment are influential
Acquisitional learning - Behavior is a child’s response to their environment

Question 2

Piaget’s cognition philosophy

Answer 2

Development must happen before learning can occur

Broke it up into 4 stages

Question 3

Sensorimotor stage

Answer 3

Birth to 2 years
Engaging in learning through sensory systems
Object permanence

Question 4

Object permanence

Answer 4

Understanding that something still exists even if you can’t see it (for ex if something is covered up by a blanket, you know it’s still there)
This is why babies who don’t have this developed yet are so fascinated by peek a boo

Question 5

Substages of sensorimotor

Answer 5

Reflexive - birth to 1 month
Primary circular reactions - 1-4 months
Secondary circular reactions - 4-8 months
Coordination of secondary schemas occur - 8-12 months
Tertiary circular reactions - 12-18 months
Symbolic language emerges - 18-24 months

Question 6

Preoperational

Answer 6

2-7 years 
Increase in pretend play 
Egocentric 
Symbolic function 
Centration

Question 7

Egocentric

Answer 7

Can only think about their own perspective

Question 8

Symbolic function

Answer 8

Able to understand that symbols have a function (for ex knowing a hairbrush is used to brush hair)

Question 9

Centration

Answer 9

Can’t think about multiple aspects to describe something, can only focus on one aspect

Question 10

Concrete Operational

Answer 10

7-11 years 
Organized cognitive structure 
Understands reversibility of actions
Identity 
Conservation

Question 11

Identity

Answer 11

Things can be the same despite different shapes, sizes, formations of it

Question 12

Conservation

Answer 12

Opposite of centration

They can differentiate and focus on both aspects of something

Question 13

Formal Operational

Answer 13

12+ 
Can think abstractly, understand word problems, justice, equality, etc. 
Start to think about future 
Higher level cognitive thinking
Logical thought 
Deductive reasoning 
Systematic planning

Question 14

Vygotsky’s cognition philosphy

Answer 14

Learning precedes development

Social-cultural influence

Question 15

Zone of Proximal Development

Answer 15

Scaffolding

Gain skills in the “what I can’t do” by doing “what I can do with help” using the just right challenge

Question 16

Erikson’s psychosocial development

Answer 16

Resolutions of conflict - experience conflict and have either positive or negative reactions to it
Dynamic influence of culture and society

Question 17

Erikson’s stages of development

Answer 17

Trust vs Mistrust 
Autonomy vs Shame and Doubt 
Initiative vs Guilt
Industry vs Inferiority 
Identity vs Role confusion

Question 18

Trust vs Mistrust

Answer 18

infant to 18 months
They are completely dependent on others so they either trust that their needs will be met by someone else or they may become fearful towards others if their needs are not met

Question 19

Autonomy vs Shame and Doubt

Answer 19

18 months - 3 years
They are motivated to develop functional movements
If they gain autonomy it means they are in control of what they do (self control) but if there’s a negative reaction they may feel shameful and insecure

Question 20

Initiative vs Guilt

Answer 20

3 -5 years
They start to have control over their actions so they can take the initiative, they are more confident and understand control over actions vs a negative resolution of believing their thoughts and actions are wrong, inferior, and bad

Question 21

Industry vs Inferiority

Answer 21

5 - 13 years
Now in school, they are going to be proud of their accomplishments and what they can do on their own but can be easier to compare to others and feel less than and compensate to show what you can do

Question 22

Identity vs Role confusion

Answer 22

13 - 21 years
Peer relationships are important, separation from parents, trying out new roles they may find self-identity and awareness or they may have inability to identify roles

Question 23

Maslow’s hierarchy of needs

Answer 23

Physiological - breathing, food, water, sleep, etc
Safety - security of body, employment, morality, family, etc.
Love/belonging - friendship, family, etc.
Esteem - confidence, respect, achievement, etc.
Self actualization - morality, creativity, spontaneity, problem solving - becoming everything that one can become

Question 24

Temperament

Answer 24

Stable traits that influence how individuals process and respond to their environment

Question 25

Emotional regulation

Answer 25

How we regulate emotions when we become frustrated
Inhibiting, activating, and grading - ability to do these things in our response to an emotion
Influenced by caregivers, environment, and experiences

Question 26

Co-regulation

Answer 26

We aren’t born being able to self-regulate, rather we learn to self-regulate through co-regulation which is the parent’s response that shows a child how to regulate

Question 27

Attachment development

Answer 27

2-3 months - undiscriminating attachments (will accept anyone who takes care of their needs)
4-5 months - discriminate attachments - choosey in who they go toward, usually familiar face
7 months - seeking physical proximity - looking for people with secure attachments
3+ years - better understanding of “I’ll be back later”

Question 28

Secure attachment

Answer 28

Child believes and trusts that their needs will be met

Question 29

Avoidant attachment

Answer 29

Subconsciously believes their needs probably won’t be met

Question 30

Ambivalent attachment

Answer 30

Cannot rely on their needs being met

Question 31

Disorganized attachment

Answer 31

Severely confused with no strategy to have their needs met

Question 32

Anxious attachment

Answer 32

Need for constant reassurance