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Childhood & Adolescence > Development Theories > Flashcards

Development Theories Flashcards

1
Q

Biology & Evolutionary Theories

A
  • shapes health/wellbeing
  • Genes control specific characteristics and we each have 23,000 genes in each cell nucleus of our body
  • Shapes who you are, what you look like & behavioural traits
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2
Q

Genotype vs Phenotype

A
  • Genotype= specific genetic material on individual chromosomes
  • Phenotype= observed characteristic
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3
Q

Dominant-recessive pattern

A

-pattern of inheritance

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4
Q

Polygenetic inheritance

A
  • E.g. Skin colour, height, eye colour
  • Not simple (every gene mix together)
  • Manifestation in the genes
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5
Q

Multi-factorial inheritance

A

genes + environment

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6
Q

Mitochondrial inheritance

A

inherit genes from the mother’s egg

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7
Q

Recessive genes

A

-E.g. flat feet, Rh-, red hair etc.

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8
Q

Epigenetics

A
  • Study of changes stemming from modification of gene expression rather than alteration of genetic code
  • Epigenetic markers regulate gene expression
  • By controlling gene expression, epigenetic mechanisms regulate bodily processes
  • genetic code from mom and father determines many things about you, but you can alter some while in the womb from stress and nutrition in the womb
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9
Q

VIDEO: The epidemic of chronic disease and understanding epigenetics (Ted Talk)

A
  • Low vs high weight babies and how their weight affects the next generation
  • Egg-> made in the ovary of his mom while she was in her mom’s womb
  • 2 generation effect on nourishment
  • 100 year effect (nutrition flows across generations)
  • Need good nutrition across each generation to pass along healthy traits
  • A woman’s diet and body affect 3 generations
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10
Q

Can vs Can’t control

A
  • We can control our biology (how the environment effects it)
  • Utero examples: high levels of stress reduces telomeres, pollution, environmental toxins, access to support services etc.
  • Role of the environment
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11
Q

Ethology

A
  • Genetically determined survival behaviours that are assumed to have evolved through natural selection
  • Inherit things that allow us to succeed in society
  • Survival rate increases
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12
Q

Behaviour Genetics

A
  • Traits that are influenced by genes

- Related people are more similar than those who are unrelated

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13
Q

Evolutionary Psychology

A
  • View that genetically inherited cognitive social traits have evolved through natural selection
  • Cognition and the way that we think is impacted by the environment and the people around us
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14
Q

Evolutionary Developmental Psychology

A
  • Genetically inherited cognitive and social characteristics that promote survival and adaptations at different times across the lifespan (programmed with predispositions)
  • Selected for occur though the lifespan
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15
Q

Critique of Evolutionary Theories

A
  • Good: understanding biology improves precision medicine
  • > Diagnostics and interventions
  • > Cellular level allows us to explain childhood illnesses
  • Bad: large emphasis on heredity (hard to improve)
  • > Need to look at multiple generations
  • Ugly: underestimates the effect of the environment
  • > Higher level critiques
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16
Q

Psychoanalytic Theories

A

-Assert developmental change happens because of the influence of internal drives and emotions on behaviour

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17
Q

Freud-Psychosexual Theory

A
  • Behaviour is determined by conscious and unconscious processes
  • Personality structure has 3 parts that develop over time (id, ego and superego)
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18
Q

Libido

A

instinctual sexual drive

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19
Q

Id

A
  • primitive features that are driven bean unconscious need for pleasure
  • pleasure principle
  • pleasant at birth
  • displays itself as selfish and demands gratification
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20
Q

Ego

A
  • develops around the age of 2
  • focuses on the reality principle
  • reduces conflict between id and superego (defence mechanisms)
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21
Q

Superego

A
  • develops around the age of 5
  • internal morals (morality principle)
  • learn from our same-sex parent that punishes our ego for any wrong through guilt
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22
Q

Freud’s 5 stages of development

A
  • Children need to overcome each stage or become fixated (manifests in adulthood)
  • Fixation= overcompensation
  • Large gaps in these stages
  • Sexually driven, not socially focused
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23
Q

Oral stage

A
  • 0-2 yrs
  • infant achieves gratification through oral activities such as feeding, thumb sucking and babbling
  • fixation= smoking, overeating, passivity and guliability
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24
Q

Anal stage

A
  • 2-3 years
  • learns to respond to some of the demands of society (bowel and bladder control)
  • fixation= orderliness, parsimonious or the opp
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25
Q

Phallic stage

A
  • 3-7 yrs
  • realize the diff between males and females
  • awareness of sexuality
  • fixation= vanity, recklessness or the opp
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26
Q

Latency stage

A
  • child continues to develop but sexual urges aren’t present yet
  • NO FIXATION
  • not specific or predictive of anything
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27
Q

Gential stage

A
  • gets rid of old dependancies

- deals maturely with opp sex

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28
Q

Erickson’s Psychosocial Theory

A
  • Interaction of inner instincts and cultural demands
  • Development over the lifespan in psychosocial stages
  • Children become capable of doing things on their own (black & white view of the world)
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29
Q

Infancy stage

A
  • 0-18 months
  • Trust vs mistrust
  • feeding/comfort
  • is my world safe?
  • children develop a sense of trust when caregivers provide reliability, care and affection
  • lack= mistrust
30
Q

Early childhood stage

A
  • 2-3 yrs
  • autonomy vs shame & doubt
  • toilet training/ dressing
  • can I do things by myself or need I always rely on others?
  • children need to develop a sense of personal control over physical skills and a sense of independence
  • success= feeling of autonomy
  • failure= feelings of shame & doubt
31
Q

Preschool stage

A
  • 3-5 yrs
  • Initiative vs guilt
  • exploration/play
  • am I good or bad?
  • children need to begin asserting control and power over the environment
  • success= sense of purpose
  • children who exert too much power experience disapproval, resulting in a sense of guilt
32
Q

School age stage

A
  • 6-11 yrs
  • industry vs inferiority
  • school/activities
  • how can I be good?
  • children cope with new social and academic demands
  • success= sense of competence
  • failure= feeling of inferiority
33
Q

Adolescence stage

A
  • 12-18 yrs
  • identity vs role confusion
  • social relationships/ identity
  • who am I and where am I going?
  • teens need to develop sense of personal identity
  • success= an ability to stay true to yourself
  • failure= role confusion and a weak sense of self
34
Q

Critique of Psychosocial Theories

A
  • Good:
  • > Focuses on the importance of emotional quality of the child’s earliest relationship with caregivers
  • > Children’s needs change with age and family interaction is crucial in the development of personality
  • > Concepts are part of everyday language (conscious)
  • > Invented psychotherapy
  • > Emphasizes continued development during adulthood
  • Bad:
  • > Hard to test/measure
  • > E.g hard to tell if someone trusts someone else?
  • > Predictability & explanation aspect of these theories (not as concrete!)
35
Q

Humanistic Alternative

A
  • Most important internal drive is to achieve one’s full potential
  • Self-actualization is the ultimate goal in human life
  • Develop to become a better version of yourself
36
Q

Maslow’s Hierarchy

A
  • No ages listed (across lifespan)
  • Need to re-meet needs as you go through life
  • Full potential is subjective (not good at explaining)
  • Gaps in self-actualization & it’s definition
  • Doesn’t predict ways you respond to each of these needs as they change in your life
  • > Understand better than other theories
  • Why some people thrive?
  • Doesn’t take into account resistance
  • Gives more concrete ideas of first couple stages
37
Q

Self-actualization

A
  • achieving one’s full potential including creative activities
  • self-fulfillment need
38
Q

Esteem needs

A
  • prestige and feeling of accomplishment

- psychological need

39
Q

Belongingness and love needs

A
  • intimate relationships, friends and family

- psychological needs

40
Q

Safety needs

A
  • security and safety

- basic needs

41
Q

Physiological needs

A
  • food, water, warmth and rest

- basic needs

42
Q

Inherent Optimism

A
  • carl rogers
  • Focused on capacity of each person to become a “fully functioning person” without guilt or serious distorting defenses
  • Hard to test and measure
  • Defenses= sarcastic, shut down & get quiet
  • Optimism in terms of development that laces them all together
43
Q

Completely fulfilled and self-actualized

A
  • Do you move back between stages?
  • Looks diff at all stages in life
  • Needs room to grow and evolve over time
  • Internal sense of control
44
Q

Learning Theories

A
  • Focuses on how experiences in the environment shape the child
  • Human behaviour is seen as being shaped by processes such as classical & operant conditioning
  • Importance of the environment (feedback that we get)
45
Q

Pavlov’s Classical Conditioning

A
  • Plays an important role in the development of emotional responses
  • Stimulus w/ involuntary responses
  • Unconditioned stimulus w/ unconditioned response
46
Q

Skinner’s Operant Conditioning

A
  • Extinction & shaping
  • Voluntary behaviour with a consequence
  • Escape learning stops positive reinforcement
  • Punished behaviour is suppressed but can return
  • Extinguished behaviour when no reinforcement is given
47
Q

Critique of the Learning Theories

A
  • Explains consistency and change in behaviour
  • Optimistic about the possibility of change and gives an accurate picture of the way that many behaviours are learned
  • Not really developmental-> doesn’t tell us about age related changes (BANDURA is better)
  • Explains, predicts and improves our understanding
48
Q

Cognitive Theories

A

-Emphasizing mental aspects of developmental (i.e. logic and memory)

49
Q

Piaget’s Theory

A
  • Cognitive development theory based on scheme, assimilation, accommodation and equilibration
  • Scheme: internal cognitive structure that provides an individual with procedure to follow in a specific circumstance (mental recipe)
  • Assimilation: apply different schemes to experiences
  • Accommodation: changing the scheme as a result of new info
  • Equilibration: the process of balancing assimilation and accommodation to create schemes that fit the environment- we learn what works and what doesn’t work in particular situations
50
Q

Sensorimotor Stage

A
  • 0-2 yrs
  • Coordination of sense with motor responses, sensory curiosity about the world. Language used for demands and cataloguing. Object permanence is developed
  • Balance, gross motor skills etc.
51
Q

Pre-operational Stage

A
  • 2-7 yrs
  • Symbolic thinking, use of proper syntax and grammar to express concepts. Imagination and intuition are strong, but complex abstract thoughts are still difficult. Conservation is developed.
  • e.g. him vs her thinking, internet= clouds with info
52
Q

Concrete Operational Stage

A
  • 7-11 yrs
  • Concepts attached to concrete situations. Time, space, and quantity are understood and can be applied, but not as independent concepts.
53
Q

Formal operational stage

A
  • 11+ yrs
  • Theoretical, hypothetical and counterfactual thinking. Abstract logic and reasoning. Strategy and planning become possible. Concepts learned in 1 context can be applied to another
  • Not everyone will develop within their lives
54
Q

Information Processing Theory

A
  • Using the computer as a model of human thinking with memory processes
  • Brain= computer
  • Emotions/senses tied to memories
55
Q

Vygotsky’s Theory

A
  • Socio-cultural theory
  • Asserts complex forms of thinking have their origins in social interactions
  • > E.g. scaffolding within the zone of proximal development
  • Prof helps to guide us in learning something that we don’t know
  • Scaffolding= textbook, lecture, tutorials, discussion board etc.
  • Believed that the environment was more important (socio-context)
  • Scaffolding- allowing them to develop a skill through helping them (learning tool)
56
Q

Bandura

A
  • Learning doesn’t always require reinforcement
  • Can learn through observation
  • Reciprocal determinism: each of the categories effects one another
  • Bridge between behaviourists and cognitive learning theories
  • Emphasis on attention, memory and motivation
  • E.g. coming to class and not paying attention
  • You can learn through observation, imitation, and modelling
  • interaction between behaviour, environment and person/cognitive factors
57
Q

Critique of Piaget

A
  • Changed the way psychologists thought about child development
  • Development is less staged than the way that he portrays
  • Instincts and how they relate to motor function
  • Stages are less concrete
58
Q

Critique of Info-processing

A
  • Less staged & more continuous understanding

- Our thinking is more complex than a computer

59
Q

Critique of Learning Theories

A
  • Cognitive theorist ignore emotion, creativity, and imagination and underplay the effects of our physical and social surroundings
  • What you care about you will learn!
60
Q

Systems Theory

A
  • Personal and external factors form a dynamic integrated system
  • Holism: the “whole” is primary and greater than it’s parts
  • Wellness: a result of adaptive adjustment
  • Improved upon the critiques of the other theories
61
Q

Biological Systems Theory

A
  • Bronfenbrenner
  • Development explained in terms of the relationships between people and their environments, or contexts
  • Classifies all the individual and contextual variables that affect development and specifies how they interact
  • 5 rings that shape an individual
62
Q

Microsystem

A

activities and interactions in the child’s immediate surroundings: parents, school, friends etc.

63
Q

Mesosystem

A

relationships between the groups involved in the microsystem: parent’s interactions with teachers, schools’ interactions with daycare provider etc.

64
Q

Exosystem

A

social institutions which affect children indirectly: the parent’s work settings and policies, extended family networks, mass media and community resources

65
Q

Macrosystem

A

broader cultural values, laws and governmental resources

66
Q

Chronosystem

A

changes which occur during the child’s life, personally (e.g. birth of sibling) or culturally (e.g. Iraqi war)

67
Q

Critique of the Systems Theory

A
  • Bronfenbrenner contributed to the need to understand interaction among individuals and context
  • Foundation of scientific approaches to early childhood initiatives
  • Explained the effect of SES
68
Q

Complexity Theory

A
  • Emphasizes interactions and the accompanying feedback loops that constantly change systems
  • Purports systems are unpredictable and constrained by order-generating rules (decisions can be unpredictable)
  • Interactional and interchanging
  • Changes happen in logical ways
  • We can understand an complex individual through their contexts
  • Interventions are tailored to people instead of general population (time consuming and $$$)
69
Q

Critique of the Complexity Theory

A 
Good: 
-Helps to make sense of childhood development within the context of diversity
-Moves away from the oversimplification of childhood development (anti-reductionist in nature)
-Understand resilience
-Not simple explanations
Bad:
-Requires lots of time to use
-Generalizations are frowned upon
70
Q

Systems & Complexity Theory

A
  • Personal and external factors form a dynamic integrated system
  • Interaction & feedback shape development/contexts

Childhood & Adolescence (2 decks)

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