Test 1 Flashcards
Erikson’s Theory of Psychosocial Development
Trust versus mistrust (from birth to 1 year)
Autonomy versus shame and doubt (from 1 to 3 years)
Initiative vs. guilt age 3-6 (preschool)
Industry vs.Inferiority age 6-12
Identity vs.role confusion age 12-18
Trust versus mistrust
(from birth to 1 year)
When basic needs are not met
Goal is to develop a sense of trust
Consistent, loving care by a mothering person is essential
Mistrust develops when trust developing situations are lacking, or when basic needs are not met
Success in this stage results in faith and optimism
Autonomy versus shame and doubt
(from 1 to 3 years)
“I want to do it”, want to use their developing skills to do tasks
Instead parents should give the child the task and help them finish it so the kids are able to feel like they have self control, and doing tasks
Focuses on the child’s increasing ability to control their bodies, themselves and their environment
They want to do things for themselves and use their developing skills.
They feel shame and doubt when they are made to feel self-conscious, when their actions are disastrous or when they are not allowed to exert autonomy appropriately.
Success leads to self-control and will-power.
Initiative vs. guilt
age 3-6 (preschool)
They’re very vigorous, intrusive, want to be right in the middle of everything, want to do everything (i can be helpful, i can particpate)
They are exploring their world with intensity and are developing a conscience.
They may take the initiative to do some hing that their parents don’t want them to do. If they feel threatened or punished, they feel a sense of guilt.
The goal is to take initiative without hurting or offending others, give the kids tasks.
Success is a sense of direction and purpose
Industry vs.Inferiority
age 6-12
Now ready to be workers and engage in things they can complete themselves, want to do it on them own, want to compete and make rules.
They want real achievement.
Feelings of inferiority may develop if they feel they don’t meet expectations or standards of those around them.
Success is a sense of competence (or else they may feel like “im not good enough, im not fast enough, im not smart enough).
Identity vs.role confusion
age 12-18
Children become overly preoccupied with their bodies and how they look, finding where they fit in and belong.
A key task is choosing a path and potential career for their future.
Success is devotion and faithfulness to who they are and to their values and ideologies.
Piaget’s theory of cognitive development
Cognition – the process by which developing individuals become acquainted with the world and the objects it contains.
Children are born with a potential for intellectual growth but they develop the potential with interaction with their environment.
Each stage builds on the previous stages in an orderly way
Three stages of reasoning
Intuitive, Concrete Operational, Formal Operational
-
Sensorimotor birth to 2 years
Preoperational Thought age 2-7
Concrete Operations Age 7-11
Formal Operations age 11-15
Sensorimotor
birth to 2 years
Kids are using their senses and motor. Children progress from reflexive behavior to simple repetitive behaviors to imitative
Develop a sense of cause and effect, Problem solving by trial and error
High level of curiosity
Begin to develop a sense of self as separate
Become aware that objects have permanence, realize object don’t just appear and disappear - marks the transition of the next stage.
Preoperational Thought
age 2-7
Predominant characteristic is egocentrism, toddler becomes selfish
“Mine, Mine, Mine”, Can’t see another’s point of view
Interpret things in relation to themselves only
Thinking is concrete and tangible
Increased ability to use language, imagination
Intuitive reasoning – the stars go to bed because they’re going to bed, etc
Transductive reasoning – events occur together cause each other or knowledge of one characteristic is applied to another.( Eating rice will make him Asian, because his friend eats rice and is Asian)
Conservation
Concrete Operations
Age 7-11
Thought increasingly logical, organized and coherent
Able to classify, sort and organize facts to solve problems
Less egocentric, able to make friends
Conservation – physical factors remain the same even if appearance changes
Able to deal with a number of things at the same time
Formal Operations
age 11-15
Thinking is adaptable and flexible, can evaluate things, reason logically
Can think abstractly using symbols
Can make hypotheses and test them
Can consider abstract, theoretical and philosophical ideas
Make decisions based on what they can reason
Kohlberg’s Theory of Moral Development
Based on cognitive developmental theory
Preconventional level – determine good or bad based on consequences. Later, good is what is good for themselves. They may share but only in a practical way
Conventional level – concerned with conformity. Good is what gets them approval. Obeying the rules is good.
Postconventional, autonomous, or principled level – good is what has been examined and approved by society, sense of justice
Preconventional level –
determine good or bad based on consequences. Later, good is what is good for themselves. They may share but only in a practical way
Conventional level –
concerned with conformity. Good is what gets them approval. Obeying the rules is good.
Postconventional, autonomous, or principled level –
good is what has been examined and approved by society, sense of justice
Fowler’s Spiritual Development Theory
Children need to have meaning, purpose and hope in their lives. They need confession and forgiveness.
Stage 0: Undifferentiated –
beginnings of faith with the development of trust
Stage 1: Intuitive–projective –
imitating religious gestures of parents, follow parents belief without real understanding
Stage 2: Mythical–literal –
strong interest in religion, belief in God and prayer, developing conscience, able to begin articulating their faith
Stage 3: Synthetic–convention-
in adolescence may become aware of spiritual disappointments, begin to question their faith or question their parent’s faith practices
Stage 4: Individuative–reflective –
may compare their religion with others, a time of searching. Will not achieve profound insights until late adolescence or adulthood
Social Character of Play
Socialization and the type of play changes as the child advances in age
Onlooker – watches others
Solitary – plays alone
Parallel – plays next to another child, not with each other
Associative – similar or identical activity without organization or mutual goals, doing their own thing with the same toy, etc
Cooperative – plays with others in cooperative way with division of labor and mutual goals
