developmental psychology Flashcards
why is developmental psychology importat
need to know where the child is developmentally - so know how they will communicate and relate with you and you with them
think about how their social context supports or hinders developmental progress
how the developmental leap that they are about to take will influence illness
think about how we can recruit and engage parents/school etc (ie their system) in treatments `
describe the relationship between hereditory and environmental influence on development *
babies have genetic blueprint - programmed to work in a way but not automatic
many systems are ready, but others need human input - eacy baby customised to their surroundings
they are programmed to detect the patterns in env, but we need to input the information - the input changes the outputb
people born in different places have different cultural needs
nature sets course eg by gender, genetics, temprement and maturational stages
but nurture shapes the predertimined course via the environment, parenting, stimulus, and nutritionn
describe how a baby can recognise its mother *
through hearing, smell and taste
hearing - receptive hearing at 16wks, functional at 24 - as newborn babies are familier with and prefer mother’s voice
smell - learn quickly about the smells associated with their mother - smell own amniotic fluid, maternal breast odours and prefer smell to mother’s expressed milk to others - advantage for food and bonding
taste - a newborn senses savoury, sweet, sour, bitter (not salt until 4 months), have a love for sugar, like glutamate (savoury) which is found in breast milk
sight - poor vision initially best at periphery, babies have preference for watching their mother’s faces, have a preference for looking at faces and face-like stimuli, have preference for faces with open eyes and look longer at happy face stimuli
this is reciprical socialisation - babies are social and respond to these stimuli, be aware of who delivered them and expect partners
why is social reciprocal socailisation important *
babies are dependant so need to be noticed to survive - therefore they act to elicit stimuli
learning to relate is critical for future behaviour
describe reciprocal socialisation *
bidirectional between children and parents - via facial expression - requires connection, synchronisation and mutual recognition
if baby reinforces child - child will keep acting and continue to develop in this area - this is scaffolding
baby and mothers actions are influenced by the others
describe the still face experiment *
child plays with mother
when mother stops responding ie has a still face - baby responds with signs of distress - illustrates how parent involvement effects development
describe the effect of parents providing a supportive environment for development *
through scaffolding and reciprocal socialisation, provision of a stimulating and rich environment (physiologically and psychologically) give babies the resources to develop
if have depressed mum - adjust to low stimulation and get used to lack of positive feelings
if agitated mum - stay ovet-aroused and have a sense that feelings explode out of you without control, or switch off feelings completely
well managed - expect world responsive to feelings, bring intense states to normal levels, by being supported in this they learn how to do it themselves
an ‘internal working model’ is determined through this social process - baby develops thsi by coordinating systems with the people around him
what is attachment *
described by Bowlby
biological instinct that seeks proximetry to an attachment figure when threat is percieved or discomfort experienced
purpose of attachment *
sense of safety provides a secure base so they can explore env and so promote development while being protected
when does attachment start and how does it effect life *
begins before birth, mum might start socialising with baby - supported by reciprocal socialisation
the internal working model formed informs our expectations and behaviour in wider situations and through life
what is attachment mediated through *
mind-mindedness
describe mind-mindedness *
parents with mind-mindedness treat children as individuals with minds
respond as if children’s actions are meaningful - ie motivated by thoughts, feelings or intentions - ie trying to communicate
if parent communicates with them helps the child to understand other’s emotions and actions
describe the development of attachment over the 1st yr *
- Birth to 3M; baby prefers people to inanimate objects, indiscriminate proximity seeking eg clinging to carer
- 3-8M; smiles discriminately to main caregivers
- 8 – 12M; selectively approaches main caregivers, uses social referencing / familiar adults as “secure base” to explore new situations; shows fear of strangers and separation anxiety
- From 12M; the attachment behaviour can be measured reliably.
what was the strange situation test *
children were put in unusual env
testing how they respond to the temporary absence of their mother
look at how much they explore room on own and how the child responds to return of mum
how do securely attached children respond to the strange situation test *
explore room freely when mum present
may be distressed when she leaves and explores less
happy when she returns
if cries - approaches mum and holds her - comforted and then ready to explore
his mother is responsive so he knows he can rely on her when under stress
65% children
what are the 3 types of insecurely attached children *
avoidant insecure
resistant insecure
disorganised insecure
how did avoidant insecure children respond to strange situation *
doesnt explore muce
doenst show emotion when mum levaes
no preference for mother over stranger
when mum returns he avoids/ignores - doesnt get comfort from her
how do resistant insecure children respond to the strange situation *
didnt explore much on own
wary of strangers and distressed when mum leaves
when mum returns child is ambivilent - wants to return close proximetry but is angry - so may reject mother’s advances and not easily soothed
how do disorganised insecure children respond to strange situation *
exhibit a mix of avoident and resistant behaviours
confused and anxious
at risk of variety of behaviour and developmental problems
what does secure attachment promote *
independance
emotional availability
better moods
better emotional coping
how does secure attachment affect adolescent and adulthood 8
associated with:
- social competence
- loyal friendships
- more secure parenting
- greater leadersip qualities
- greater resistance to stress
- less mental health problems - depression and anxiety
- less psychopathy - pschizophrenia
- relate to social and romantic relationships
it is a protective factor
what is secure attachment associated with*
fewer behavioural problems - insecure is not a cause for poor attachment
higher IQ and academic performance
moral development
reduce child distress
what are the 2 prongues of secure attachment *
safe haven - protect and comfort, delight in and organise thoughts of child
secure base - support exploration - watch over child, delight in, help and enjoy - child feels like they can take risks
we are responsive to what child is communicating#
they know what to expect from their care giver - allow exploration and provides support and structure
what is the role of play in development *
positive learning effects on the brain and ability to learn
animals in enriched envs have bigger, smarter brains and more brain derived neurotrophic factor - essential for growth and maintenance of braincells
