human development Flashcards
the 3 processes of development
physical, cognitive, sociemotional
piaget’s theory
cognitive development involves key concepts and stages (schemas, assimilation, accommodation, equilibrium)
schema
a basic building block of intelligent behavior, a set of linked mental representations of the world which helps us to understand and respond to situations
self-schemas
facts about self
examples: future doctor, hates broccoli
person schemas
appearance, behavior, personality
social schemas
social expectations
ex; be respectful, pay for food, don’t eat garlic
event schemas
handshake, portfolio,
state of equilibrium
when a child’s exiting schemas are capable of explaining what it can perceive around it
Assimilation
using an existing schema to deal with a new object or situation
Ex: a child thinking a man who is bald on the top of his head is a literal clown
Accommodation
when the existing schema doesn’t work, and needs to be changed in order to deal with a new object/situation
stages of development
sensorimotor, preoperational, concrete operation, formal operational
sensorimotor stage
birth-2 years old, object permanence
object permanence
knowing an object is there even when it is hidden by forming a mental representation of the object
preoperational stage
age 2-7, children are able to think of things symbolically yet their thinking remains egocentric
Concrete operational stage
ages 7-11, marks the beginning of logical/operational thoughts
formal operational stage
11 and over, we develop the ability to think about abstract concepts and logically test hypotheses
vygotskys idea
children are curious and therefore actively involved in their own learning, putting an emphasis on social contribution to development
MKO
a more knowledgeable other, someone who is more knowledgeable than you
zone of proximal development
the difference between what a child can achieve independently vs what they need guidance with
In this area, it is best to use cooperative exercises in order for children to learn these skills
vygotskys 3 forms of language
social speech, private speech, silent inner speech
social speech
external communication used to talk to others (age 2)
private (overt) speech
directed to self and serves as an intellectual function (age 3)
silent inner speech
your inner monologue (age 7)
what causes inner speech to develop faster?
being raised in a more cognitively and linguistically stimulating environment
the age that thought and language merge
age 3
Testosterone
androgen
Estradiol
estrogen
puberty
period of rapid skeletal and sexual maturation that occurs mainly in early adolescence
amygdala development =
emotions
prefrontal cortex development =
reasoning and decision making
grey matter is pruned when
neural connections are formed
resisting peer pressure =
thickening in prefrontal cortex
a disconnect between the amygdala and prefrontal cortex =
increased risk taking
identity achievement
exploration and commitment
identity foreclosure
Commitment but no exploration
identity moratorium
exploration but no commitment
identity diffusion
no exploration or commitment
Why is it important for babies to reach for things?
It demonstrates a shift in focus from people to things, and changes their relationship with the world around them
Percent of a child’s brain development before age 5
90%
Eriksons socioemotional development steps
Details a lifelong process of development with 8 stages total, 4 I’m adolescence and 4 in adulthood
Stage 1 (relating to eriksons steps)
Infancy (birth-1.5) where an emphasis is put on trust vs mistrust and minimizing fear
Stage 2 (relating to eriksons steps)
(1-3) where autonomy vs shame and doubt is emphasized and free will is learned
Stage 3 (relating to eriksons steps)
(3-6) where responsibility is increased, and initiative is placed over guilt
Stage 4 (relating to eriksons steps)
(7-11) where children should be enthusiastic about learning and gaining knowledge and industry vs inferiority is emphasized
Stage 5 (relating to eriksons steps)
(12-18) where experimenting with identity is encouraged and identity vs role confusion comes into play
Stage 6 (relating to eriksons steps)
(19-29) where intimacy and relationships should be established and an emphasis is put on intimacy vs isolation
Stage 7 (relating to eriksons steps)
(30-64) where social contributions and family concerns are most important and generativity vs stagnation is looked at
Stage 8 (relating to eriksons steps)
(65+) where life and meaningful contributions are assessed and integrity vs despair is important
Level 1 of Kohlbergs moral development
Pre-conventional morality
A moral code is shaped by the standards of adults and the consequences of following or breaking their rules
Stage 1 (relating to kohlbergs development)
Obidence and punishment Orientation
punishment occurs when they have done something wrong, punishment is avoided by being “good”
Stage 2 (relating to Kohlbergs development)
Individualism and exchange
Children are able to recognize there is not only one correct viewpoint handed down by authorities (different people have different viewpoints)
Stage 3 (relating to Kohlbergs development)
Good interpersonal relationships
The individual is good in order to be seen as being a good person
Stage 4 (relating to Kohlbergs development)
Maintaining social order
Wider rules of society are now something the individual is aware of, judgements concerning obeying rules is heavy to avoid guilt
Level 2 (relating to Kohlbergs moral development)
Conventional morality
Internalized moral standards of valued adults- reasoning is based on the norms of the group in which that person belongs
Level 3 (relating to Kohlbergs moral development)
Post conventional morality
Judgements are now based on self chosen principles
Stage 5 (relating to Kohlbergs development)
Social contract and individual rights
Aware that rules/laws may exist for the good of the greater number, but there will be situations where they work against an individual
Stage 6 (relating to Kohlbergs development)
Universal principles
People at this stage have completely developed their own morals which may or may not fit the law
Permissive parenting style
Lenient, low expectations, few rules, non-directive
Authoritative parenting style
Clear standards, high expectations, “let’s talk about it”, flexible
Uninvolved parenting style
Little time, uninterested, absent, neglectful
Authoritarian parenting style
Punishment, high expectations, clear rules, emotionally distant
The “carpenter” parenting style
Thinks that the child can be molded into a specific type of adult
The “Gardner” parenting style
Provides a space for the child to explore so they can grow into their own person
