Domain Two - Social And Physical Development From Birth Through Adolescence Flashcards
Classical Condiitoning
Ivan Pavlov/ John Watson
Behavior is learned based upon repetition, association, and anticipation
Pavlov: stimulus-response experiments —> behavior of children is easily conditioned
Operant Conditioning
B.F. Skinner
Learning from operating in the environment; their behavior response produces from a consequence of either a reinforced reward or a punishment; behavior that is reinforced will tend to be strengthened
Erikson’s Psychosocial Stages of Development: Stage One
Basic Trust versus Mistrust (1 1/2 years)
Sense of trust during infancy helps to set the stage for a lifelong expectation of feeling safe and secure in the world
Can count on others to satisfy his or her needs, while feeling loved and cared for
Basic experience of interacting with an attentive caregiver gives the infant a lifelong feeling of security and predictability
Absence of trust can result in leaving an infant feeling suspicious, guarded, and withdrawn from relationships
Erikson’s Psychosocial Stages of Development: Stage Two
Autonomy versus shame and doubt (1 1/2 - 3 1/2 years)
Learns how to explore, experiment, make mistakes, and test limits in order to gain a sense of independence and self-reliance
Into everything at this age (“terrible twos”); difficult to keep under control
If autonomy is inhibited or punishment is harsh, may feel sense of shame which leaders to feeling a sense of dislike for himself; can also make hesitant to try new activities
Erikson’s Psychosocial Stages of Development: Stage three
Initiative versus guilt (3 1/2 - 6 years)
Feels free to try out new activities and assume greater responsibility for their bodies and behaviors
New balance of responsibility helps the preschooler have a positive view of self, gives confidence to decision-making abilities, and imparts a willingness to take risks
Unique aspirations surface, definite signs of emerging personalities
Absence of initiative may leave the child feeling a sense of guilt, sometimes about anything; may feel everything they do is disappointing
Erikson’s Psychosocial Stages of Development: Stage Four
Industry versus Inferiority (6-12 years)
Industry: children learning to work with others while developing skills and feeling a sense of achievement (successful completion = a greater sense of competence in adult life; if successful, demonstrate the ability to organize and meet goals)
If inferiority outweighs industry, low self-esteem may result (may appear lazy, or lack goals/motivation)
Erikson’s Psychosocial Stages of Development: Stage Five
Identity versus role confusion (12-18 years)
Physical changes awaken the search for self-identity, breaking dependent ties, and providing framework for adult life
Push to figure out who they are which helps to cement a sense of self which is unique and instills an identity that is communicated as an inner confidence and sense of one’s place in the world
Experimenting with identities is common at this age; failing to make this transition may result in confusion over life goals and self-identity
Lev Vygotsky’s Sociocultural Theory
Center of child’s cognitive development is shared system of surrounding social, cultural, and historical influences (children actively construct their knowledge through society); every function i the child’s cultural development appears twice (1st between people, 2nd internally within the child)
Language is an essential aspect of this development and cognitive growth and language are socially based
Cognitive growth is s a shared process
Zone of proximal development (ZPD)
Distance between a child’s actual performance and a child’s potential performance
Represents the amount of learning possible by a student given the proper instructional conditions
Scaffolding
Temporary support system from a teacher or older peer to support the child until a task can be mastered alone
- Use of mediators for learning
- Emphasis of language and shared activity for learning
- Shared activity which strongly improves the child’s problem-solving abilities
Bandura’s Social Learning Theory
Learning through observations; stresses the importance of observing and modeling behaviors, attitudes, and emotional reactions of others to advance in learning
Imitate behavior through socialization by learning gender roles, self-reinforcement, self-efficacy, and other aspects of personality
Imitation and rehearsing are powerful tools
Attachment Style: Secure
Description: infants who use caregiver as the secure base to venture out and explore the environment; show little distress when separated or may check on parent’s whereabouts periodically; receives consistent and responsive care from a primary caretaker and mentally internalize a harmonious inner world as if sayin “i am safe and secure”
Classroom Implications (pre-k - 2nd): relatively comfortable with others, make appropriate eye contact, and can manage and express their feelings
Attachment Style: Insecure - Avoidant
Description: parents may ignore, reject, or become easily irritated with their children; may feel undeserving of their parents’ affection and develop defense mechanisms to compensate; exhibit minimal distress when separated; can readily separate from parents, but will often snub them upon reunion
Classroom Implications: may feel that others will not be able to help, may have feelings of rejection, may act as if teachers and or peers don’t care about them, may exhibit disruptive or non compliant behavior; may avoid playing with other children and become anxious if someone tries to get too close
Attachment Style: Insecure - Resistant or Ambivalent
Description: parents may exhibit unpredictable responses which results in children becoming very distressed by their parent’s departure; they become anxious before the caregiver leaves and are upset during the caregiver’s absence; become preoccupied with their parents whereabouts and cry or kick upon the parent’s return
Classroom Implications: children might feel skeptical about trying new things or feel that others are unreliable; can also become either angry or passive (hyperaroused or dissociated); teachers sometimes see these children as contentious or helpless; may become demanding, impulsive, and resort to creative distractions to seek attention
Attachment Style: Insecure - Disorganized or disoriented
Description: parents often demonstrate an inability to manage their own emotions and behavior; infants may show signs of insecurity and confusion
Classroom Implications: children often feel confused, misunderstood, or become easily frustrated; can act unpredictably with peers or teachers and are often fearful about new situations; can demonstrate lack of self control, can be inflexible, have behavior problems in school,and lack the ability to tolerate change
Temperament - Easy
Child is generally in a positive mood and adapts easily to new situations
Temperament - Difficult
Tends to cry frequently and is slow to accept change in new situations; has irregular daily routines
Temperament - Slow-to-Warm-up
Shows slow adaptations to new situations, but slowly accepts new situations when repeatedly exposed
Goodness-of-fit
The match between a child’s temperament and environmental demands the child must deal with
Example: 4 year old “difficult” expected to sit still for a five hour plane ride
Functional play
Begins in infancy; use sensorimotor movements to manipulate objects in order to receive pleasure; involves repeating muscular movements and can be engaged in throughout life; involves repetition of behavior (practicing)
Constructive play
Toddlers and preschoolers use objects to make something (building blocks) combining sensorimotor movements and the creation (construction) of something
Pretend or Imaginative Play (fantasy)
Imagination begins at around 18 months and is boundless during the preschool years; this period is when a child transforms symbols into make-believe play; pretending helps build a child’s imagination
Rough-and-Tumble Play
Begins about the end of early childhood, but most popular during middle childhood; can be in the form of tag, chasing, wrestling, etc.
Games with Rules PLay
Often play games in elementary school; often include rules and are competitive and pleasurable; preschool kids play games, but their games are more in terms of taking turns; involves a given set of rules and declines around age 12, but can be engaged in throughout life; usually replaced by practice play and organized sports as they approach adolescence
Physical Development: Infancy - birth to 2 years
Grow faster than at any other time; boys and girls have about the same weight and height, with girls growing only slightly slower
Physical Development: Early Childhood - 2 to 6 years
Much of baby fat disappears as arms and legs grow longer; no longer have protruding belly and begin to develop a more slender look; internal organs are no longer growing faster than the body cavity; decrease in weight is attributed to ability to walk, coupled with fatty tissues growing at a slower rate; girls tend to have more fatty tissues, but boys have more muscle tissue which leads to somewhat equal weight and height; boys are maybe slightly taller and heavier
Physical Development: Middle Childhood - 7 to 11 years old
Many children grow about two inches each year until eleven; significant changes take place in the difference in growth between boys and girls; around 6, girls are typically shorter and weigh less, but from 10-12 they are about the same size; boys’ leg and arm muscle coordination i stronger which helps them jump farther, run faster, catch, throw, and kick balls farther; this si when children begin handwriting instead of printing; girls are usually more coordinated in hand-manipulated skills
Physical Development: Adolescence - 12 to 18 years old
Puberty begins; time of growth spurts; around 12 girls tend to be taller and weigh about three pounds more; around 13/14, boys start to exceed girls in height and weight; by 18, boys are usually about 4 inches taller and about 20 pounds heavier; boys tend to be clumsy at first because of the fast growth in arm and legs; athletics improve physical strength and coordination (if successful, self-esteem can be boosted); this is a time when body image becomes important; this is when teens may struggle with eating disorders such as anorexia nervosa or bulimia nervosa
