Human growth and dev't DSA

Question 1

Emotional Well-Being

Answer 1

Affection is as vital as food for healthy physical growth.

Growth faltering (failure to thrive) applies to infants whose weight, height, and head circumference are substantially below age-related growth norms.

• Infants are withdrawn and apathetic.
• Often a result of disturbed parent–child relationship
• Unhappy marriage or parental psychological disturbance may be at fault.
• May cause lasting cognitive and emotional difficulties

Question 2

Erik Erikson’s Psychosocial Theory

Epigenetic Model

Answer 2

Development occurs throughout the life cycle
Normative crises occur at each stage
Adequate resolution necessary for optimal development

Question 3

Erikson’s Psychosocial Theory Epigenetic Model of Development: Infancy

Answer 3

Crisis: Basic trust vs basic mistrust

Strength: Hope

According to Erikson, the period during which infants develop a sense of trust or mistrust, largely depending on how well their needs are met by their caregivers

Question 4

Erikson’s Psychosocial Theory Epigenetic Model of Development: Early childhood

Answer 4

Crisis: Autonomy vs shame and doubt

Strength: Will

The period during which, according to Erikson, toddlers (aged 18 months to 3 years) develop independence and autonomy if they are allowed the freedom to explore, or shame and self-doubt if they are restricted and overprotected

Question 5

Erikson’s Psychosocial Theory Epigenetic Model of Development: Play Age

Answer 5

Crisis: Initiative vs guilt

Strength: Purpose

According to Erikson, the period during which children aged 3 to 6 years experience conflict between independence of action and the sometimes negative results of that action

Question 6

Erikson’s Psychosocial Theory Epigenetic Model of Development: School Age

Answer 6

Crisis: Industry vs Inferiority

Industry: Developing a sense of competence at useful skills and tasks
School provides many opportunities.

Inferiority: Pessimism and lack of confidence in own ability to do things well
Family environment, teachers, and peers, can contribute to negative feelings

Strength: Competence

Question 7

Erikson’s Psychosocial Theory Epigenetic Model of Development: Adolescence

Answer 7

Crisis: Identity vs Role confusion

Identity: Defining who you are, what you value, and your direction in life
Commitments to vocation, personal relationships, sexual orientation, ethnic group, ideals
Resolution of “identity crisis” or exploration

Role Confusion
Lack of direction and definition of self
Restricted exploration in adolescence
- Earlier psychosocial conflicts not resolved
- Society restricts choices
Unprepared for stages of adulthood

Strength: Fidelity

Question 8

Erikson’s Psychosocial Theory Epigenetic Model of Development: Young adulthood

Answer 8

Crisis: Intimacy vs isolation

Strength: Love

Question 9

Erikson’s Psychosocial Theory Epigenetic Model of Development: Adulthood

Answer 9

Crisis: Generativity vs Stagnation

Strength: Care

Question 10

Erikson’s Psychosocial Theory Epigenetic Model of Development: Old age

Answer 10

Crisis: Integrity vs despair

Strength: Wisdom

Question 11

Stranger anxiety

Answer 11

The caution and wariness displayed by infants when encountering an unfamiliar person (usually seen at 8-10 months)

Question 12

Separation anxiety

Answer 12

The distress displayed by infants when a customary care provider departs (usually first seen at 6-8 months and peaks at 14-18 months)

Stranger anxiety and separation anxiety represent important social progress.

Question 13

Object Permanence

Answer 13

The understanding that objects continue to exist when out of sight
Usually partially complete by 8-12 months and established by 12-18 months
Incomplete at first: Children will only look for the item where it was last seen instead of using inference to find where it has been moved

Question 14

Attachment

Answer 14

The positive emotional bond that develops between a child and a particular individual
When children experience attachment to a given person, they feel pleasure when they are with them and feel comforted by their presence at times of distress.
As children become more independent, they can progressively roam farther away from their secure base.

Question 15

Ainsworth Strange Situation

Answer 15

A sequence of staged episodes that illustrate the strength of attachment between a child and (typically) his or her mother

Question 16

Secure attachment pattern

Answer 16

A 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 leaves, they become upset and go to her as soon as she returns

Question 17

Toddlers - 18 months to 2 years

Answer 17

Goal is to start to move away from the primary caregiver
Run off but quickly return to the Mom- Mahler called this rapprochement
2 year olds say “NO” (The terrible twos)

Question 18

levels of infant attachment

Answer 18

avoidant

secure

ambivalent (like secure by resists contact with caregiver)

disorganized-disoriented (inconsistent)

Question 19

Reactive Attachment Disorder of Infancy / Early Childhood

Answer 19

Exposed to really poor care or abuse
Inhibited Type - Child is withdrawn or unresponsive
Disinhibited Type - Child approaches and cuddles up to strangers
Goal of treatment is to try to help them form a bond to one caregiver

Question 20

Temperament

Answer 20

Patterns of arousal and emotionality that represent consistent and enduring characteristics in an individual
Temperament refers to how children behave, as opposed to what they do or why they do it.
Infants show temperamental differences in general disposition from the time of birth, initially being largely due to genetic factors, and temperament is fairly stable well into adolescence.
However, it is not fixed and unchangeable.

Question 21

dimensions of temperament

Answer 21

activity level
approach-withdrawal
adaptability
quality of mood
attention span and persistence
distractibility
rhythmicity (regularity)- basic functions
intensity of reaction
threshold of responsiveness

Question 22

Categorizing Temperament: Easy, Difficult, and Slow-to-Warm Babies

Answer 22

Easy babies Babies who have a positive disposition; their body functions operate regularly, and they are adaptable

Difficult babies Babies who have negative moods and are slow to adapt to new situations; when confronted with a new situation, they tend to withdraw

Slow-to-warm babies Babies who are inactive, showing relatively calm reactions to their environment; their moods are generally negative, and they withdraw from new situations, adapting slowly

Question 23

Goodness-of-fit

Answer 23

The notion that development is dependent on the degree of match between children’s temperament and the nature and demands of the environment in which they are being raised
Research suggests that certain temperaments are, in general, more adaptive than others.
Temperament seems to be at least weakly related to infants’ attachment to their adult caregivers.
Cultural differences also have a major influence on the consequences of a particular temperament.

Question 24

The Biological Basis of Temperament

Answer 24

From the behavioral genetics perspective, temperamental characteristics are seen as inherited traits that are fairly stable during childhood and across the entire life span.
These traits are viewed as making up the core of personality and playing a substantial role in future development.

Question 25

Preschooler's types of play

Answer 25

functional- simple, repetitive constructive- more sophisticated. Produce or build something. Parallel play onlooker play associative play cooperative play

Question 26

Make-believe play

Answer 26

is a major means by which children grow cognitively and learn about important activities in their culture. Toddlers need encouragement to participate in imaginative make-believe play. Mothers and siblings play an important role in modeling make-believe play.

Question 27

Preschoolers’ Theory of Mind

Answer 27

Children increasingly can see the world from others’ perspectives. Even children as young as 2 are able to understand that others have emotions. By the age of 3 or 4, preschoolers can distinguish between something in their minds and physical actuality. By the end of the preschool years, most children easily solve false belief problems.

Question 28

Piaget’s Theory of Cognitive Development: Four factors influencing cognitive behavior

Answer 28

Maturation of the nervous system Experience Social transmission of information Equilibration (innate tendency for mental growth to progress toward increasingly complexity and stability)

Question 29

Cognitive Development: SENSORIMOTOR STAGE ( first 2 yrs)

Answer 29

``` Reacting to environment Manipulating the environment Ends/Means relationship Object permanence Infers cause and effect Assimilation/Accommodation ```

Question 30

Cognitive Development: PREOPERATIONAL STAGE

Answer 30

``` (2-6 yrs) Language acquisition Symbolic reasoning Egocentrism Transductive thinking Magical thinking ```

Question 31

Cognitive Development: CONCRETE OPERATIONS

Answer 31

``` (6-11 yrs) Logical cause /effect thinking Reversibility of events Social speech Ability to take others point of view Conservation of volume & quantity Rigid interpretation of the rules ```

Question 32

Cognitive Development: FORMAL OPERATIONS

Answer 32

``` (11+ yrs) Abstract reasoning More elaborate information processing Metacognitive capacity Can grasp probabilities Hypothetical thinking ```

Question 33

Piaget’s Stage of Preoperational Thinking: Preoperational stage

Answer 33

During this stage, children’s use of symbolic thinking grows, mental reasoning emerges, and the use of concepts increases Piaget saw the preschool years as a time of both stability and great change. He suggests that the preschool years fit entirely into a single stage of cognitive development—the preoperational stage—which lasts from the age of 2 years until around 7 years. At this stage, children are not yet capable of operations: organized, formal, logical mental processes. It is only at the end of the preoperational stage that the ability to carry out operations comes into play. Symbolic function

Question 34

symbolic function

Answer 34

According to Piaget, the ability to use a mental symbol, a word, or an object to represent something that is not physically present

Question 35

Piaget: Relation Between Language and Thought

Answer 35

Symbolic function is at the heart of one of the major advances that occurs in the preoperational period: the increasingly sophisticated use of language. Piaget suggests that language and thinking are tightly interconnected. Even more important, the use of language allows children to think beyond the present to the future.

Question 36

Piaget: Concept of Centration

Answer 36

The process of concentrating on one limited aspect of a stimulus and ignoring other aspects Preschoolers are unable to consider all available information about a stimulus. Instead, they focus on superficial, obvious elements that are within their sight. These external elements come to dominate preschoolers’ thinking, leading to inaccuracy in thought.

Question 37

Piaget: Concept of Conservation

Answer 37

The knowledge that quantity is unrelated to the arrangement and physical appearance of objects Preschoolers can’t understand that changes in one dimension (such as a change in appearance) does not necessarily mean that other dimensions (such as quantity) change. The lack of conservation also manifests itself in children’s understanding of area.

Question 38

Piaget: Transformation

Answer 38

Transformation The process whereby one state is changed into another Children in the preoperational period are unable to envision or recall successive transformations. Basically, they ignore the intermediate steps.

Question 39

Piaget: Egocentrism

Answer 39

Egocentric thought Thinking that does not take the viewpoints of others into account Egocentric thought takes two forms: the lack of awareness that others see things from a different physical perspective and the failure to realize that others may hold thoughts, feelings, and points of view that differ from theirs. Egocentrism lies at the heart of several types of behavior during the preoperational period.

Question 40

Piaget: Intuitive Thought

Answer 40

Intuitive thought Thinking that reflects preschoolers’ use of primitive reasoning and their avid acquisition of knowledge about the world In the late stages of the preoperational period, children’s intuitive thinking has certain qualities that prepare them for more sophisticated forms of reasoning. Children also begin to show an awareness of the concept of identity.

Question 41

School Age -7 to 11 years

Answer 41

Freud - Latency years - an easy time for most kids (Few sexual issues) They develop the ability to think logically. State of CONCRETE OPERATIONS - Helps one do math, & reasoning Piaget said children develop the concept of conservation. (1 thing can have 2 meanings)

Question 42

school age and illness

Answer 42

Most do well at this age coping with illness. Ones who don’t often ACT OUT. They understand the finality of death.

Question 43

Self-Concept in Middle Childhood

Answer 43

More refined self-concept - Social comparisons - Emphasize competencies, both positive and negative Cognitive development affects structure of self-concept. - Perspective-taking Social and cultural development affect content of self-concept. - Real self v. ideal self

Question 44

Fears and Anxieties in Middle Childhood

Answer 44

Fears of dark, thunder, lightning, supernatural beings persist. Fear of real-life personal harm School phobia - 5 to 7 years: separation from home - 11 to 13 years: particular aspects of school Harsh environments contribute to anxieties.

Question 45

Piaget’s Theory: Formal Operational Stage

Answer 45

Hypothetical-deductive reasoning | Deducing hypotheses from a general theory

Question 46

Propositional Thought

Answer 46

Adolescents can evaluate the logic of verbal propositions. | Children can evaluate the logic of statements only by considering them against concrete evidence in the real world.

Question 47

Consequences of Adolescent Cognitive Changes

Answer 47

Self-consciousness and self-focusing - Imaginary audience - Sensitivity to criticism - Personal fable Idealism and criticism Planning and decision making - Rely on intuitive judgments - Overwhelming options - Far more likely than adults to choose short-term over long-term goals