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Health and Social Care > H&SC Theories > Flashcards

H&SC Theories Flashcards

1
Q

What did Piaget believe?

Cognitive development

A

Children pass through distinct development stages in sequence
Thought children should be allowed to discover things for themselves through spontaneous play

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2
Q

Stage 1 of Piaget’s cognitive development…

A

Sensorimotor
birth -2 years
Infants learn about their environment and develop early schemas (concepts) by using their senses to physically explore the world

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3
Q

Stage 2 of Piaget’s cognitive development…

A

Pre-operational
2 - 7 years
Children begin to control their environment by using symbolic behaviour (use representational words and drawings and pretend play)
Not yet able to think logically

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4
Q

Stage 3 of Piaget’s cognitive development…

A

Concrete operations
7 - 11 years
Children use practical resources to help them understand the world (e.g counters for maths)
Can classify, categorise and use logic to understand things they see

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5
Q

Stage 4 of Piaget’s cognitive development…

A

Formal operations
11 up to 18 years
Young people have capacity for abstract thought, rational thought and problem solving

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6
Q

What does Piaget’s schematic development theory explain?

A

How children use their experiences to construct their understanding of the world around them

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7
Q

Piaget’s schematic development theory

A

Assimilation: child constructs understanding or concept (schema)
Equilibrium: the child’s experience fits with their schema
Disequilibrium: new experience disturbs child’s schema
Accommodation: child’s understanding (schema) changes to take account of the new experience

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8
Q

Adults and children think the same?

A

NO

Piaget thought children think differently to adults

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9
Q

What did Piaget’s conservation test show?

A

The stage when children begin to reason and think logically

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10
Q

What does Piaget’s test show?

A
  • children under 7 can’t conserve -they can’t think about more than one aspect of a situation at one time
  • by the operational stage at age 7, children can think logically so understand water quantity stays the same even if you change the shape of the container
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11
Q

What does conservation refer to?

A

Children’s understanding that the amount remains the same even when the container’s shape changes

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12
Q

What is egocentrism?

A

Where a child cannot see something from another point of view

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13
Q

Which test did Piaget do to prove his egocentrism theory?

A

Swiss mountain test

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14
Q

Criticisms of Piaget’s thoughts on a child’s ability to think…

A
  • Piaget sometimes underestimated children’s rate of development
  • children can develop more advanced concepts with support
  • some children can see things from other POVs before age 7
  • children can be given experiences to help them move through the stages at a faster rate
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15
Q

What is attachment?

A

Emotional bond formed between infants and young children and their main caregiver

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16
Q

Bowlby’s theory of attachment

A
  • infants are biologically pre-programmed to form attachments
  • attachment to caregiver is essential
  • disruptions to attachment have negative impact on development
  • attachment to primary caregiver is a model for future attachments
  • infancy is a critical period for developing attachments
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17
Q

Schaffer and Emerson’s stages of attachment

A

human infants take longer to form a bond than newborn animals

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18
Q

Schaffer and Emerson’s stages of attachment

A

asocial stage: respond to any caregiver (0-3 mths)

indiscriminate stage: shows preference for primary care giver but accepts care from others

specific stage: separation anxiety + fearful of strangers

multiple attachments: develop attachments with others who respond to them (e.g. grandparents)

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19
Q

Mary Ainsworth classified attachments into three types based on…

A

a study of children’s reactions when parted from a parent

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20
Q

Secure attachment…

Mary Ainsworth

A
  • parent is in tune with child and their emotions

- infant shoes distress when caregiver leaves, greets them when they return; seek comfort when upset

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21
Q

Insecure / avoidant attachment…

Mary Ainsworth

A
  • parent is unavailable to child/rejects them

- infant doesn’t show distress when caregiver leaves; may go to strangers for comfort; continue to explore environment

22
Q

Insecure / resistant attachment…

Mary Ainsworth

A
  • parent is inconsistent in meeting child’s needs
  • infant shows distress when caregiver leaves but resists contact on their return
  • infant shows anxiety and insecurity
23
Q

What can disrupted attachment cause?

A
  • anxiety
  • difficultly in forming relationships
  • depressive disorders
  • delinquency
  • learning disorders
24
Q

play in infancy and early childhood

A
  • all children play
  • infants start to play when only a few months old
  • play promotes PIES development
25
Q

Stages of play

A

Solo play
Parallel play
Cooperative play

26
Q

Solo play…

A

0-2 years
Engrossed in own play
May be aware of other children present but don’t attempt to play with them

27
Q

Parallel play…

A

2-3 years
Children play next to each other but are involved in own play
Aware of other children and may copy them but don’t interact

28
Q

Co-operative play…

A

3+ years
Children play together, share and talk
Share ideas and resources
Interact and agree roles

29
Q

Why is play important for children?

A
  • develop vocabulary

- need language to communicate and negotiate during co-operative play

30
Q

How do children in preoperational stage (2-7) learn best?

A

Exploratory play

31
Q

What are formal relationships?

A

relationships between non-related individuals (e.g. colleagues)
Positive formal relationships - good for self esteem

32
Q

What are informal relationships?

A

built between individuals and family or significant people

strong informal relationships - promote contentment and confidence to deal with life events

33
Q

What are intimate relationships?

A

Result in greater contentment, emotional security and positive self-image

34
Q

Gesell’s maturation theory

A
  • development is genetically determined from birth - biological process
  • pace of development may vary depending on physical and intellectual development
35
Q

What did Gesell do?

A

Observed behaviours of children, then determined ‘norms’ - called them milestones
The milestones describe children’s physical, social and emotional development

(First person to use observation of children to understand their development)

36
Q

Positives of gesell’s theory

A
  • determined typical norms of development that are still used today
  • used advanced methodology in observations of behaviour of large numbers of children
37
Q

Negatives of gesell’s theory

A
  • didn’t consider influence of individual or cultural differences in children
  • believed the ‘norms’ of development he described were desirable
38
Q

What does Bandura’s social learning theory suggest?

A

The way children behave is an interaction between personal and environmental factors

Based on belief that learning happens through observing, imitating and modelling behaviours of others

39
Q

Four principles of social learning

A
  1. Attention: child learns when they focus their attention on a person ‘modelling’ behaviour
  2. Retention: child retains what they have observed to be used when opportunity occurs
  3. Reproduction: child imitates what they have observed
  4. Motivation: child will be motivated to repeat/stop the behaviour, depending on intrinsic or extrinsic rewards
40
Q

What is reinforcement?

A

When behaviour is repeated or resisted

41
Q

What is positive reinforcement?

A

Behaviour is repeated because of personal satisfaction or rewards

42
Q

What is negative reinforcement?

A

Behaviour is not repeated to avoid a lack of satisfaction or being told off

(NOT THE SAME AS PUNISHMENT)

43
Q

What is vicarious reinforcement?

A
  • children may be motivated because the person or ‘model’ they observe gets satisfaction or positive feedback
  • may resist imitating an action if model receives negative feedback from the action
44
Q

Bobo doll experiment

A

Designed by Bandura to show:

  • children would copy aggressive behaviour of another person
  • outcome for adult impacted on likelihood of child copying behaviour

(Results showed exactly this)

45
Q

Stress-diathesis model

A
  • explains how stress caused by nurture can interact with an individual’s nature to impact on mental wellbeing
46
Q

What is a diathesis?

A

A predisposition or vulnerability to mental disorder through abnormality of the brain or neurotransmitters

47
Q

Holmes-Rahe social adjustment rating scale

A
  • believed there was a relationship between psychological illness and stressful events
  • listed 43 life events individuals experience and scored them depending on level of stress it caused
  • patients indicated life events they had experienced and added up their scores

Found there was a correlation between number of units (stressful events) and illness

48
Q

Examples of Holmes and Rahe’s life events and their scores

A

Death of partner = 100 units
Marriage = 50 units
Retirement = 45 units
Change of school = 20 units

49
Q

Robert Havighurst’s activity theory:

A
  • social and psychological needs of individuals remains the same
  • people need activity and social interaction
  • people continue to involve themselves in the community
    (Individuals can achieve healthy ageing through continued social activity)
50
Q

Social disengagement theory:

A

based on belief that:

  • people naturally withdraw from socialising with age
  • society withdraws from older people
  • older people become more dependent
  • ageing can result in tranquility and be a positive development

Health and Social Care (6 decks)

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