Exam 4: Ch's. 2&3 Flashcards
what is development
pattern of movement or change that begins at conception and continues through the lifespan, involving decay.
Biological process
produces changes in the child’s body and underlie the brain development, height and weight gains, motor skills, and puberty’s hormonal changes. (genetic inheritance plays a large part) (Physical)
Cognitive process
change in the child’s thinking, intelligence, and language. (Enables a child to memorize, problem solve, create) (Brain)
Socioemotional process
changes in the child’s relationships with other people,changes in emotion, and changes in personality. (nurturance towards a child, aggressive attack on a peer, a girls development of assertiveness, joy of getting good grades.(Relationships)
why is it important to study children’s development?
so we can understand at what level it is appropriate to teach them
Periods of Development:
Infancy early childhood middle & late childhood adolescence adult (including but not relevant to ch; early, middle, & late adulthood)
periods of development: age’s
- infancy
- early childhood
- middle and late childhood
- adolescence
Just FYI- prenatial period : conception-birth
- infancy : birth-18/24 months
- early childhood : 2-5 yrs
- middle and late childhood : 6-11 yrs
- adolescence : 10/12-18/21 yrs
Historical Developmental Theories: Middle Ages
-Original Sin View: Children were seen as little people.
Historical Developmental Theories: 17th Century
~John Locke: believed in “Tabula Rasa” (blank slate)
- thus emphasized the importance of “nurturing”
- believed importance of children experiences determining adulthood characteristics
Historical Developmental Theories: 18th Century
~Jean-Jacques Rousseau: Believed in “innate goodness view” (born inherently good and should grow w little guidance)
- Forerunner of “maturationist beliefs”
- used idea of stages of development
Psychoanalytic Developmental Theories: Sigmund Freud’s Psychosexual Theory
- emphasizes how parents manage their child’s sexual and aggressive drives in first few years is crucial for healthy personality development
- thus, early experiences w parents are emphasized.
Psychoanalytic Developmental Theories: Erik Erikson’s Psychosocial Theory
- emphasized the successful negotiation of the psychological conflict at each 8 different stages “throughout lifespan”
- at each stage the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict
Erick Erikson’s 8 stages of human development
- ) Trust vs. Mistrust (infancy- 1st yr.)
- ) Autonomy vs. Shame & Doubt (1-3 yrs.)
- ) Initiative vs. Guilt ( 3-5 yrs.)
- ) Industry vs. Inferiority (6 yrs. - puberty)
- ) Identity vs. Identity Confusion (10-20yrs.) Adolescence
- ) Intimacy vs. Isolation (20’s-30’s yrs.)
- ) Generativity vs. Stagnation (40’s-50’s yrs.)
- ) Integrity vs. Despair (60’s-onward yrs.)
Erick Erikson’s 8 stages of human development: Trust vs. Mistrust
- warm nurturing caregiving/ treated negatively or ignored
Erick Erikson’s 8 stages of human development: Autonomy vs. Shame & Doubt
- Independence fostered by support & engagement/ if restrained too much or punished too harshly, they develop a sense of shame & doubt.
Erick Erikson’s 8 stages of human development: Initiative vs. Guilt
- developed by exploring and accepting challenges/ children develop guilt if they see themselves as irresponsible or made to feel too anxious
Erick Erikson’s 8 stages of human development: Industry vs. Inferiority
-mastery comes from success and recognition/ unproductiveness and incompetence
Erick Erikson’s 8 stages of human development: Identity vs. Identity Confusion
-exploration of different paths to attain a healthy identity/ if fail to do so they will remain to be confused about their identity
Erick Erikson’s 8 stages of human development: Intimacy vs. Isolation
-form positive, close relationships w others/ one will fail an intimate relationship w partner or friend and become socially isolated
Erick Erikson’s 8 stages of human development: Generativity vs. Stagnation
-transmitting something positive to the next generation/ feeling of having done nothing to help the next generation
Erick Erikson’s 8 stages of human development: Integrity vs. Despair
-life review and retrospective evaluation of one’s past/ older adults become despairing if their backward glances are mainly negative
Cognitive Developmental Theories: Jean Piaget
- 18th century
- described children’s understanding as their “SCHEMES” and how they use “1.) Assimilation 2.) Accommodation”
- Children “CONSTRUCT” their understanding of the world throught their active involvement and interactions.
Cognitive Developmental Theories: Piaget’s Four Stages
- Children “CONSTRUCT” their understanding of the world throught their active involvement and interactions.
1. Sensorimotor stage (birth-2yrs.)
2. preoperational stage (2-7 yrs.)
3. concrete operational stage (7-11 yrs)
4. formal operational stage (11yrs.-on)
Piaget’s Four Stages: Sensorimotor stage (birth-2yrs.)
- used “senses and motor skills”, items known by use; “object permanence”
- infants construct an understanding of the world by coordinating sensory experiences w physical actions.
- Piaget divided the sensorimotor period into 6 substages
Piaget’s Four Stages: Preoperational Stage (2-7 yrs.)
- “symbolic thinking”, language used; egocentrism, animism, imagination/ experience grow
- -2 substages;
- -Symbolic Function substage (2-4 yrs.)
- -Intuitive Thought Substage (4-7 yrs.)
Piaget’s Four Stages: Concrete Operational stage (7-11 yrs)
- “Logic applied”, reason logically about concrete events, can classify objects into diff. sets.
Piaget’s Four Stages: Formal Operational Stage (11yrs.-on)
- “Thinks abstractly”, hypothetical ideas, ethics, social/moral issues explored.
Schemes
mental representations or actions that organize knowledge
Assimilation
-incorporating new information; ex. pencil, pen, crayon
Accommodation
-adjusting schemes to fit new information and experiences; ex. golf club, baseball bat, tennis racket
Cognitive Developmental Theories: Vygotsky’s Socio-cultural Theory
- children are “active” learners
- knowledge is “socially” constructed
- Language and Culture are crucial
- Zone of Proximal Development (ZPD)
Vygotsky’s Zone of Proximal Development (ZPD)
- the range of tasks that are too difficult for a child to master alone but can be learned w guidance and assistance of adults or more skilled children
- Lower Limit: what child achieved independently
- Upper Limit: what can be achieved w assistance
- Cognitive skills in process of “SCAFFOLDING- changing level of support over course of teaching session to fit child’s current performance level”
Piaget vs. Vygotsky
Piaget insists that children go through “stages of development” whereas Vygotsky claims children go through “gradual changes”
Freud vs Erikson
Freud insists that children’s “early experiences” are the key to their development whereas Erikson claims children’s “later experiences” are.
Information Processing Theory
-describes how information is perceived, how it is stored, and how it is retrieved.
Bronfenbrenner’s Ecological System Theory
- believed that both the environment and biology influence child’s development
- (From inside out)
- -microsystem
- -mesosystem
- -exosystem
- -macrosystem
- chronosystem
Bronfenbrenner’s Ecological System Theory: Microsystem
-within the system the student has “DIRECT INTERACTIONS” w parents, teachers, peers, etc.
Bronfenbrenner’s Ecological System Theory: Mesosystem
-involves the “LINKAGES” between microsystems such as family and school, and relationships between students and peers
Bronfenbrenner’s Ecological System Theory: Exosystem
-works when settings in which a child “DOES NOT” have an active role influence students experiences
Bronfenbrenner’s Ecological System Theory: Macrosystem
-this system involves the broader culture in which students and teachers live
Bronfenbrenner’s Ecological System Theory: Chronosystem
-“time” the sociohistorical conditions of student’s development
Continuity vs. Discontinuity
-the issue regarding whether development involves gradual, cumulative change (continuity); or distinct stages (discontinuity)
Nature vs. Nurture
- the debate about whether development is primarily influenced by nature or nurture
- -Nature: refers to an organism’s biological inheritance
- -Nurture: to its environmental experiences
Early vs. Later Experiences
-focuses on the degree to which early experiences (especially infancy) or later experiences are the key determinants of the child’s development.
Object Permanence
- understanding that objects and events continue to exist even when they cannot be seen, hear, or touched.
- most important achievements, assessed by “violation of expectations
- understanding of casuality
- from Piaget’s Sensorimotor Stage*
Infants Language Development
- Language is a form of communication, whether spoken, written, or signed, that is based on a system of symbols.
- babies begin linguistic aquisition through crying, cooing, babbling, and gestures.
- -phonology
- -morphology
- -syntax
- -semantics
- -pragmatics
- from Piaget’s Sensorimotor stage*
Infants Language Development: Phonology
- sound system of a language
- -phoneme: smallest unit of sound
Infants Language Development: Morphology
- refers to the units of meaning involved in word formation
- -Morpheme:smallest unit of meaning
Infants Language Development: Syntax
-ways that words must be combined to form acceptable phrases and sentences.
Infants Language Development: Semantics
- the meaning of words and sentences
ex. girl/women share many semantic features, but they differ semantically in regard to age
Infants Language Development: Pragmatics
- the appropriate use of language in different contexts
ex. when you use polite language in appropriate situations (talking to a teacher)
Symbolic Function Substage (of piaget’s preoperational stage): EGOCENTRISM
- feature of preoperational thought in which child has inability to distinguish own perspectives from those of others
- ex. The Three Mountains Task
Symbolic Function Substage 2-4yrs.(of piaget’s preoperational stage): ANIMISM
-another limitation of preoperational thought in which a child has the belief that inanimate objects have lifelike qualities and are capable of action
Intuitive Thought Substage 4-7yrs.(of piaget’s preoperational stage): CENTRATION
-a focusing of attention on one characteristic to the exclusion of all others
Intuitive Thought Substage (of piaget’s preoperational stage): CONSERVATION
- the awareness that altering the appearance of an object or substance does not change its basic properties
- ex. liquid is the same regardless of what container it is poured into.
Seriation
- a concrete operation that involves ordering stimuli along some quantitative dimension (such as length)
ex. ordering a number of diff. sized sticks into a small sized stack and a large sized stack, rather than ordering them from smallest to largest
Concrete Operational Stage from Piaget
Transitivity
- the ability to reason and logically combine relationships
ex. if a relation holds between the 1st object and the 2nd object, and also holds between the 2nd and the 3rd, then it also holds between the 1st and 3rd
Concrete Operational Stage from Piaget
Formal Operational Stage: Hypothetical-Deductive Reasoning
- concept that adolescents can develop hypotheses to solve problems and systematically reach a conclusion.
Self Esteem
self image, self worth; individuals overall conception of his/herself.
Dewy’s Hidden Curriculum
-Dewy’s concept that every school has a pervasive moral atmosphere even if it does not have a program of moral education.
Character Education
-A direct approach to moral education that involves teaching students basic moral literacy to prevent them from engaging in immoral behavior and doing harm to themselves or others.
Values Clarrification
helping people to clarify what their lives are for and what is worth working for
Cognitive Moral Education
based on the belief that students should learn to value ideals such as democracy and justice as their moral reasoning develops
Vygotsky’s Private Speech
- the use of language for self-regulation
* Vygotsky believed that language and thought initially develop independently of each other and then merge.
Vygotsky’s Inner Speech
- internalized self-talk
* Vygotsky believed that language and thought initially develop independently of each other and then merge.
Sigmund Freud
- emphasized that a child’s personality is formed by the ways which his parents managed his sexual and aggressive dribes
- “Early experinces” w parents are emphazied
Cognitive Process: Organization
-grouping isolated behaviors and thoughts into higher-order sustem
Cognitive Process: Equilibrium
-mechanism for shifting from one level thought to another
Cognitive Process: Disequilibrium
-result of cognitive conflict
