Human Development Unit 1 Flashcards by Emma Shelton

what is human development?

the scientific study of continuity and change in human beings from conception to death

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The Goal of human development?

to describe, explain, and optimize growth across the lifespan

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The only constant in life is change

we never step in the same river twice, youre not the same person you were a second ago

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We are multifaceted beings

A. biological/physical: we are embodied beings with a complex interplay between mind and bodies
B. Psychosocial: the integration of psychological and social (relationships, identity, finding your self)

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Multifaceted Beings part 2

C. Cognitive: intellectual skills such as attention, learning, ability to process information
D. Cultural: the influence of the larger environment in which we develop

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Nature and Nurture

we are a product of both

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We change constantly

in big and small ways

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Transitional turning points

significant changes in roles/status ex. starting school, puberty, first job, leaving home

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critical points

a time in which a particular experiences that have especially profound effects

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cohorts

group of persons born at the same historical time and experience particular social changes within a particular culture at approx the same time

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unique life events

things that can happen to us outside of our control that may cause relatively abrupt changes in your life

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we are narrative beings

we like telling stories
listening to stories is how we make relationships

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Ecology

scientific study of the interactions of organisms and their environment

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Focus of EST

the interaction between child (nature) and their environment (nurture) produces development

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Assumptions of EST

people are constantly changing
growth and development is a transactional interaction and environment
As the person grows they understand and engage with their ecosystem with more energy and complexity

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3 components of EST

person
proximal processes
5 types of context

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person

the person, physical, psychological and cultural attributes of a person influences their experiences

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proximal processes

frequent, long term, increasingly complex activities a person engages in within a particular setting that leads to their growth

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Microsystem

A setting where proximal processes occur. Microsystems consist of specific activities

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Engaging Microsystems will

be engaging and stimulating
have warmth and reciprocity in relationships

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Mesosystems

the connection between a persons microsystems

Exosystem

settings that do not involve the developing person but nevertheless effect them

Macrosystem

the sociocultural influences on the developing person. Belief systems, economic systems, and education

Chronosystem

time: developments occurs within a historical context development is effected by people, settings, activities, and culture, but also my historical events

Attachment

the close emotional tie between infant and caregiver

Freuds Psychoanalytic View

strong attachment is a product of infants biological need for food and water

Harry Harlow

infant contact study two monkeys one cloth, one had food

Testing attachment

securely attached infants will use the caregiver as a secure base from which to explore the world

Stranger Anxiety

general wariness of unfamiliar adults and situations starts around 8 months old

Strange Situation Test

infants and caregiver in new setting caregiver leaves lots of emphasis on the reunion

Secure Attachment

seeks comfort from caregiver then returns to independent play, uses caregiver as secure base interested in toys and stranger

Insecure Resistant Attachment

shows ambivalence to caregiver when the return

Insecure Avoidant Attachment

avoids caregiver when they return ghosts them

Disorganized- Disoriented Attachment

contradictory behaviors (smile then turn away, frozen staring, ect)

Causes of Attachment Styles

1. Temperament in the child 2. Dynamic/relational issues in parenting

Adult relationships

Bowlby: early caregiver interactions may show insight into adult relationships

Why temperament?

1. behavior simply not only due to environment 2. children suffer in susceptibility to environmental stressors 3. Siblings are not the same person

Dimensions of Temperament

Activity Level, Rhythmicity, Approach, Adaptability, intensity of reactions, threshold of responsiveness, quality of mood, distractibility

Difficult children

high withdrawal, low rhythmicity, negative mood, low adaptability, high intensity of emotions

Easy children

opposites of difficult children

Slow to warm children

think of people with anxiety at partys

Baumrind's Parenting Style

parenting behaviors and attitudes that set the emotional climate of parent child interactions

authoritarian parenting

high demandingness, low in responsivness non responsive to needs of parental power obedience, authority, and competence

Authoritative

high demandingness and high in responsiveness clear firm standards, but child is given autonomy respects the childs opinion

Permissive

low in demandingness and high in responsiveness responsive to childs need d o not require the child to regulate themselves

Rejecting/Neglecting

low in demandingness low in responsiveness no limits or monitoring of Childs behavior focused on their own needs

the childs influence

the strongest influence on parenting is the childs behavior

Bidirectionality

the parents shape kids and visa versa

Attractiveness and temperament

more attractive kids get different treatment same with kids with easier temperaments

Do parents matter in developing of personality

No, genes and peers matter more in the long run