Lecture 8 P2: Development Flashcards
Vygotsky theory of development: sociocultural perspective
- Embedded in context that shapes how we think and who we become
- Learning comes from collaborating with others
- Guided participation/apprenticeship in thinking
Guided participation/apprenticeship in thinking
Form of sensitive teaching which one partner is attended to needs of child. Helps him or her accomplish more then child could do alone
Zone of proximal development
Gap btwn child’s competence level (what he can do alone, what to do with assistance)
Small circle: learner can do independently
Medium circle: learner can do with guidance
Large circle: learner cannot do
Vygotsky : cultural tools
Actual physical items, intellectual, conceptual framework for solving problems
Ex:
Language
Alphabet/numbering schemes
Math/science system
Religious system
Early adulthood: post formal reasoning
Stage beyond Piaget formal operations stage
Facts: early adulthood post formal
believed to be more flexible/logical/moral/intellectual then previous stages
- social interaction being a critical influence on development of post formal reasoning
- examine how thinking + problem solving are reconstructed in adulthood to integrate abstract reasoning with practical consideration
Epistemic cognition
Ways which individuals understand arriving at ideas, beliefs, and conclusions
(College students originally view knowledge as set of facts, learning is acquired)
Dualistic thinking
Polar reasoning which knowledge and accounts of phenomena are viewed as either right or wrong (no-inbtwn)
(Don’t understanding conflicting arguments may have supporting evidence)
Relativistic thinking
Knowledge is viewed as relative dependent on situation and thinking
(College students recognize beliefs are subjective, multiple perspectives and issues)
Reflective judgement
Reasoning that synthesizes contradictions among perspectives
(Adults begin to realize opinions + options can be evaluated)
(Development beyond formal operations being dependent on meta cognition and exp.)
Attachment: Bowlby’s ethological perspective
- Attachment is adaptive behaviour/evolved bc it contributed to survival of human species
- Ensures infant + caregiver will remain in close proximity, for survival of infant
Oxytocin
Hormone associated with emotional bonding
Attachment formation and permit progresses
- Several development phases which infants’ behaviour become increasingly organized, adaptable, and intentional
- Permit infants to explore world, using attachment figure as secure base
Attachment: psychoanalytic perspective
- Attachment boils down to oral stimulation during oral stage
- Breastfeeding child + bonds develop
- Motivation for attachment deceives from gratification
- Doesn’t account for how child forms attachment to dad or other caregivers not feeding child
Harlow’s study
the monkey experimentation
3 types of attachment
- secure
- anxious attachment
- avoidant attachment
secure
View Mother as
secure base from which they are able to explore their
environment
anxious
characterized by tentative behavior,
aren’t sure if it’s safe to explore, doesn’t stray too far from
mother
avoidant
doesn’t pay much attention to mother or
stranger, doesn’t look to mother during play
cultural issues in attachment: Western concepts
- Parental sensitivity to the child
- Secure attachment leads to better social competence
- Using parent as secure bas
emphasis on autonomy, individuality, and parents are a secure base
childcare and attachment
- no negative correlation for childcare
- children who have moms with less sensitivity and low childcare develop insecure attachment
- good childcare = overall better life for child regarding education and opportunities
moral development: psychoanalytic
- driven by self interested drive and instincts
- internalization of social norms that we curb our behaviour
moral development: behavioural theory
- not good not bad
- reinforcement and conditioning make us one way or another
newest data: moral development
majority of toddlers will help someone without pushing or prodding
empathy and infants: behaviourism
simple stimulus response and newborns dont cry when they hear their own cry being played back to them
hepach, vanish, tomastello: motivation of a 2yr old
- out of reach helping task
- compared if kids are getting credit for it or for sake of person being helped
- just happy to see if person is getting helped out
moral development facts
- toddlers able to help in all kinds of situations
- parent in room makes no difference if child wants to help
- sharing depends
moral development facts: children
- active in constructing their own moral value through social experiments
- children ages 3 can differentiate between moral imperatives
moral and conventional rules: pre-teens and older children
- develop more compressible understanding of relations and social conventions
- consider situation and weigh variables in decision making
moral and conventional rules: children
- conventional adult rules seen as legit then those created by children
- school-age children also consider intent and context
moral development: cross-culture
children in diverse cultures differ moral, social, conventional and personal issues
(independent vs interdependent culture)
cross culture moral development: social exp
- social exp helps young develop conceptions about justice and fairness
- how adults discuss truth and moral issue is how children come to understand
