Mod 1 Flashcards
Piaget saw development as a process of adjusting to the world by assimilation, equilibrium and accomadation
adaptation
process of “fitting new info” into co-exsting schemas, perceptions and understanding
assimiliation
refers to our cognitive stuructres in which a child’s schema can “deal” with new info by assimliation
-seek order and are uncomfortable when there are contradictions in a new situation
equilibrium
is the process of revisiting and flexibly altering existing schemas and understand that new info can incorporated to make sense of the world
accomadation
Vygotsy focused on how cultural and knowledge can be transmitted to the next generation
stressed important of key individuals through the guidance of teachers, mentors and leaders
sociocultural theories
(adolescent to adulthood)
Goal: Scientific Reasoning
- concrete operations on things and formal operations on ideas
- abstract ideas without visuals
- can formulate an argument
- can understand hypothetical questions and speculate
Formal Operations
4th Stage of Piagets Cognitive Stages of Development
ages 7-11yrs
Goal: Logical Thought
- children can think logically and understand properties can remain the same (conservativism)
- mentally reverse things
- less egocentric and think about others’ feelings
Concrete Operational Stage
3rd Stage of Piagets Cognitive Stages of Development)
ages 2-7yrs
Goal: Symbolic Thought
- toddlers and young children acquire internal representations of world via mental imaging and language
- can think symbollically-make objects stand for something else
- animism - think non-living objects are alive
- egocentric thinking and intuitive
Preoperative State
2nd Stage of Piagets Cognitive Stages of Development)
ages 18mo- 24 mo
Goal”Object Permanence
- infants learn about the world via their senses and actions (Exploring)
- cognitive abilities develop; object permanence; self-recognition; deffered imitation; play
- requires a schema (mental representation of the world)
-Acheivement: to understand that objects exist even when not in view
Sensorimotor Stage
1st Stage of Piagets Cognitive Stages of Development
- theoriezed that intelligences changes as children grow/mature
- children have to develop a model of the world
- stages are which all children experiment
- children think differntly than adults
- Development is Discontinuous
Piagets Cognitive Stages of Development
-theory that a human brain is like a computer in the way we process memory (coding, retrieval, storage) and how we can manipulate info
Information Processing
What are the 8 Theoretical Perspecitves
- Cognitive Theory (Piaget)
- Informatiion Processing
- Sociocultural Theory (Vygotsky)
- Ethological Theory (Lorenz)
- Ecological Theory (Bronenfenner)
- Psychodynamic Theory (Sigmund Freud)
- Behaviorism (Skinner, Pavlov, Bandura)
- Sociocultural Theory (Erik Erikson)
Development involves both improvement and decline. Specific terms, such as growth, aging, and maturation reflect this nature of development
Can be good or bad or both
multidirectional
we experience changes in biological, social, emotional, and cognitive dimensions
Biological: physical changes going on in the body, genetics transmitted rom parents+ external influences (for instance, drugs, healthful behaviors) influence biology and vice versa.
Social:
- refers to behavior learned and influenced by interactions with other humans in the environment and culture we were raised in and with whom we surround ourselves with
- how does the individual change in his/her social interactions with others?
Emotional:
- refers to how we express emotions through experiences, and how to understand the feelings of others’ beyond ourselves.
- how does the individual change in how she/he regulates and experiences emotion?
Cognitve:
- refers to our intellectual growth and how we visualize the world by constructing schemas, thoughts, reasonings, ideas and problem-solving skills.
- how does the individual change in the way he/she thinks?
multidimensional
it involves a range of different studies or professional fields such as professionals in the health science, social science or educational field
these professional fields, an understanding of the issues and complexities of specific age groups is key to helping people as the “whole person” (health, thought processes, and emotions—since each type of development affects the others)
One cannot have a good handle on how to promote healthy behaviors in a client without knowing at least a little about adaptive and maladaptive emotional states.
On the other hand, without some understanding of the biological underpinnings of emotions, professionals may be misguided in the decisions they make as they attempt to help.
multidisciplinary
