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sav 331 > theorists erickson piaget and reflexes > Flashcards

theorists erickson piaget and reflexes Flashcards

1
Q

what age is Trust vs mistrust

A

infant

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2
Q

what age is autonomy vs shame/doubt

A

toddler

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3
Q

what age is initiative vs guilt

A

preschool

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4
Q

what age is industry vs inferiority

A

schoolager

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5
Q

what age is identity vs role confusion

A

adolescents

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6
Q

erickson

children depend on caregiver for needs. Learning to trust environment based on how well needs are met.

A

trust vs mistrust

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7
Q

erickson

  • set boundaries with parents,
  • search for place w/in adult society,
  • experiment w/ identities and viewpoints
  • more experiences the better
  • establishing their own beliefs and values
  • likes/dislikes
  • figuring out life away from parents
  • career choices
A

identity vs role confusion

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8
Q

erickson

child receptive to feedback from adults about competence

child compares abilities to peers.

Group sport/activity – allows them to feel successful in some area
ex: Good at lacrosse, Good at boy scouts/girl scouts, child with DM learns to take glucose level, etc.

Learning skills

Process of actions that are important, not the results

A

industry vs inferiority

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9
Q

erickson

  • child wants to try everything
  • children set goals and work towards them
  • child feels guilty when they fail to meet goal
  • child may show aggressive behaviors b/c they are upset with themselves for goal failure
A

initiative vs guilt

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10
Q

erickson

children learn to do ADL on their own w/out caregiver help.

A

autonomy vs shame/doubt

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11
Q

trust vs mistrust
how do infants develop trust?
how do infants develop mistrust?

A

If needs are met, consistent caregiver = child trusts the world. (ex – when I cry mom will pick me up and comfort me)

If needs are not met = child learns to not trust the world
Drug abusing caregiver = mistrust

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12
Q

indentity vs role confusion
how do adolescence develop identity?
how do adolescence develop role confusion?

A
  • inability to develop a sense of self, what adolescent can become, where adolescent fits in = role confusion
  • ability to experience different viewpoints and interact with diverse people allows adolescent to develop sense of self and where they fit in = identity
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13
Q

industry vs inferiority
how do school agers develop industry?
how do school agers develop inferiority?

A

If child receives negative feedback from adults, unrealistic expectations or a sense of failing to meet standards = views self as less competent, negative view about self-abilities, less likely to set challenging goals, feeling of inferiority

If child receives positive feedback from adults, meets standards, succeeds at something, feels skillful, learns skills, participates in group sports/activities = confident to pursue goals, feeling of industry, feelings of success

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14
Q

initiative vs guilt
how do preschoolers develop initiative?
how do preschoolers develop guilt?

A
  • if child feels their imagination and activities are wrong, not allowing them to develop a sense of initiative = child feels guilt

allow child to try everything, Providing opportunities for creative play and exploration. Encouraging children to set small goals and experience the satisfaction of achieving them. Offering praise for effort and problem-solving skills. = initiative

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15
Q

which theorist and age is this part of-

they think their thoughts are all powerful
(ex - ______ was mad at brother and wished him ill, and when brother got sick, _______ thinks he is responsible, reassure ________ they did not cause illness by wishing for it)

A

erickson

initiative vs guilt

preschool

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16
Q

autonomy vs shame/doubt
how do toddlers develop autonomy?
how do toddlers develop shame/doubt?

A

If parents get upset with child doing their own task, or doesn’t allow them to do a dependent task in an area the toddler is capable = child struggles to be self-sufficient/confident, develop shame

If parents let child be independent and solve problems on their own = child has confidence in self, develops autonomy
Set limits, set boundaries, let them do their own thing, keep them safe, give them choices

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17
Q

what age is sensorimotor stage

A

birth - 2 years

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18
Q

reflexes baby is born with, baby learns through senses and motor actions (birth – 2 years)

A

Sensorimotor stage

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19
Q

within sensorimotor stage - development of reflexes baby is born with, living off reflexes alone, progression from simple reflexes to simple repetitive acts, learns they are separate from others and objects, object permanence, symbols, intelligence takes from of motor actions

name of stage and age range:

A
  • (0-1 mos) Reflexive stage
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20
Q

within sensorimotor stage – habits, repeating pleasurable actions, involves self only (sucking thumb, clapping hands)

name of stage and age range:

A
  • (1-4 mos) Primary circular reaction –
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21
Q

within sensorimotor stage - repeating actions with external object outside of their body without an intended goal

Ex- baby might shake a rattle to hear the sound, or pick up a toy to put in their mouth, when I kick this it makes a sound

name of stage and age range

A
  • (4-8 mos) Secondary circular reaction –
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22
Q

within sensorimotor stage - baby learns to accomplish a goal, coordinated response, object permanence

Ex - an infant sees a toy car under the kitchen table and then crawls, reaches, and grabs the toy.

name of stage and age range

A
  • (9-12 mos) Coordination of secondary circular reaction -
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23
Q

within sensorimotor stage - baby can reverse what he accomplished prior, learning to apply things they learned,

  • Ex - learn how to turn on the light switch, go around the house and turn on all the lights
    Ex- toddler hits pot with wooden spoon, then starts hitting other things with the wooden spoon

name of stage and age range

A
  • (12-18 mos) Tertiary circular reactions -
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24
Q

5 stages within the sensorimotor stage of Piaget

A

reflexive
primary circular
secondary circular
coordination of secondary circular
tertiary circular

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25
Q

theorists related to intellectual maturation/development

A

piaget

26
Q

4 main stages of piaget

A

sensorimotor,
pre-operation,
operation,
formal operation

27
Q

5 stages within the sensorimotor stage of Piaget (0-2)

A

reflexive
primary circular
secondary circular
coordination of secondary circular
tertiary circular

28
Q

2 stages within the pre-operational stage (2-6)

A

preconceptual (2-4)
intuitive thought (4-6)

29
Q

piaget-

animism, artificialism, transductive reasoning, imaginary play is big, egocentrism, child asks a lot of questions especially why questions, child cant reason, use logic or combine 2 or more ideas, child can’t distinguish between quantity and appearance

name of stage and age range

A

(2-6) pre-operational stage –

30
Q

1

piaget

within the pre-operational stage (2-6)

Egocentric
Concerned with why and how
Animistic thought
Simple classifications

Fantasy and imitative play
oLess egocentric
Asking why
Imitation - Appear to understand more than they actually do
Magical thinking

A
  • preconceptual (2-4 yrs)
  • Intuitive thought (4-6 yrs)
31
Q

piaget

– can do seriation, hierarchial classification, reversibility, decentration, transtivity
- Group according to size, color, etc.
- Conservation
- Mass
- Math in head
- Less egocentric
- Thinks about consequences and act

A

(6-12 yrs) Concrete operational stage

32
Q

piaget

deductive reasoning, make predictions about the future based on past experiences, test out things in environment, abstract thinking, and meta-cognition
- Think logically
- Consequences
- The future
- Love, Religion, abstract concepts
- Careers
- Hypotheticals/Possibilities
- theories
- Self-absorbed, but can see others perspectives
- invincible

A

(13-18) Formal operational stage

33
Q

reflex:
Baby is held as though weight bearing with feet on surface = baby steps, raising one foot at a time
starts -
stops -

A
  • Stepping reflex -

born with this reflex,

goes away about 8 weeks

34
Q

reflex:
Loud noise or allow infant head drop = arms spread, fingers extend and flex, arms come together, possibly cries
starts -
stops -

A
  • Moro/startle reflex -

born with this reflex,

goes away about 4 mos,

35
Q

reflex:
with head midline stroke cheek = mouth opens and head turns to stimulated side
starts -
stops -

A
  • Rooting reflex –

born with this reflex,

goes away about 4 mos,

36
Q

reflex:
place finger in infants palm = all infants fingers wrap around adults’ finger
starts -
stops -

A
  • Reflex palmer grasp –

born with this reflex,

goes away about 6 mos,

37
Q

reflex:
Baby in supine, rotate head to one side and hold for 15 secs = arm and leg extend on facial side, arm and leg flex on other side
start -
stop -

A
  • Asymmetric tonic neck -

born with this reflex,

goes away about 6 mos,

38
Q

reflex:
Stroke bottom of foot heel to toes = great toes flexes toward top of foot and toes fan out
start -
stop -

A
  • Babinski reflex -

born with this reflex,

goes away about 2 yrs,

39
Q

reflex:
Support abdomen and suspend infant prone = infant should life both head and legs
start -
stop -

A
  • Landau reflex –

3 mos reflex,

goes away about 2 yrs,

40
Q

reflex:
Suspend infant prone and lower quickly toward table = infant should extend arms, hands, fingers
start -
stop -

A
  • Parachute reflex –

8 mos reflex,

never goes away,

41
Q

Providing consistent and responsive caregiving. Meeting the basic needs for food, comfort, and love. Offering soothing routines and predictable environments.

A

trust vs mistrust

42
Q

Offering age-appropriate choices (e.g., what to wear). Encouraging exploration and allowing for safe experimentation. Providing positive reinforcement for self-initiated actions.

A

autonomy vs shame/doubt

43
Q

Providing opportunities for creative play and exploration. Encouraging children to set small goals and experience the satisfaction of achieving them. Offering praise for effort and problem-solving skills.

A

initiative vs guilt

44
Q

Enrolling children in activities that allow them to develop skills and talents. Providing opportunities for collaboration and teamwork. Offering positive feedback on their efforts and contributions.

A

industry vs inferiority

45
Q

Fostering open communication and encouraging exploration of interests and values. Providing opportunities for teenagers to try new things and discover their strengths. Respecting their opinions and individuality.

A

identity vs role confusion

46
Q

lap games, safety mirrors, lullabies, mobiles, musical toys, crib gyms, rattles, patty cake

A

infants 0-6

47
Q

peekaboo, rattles, squeeze toys, activity center, push/pull toys, blocks, nesting/stacking, snap beads, place toys just out of reach

A

infants 6-12

48
Q

activity center, push/pull toys, blocks, nesting stacking toys, snap beads, safe climbing gym

A

toddler

49
Q

domestic imitation toys, colored blocks, riding rocking toys, water toys, books 4-8 piece puzzles

A

toddler

50
Q

simple group game like london bride, domestic toys, crayons, playdoh, swing, playground

A

preschool

51
Q

simple games like red light green light, domestic toys, action songs, books, crayons, paint, puzzles, dress up, dolls

A

preschool

52
Q

board games, electronic games, group activities, models, crafts, collectibles, music

A

school age

53
Q

decorating room, crafts, collectibles, video games, movies, group activities, chess, board games, cards, grooming, hanging with friends, music

A

adolescent

54
Q

enjoys playing alone. Physical movements are random and not purposeful.

A

infant

55
Q

enjoys playing independently with toys. He/she particularly enjoys playing with toys that encourage or require body movement

A

A toddler

56
Q

enjoys playing near others, watching and imitating them. Older children begin to play with peers and begin to borrow and lend toys. This age group often initiates make-believe play.

A

A preschooler

57
Q

enjoys competitive games and sports, formal board games, and still engages in some fantasy play. Rules are important during play

A

A school-aged child

58
Q

enjoys competitive games and sports. The overriding goal of this age group is socialization.

A

An adolescent

59
Q

solitary play

A

infants - independent play

60
Q

parallel play

A

toddlers - same room/area but do not play together

61
Q

associative play

A

preschool - group of kids play together not really organized

62
Q

cooperative play

A

preschool - play together, loose rules, have roles, share, communication

sav 331 (12 decks)

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