Human Growth & Development Flashcards
What is “Sensorimotor”?
One of Piaget’s stages of child development (0-2 years):
Infants “think” by acting on the world with their eyes, ears, hands, and mouth. As a result, they invent ways of solving sensorimotor problems, such as pulling a lever to hear the sound of a music box, finding hidden toys, and putting objects into and taking them out of containers.
What is “Preoperational”?
One of Piaget’s stages of child development (2-7 years old): Preschool children use symbols to represent their earlier sensorimotor discoveries. Development of language and make believe play takes place, thinking lacks the logic of the two remaining stages.
What is “Concrete Operational”?
One of Piaget’s stages of child development (ages 7-11): Children’s reasoning becomes logical and better organized. School-age children understand that a certain amount of lemonade or play dough remains the same even after it appearance changes. They also organize objects into hierarchies of classes and sub classes. However, children think in a logical. Organized fashion only when dealing with concrete information they can perceive directly.
What is “Formal Operational”?
One of Piaget’s Stages of Child Devlopment (age 11+): The capacity for abstract, systemic thinking enables adolescents, when faced with a problem, to start with hypothesis, deduce testable inferences and isolate and combine variable to see which inferences are confirmed. Adolescents can also evaluate the logic of verbal statements without referring to real-world circumstances.
What are Piaget’s four stages of development, in order?
1) Sensorimotor (0-2 y/o)
2) Preoperational (2-7 y/o)
3) Concrete Operational (7-11 y/o)
4) Formal Operational (11+)
Who created the “Sociocultural Theory” of human development?
Lev Vygotsky
What is the “Sociocultural Theory” of human development?
- Children learn through social interaction.
- Children need social interaction in order to learn how to communicate/the ways of thinking and acting in their own culture
- Piaget believed children independently developed their skills and abilities; Vygotsky believed they were much more reliant on others.
Trust vs. Mistrust
Erickson’s first conflict of human development. Infants learn to trust mother/father who cares for them, mistrust them if they are not
Autonomy vs. Shame/Doubt
18 months-3 years. Kids learn to become more autonomous, and if they do not, they feel ashamed and doubt themselves. Especially thinking of potty training.
Initiative vs. Guilt
3-6 y/o. Children learn through play and discover their interests by taking initiative (e.g. want to play soccer, so they go kick a soccer ball around)
Industry vs. Inferiority
6-12 years old: Entering school age, they start to learn skills needed to be successful. Feeling “industrious” as they learn new things, acquire new skills, etc.
Identity vs. Role Confusion
12-18 years old: Kids start separating from their parents more, figuring out who they want to be.
Intimacy vs. Isolation
19-40 years old: Start thinking about life partners or living alone.
Generativity vs. Stagnation
40-65 years old: Parenthood, starting to encourage the next generation (“generativity”) OR become more self-absorbed, not worrying about the next generation
Integrity vs. Despair
65-Death: Start to reflect on one’s life; looking back and seeing a life well-lived, a life of integrity OR looking back and seeing all the mistakes, errors, missed opportunities as a life of despair
Social Learning Theory
Bandura. Believed that people learn through observation and social interaction.
Assimilation
Piaget theory: Schema are created in the brain to organize information. New information is stored in one of those schema.
Accommodation
Piaget theory: When new, different information is presented, brain will have to create a different schema or adjust existing schema to make room for this new information. (e.g. Child gets a ball too heavy to throw and figures out that not all balls can be thrown.)
Preintellectual speech
Vygotsky. Before a child forms words, they use crying to communicate hunger, sleepiness, etc
Autonomous Speech
Vygotsky: Around 12 months, they start to invent their own words to communicate, even though the pseudo-words are not actual words that adults understand. We can see they are trying to communicate.
Naive Psychology
Between 18-24 months, kids learn first “real” words and use them to communicate simple messages.
Egocentric and Communicative Speech
Vygotsky: Comes after naive psychology. Communicative speech is used to talk to others but egocentric is more like self-talk – often used when a kid is playing by themselves or talking through what they intend to do (e.g. “I am going to go get a snack, and then I am going to watch.”) without trying to communicate that to anyone.
Three “Selves” of Congruence
Ideal (who you wish to be), Real/Actual (who people perceive you to be), Perceived (who you perceive yourself to be)
Social Interest
Adler’s idea. We all want to be able to socialize and connect with others.
Adler’s Three Tasks to Master
Social tasks (socialization) Love/Marriage Tasks (intimacy) Occupational Tasks
Preconventional Morality
Kohlberg believes this happens in kids who think only in right vs. wrong based on whether one will be punished. If you get punished for it, it is wrong.
Conventional Morality
Kohlberg believes this happens in those who think there are times when it is acceptable to break a rule to “do the right thing.” Focused more on being a good person than on the specific rules.
Postconventional Morality
Few people reach this stage. See balance between doing the right thing and following the rules. (e.g. cannot let every hungry person steal food; needs to be some middle ground)
Broffenbrenner’s Microsystem
Family, school, work: System that has closest contact with people
Broffenbrenner’s Mesosystem
Interactions between different parts of the microsystem (e.g. parents influence child’s education by meeting with teachers, attending PTA meetings, etc.)
Broffenbrenner’s Ecosystem
Areas that child has no influence or impact but nonetheless impacts their education, like parents’ workplace, the workings and decisions of a child’s school, etc.
Broffenbrenner’s Macrosystem
The society in which the child lives, like the political system, economy, etc.
