Development Flashcards
Bronfenbrenner’s ecological model
Microsystem: Refers to the institutions and groups that most immediately and directly impact the child’s development including: family, school, religious institutions, neighborhood, and peers.
Mesosystem: Consists of interconnections between the microsystems, for example between the family and teachers or between the child’s peers and the family.
Exosystem: Involves links between social settings that do not involve the child. For example, a child’s experience at home may be influenced by their parent’s experiences at work. A parent might receive a promotion that requires more travel, which in turn increases conflict with the other parent resulting in changes in their patterns of interaction with the child.
Macrosystem: Describes the overarching culture that influences the developing child, as well as the microsystems and mesosystems embedded in those cultures. Cultural contexts can differ based on geographic location, socioeconomic status, poverty, and ethnicity. Members of a cultural group often share a common identity, heritage, and values. Macrosystems evolve across time and from generation to generation.[1]
Chronosystem: Consists of the pattern of environmental events and transitions over the life course, as well as changing socio-historical circumstances. For example, researchers have found that the negative effects of divorce on children often peak in the first year after the divorce. By two years after the divorce, family interaction is less chaotic and more stable. An example of changing sociohistorical circumstances is the increase in opportunities for women to pursue a career during the last thirty years.
rutter’s indicators
Low social class. …
Severe marital discord. …
Large family size. …
Paternal criminality. …
Maternal mental disorder. …
Placement in out-of-home care.
Sensorimotor stage
Sensorimotor stage (birth to 2 years) – child learns about objects thru sensory info and motor activity
6 substages:
basic reflexes
primary circular reactions – find actions involving own body by accident, eg thumbsucking
secondary circular reactions – find actions involving objects in the environ, eg making sound by shaking rattle
coordination of secondary schemes – intentionally put together 2 schemes (secondary circular reactions) to reach a goal or solve a problem eg push aside a box then reach for a toy.
OBJECT PERMANENCE begins here = objects continue to exist even when they are not visible
tertiary circular reactions – infants are curious, explore, try novel things, eg drop a ball from diff hts
transition to symbolic – begin to form mental or symbolic representations of events, deferred imitation
Preoperational stage
Preoperational stage (2 to 7 years) – marked by an extraordinary increase in symbolic thought, tremendous strides in language and the appearance of substitute pretend play and sociodramatic play, emergence of intuitive thought
Preoperational thought charac by:
egocentrism – inability to understand that others do not experience the world in the same way they do
magical thinking
animism – belief that objects have thoughts, flings, and other lifelike qualities
centration – tendency to focus on one detail of a situation to the neglect of other important features (why they are unable to conserve)
irreversibility – inability to understand that actions can be reversed
Concrete Operational stage
(7 to 12 years) – charac by the development of reversibility and decentration, which enables the concrete operational child to conserve, can think logically when dealing with concrete, tangible info
conservation – develops sequentially and in an invariant order first with number, then length, liquid, mass, area, wt, and volume – referred to as horizontal decalage or the sequential mastery of concepts within a single stage of dev’t
transitivity – ability to mentally sort objects
hierarchical classification – ability to sort objects into hierarchies of classes and subclasses
Form Op
Formal Operational stage (12 onward) – charac by hypothetical deductive reasoning and propositional thought
hypothetical deductive reasoning – ability to arrive at and test alternative explanations for observed events
propositional thought – ability to evaluate the logical validity of verbal assertions without making reference to real-world circumstances
egocentrism – adolescents prone to this, rigid insistence that the world can become a better place through the implementation of their idealistic schemes
imaginary audience – belief that others are as concerned with and critical of the adolescent’s bx as the adolescent is himself
personal fable – adolescent’s belief that he is unique and indestructible
Sequence of Lange Dev’
Sequence of Lange Dev’t:
Cooing 1-2 mos
Babbling 4-6 mos, includes sounds of all langs, by 9 mos sounds narrow to the lang the child has been exposed to
First words 10-16 mos, first words usually refer to people or to manipulable or moving objects, and to events that have salient properties of change
Holophrastic speech 12-18 mos, involves combining a single world with gestures and intonation to express an entire thought or sentence
Telegraphic speech 18-24 mos, two word sentences made up of the most critical words
Rapid vocabulary growth 30-36 mos, typically have vocab of 1,000 words, begin to use simple three-word sentences
Dev’t of complex grammatical forms 3-6 years, begin to correctly use the verb “to be,” master the concept of negation, and ask questions
Attachment Phenomena
Attachment Phenomena – infants show preference for mother by 4 mos of age, but do not exhibit clear signs of attachment until 6 or 7 mos.
Signs of attachment include:
Social Referencing – begins age 6 mos, infants begin to “read” the emotional reacts of their moms and other caregiviers, esp in uncertain sits, eg visual cliff
Separation Anxiety – begins age 6 mos, infants start to respond with distress to separation from their primary caregivers, strongest when infant is btwn 14-18 mos and gradually becomes less intense and frequent thru preschool years
Stranger Anxiety - begin to show strong neg reacs to strangers as early as 6 mos although more commonly at 8-10 mos, reaches peak at 18 mos
Response to Prolonged Separation – if separated from moms btwn 15-30s mos for extended period of time, exhibit protest, despair, and detachment
Patterns of Attachment: Ainsworth, strange situation
Secure – actively explore environ when alone or with mom, friendly to stranger when mom present, show distress when mom leaves, moms are emotionally sensitive and responsive
Anxious/Avoidant – uninterested in environ, show little distress when mom leaves and avoid contact when she returns, may or may not be wary of strangers, moms are impatient or nonresponsive or overly responsive
Anxious/Resistant – anxious even when mom present and very distressed when she leaves, ambivalent when she returns, very wary of stranger even when mom present, moms inconsistent
Disorganized/Disorientated – show conflicting responses to mom and alternate betwn avoidance/resistance and proximity seeking, dazed, confused, and apprehensive
Adult Attachment Patterns: AAI
– intergenerational transmission of attachment patterns
Secure-autonomous – value rels and have a secure base provided by at least on parent, don’t idealize parents nor feel angry about their childhood – integrate pos and neg, most of their own children have secure attach
Dismissing – devalue importance of rels and are guarded and defensive when asked about their childhood, idealize their parents, yet can’t support their pos evals with concrete examples, 3/4s of their children are avoidantly attached
Preoccupied – confused and incoherent regarding their attachment memories, childhood charac by disappt, frustrated attempts to please parent, and role reversals, remain enmeshed with family of origin issues, may be angry or have sense of resignation that their probs cannot be overcome, most of their children have ambivalent (anxious/resistant) attachs
Unresolved – experiences trauma or early losses, have not mourned nor integrated their losses, frightened by memories assoc with trauma and may dissociate to avoid pain, tend to have very neg and dysfunc rels with own children, children develop disorg-disor attachs
PIAGET’S Theory of Moral Dev’t
Herteronomous and Autonomous stages of morality –
Heteronomous morality = charac of children ages 4-7, view rules as absolute and unchangeable and believe in imminent justice, base judgments of acts primarily on their consequences. Child’s inflexible moral reasoning due to combo of preoperational egocentrism and the constraint of parental authority
Autonomous morality = by age 7 or 8 exhibit morality of reciprocity, rules now recognized as being determined by agreement btwn individs and are alterable, consider the intention of the act to be most important, due to a decline in egocentrism, social interactions with peers, and a gradual release from adult vigilance and constraint
Children under age 6 equate lies with things they are not supposed to say
Btwn 6-10 years of age, children label any untrue statement as a lie
By age 11, they understand that only an intentionally false statement is a lie
Believed children don’t deliberately lie until age 7, but recent research shows as young as 3 or 4 do
KOHLBERG’S Theory of Moral Dev’t
Presented subjects with moral dilemmas and asked them what they thought the person should do, devised 6 stages of moral reasoning, organized into 3 levels:
Preconventional
Stage 1: punishment and obedience orientation
Stage 2: instrumental hedonistic orientation
Conventional (10-13)
Stage 3: good-boy-good girl (social relations) orientation
Stage 4: authority and social order-maintaining orientation
Post-Conventional
Stage 5: social contract and individual rights orientation
(mid adoles or later)
Stage 6: universal and ethical principles orientation
ERIKSON’s Theory of Psychosocial Dev’t
Trust vs. Mistrust (birth-1), trust develops when caregivers are predictable, good, and gratifying
Autonomy vs. Shame and Doubt (1-3 years), autonomy fostered when parents offer guided opps for free choice and do not overly restrict or shame the child
Initiative vs. Guilt (3-6 years) – initiative develops when parents support the child’s emerging sense of purpose and direction; too many parental demands for self-control may ld to excessive guilt
Industry vs. Inferiority (6-puberty) – inferiority develops when exps in school, with peers, or with parents don’t foster feelings of competency and mastery
Identity vs. Identity Confusion (adolescence)
Intimacy vs. Isolation (young adulthood) – unsuccessful resolution can ld to intense fear of rejection, inability to establish close rels
Generativity vs. Stagnation (mid adulthood)
Ego Integrity vs Despair (old age) – despair and regret result from a sense of dissatisfaction
Marcia’s Identity Statuses:
Identity Diffusion – have not undergone an identity crisis and are not committed to an identity
Identity Foreclosure – strong commitment to an identity that was not the outcome of an identity crisis but suggested by a parent or other person
Identity Moratorium – person is having an identity crisis and is actively exploring diff options and beliefs
Identity Achievement – individ has resolved his identity crisis and is committed to a particular identity
Divorce
Effects on Parenting – state of disorganization, “diminished capacity to parent” continues for 2 years after the divorce, mothers my show less affection, especially toward sons and may treat them more harshly. Fathers thend to become more indulgent and permissive
Effects on Children – moderated by age, gender, and custodial arrangement. Pre-school children have most neg outcomes bc of limited cog abilities and prone to self-blame, reversion to more immature bxs, and intense separation anxiety. However, LT consequences may be worse for older children. Boys suffer more severe ST and LT consequences, particularly externalizing bxs. Whereas girls exhibit more internalizing bxs. Girls may also show the “sleeper effect” = few probs initially but as adolescents exhibit noncompliane, low self-esteem, emotional probls and antisocial bx. Some studies show its better to be with same-sex parent after divorce and more probs if father has custody. Impact on school perf worse for boys and for older kids
