Human Development Flashcards
Emotional well-being
lack of adequate attachment and affection can cause FTT
withdrawn/apathetic
cognitive and emotional defects
Infancy - Erickson
Basic trust vs mistrust
strength=Hope
depends on how well needs are met by caregivers
Early childhood
18mo-3yrs
autonomy vs shame and doubt
strength= Will
Autonomy if they have independence to explore
Shame and self-doubt if they are over-protected
Play-age
initiative vs guilt
age 3-6
strength= Purpose
independence of action and the negative results of that action
School-age (Erickson)
Industry vs inferiority
(Succeeding academically)
Strength= Competence
vulnerable to expectations (i.e. gifted-and-talented)
Adolescence (Erickson)
Identity vs Role Confusion
Fidelity
dendrite pruning
YA Erickson
Intimacy vs Isolation
Strength= Love
Adulthood
Generativity vs stagnation
Strength = Care
Old-age
Integrity vs despair
Strength= Wisdom
stranger anxiety
caution and wariness displayed by infants when encountering unfamiliar person (seen at 8-10 mo)
represents important social progress
Separation anxiety
distress displayed by infants when caretaker departs
based on parents social cues
first seen at 6-8mo–>14-18mo
Object permanence
understanding objects exist when out of sight
fully established at 12-18mo
*Only look for item where it was last seen, instead of using inference
Secure attachment Pattern
style of attachment in which children use mom has home-base, and are upset when she leaves, and go to her when she returns
18mo-2yrs (Toddlers)
Goal is to move away from primary caregiver
run off, but quickly return
“NO!”
reactive attachment disorder of infnacy
exposed to really poor care or abuse
Inhibited type= withdrawn or unresponsive
Disinhibited= child readily approaches strangers
goal of tx= bone w/ one caregier
temperament
patterns of arousal and emotionality that are characteristics of an individual
HOW child behaves
fairly stable into adolescence
Goodness-of-fit model
development is dependent on degree of match b/w child’s temperament and the nature/environmental demands where they are being raised
some temperaments are more adaptive than others
Sensorimotor stage
0-2yrs reacting to environment manipulating environment end/means object permanence cause/effect assimilation/accommodation
Preoperational stage
2-6yrs
language
symbolic reasoning is yet to be developed
egocentrism (see the world from their perspective)
transductive thinking (lack logical, orginzed mental process)
magical thinking
Preoperational stage
2-6yrs language symbolic reasoning egocentrism (see the world from their perspective) transductive thinking magical thinking
Concrete operations
6-11 yrs Logical cause/effect reversibility of events social speech understand others POV RULE driven
formal operations
11+ yrs
abstract reasoning
metacognition
probability and hypothetical
conservation
knowlege that quantity is unrelated to arrangement and physical appearance of objects (think cups of juice or hot-dog slices)
child’s understanding of area
transformation
process of changing form one state to another
unable to understand how intermediate steps occur during the pre-operational phase
Centration
process of concentrating on one limited aspect of stimulus and ignoring other things
preschoolers only focus on superficial or obvious elements of an event
conservation
knowlege that quantity is unrelated to arrangement and physical appearance of objects
child’s understanding of area
transformation
process of changing form one state to another
unable to understand how an entire process occurs
Theroy Of mind
Does the child understand that other people have unique thoughts and insignts different from their own.
Age 2- understand that others have own emotions
3-4yrs- distinguish b.w somehitng in mid and reality
by end of pre-school, should be able to solve false belief
Theroy Of mind
Does the child understand that other people have unique thoughts and insignts different from their own.
Age 2- understand that others have own emotions
3-4yrs- distinguish b.w somehitng in mid and reality
by end of pre-school, should be able to solve false belief
Symbolic function
ability to attribute a symbol to something that is not physically present
yet to be developed in the pre-op phase, but is being developed, which allows for language sophistication
allows for a child to think BEYOND present
