Psychology and human Development Flashcards
Sensorimotor Stage - Age? Overall?
Brith to 2
Object permanence
Using senses, reflexes, learning body movements
Preoperational Stage - Age? Overall?
Ages 2-7
Play and pretend
Symbolic thinking
Language develops
Egocentric
Can only concentrate on one thing at a time
Do not understand how the physical world operates
Concrete Operational - Age? Overall?
Ages 7-11
Can logically think about how the world operates
Understanding concepts like size, distance, and cause/effect
Need concrete, hands-on experience
Mental reversal (balloon inflates and deflates)
Classifying, sorting, conservation
Factual and logical
Formal Operation - Ages? Overall?
Age 12+
Abstract and critical thinking
Hypothesize, predict
Systematic problem solving
Reasoning, what ifs
Scaffolding
Giving assistance when you think they need it but sitting back when you don’t think they need it
Zone of proximal development
Things a learner can do with support
Vygotsky’s speech theory
private speech - talk to myself
silent inner speech - think inside my head
social speech - talk to others
Vygotsky’s theory of learning
Learn from social interaction
Learn in the zone of proximal development
Learn from those with my knowledge than you have
Language and culture is important to learning
Eriksons stages; Trust vs. Mistrust
Birth to 12 months
Learn that adults can be trusted
Occurs when Childs basic needs are met
Safe and predictable
Eriksons Autonomy vs. shame and doubt
1-3 years
Learn to control their actions
clear preferences for environment, food, toys
Want independence - if decided might doubt themselves
Erikson’s : imitative vs. guilt
Ages 3-6
Initiate activities and assert control over their world with social interactions and play
Gain a sense of ambition and responsibility
Explore limits
Develop confidence
Asking a lot of questions
Eriksons: industry vs. inferiority
Ages 6-12
Compare themselves with peers to determine how they measure up
Develop a sense of pride and accomplishment with school, sports, activities, family
Need positive reinforcement and praise
Avoid competition and criticism
Erikson: identity vs. role confusion
12-19
Developing a sense of self
Determine what they want in life and who they are
Explore various roles, goals, ideas
Determine values and beliefs
Influences by others
Peers are VERY important more than family
Erikson - intimacy vs. isolation
20-40
Determine if they want to share their lives with others
Building relationships with best friends and soulmates
Kholberg moral stages of development
- Preconventional
- Conventional
- Postconventional
Kohlberg - preconventional
ALL ABOUT ME - Childs morality is externally controlled. Accept and believe the rules of authority figures
Obedience and punishment - avoiding punishment, getting rewards, no concept of rules just follows
Instrumental orientation - what’s in it for me? personal gain, self-serving purpose, limited interest in the needs of others
Kohlberg - conventional
ALL ABOUT THE RULES - morality is tied to personal and societal relationships, child accept rules from authority figures because they believe it is necessary to ensure positive relationships and societal order, rigid rule followers
Good boy, nice girl - wants approval from others, being a good student/citizen
Law and Order - respects authority and policy, maintains social conventions, social order, rules are set and unchangeable,
Kohlberg - postconventional stage
ALL ABOUT OTHERS - principles and values, laws can be unjust and need changed, individuals are separate from society and they can disobey rules that don’t align with their principles
Social contract- golden rules, for the greater good, based on dignity, equality and respect
Universal-ethical-principle - rules and laws are flexible depending on context and situation, live by own ethical principles, protect rights, liberty and justice
Gilligans (care perspective) Moral Development
Preconventional - selfish, my needs come first
Conventional - responsibility to others, needs of others come first, I love you more than myself
Postconventional - goodness and understanding that I am also a person, I can take care of myself and others
Gilligans thoughts on gender affecting moral development
Females will follow more of the care perspective. Such as if I do this, how does this affect others
Males- if I do this how does this affect me
B.F. Skinner thoughts on language
Believed in using reinforcement/rewards for using language in a functional manner
B.F. Skinner three key processes to learn language
Imitating others
Prompting others (ex: “do you want an apple”)
Shaping from others (parents may refine a kids response such as yes that’s fruit, its an apple, did you want it?)
Chomsky language development
children are born with the ability to speak
Babbling
0-11 months
single syllables that they repeat over and over