unit 1 Flashcards
Definition of Development
growing up and maturing with age
P.I.E.S Development
Physical, Intellectual, Emotional, Social
Physical Development
includes growth and maturation of bones, motor skills and senses
Intellectual Development
includes the maturation of mental processes like learning, imagination, memory and perception
Emotional Development
the maturation and evolution of emotions, social skills, identity, personality and morals
Social Development
includes the evolution of knowledge of how people interact, play, share, take turns or talk socially
Growth vs. Maturation
Growth: physical changes: size, height, and weight
Maturation: a series of biological changes in a child providing new abilities
Prenatal Period
physical: development happens in the womb, rapid cell division and organ information
intellectual:
emotional: dependent on mothers
social:
Infancy
(0-2)
physical: rapid physical growth: bones, hair, nails, eyesight
intellectual: exploring the world through sensory experiences limited communication
emotional: dependent on caregivers for basic needs, attached to caregivers
social: surrounded by (mostly) family
Toddler
(2-3)
physical: grows taller, teeth starts to come in
intellectual: increase in mobility and independence, language skills develop, curiosity and exploration of the environment
emotional: detachments from caregivers start, begans to become their own person with their own emotions
social: self-identity
Early Childhood
(3-7)
physical: grows in height and weight, loses baby teeth
intellectual: develpment of motor skills and cognitive abilities, continued language development, expanding vocabularies
emotional: more independent
social: school, play-based learning
Childhood
(8-12)
physical:
intellectual: education continues to play a central role, advanced cognitive development: logical thinking
emotional: independence and responsibility
social: hobbies become more defined, develop deeper friendships
Adolescence
(13-18)
physical: puberty: body hair, breast development, periods, hormonal changes, personal styles
intellectual: more abstract thinking, transition to higher education or career planning
emotional: exploration of personal values, depression and anxiety can form
social: peer influences becomes strong, school events, deeper friendships
Early Adulthood
(18-35)
physical: physical peak and overall health, pregnancy, dad bods
intellectual: pursuit of education, career, and independence, financial independence
emotional: exploration of personal values and goals, hormonal imbalance (during pregnancy)
social: formation of intimate relationships and families, kids kids kids
Middle Adulthood
(35-50)
physical: wrinkles start to form, back pains, sagging, hair loss
intellectual:
emotional: midlife crisis, caring and nurturing the next generation
social: career stability
Late Adulthood
(50-70)
physical: wrinkles, health declines
intellectual: lost of memory
emotional: reevaluation of life goals and accomplishments, loneliness, close minded
social: loss of peers, losing social circles, friendships aren’t as powerful, retirement
Aging
(70+)
physical: physical health declines, slow, mobility is limited, losing your teeth, gray hair, (could be) hunched over, shorter, hearing loss
intellectual: cognitive declines, frustration, forgetfulness
emotional: always thinking about death, reflection on the meaning and purpose of life, dependence on caregivers or assistance
social: loss of peers, continued pursuit of personal interests and hobbies when possible
What is a theory?
a set of ideas which describes, explain, and predict behavior
Medieval Period (6th-15th century)
children were treated like adults (jobs, marriage)
Reformation Period (16th century)
- children were born evil and must be civilized
- a goal emerged to raise children effectively
20th century
- laws were passed to protect children
- childhood was seen as worthy of special attention
Psychoanalytical Theories
beliefs focused on the formation of personality; children move through various stages, confronting conflicts between biological drives and social expectation
Behavioral and Social Learning Theories
beliefs that environment plays a big role in the growth of a child
Biological Theories
belief that a child’s biological factors influence a child
Cognitive Theories
beliefs that describe how children learn
Systems Theory
the belief that development cant be explained by a single concept, but rather by a complex system
Humanistic Theories
beliefs that humans were born with the desire to grow
Sigmund Freud
Theory: he emphasized that a child’s personality is formed by his childhood experiences
based on his therapy with troubled adults
Erik Erikson
Theory: development is a lifelong process. At each stage, the child acquires attitudes ad skills resulting from the successful negotiation of a psychological conflict
expanded on Freud’s theories
Jean Piaget
Theory: cognitive development
- children construct their understanding of the world through their active involvement and interactions
studied his children
Konrad Lorenz
Theory: attachment/imprinting
experimented on geese
Albert Bandura
Theory: social learning
- children learn form observing each other and observing their environment
children copies their parents
Lev Vygotsky
Theory: social interactions influence cognitive development
- children learn better when they have social interaction and guidance
zone of proximal development
B.F Skinner
Theory: operant conditioning
experimented on rats
Urie Bronfenbrenner
Theory: human ecology
children’s development in relation to environmental factors
George Miller
Theory: information processing
compared the brain’s processing to a computer
Abraham Maslow
Theory: Hierarchy of Needs
John Bowlby
Theory: Attachment theory
- separation anxiety
Erik Erikson Studies
Crisis: must adaptively or maladaptively cope with task in each developmennt stage
Responds adaptively: acquire strengths needed for next development stage.
Responds maladaptively: less likely to be able to adapt to later problems
Basic strengths: motivating characteristics and beliefs that desire from successful of crisis in each stage
Stage #1: Trust vs Mistrust
(0-1)
- totally dependent on others
- caregivers meets needs: child develops trust
- caregiver does not meet needs: child develops mistrust
Basic strength: hope
- believes our system will be satisfied
Stage #2: Autonomy vs Shame and Doubt
(1-3)
- child able to exercise some degree of choice
- child’s independent is thwarted: child developes feelings of self-doubt, shame in dealing with others
Basic strength: will - determination to exercise freedom of choice in face of socitey’s demand
Stage #3: Initiative vs Guilt
(3-5)
- child expresses desire to take initiative in activities
- parents punish child for initiative: child develops feelings of guilt that will affect self-directed activity throughout life
Basic strength: purpose - courage to envision and pursue goals
Stage #4: Industriousness vs Inferiority
(6-11)
- child develops cognitive abilities enable in task completion (school work, playing)
- parents/teachers do not support child’s efforts: child develops feelings of inferiority and inadequacy
Basic strength: competence - exertion of skill and intelligence in pursuing and completing task
Stage #5: Identity vs Role Confusion
(12-18)
- form ego identity: self-image
- strong sense of identity: face adulthood with certainty and confidence
- identity crisis: confusion of ego identity
Basic strength: fidelity - emerges from cohesive ego identity
- sinceruty, genuineness, sense of duty in relationship with others
Stage #6: Intimacy vs Isolation
(18-35)
- undertake productive work and establish intimate relationships
- inability to establish intimacy leads to social isolation
Basic strength: love - mutual devotion in a shared identity
- fusing of oneself with another person
Stage #7: Generativity vs Stagnation
(35-55)
- active involement in teaching/guiding the next generation stagnation involves not seekig outlets for generavity
Basing strength: care - broad concern for others
- need to teach others
Stage #8: Ego Integrity vs Despair
(55+)
- evaluation of entire life
- looks back with satisfaction = integrity
- review with anger and frustration = despair
Basic strength: wisdom - detached concern with the whole life
What is resiliency?
the capacity to withstand or to recover quickly from difficulties; toughness
Abraham Maslow - Hierarchy of Needs
- physiological
- safety
- belonging and love
- esteem
- self-actualization
1. physiological
- needs that are essential for human survival
ex. food, shelter, and clothing - ready and motivated to raise money for food
2. safety
- need to feel safe and secure
ex. job security, homes in secure, neighborhoods
- belonging and love
- having a sense of belonging and feeling loved
ex. part of a community, friendship ad romantic attachments
- esteem
- chasing esteem needs
ex. respect, appreciation, achievments
- self-actualiation
- living to their fullest potential
ex. celebrities, athletes
Why is Maslow’s theory helpful?
Maslow’s theory helps individual understand what drived their actions at given stages. It helps you motivate yourself when feeling stuck in one place
The Conscious Mind
the small amount of mental activity we know about
ex. thoughts and perception
The Preconscious Mind
things we could be aware of if we wanted or tried
ex. memories, stored knowledge
The Unconscious Mind
things we are unaware of and cannot become aware of
ex. fears, unacceptable desires, violent motive, traumatic and shameful experiences
Psychoanalysis
method for treating mental illness and also a theory which explains human behavior
- founded by Sigmund Freud
Eros (life instinct)
helps individuals to survive
ex. respiration, eating and sex
Thanatos (death instinct)
set of destructive forces present in all human beings
ex. aggression and violence
Ego
develops during infancy. Satisfies the demands of the id in a safe and socially acceptable way → follows the reality principle as it operates in both the conscious and unconscious mind
Superego
develops during early childhood. Responsible for ensuring that moral standards are followed → operates in the morality principle and motivates us to behave in a socially responsible and acceptable way.
↳ can make people feel guilty if rules are not being followed
Repression
keeps disturbing thoughts from becoming conscious
ex. during the Oedipus Complex, aggressive thoughts about the same sex parents are repressed
Denial
blocks external events from awareness
ex. smokers refuse to admit to themselves that smoking is bad for their health
Projection
individuals attributing their own unacceptable thoughts, feeling and motives to another person
ex. projecting hate onto someone else
Displacement
satisfying an impulse with a substitute object
ex. someone who is frustrated by his boss may go home and kick the dog
Sublimation
satisfying an impulse with a substitute object in a socially acceptable way
ex. sports
Psychosexual Stages
believes that children are born with a sexual urge
Oral
the mouth→ sucking, swallowing
Anal
the anus → withholding or expelling feces
Phallic
the penis or clitoris → masturbation
Latent
little or no sexual motivation present
Genital
the penis or vagina → sexual intercourse
Oedipius Complex
→ occurs during the phallic stage
→ boys are sexually attracted to their mothers and their fathers are their rivals
→ envy and rage are aimed at the father
↳ leads to castration anxiety → an irrational fear that the father will castrate him as punishment
Electra Complex
→ girls becomes sexually attracted to their fathers and find their mothers as a rival
→ begins with the belief that she’s already been castrated and blames the mother for this
