Developmental Flashcards
Conception to birth
Prenatal
Birth to 18-24 months
Infancy
End of infancy to 11-14 years
Childhood
End of childhood to 18-21 years
Adolescence
End of adolescence to death
Adult
Order of prenatal development
Sprerm to egg(zygote) to embryo
When does myelination happen (brain maturity)
Brain development of prenatal development
Drugs, alcohol, bacteria and virus, chemicals
Prenatal teratogens; agents that harm the embryo
use it or loose it, the connections between neurons are rapidly developing, we make connections with neurons, and we try to connect with everything we can, so the synaptic start to prune together
Synaptic pruning
the view that development is a self-organizing process, in which new forms of behavior emerge through consistent interactions between a biological being and cultural and environmental contexts
Dynamic systems theory
a concept or framework that organizes and interprets information
• a child associates any animal or thing with 4 legs as “doggie
Schema
What did Piaget believe in for the learning process
Each stage builds the previous one
the process by which new information is placed into an existing scheme
Assimilation
Accommodation
the process by which a new scheme is created, or an existing scheme is drastically altered to include new information that otherwise would not fit into the scheme
First stage
Acquire information through their senses and motor skills
Key milestone: object permanence
Sensorimotor stage
Second stage
Lacking the law of conservation
Egocentrism: hard time feeling what other people feel
Pre-operational stage
Third stage
Children begin to think about and understand logical operations and are no longer fooled by appearances
Key milestone: law of conservation
Concrete operational stage
Final stage
People can think abstractly and can formulate through deductive logic
Start to think about the future and future events
Formal operational stage
Confident enough to play in an unfamiliar environment as long as their caregiver is present and readily comforts them during times of distress
Later they are about to develop good relationships and have good self-esteem
Secure attachment
May exhibit insecure attachment through various behaviors, such as avoiding contact with the caregiver or by alternating between approach and avoidance behaviors
Relationships may be unpredictable and filled with anger later in life
Insecure anxious attachment
Marked by an infants inconsistent reactions to the caregivers departure and returning
Later in life “emotional roller coaster”
Disorganized attachment
: infant monkeys prefer the comfort of one “mother” over the “mother” that provides nourishment (monkeys would cling to the cloth mother monkey for comfort, and went to the wire one only for milk
Hallows attachment
Coercive
Word is law
Clear words
High expectations
Children tend to be depressed and rebel
Authoritarian parent style
Indulgent
Lax discipline
Low expectations but accepting
Children tend to lack self control, unhappy due to being deemed as immature
Permissive parenting styles
Oblivious
Indifferent toward their children
Children tend to be sad, high risk of injury, immature
Negligent parenting styles
Flexible
Set limits but listen forgive and encourage
Guides not authorities
Children tend to be liked my man, happy, successful
Authoritative
◦ where basic needs of functioning were at the bottom, as for the top is more individualized experiences that brought us happiness and fulfillment
Self transcendence
Self actualization
Esteem needs
Belongingness and love needs
Safety needs
Physiological needs
Mallows hierarchy of needs
• selective pruning
• increased myelin growth
• limbic system develops
• frontal lobe lag
• more mental health issues than late adult hood
Teenage brain
Pre conventional level
Conventional level
Post conventional level
Kohlbergs level of moral thinking
‣ self-interested: the outcomes of events determines what is moral rather than our own moral code
‣ heavily based on obedience and punishment
• if you steal, you will go to jail
• if i do my chores, i will get my allowance
Pre conventional level
‣ follow the rules of society strictly determines what is morally correct; approval of others
if you steal, people will think you are a criminal
Conventional level
‣ decisions related to morality depend on abstract principles and the value of not only our own life but all lives
• sometimes people steal because they cannot afford groceries for their children
• if i do my chores, i will ease my moms workload
Post-conventional level
Our sense of self
Identity
the “we” and “us” aspect of our self concept
‣ some adolescents from their identity early on, most taking on the identities of their parents
Social Identity
acquired disorders marked by cognitive deficits and significant decline
• brain injury or disease
• substance abuse
• Alzheimers (AD) and dementia
◦ AD: a NCD marked by neural plaques and tangles
Neurocognitive disorders
ages 0-1
Trust vs Mistrust
the world is safe and people are loving and reliable
infancy
1-3
autonomy vs shame and doubt
explore environment, gain feelings and independence and positive self esteem
toddler
ages 3-6
initiative vs guilt
develop a sense of purpose by talking on responsibilities and taking responsibility for actions
preschool
ages 6-12ish
industry vs inferiority
feel competent by working successfully with others and how other view them
childhood
ages 12-18
identity vs role confusion
explore social roles and start to develop a sense of identity
adolescence
ages 18-29
intimacy vs isolation
ability to commit to long term relationships
young adulthood
ages 30-60
generativity vs stagnation
concerning themselves with leaving behind a positive legacy and caring for future generations
middle adulthood
ages above 60
integrity vs despair
feeling of satisfaction that they lived a good life and developed wisdom
old age
