Infancy and Childhood Development
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CHANGES…MORE THAN EVER BEFORE OR AFTER
CHAPTER 3: INFANCY
AND CHILDHOOD
DEVELOPMENTAL PSYCHOLOGY
•
Def: the study of
changes that occur
as an individual
matures
NEWBORN CAPACITIES
•
GRASPING REFLEX
: cling
response when palm is
touched
•
ROOTING REFLEX
: when
touched near the
mouth, infant will move
mouth in direction of
sensation
•
SUCKING REFLEX
•
MORO (STARTLE)
REFLEX
: arms spread
out at right angles to
body and legs spread
out when startled
PHYSICAL DEVELOPMENT
•
Avg length of newborn:
18-22 inches
•
MATURATION
: the
internally programmed
growth of a child
•
LEARNING
: relatively
permanent change in
behavior resulting from
responses that change
as a result of
experience
•
Don’t force learning
•
Maturational readiness
PERCEPTUAL DEVELOPMENT
•
Infants prefer
looking at human
faces or patterned
materials
•
They benefit from
touch
•
Generally unafraid
due to lack of
experience (Visual
Cliff)
LANGUAGE DEVELOPMENT
•
1
ST
year: crying,
cooing, babbling,
native babbling
•
Toward 2
nd
year:
primitive words
•
1
st
words are things
they can see and
touch
BA
MA
DA
LANGUAGE CONTINUED
•
End of 2
nd
year: 500-
1500 word vocab.;
begin 2-word phrases
•
TELEGRAPHIC SPEECH
:
verbal utterances
where words are left
out but meaning is
clear
•
Overgeneralization
:
improperly applying
grammatical rules
•
Grammar
: rules for
arranging symbols to
produce meaning
ME NO LIKE
MY MOM
PUTTED THIS
STUPID HAT
ON ME
SECTION 2: COGNITIVE AND
EMOTIONAL DEVELOPMENT
COGNITIVE DEVELOPMENT
•
Jean Piaget
•
Showed that
intellectual
development
involves
quantitative and
qualitative changes
HOW KNOWING CHANGES
•
SCHEMA
: conceptual
framework a person
uses to make sense of
the world
•
ASSIMILATION
: process
of fitting objects and
experiences into one’s
schemas
•
ACCOMMODATION
:
adjustment of one’s
schemas to include
newly observed events
and experiences
OBJECT PERMANENCE
•
Def: a child’s
realization that an
object exists even
when he/she
cannot see or
touch it
•
Usually obtained by
12-18 months
REPRESENTATIONAL THOUGHT
•
Def: the intellectual
ability of a child to
picture something in
his/her mind
•
This means we have
begun to use
symbols
•
Language can now
develop
PRINCIPLE OF CONSERVATION
•
Def: a given quantity
does not change
when its appearance
is changed
•
Acquired by age 7
•
EGOCENTRIC
: a
young child’s inability
to understand
another person’s
perspective
PIAGET’S STAGES OF COGNITIVE
DEVELOPMENT
•
1)
Sensorimotor
stage
: birth-2;
simple motor
responses to stimuli
•
2)
Preoperational
stage
: 2-7;
egocentric; uses
symbols to solve
simple problems or
to talk about things
not present
STAGES OF COG DEV CONTINUED
•
3)
Concrete
operational
: 7-11;
organized and rational
thinking; struggle
w/hypotheticals
•
4)
Formal operational
:
11-on; understands
abstract ideas and
hypotheticals
•
We all follow the same
order but at different
times
EXPERIMENTS WITH
ANIMALS
IMPRINTING
•
Def: inherited
tendencies or
responses that are
displayed by
newborn animals
when they
encounter new
stimuli
IMPRINTING CONTINUED
•
Idea from Konrad
Lorenz (geese)
•
Critical period
: a
specific time in
development when
certain skills or
abilities are most
easily learned
SURROGATE MOTHERS
•
Harry Harlow
•
What makes the
mother so
important?
•
Discovered touch or
contact comfort
was more important
than biological
needs (mother’s
love)
HUMAN INFANTS
•
Form attachment
around 6 months
•
Strong from 6
months to 3 years
•
Separation causes
separation anxiety
•
Around strangers,
stranger anxiety
ATTACHMENT
•
Mary Ainsworth’s
Strange
Situation
•
3 patterns of attachment:
•
1)
Secure
—child willing to
explore
•
2)
Avoidant
—
avoid/ignore mom when
she returns
•
3)
Anxious/Ambivalent
—
not upset when mom
leaves, but rejects her
upon return
SECTION 3: PARENTING
STYLES AND SOCIAL
DEVELOPMENT
PARENTING STYLES
•
1)
Authoritarian
:
parents control and
evaluate behavior
and attitudes of
children in
accordance with a
set code of conduct
•
2)
Democratic
:
children participate
in decisions that
affect their lives (aka:
Authoritative
)
PARENTING STYLES CONTINUED
•
3)
Permissive/Laissez-
faire
: children have
final say; parents
are non-punishing
•
4)
Uninvolved
:
parents are
uncommitted to
role of parent
EFFECTS OF PARENTING STYLES
•
Authoritative produces more confident kids
•
It establishes limits
•
Allows children to assume responsibility gradually
•
Able to identify with parents
CHILD ABUSE
•
Physical or mental
injury, sexual abuse,
negligence
•
Child must be under
age of 18
•
Various causes
•
Stress is most prevalent
cause
•
Can create: loss of
trust, feelings of guilt,
antisocial behavior,
depression, identity
confusion, etc…
SOCIAL DEVELOPMENT
SOCIALIZATION
•
Def: the process of
learning the rules of
behavior of the
culture within which
an individual is born
and will live
•
Involves learning to
live with others
•
Learning the rules
FREUD’S THEORY OF PSYCHOSEXUAL
DEVELOPMENT
•
Freud: children are
born with strong
sexual and
aggressive urges
•
Learning to control
these urges leads to
learning difference
between right and
wrong
1
ST
STAGE: THE ORAL STAGE
•
1
st
18 months
•
Pleasure is obtained
through the mouth
(breastfeeding)
•
Weaning from
nursing can cause
conflict
•
Conflict results in an
oral fixation later in
life
2
ND
STAGE: ANAL STAGE
•
C. 1.5-3 years old
•
Pleasure obtained
through the anus
•
Toilet training
teaches to curb
freedom and
establish social
control
3
RD
STAGE: PHALLIC STAGE
•
Between ages 3-5
•
Child becomes aware of
gender differences
•
Child becomes rival for
the affections of the
parent of the opposite
sex
•
IDENTIFICATION
: process
by which a child adopts
the values and principles
of the same-sex parents
•
Conflict can lead to
Oedipus/Elektra Complex
4
TH
STAGE: LATENCY STAGE
•
C. age 5-6
•
Sexual desires pushed
back
•
Focus on exploration
and learning
•
SUBLIMATION
:
process of redirecting
sexual impulses into
learning tasks
5
TH
STAGE: GENITAL STAGE
•
Adolescence to
adulthood
•
One gets as much
satisfaction from
giving pleasure as
from receiving it
•
Sexual desires
renewed
•
Seek relationships
with others
ERIK ERIKSON’S THEORY OF
PSYCHOSOCIAL DEVELOPMENT
•
Emphasizes need for
social approval
•
We face specific
crises
at certain
points in life
•
As we age, more is
expected from us
•
We develop
according to how
people respond to us
LEARNING THEORIES OF
DEVELOPMENT
•
We learn social rules
b/c we are
rewarded for
conforming
•
Social development
is due to
conditioning and
imitation
COGNITIVE-DEVELOPMENTAL
APPROACH
•
Social development is due to the child acting on
the environment
•
Trying to make sense out of experience
•
Children’s games show this…
GAMES AND PLAY
•
Games and playing
offer a way for kids
to learn for
themselves
•
Playing creates a
small society
•
Experience,
NOT
winning, is what
counts
GAMES AND PLAY CONTINUED
•
ROLE TAKING
:
children’s play that
involves assuming
adult roles, thus
enabling the child
to experience
different points of
view
MORAL DEVELOPMENT
•
Lawrence Kohlberg
•
Posed moral
questions to
different age
groups
•
Examined the
child’s reasoning
•
Created 6 stages of
moral development
PRE-CONVENTIONAL: STAGE 1
•
Child is totally
egocentric
•
Main concern is
avoiding
punishment
•
No real sense of
right and wrong
PRECONVENTIONAL: STAGE 2
•
Child learns how to
receive rewards
•
Believe Golden Rule
is quid pro quo
•
Still egocentric
•
Evaluate acts in
terms of
consequences
CONVENTIONAL: STAGE 1
•
Child becomes
sensitive to other
people
•
Want social
approval
•
Apply rules rigidly
and literally
CONVENTIONAL: STAGE 2
•
Key issue is law and
order
•
Strong belief in
established
authority
POST-CONVENTIONAL: STAGE 1
•
Is the law fair?
•
Belief that laws must
change to fit the
changing world
•
Is the law good for
society?
POST-CONVENTIONAL: STAGE 2
•
Acceptance of
ethical principles
that apply to
everyone
•
Moral imperatives,
like the Golden
Rule, cannot be
broken
GENDER BIAS IN KOHLBERG’S THEORY
•
Females are raised
to be empathetic
•
Boys are taught the
goals of justice
•
This puts males at a
higher level of
moral development
Developmental psychology delves into the changes individuals experience as they mature, from newborn reflexes to cognitive and emotional growth. Physical maturation, perceptual preferences, language acquisition, and cognitive developmental stages are all integral aspects shaping an individual's early years. Understanding the intricacies of these developmental milestones aids in nurturing and guiding children through their formative years.
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Presentation Transcript
CHAPTER 3: INFANCY AND CHILDHOOD C HA NGES M O R E THA N EVER B EF O R E O R A F TER
DEVELOPMENTAL PSYCHOLOGY Def: the study of changes that occur as an individual matures
NEWBORN CAPACITIES GRASPING REFLEX: cling response when palm is touched ROOTING REFLEX: when touched near the mouth, infant will move mouth in direction of sensation SUCKING REFLEX MORO (STARTLE) REFLEX: arms spread out at right angles to body and legs spread out when startled
PHYSICAL DEVELOPMENT Avg length of newborn: 18-22 inches MATURATION: the internally programmed growth of a child LEARNING: relatively permanent change in behavior resulting from responses that change as a result of experience Don t force learning Maturational readiness
PERCEPTUAL DEVELOPMENT Infants prefer looking at human faces or patterned materials They benefit from touch Generally unafraid due to lack of experience (Visual Cliff)
LANGUAGE DEVELOPMENT 1STyear: crying, cooing, babbling, native babbling Toward 2ndyear: primitive words 1stwords are things they can see and touch MA BA DA
LANGUAGE CONTINUED End of 2nd year: 500- 1500 word vocab.; begin 2-word phrases TELEGRAPHIC SPEECH: verbal utterances where words are left out but meaning is clear Overgeneralization: improperly applying grammatical rules Grammar: rules for arranging symbols to produce meaning MY MOM ME NO LIKE PUTTED THIS STUPID HAT ON ME
SECTION 2: COGNITIVE AND EMOTIONAL DEVELOPMENT
COGNITIVE DEVELOPMENT Jean Piaget Showed that intellectual development involves quantitative and qualitative changes
HOW KNOWING CHANGES SCHEMA: conceptual framework a person uses to make sense of the world ASSIMILATION: process of fitting objects and experiences into one s schemas ACCOMMODATION: adjustment of one s schemas to include newly observed events and experiences
OBJECT PERMANENCE Def: a child s realization that an object exists even when he/she cannot see or touch it Usually obtained by 12-18 months
REPRESENTATIONAL THOUGHT Def: the intellectual ability of a child to picture something in his/her mind This means we have begun to use symbols Language can now develop
PRINCIPLE OF CONSERVATION Def: a given quantity does not change when its appearance is changed Acquired by age 7 EGOCENTRIC: a young child s inability to understand another person s perspective
PIAGETS STAGES OF COGNITIVE DEVELOPMENT 1) Sensorimotor stage: birth-2; simple motor responses to stimuli 2) Preoperational stage: 2-7; egocentric; uses symbols to solve simple problems or to talk about things not present
STAGES OF COG DEV CONTINUED 3) Concrete operational: 7-11; organized and rational thinking; struggle w/hypotheticals 4) Formal operational: 11-on; understands abstract ideas and hypotheticals We all follow the same order but at different times
EXPERIMENTS WITH ANIMALS
IMPRINTING Def: inherited tendencies or responses that are displayed by newborn animals when they encounter new stimuli
IMPRINTING CONTINUED Idea from Konrad Lorenz (geese) Critical period: a specific time in development when certain skills or abilities are most easily learned
SURROGATE MOTHERS Harry Harlow What makes the mother so important? Discovered touch or contact comfort was more important than biological needs (mother s love)
HUMAN INFANTS Form attachment around 6 months Strong from 6 months to 3 years Separation causes separation anxiety Around strangers, stranger anxiety
ATTACHMENT Mary Ainsworth s Strange Situation 3 patterns of attachment: 1) Secure child willing to explore 2) Avoidant avoid/ignore mom when she returns 3) Anxious/Ambivalent not upset when mom leaves, but rejects her upon return
SECTION 3: PARENTING STYLES AND SOCIAL DEVELOPMENT
PARENTING STYLES 1) Authoritarian: parents control and evaluate behavior and attitudes of children in accordance with a set code of conduct 2) Democratic: children participate in decisions that affect their lives (aka: Authoritative)
PARENTING STYLES CONTINUED 3) Permissive/Laissez- faire: children have final say; parents are non-punishing 4) Uninvolved: parents are uncommitted to role of parent
EFFECTS OF PARENTING STYLES Authoritative produces more confident kids It establishes limits Allows children to assume responsibility gradually Able to identify with parents
CHILD ABUSE Physical or mental injury, sexual abuse, negligence Child must be under age of 18 Various causes Stress is most prevalent cause Can create: loss of trust, feelings of guilt, antisocial behavior, depression, identity confusion, etc
SOCIALIZATION Def: the process of learning the rules of behavior of the culture within which an individual is born and will live Involves learning to live with others Learning the rules
FREUDS THEORY OF PSYCHOSEXUAL DEVELOPMENT Freud: children are born with strong sexual and aggressive urges Learning to control these urges leads to learning difference between right and wrong
1ST STAGE: THE ORAL STAGE 1st 18 months Pleasure is obtained through the mouth (breastfeeding) Weaning from nursing can cause conflict Conflict results in an oral fixation later in life
2ND STAGE: ANAL STAGE C. 1.5-3 years old Pleasure obtained through the anus Toilet training teaches to curb freedom and establish social control
3RD STAGE: PHALLIC STAGE Between ages 3-5 Child becomes aware of gender differences Child becomes rival for the affections of the parent of the opposite sex IDENTIFICATION: process by which a child adopts the values and principles of the same-sex parents Conflict can lead to Oedipus/Elektra Complex
4TH STAGE: LATENCY STAGE C. age 5-6 Sexual desires pushed back Focus on exploration and learning SUBLIMATION: process of redirecting sexual impulses into learning tasks
5TH STAGE: GENITAL STAGE Adolescence to adulthood One gets as much satisfaction from giving pleasure as from receiving it Sexual desires renewed Seek relationships with others
ERIK ERIKSONS THEORY OF PSYCHOSOCIAL DEVELOPMENT Emphasizes need for social approval We face specific crises at certain points in life As we age, more is expected from us We develop according to how people respond to us
LEARNING THEORIES OF DEVELOPMENT We learn social rules b/c we are rewarded for conforming Social development is due to conditioning and imitation
COGNITIVE-DEVELOPMENTAL APPROACH Social development is due to the child acting on the environment Trying to make sense out of experience Children s games show this
GAMES AND PLAY Games and playing offer a way for kids to learn for themselves Playing creates a small society Experience, NOT winning, is what counts
GAMES AND PLAY CONTINUED ROLE TAKING: children s play that involves assuming adult roles, thus enabling the child to experience different points of view
MORAL DEVELOPMENT Lawrence Kohlberg Posed moral questions to different age groups Examined the child s reasoning Created 6 stages of moral development
PRE-CONVENTIONAL: STAGE 1 Child is totally egocentric Main concern is avoiding punishment No real sense of right and wrong
PRECONVENTIONAL: STAGE 2 Child learns how to receive rewards Believe Golden Rule is quid pro quo Still egocentric Evaluate acts in terms of consequences
CONVENTIONAL: STAGE 1 Child becomes sensitive to other people Want social approval Apply rules rigidly and literally
CONVENTIONAL: STAGE 2 Key issue is law and order Strong belief in established authority
POST-CONVENTIONAL: STAGE 1 Is the law fair? Belief that laws must change to fit the changing world Is the law good for society?
POST-CONVENTIONAL: STAGE 2 Acceptance of ethical principles that apply to everyone Moral imperatives, like the Golden Rule, cannot be broken
GENDER BIAS IN KOHLBERGS THEORY Females are raised to be empathetic Boys are taught the goals of justice This puts males at a higher level of moral development
