Human Growth and Development Flashcards
Maslow (Abraham)
Hierarchy of needs:
Law and order needs (safety)
Higher order needs: “meta needs” Belongingness/love, self esteem, self actualization
Rogers (Carl)
self concept vs ideal self –> resolve discrepancy = Self actualization
Behavior is internally not externally driven
Cognitive Theories
- development is biological
- Children actively explore environment
- Response to exploration with vary with understanding
- personality development is tied to cognitive abilities.
Jean Piaget
4 Stages:
1. Sensorimotor (0-2) object permanence
2 Pre-operation (2-6): toy used for more than 1 purpose
3 Concrete operational (6-12): conservation of numbers and weight
4. Formal operational: The child is able to think abstractly and logically
Piaget cont’d
- Heteronomous morality (4-7) Rules and justice are viewed as absolutes; they cannot be changed by people.
- Autonomous morality (10+) Rules are created bby people and that intentions and
consequences can be taken into consideration.
Piget Cont’d MECHHANSIMS FOR GROWTH
- Assimilation:old ideas+new objects=new event
- accommodation: adjusting to a new object or new information
- equilibration: forming of new theories
- schemas: conceptualization of knowledge
- organization: leads to adaptation
- disequilibrium: schema cannot process new info
- Mental growth:deals with the inconsistencies
- Genetic epistemologist: study of how we know what we know
Additional Terms to know from Piaget’s work
- Egocentrism: unable to see another’s view
- Centration: focus on one key feature
- Conservation; volume same despite shape
- Reversibility: object return to shape
- Object permanency aka object constancy
- Representational thought
- The concept of time: event one after another
- Causality: child can cause event
- Deductive thinking: conclusion from fact
Elkind (David) Being a student of both Piaget and dynamic psychology, he is best known for his attempt to extend these psychologies to educational and to social problems of children and youth.
He was a applied developmental psychologist
He validated many of Piaget’s concepts such as what Piaget called conservation.
1. Imaginary audience: others are as preoccupied with the adolescent
2. Personal fable: adolescent’s experiences are unique
Kohlberg (Lawrence) : expanded upon Piaget’s model to explain and to account for such social phenomena as gender identity, sexual typing, and emotional ability.
He emphasized the relationship between cognitive and intellectual development. Heinz Story: Ethical dilemma: cancer/steal meds LEVEL 1: Preconventional Morality LEVEL 2: Conventional Morality LEVEL 3: Postconventional Morality
Kohlberg’s Levels and Stages of Moral Development
LEVEL 1: Preconventional Morality (4-10)
Stage 1: Obedience and Punishment Orientation
Stage 2: Instrumental Relativist Orientation
LEVEL 2: Conventional Morality (10-13)
Stage 3: Interpersonal Concordance Orientation : “good girl/bad boy”
Stage 4: Authority, Law, and Duty Orientation: common good/social order
LEVEL 3: Postconventional Morality (13+)
Stage 5: Social Contract or Democratically Accepted Law Orientation: society guides
Stage 6: Universal Ethical and Self-Conscious Principles Orientation: universal principles (morality, ethics, legality) instead of society
Gilligan (carol) : criticized Kohlberg’s model of moral development as being too male oriented. She suggested that care and responsibility in interpersonal relationships must be considered in moral development models, especially with females.
Whether her claim that care instead of justice is at the base of female moral judgment is still being researched.
Male development is based on separation and individuation: individual rights and justice to form moral judgments.
Female development focuses on relationships/connections: self-responsibility and responsibility for others (care-giving).
Female moral development:
LEVEL 1: ORIENTATION TO INDIVIDUAL SURVIVAL: Relationships with others define the self.
LEVEL 2: GOODNESS AS SELF-SACRIFICE: Self-sacrifice is a virtue.
LEVEL 3: THE MORALITY OF NONVIOLENCE
Loevinger (Jane)
Loevinger’s (1976) theory of ego development proposes seven stages and two transitions. As with both Piaget and Kohlberg, Loevinger sees each stage as having special aspects of character development, interpersonal style, conscious pre-occupations, and cognitive style.
7 stages:
1; presocial: no distinction of self and mother
2. impulsive: distinction exists. exploitive/dependent
3. opportunistic: child is manipulative and focused on controlling others.
4. Conformist: child is preoccupied with social acceptance, appearance, and material possessions.
TRANSITION TO STABLE POSITION
5. Conscientious: preoccupied with inner feelings and achievement.
6. autonomous: preoccupied with inner feelings and achievement.
7 integrated: individual is preoccupied with achieving an integrated identity.
Perry (William)
cognitive-developmental sequence of stages identifies intellectual and ethical development in college students. This model begins where Piaget’s stopped with late adolescent development.
Level 1: Dualism: world in concrete, discrete, absolute terms
Level 2: Multiplicity: view the world from multiple perspectives.
Level 3: Relativism: evaluation of ideas, both of self and others, mark this level.
Level 4: Commitment in Relativism: Value system (marriage/religion)
Kegan (Robert) Kegan uses the term “holding environment” in which the client can make meaning regarding a crisis and can discover new direction.
life-span developmental model in which the individual is continually trying to “make meaning” or make sense of his/her experience.
Kegan suggests six stages of life span development: ALL “I”
- incorporative
- impulsive
- imperial
- interpersonal
- institutional
- interindividual
Havighurst (Robert)
theorized a six-stage model of developmental tasks. tasks must be taught effectively at the appropriate times (teachable moments) in life in order for the next tasks to be mastered.
Adolescence has eight developmental tasks:
1. accepting body 2. forming relationships 3. independence for parents 4. occupational selection 5. Achieving civil competence 6. Acquiring social responsibility 7. prep for marriage 8. Conscious values
Four stages of adulthood:
Stage 1: Early Adulthood (18-30)
Stage 2: Middle Adulthood (30-60)
Stage 3: Later Adulthood (60-75)
Stage 4: Very old age
