Human Development and Growth, Brandt Flashcards
key points in development
emotional well being eriksons stages personality development piagets stages cognitive development stranger and separatino anxiety object permanence attachment temperament
growth faltering (failure to thrive)
infants whose weight height and head circumference are below age related growth norms
what environment can cause failure to thrive in an infant
disturbed parent-child relationship
unhappy marriage or parental psychological disturbance
may cause lasting cognitive and emotional difficulties
crisis and strength of infancy
crisis: basic trust vs basic mistrust
strength: hope
crisis and strength of early childhoof
crisis: autonomy vs shame and doubt
strength: will
crisis and strength of play age
crisis: initiative vs guilt
strength: purpose
crisis and strength of school age
industry vs inferiority
strength: competence
crisis and strength of adolescence
identity vs role confusion
strength: fidelity
crisis and strength of young adulthood
intimacy vs isolation
strength: love
crisis and strength of adulthood
generativity vs stagnation
strength: care
crisis and strength of old age
integrity vs despair
strength: wisdom
what is the trust vs mistrust stage
infancy
depends on how well needs are met by caregiver
what is the autonomy vs shame and doubt stage
toddlers
develop independence and autonomy if allowed to explore
shame or doubt if restricted and overprotected
stanger anxiety
infants when encountering unfamiliar person
8-10 mo
separation anxiety
distress when customary care provider departs 6-8 mo and peaks 14-18 mo
object permanence
understanding that objects continue to exist when out of sight
complete by 8-12 mo and established by 12-18 mo
incomplete object permanence looks like what
children look for item where it was last seen instead of using interference to find where it has been moved
attachment
when attached to give person feel pleasure when with them and comforted by their prescence
Ainsworth strange situation
staged episodes that illustrate strength of attachment between child and (typically) his or her mother
Secure attachment pattern
style of attachment in which children use the mother as a kind of home base and are at ease when she is present; when she eaves they become upset and go to her as soon as she returns
milestones for toddlers 18 mo to 2 yr
start to move away from primary caregiver
2 yr olds say “NO”
rapproachement: run off but quickly return to mom
what can cause reactive attachment disorder of infancy/early childhood
really poor care of abuse
types of attachment disorder of infancy/early childhood
inhibited: child withdrawn or unresponsive
disinhibited: child approaches and cuddles up to strangers
goal of Tx with reactive attachment disorder of infancy
help them form a bond to one caregiver
Temperament
patterns of arousal and emotionality that represent consistent and enduring characteristics in an individual
types of attachment
avoidant
secure
ambivalent
disorganized disoriented
avoidant attachment classification
low- seek proximity with caregiver
low- maintain contact with caregiver
high- void proximity with caregiver
low- resist contact with caregiver
secure attachment classification
high- seek proximity
high- maintain contact
low- avoid
low- resist
ambivalent attachment classification
high- seek proximity
high- maintain contact
low- avoid
high- resist
disorganized disoriented attachment classification
inconsistent in all categories
What are the dimensions of temperament
activity level approach-withdrawal adaptability quality of mood attention span and persistence distractibility rhythmicity intensity reaction threshold responsiveness
What are the dimensions of temperament
activity level approach-withdrawal adaptability quality of mood attention span and persistence distractibility rhythmicity intensity reaction threshold responsiveness
easy babies
babies with positive disposition, body functions to operate regularly and are adaptable
difficult babies
negative moods and slow to adapt to new situations
slow to warm babies
babies who are inactive, calm reactions to environment
moods negative and withdraw from new situations
goodness of fit
development is dependent on degree of match between childrens temperament and nature and demands of environment
characteristic of development least related to attachment to caregiver
temperament
initiative versus guilt stage
chilren 3-6 y.o
experience conflict between independence of action and sometimes negative results of that action
functional vs constructive play
functional-repetitive activities of 3 y.o
constructive- manipulate objects to produce or build something (tests physical and cognitive skills and practice fine muscle movements)
make believe play
children grow cognitively and learn about important activites in culture
toddlers need encouragement to participate in imaginative make-believe play
mothers and siblings play important role
preschooler theory of mind
understand other have emotions
can distinguish between something in their minds and physical actuality
at end of preschool years solve false belief problems
preschooler theory of mind
understand other have emotions
can distinguish between something in their minds and physical actuality
at end of preschool years solve false belief problems
4 facotrs influencing cognitive behavior of Piagets theory
maturation nervous system
experience
social transmission of information
equilibration
describe equilibration as piagets theory
innate tendency for mental growth to progress to increasingly complexity and stability
stages of piaget
sensorimotor (first 2 yr)
preoperational (2-6)
concrete (6-11)
formal (11+)
what are the components of sensorimotor stage cognitive development
language acquisition symbolic reasoning egocentrism transductive thinking magical thinking
what are the components of concrete operations stage of cognitive development
logical cause/effect thinking reversibility of events social speech ability to take others point of view conservation of volume and quantity rigid interpretation of the rules
what are the components of formal operational thinking in cognitive development
abstract reasoning more elaborate information processing metacognitive capacity can grasp probabilities hypothetical thinking
piagets definition of symbolic function
ability to use mental symbol, word or object to represent something that is not physically present
piagets opinion of language
allows children to think beyond the present to the future
concept of centration
concentrating on one limited aspect of a stimulus and ignoring other aspects
concept of conservation
knowledge that quantity is unrelated to arrangement and physical appearance of objects
(preschoolers don’t understand that changes in appearance does not mean change in quantity)
concept of conservation
knowledge that quantity is unrelated to arrangement and physical appearance of objects
(preschoolers don’t understand that changes in appearance does not mean change in quantity)
transformation
process whereby one state changed into another
egocentric thought
thinking that does not take viewpoints of others into account
intuitive thought
thinking that reflects preschoolers use of primitive reasoning and their avid acquisition of knowledge about the world
what are the developments in school age children
eriksons freud and piaget coping with illness self concept fears and anxieties
industry vs inferiority
industry: developing sense of competence at useful skills and tasks
inferiority: pessimism and lack of confidence in own ability to do things well. family environment, teachers and peers can contribute
freuds opinion of 7-11 y.o
latency, easy time for most kids
when do children develop concept of conservation according to piaget
7-11 y.o
self concept in middle childhood
refined, perspective taking
real self vs ideal self
fears and nxieties in middle childhood
fear of dark, thunder, lightning, supernatural beings
fear of real life personal harm
school phobia
5-7 yr: separation
11-13: particular aspects of school
identity vs role confusion in adolescence
identity: who you are and your direction in life “identity crisis”
role confusion: lack of direction and restricted exploration
unprepared for stages of adulthood
what is hypothetical deductive reasoning
deducing hypotheses from a general theory
consequences of adolescence cognitive changes
self consciousness
idealism and criticism
planning and decision making- overwhelming
