Human Growth & Development

Question 1

What is “Sensorimotor”?

Answer 1

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.

Question 2

What is “Preoperational”?

Answer 2

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.

Question 3

What is “Concrete Operational”?

Answer 3

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.

Question 4

What is “Formal Operational”?

Answer 4

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.

Question 5

What are Piaget’s four stages of development, in order?

Answer 5

1) Sensorimotor (0-2 y/o)
2) Preoperational (2-7 y/o)
3) Concrete Operational (7-11 y/o)
4) Formal Operational (11+)

Question 6

Who created the “Sociocultural Theory” of human development?

Answer 6

Lev Vygotsky

Question 7

What is the “Sociocultural Theory” of human development?

Answer 7

• 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.

Question 8

Trust vs. Mistrust

Answer 8

Erickson’s first conflict of human development. Infants learn to trust mother/father who cares for them, mistrust them if they are not

Question 9

Autonomy vs. Shame/Doubt

Answer 9

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.

Question 10

Initiative vs. Guilt

Answer 10

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)

Question 11

Industry vs. Inferiority

Answer 11

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.

Question 12

Identity vs. Role Confusion

Answer 12

12-18 years old: Kids start separating from their parents more, figuring out who they want to be.

Question 13

Intimacy vs. Isolation

Answer 13

19-40 years old: Start thinking about life partners or living alone.

Question 14

Generativity vs. Stagnation

Answer 14

40-65 years old: Parenthood, starting to encourage the next generation (“generativity”) OR become more self-absorbed, not worrying about the next generation

Question 15

Integrity vs. Despair

Answer 15

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

Question 16

Social Learning Theory

Answer 16

Bandura. Believed that people learn through observation and social interaction.

Question 17

Assimilation

Answer 17

Piaget theory: Schema are created in the brain to organize information. New information is stored in one of those schema.

Question 18

Accommodation

Answer 18

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.)

Question 19

Preintellectual speech

Answer 19

Vygotsky. Before a child forms words, they use crying to communicate hunger, sleepiness, etc

Question 20

Autonomous Speech

Answer 20

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.

Question 21

Naive Psychology

Answer 21

Between 18-24 months, kids learn first “real” words and use them to communicate simple messages.

Question 22

Egocentric and Communicative Speech

Answer 22

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.

Question 23

Three “Selves” of Congruence

Answer 23

Ideal (who you wish to be), Real/Actual (who people perceive you to be), Perceived (who you perceive yourself to be)

Question 24

Social Interest

Answer 24

Adler’s idea. We all want to be able to socialize and connect with others.

Question 25

Adler’s Three Tasks to Master

Answer 25

Social tasks (socialization)
Love/Marriage Tasks (intimacy)
Occupational Tasks

Question 26

Preconventional Morality

Answer 26

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.

Question 27

Conventional Morality

Answer 27

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.

Question 28

Postconventional Morality

Answer 28

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)

Question 29

Broffenbrenner’s Microsystem

Answer 29

Family, school, work: System that has closest contact with people

Question 30

Broffenbrenner’s Mesosystem

Answer 30

Interactions between different parts of the microsystem (e.g. parents influence child’s education by meeting with teachers, attending PTA meetings, etc.)

Question 31

Broffenbrenner’s Ecosystem

Answer 31

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.

Question 32

Broffenbrenner’s Macrosystem

Answer 32

The society in which the child lives, like the political system, economy, etc.