Final Exam Terms (weeks 6-12) Flashcards
Growth
Increase in physical size.
Development
Acquisition of skills and function.
Maturation
Total process in which skills and potentials emerge regardless of practice or training.
Physical Development
Body size and functions, appearance, motor development, physical health.
Cognitive Development
Thought processes and intellectual abilities.
Social and Emotional Development
Interpersonal skills, formation and maintenance of relationships, self-knowledge, emotions, temperament/personality.
What are the child periods of development?
Prenatal period (conception to birth), infancy and toddlerhood (birth to 2/3), early childhood (3-6), middle childhood (6/7-11).
What are the adult periods of development?
Adolescence (11-early 20s), young adulthood (early 20s - 40s), middle adulthood (early 40s to 60s), late adulthood (65+).
Prenatal Period Problems
Baby is too small/large, postpartum depression, smoker in the house.
Infancy Problems
Abuse, Trust v. Mistrust, malnutrition, neglect, brain damage.
Early Childhood Problems
Malnutrition, speech issues, not dependent/too dependent, memorization, understanding emotions.
Middle Childhood Problems
Gender Identity, puberty, problem-solving skills, bullying.
Characteristics of Development
A lifelong continuous process, orderly manner/follows a certain sequence, production of interaction and environment, implies growth/change.
Theory
Set of assumptions, principles, propositions, or interrelated concepts that explain and predict behavior or events.
How are theories helpful?
Framework for organizing and interpreting the information that is acquired, a basis for designing prevention and remedial strategies, a basis for identifying problems, problem-solving alternatives, and interventions.
Psycho-Sexual Theory Basic Assumptions
- Painful experiences during early childhood buried in the unconscious.
- The unconscious is the key to understanding behavior.
- Sigmund Freud
Unconscious
Thoughts, feelings, motives, impulses, and events that are kept out of awareness.
Three Main parts of Freud’s Stages
A physical focus, a psychological theme, fixation.
A Physical Focus
Where the child’s energy is concentrated from where gratification is obtained.
A Psychological Theme
Related to both the physical focus and the demands made on the child by the outside world as the child develops.
Fixation
Being stuck in a particular stage.
Psycho-sexual theory’s stages
oral, anal, phallic, latency, genital.
Oral
(0-18 months) Pleasure centers on the mouth.
Anal
(18-36 months) Pleasure focuses on bowel and bladder elimination; coping with demands for control.
Phallic
(3-6 years) Pleasure zone is the genitals (Oedipus/Electra complexes)
Latency
(6 to puberty) Dormant sex feelings.
Genital
(puberty on) Maturation of sexual interests.
Oral Stage Fixations
Too Much: Oral receptive traits (dependent), oral aggressive traits
Too Little: Oral retentive traits (overeating)
Anal Stage Fixations
Strict: Anal retentive traits (obsessively clean)
Lax: Anal expulsive traits (poor organizations)
Id
“The Demanding Child” (0-3 years)
- Primary resource of energy and instincts
- Ruled by pleasure principle
- Never matures
Ego
“The Cop” (by 3 years)
- Controls/regulates behavior
- Ruled by reality principle
- mediates between Id and Superego
SuperEgo
“The Judge” (by 5 years)
- Internalization of parental/societal morals and values
- Ruled by moral principal
- Strives for perfection
Psychosocial Basic Principles
-Erikson
-Social environment impacts lives across the whole lifespan
-Each new stage poses a challenge that may help/hinder further development
(ego strength/ego quality vs. inadequacy)
Ego Identity
The conscious sense of self.
Trust v. Mistrust
[Infancy: 1st year] If needs met, develop a sense of basic trust (hope).
Autonomy v. Shame and Doubt
[Todder: 2nd year] Toddlers learn to exercise will and things for themselves, or they will doubt their abilities (will).
Initiative v. Guilt
[Preschool: 3-5 years] Learn to initiate tasks and carry out plans, or they feel guilty about efforts to be independent (purpose).
Industry v. Inferiority
[Elementary: 6 to puberty] Learn the pleasure of applying themselves to tasks, or they feel inferior (competence).
Identity v. Role Confusion
[Adolescence: teens to 20s] Refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about why they are (fidelity).
Intimacy v. Isolation
[Young Adult: 20s to early 40s] Struggling to form close intimate relationships, or they feel socially isolated (love).
Generativity v. Stagnation
[Middle Adult: 40s to 60s] Discovering a sense to contributing to the world, and work, or they may feel lack of purpose (care).
Integrity v. Despair
[Late Adult: Late 60s +] Reflecting on life and feeling sense of satisfaction or failure (wisdom).
Ecological Systems Theory
[Bronfenbrenner]
- Environmental systems shape human and family development.
- Systems do not determine human behavior but pose limitations as well as possibilities for individuals and families.
- Individuals and families need to adapt to their environments in order to survive and to improve quality of life.
Microsystem
Activities and interactions in the individual’s immediate surroundings: parents, friends, school
Mesosystem
Relationships and interactions between or among the entities involved in the individual’s microsystem.
Exosystem
Social institutions which affect children indirectly: Parents’ work setting and policies, extended family networks, mass media, community resources
Macrosystem
Broader cultural views, laws, governmental resources
Chronosystem
Changes which occur during an individual’s life, both personally and culturally
Attachment
Enduring emotional tie to a special person characterized by a tendency to seek and maintain closeness, especially in times of stress.
Attachment Theory
Formulated by John Bowlby and elaborated by Mary Ainsworth.
Characteristics of Attachment
Safe haven, secure base, proximity maintenance, separation distress.
“Strange Situation” Attachment Styles
Secure, avoidant, ambivalent/resistant, disorganized.
