Developmental Psychology Flashcards
PIAGET 1
SENSORI MOTOR
0-2
− Infant’s knowledge of the world is limited to their sensory perceptions and motor activities. Behaviour is also limited
− Child lives in the present and have little understanding that things exist beyond site
− Object permanence: the object gained by the infants that an object continues to exist even when it cannot be seen
PIAGET 2
PRE-OPERATIONAL
2-6
− Child learns to use language
− Children do not understand concrete logic, cannot mentally manipulate information, unable to take the point of view of people
− Children are egocentric: they only perceive the world from their point of view
− Mountains task: shown a model and have to determine what the person on the other side can see
PIAGET 3
CONCRETE OPERATIONAL
7-11
− Children gain better understanding of mental operations. Begin to think logically, but difficulty understanding abstract concepts
− Key achievement: observation
− Conservation: an understand that an object does not change its weight, mass, volume or area simply because it changes shape and size
− The other accomplishments are the ability to classify and seriate
− Classify: group objects or events by features that they have in common
− Seriate: order objects with respect to common properties
PIAGET 4
FORMAL OPERATIONAL
12+
− Develop ability to think about abstract concepts
− Skills such as logical thought, deductive reasoning and systematic planning emerge
− Abstract thinking: thinking that does not rely on being able to see or handle concrete materials in order to reason about them
− Logical thinking: working throughout problems systematically, developing hypotheses and testing them until a solution is found
KOHLBERG 1
PRE-CONVENTIONAL LEVEL
− At the pre-conventional level (most nine-year-olds and younger, some over nine), we don’t have a personal code of morality
− Moral code is shaped by the standards of adults and the consequences of following or breaking their rules
− Authority is outside the individual and reasoning is based on the physical consequence of actions
KOHLBERG 2
STAGE 1: OBEDIENCE AND PUNISHMENT ORIENTATION
− Obeys rules in order to avoid punishment
− Determines a sense of right and wrong by what is punished and what is not punished
− Obeys superior authority and allows that authority to make the rules, especially if that authority has the power to inflict pain
− Is responsive to rules that will affect his/her physical well-being
− If a person is punished, they much have done wrong
KOHLBERG 3
STAGE 2: INDIVIDUAL AND EXCHANGE
− At this stage of moral development, children account for individual points of view and judge actions based on how they serve individual needs. Reciprocity is possible, but only if it serves one’s own interests
− Is motivated by vengeance or ‘eye for an eye’ philosophy
− Is self-absorbed while assuming that he/she is generous
− Believes in equal sharing in that everyone gets the same, regardless of nee
− Believes that the end justifies the means
− Will do a favour only to get a favour
KOHLBERG 4
CONVENTIONAL LEVEL
− At the conventional level (most adults and adolescents), we begin to internalise the moral standards of values adult role models
− Authority is internalised but not questioned and reasoning is based on the norms of the group to which the person belongs
KOHLBERG 5
STAGE 3: GOOD INTERPERSONAL RELATIONSHIP
− Child/individual is good in order to be seen as being a good person by others. Therefore, answers to relate to the approval of others
− Finds peer approval very important
− Feels that intentions are as important as deeds and expects others to accept intentions or promises in place of deeds
− Beings to put himself/herself in another’s shoes and think from another perspective
KOHLBERG 6
STAGE 4: MAINTAINING SOCIAL ORDER
− Child/individual becomes away of the wider rules of society so judgements concern obeying the rules in order to uphold the law and to avoid guilt
− Is a duty doer who believes in rigid rules that should not be changed
− Respects authority and obeys it without question
− Supports the rights of the majority without concern for those in the minority
− About 80% of population doesn’t progress past stage 4
KOHLBERG 7
POST-CONVENTIONAL LEVEL
− Individual judgement is based on self-chosen principles and moral reasoning is based on individual rights and justice
− According to Kohlberg this level of moral reasoning is as far as most people get
− Only 10-15% are capable of the kind abstract thinking necessary for stage 5/6
− Most people take their moral views from those around them and only a minority think through ethical principles for themselves
KOHLBERG 8
STAGE 5: SOCIAL CONTRACT AND INDIVIDUAL RIGHTS
− Child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals
− The issues are not always clear cut e.g. in Heinz’s dilemma the protection of life is more important than breaking the law against stealing
− Is motivated by the belief in the greatest amount of good for the greatest number of people
− Believes in consensus, rather than majority rules
− Respects rights of the minority especially the rights of the individual
− Believes that change in law is possible by only through the system
KOHLBERG 9
STAGE 6: UNIVERSAL PRINCIPLES
− People at this stage have developed their own set of moral guidelines, which may or may not fit the law. The principles apply to everyone
− E.g. human rights, justice and equality. The person will be prepared to act to defend these principles even if it means going against the rest of society in the process and having to pay the consequences of disapproval and/or imprisonment. Kohlberg doubted few people reached this stage
− Believes that there are high moral principles than those represented by social rules and customs
− Is willing to accept the consequences for disobedience of the social rule he/she has rejected
− Believes that the dignity of humanity is sacred and that all humans have value
ERIKSON 1
TRUST/MISTRUST
0-1
− Dependent on others for food, warmth and love and trust others to provide this
− If infants’ needs are met consistently and responsively, infants develop a secure attachment to their parent/caregiver and learn to trust others
− A failure to bond with parent/caregiver can lead to mistrust of the world around them
ERIKSON 2
AUTONOMY/SHAME AND DOUBT
1-3
− Toddlers learn to walk, talk, feed themselves and use toilet ∴ autonomous and less dependent on others
− Success at becoming independent = self-confidence and self-control and mistakes are easily fixed or corrected
− Overprotection by or disapproval of parents = shame and doubt on the toddler’s ability to be independent
