Behavior- Theories Of Child Development

Front 1

Epigenetics

Back 1

a predictable unfolding of stages
same as in psych dvlpt
damage to one stage will cause problems down the line
-distorts trajectory
individuals unfold at their own pace. No rigidity in time sequence

Front 2

Topographic theory (Freud)

Back 2

1. conscious- thoughts in waking state. at forefront
2. Preconscious- retrievable thoughts. arent in awareness
3. Unconscious- remain out of awareness. mind protects itself
-Freud that this was the difference b/w civilized and uncivilized

Front 3

Structural Theory (Freud)

Back 3

1. Ego-like a traffic light. navigate thru waking state
-ability to perceive and defend
2. SuperEgo- conscience we think of as guilt.
-dvlped by age 5 or 6
3. Id- 'seat of the drives'
-seat of passionate interpersonal drives like love , lust, etc

Front 4

Mature Conscience

Back 4

1. knowledge of right and wrong
2. capacity for guilt
3. Supportive/encouraging

People in our lives (parents, etc) that instill our sense of conscience

flexible, kindness, benevolence

Front 5

Flaws in mature conscience

Back 5

create depression and doubt later in life.
Too much guilt and not enough encouragement

Front 6

Instinct vs Drives

Back 6

Instinct- natural reflexive response to env stimuli

Drive- meant to be interpersonal. The seat of the passionate feelings you have

Front 7

Tabula Rasa

Back 7

Blank slate
we NO LONGER believe that infants are a blank slate
they have a lot of biolog propensities and potential

Front 8

Internal Psychological World

Back 8

environment interacts TREMENDOUSLY to create internal world

Front 9

Psychological World

Back 9

what is in a person independent of where they are

Front 10

Psychosexual Development (Freud)

Back 10

building blocks for adult sexuality are formed from early life experiences

Front 11

Psychosexual Stages

Back 11

1. Oral- first means of relatedness is through the mouth. zone of naviagation is the mouth
2. Anal- focus on toilet training
3. Phallic- kids concerned with differences b/w boys and girls. gender identity
-most have idealized views of
gender
4. Oedipal- painful lession that you cannot be the only one. navigate jealousy, exclusion, and learn triangular relationships

Front 12

Oedipal

Back 12

learn how to form triangular relationships that lead to group relationships

ultimately decide to become like one of the parents

Front 13

Ideal Development

Back 13

by the time a child becomes of shchool age, they have resolved above issues and are settled enough that they can fully function in relationships and groups in school

Front 14

Ultimate Challenge of childhood

Back 14

going from infancy to distinct, independent person

Front 15

Earliest Senses

Back 15

touch, smell, taste

Front 16

Toilet Training

Back 16

over focus on production will lead to tantrums

focus on scheduled, relaxing time

Front 17

Phallic Stage

Back 17

learn about gender differences

more challenging for females because what they are proud of is less visible

Front 18

Body Ego (Freud)

Back 18

1st way we have sense of identity. 1st way of knowing oneself and the world

Tast-Smell-Touch

*most fundamental building block

Front 19

Ego Defense

Back 19

Ana Freud- Nosology of Defenses
defenses help people navigate the world.
distortion can cause problems
using only 1 type from early childhood will cause problems

Front 20

Margaret Mahler

Back 20

Stages of dvlpt of newborn-->infant and their independent personality

autistic phase, symbiotic phase, hatching, practicing, reproachment, and emotional constancy

Front 21

Normal Autistic Phase

Back 21

1st 6 weeks of life
inward state

*Later research countered that infants do have a sense of who they are through taste-smell-touch

Front 22

Symbiotic Phase

Back 22

not much independence outside of caretaker
blurring of line b/w caretaker and self (starts with breast feeding)

Front 23

Hatching

Back 23

Differentiation and Dvlpt of Body Image

real sense of self and individual

Front 24

Practicing

Back 24

crawl/walk/talk/influence world

1-2.5yrs child is curious and explores world- w/i orbit of mother

will not explore beyond sight of 'central figure'

Front 25

Rapprochment

Back 25

move back closer to caregiver
child appreciates their vulnerability- scared

begin to have inhibition during exploring. Closer orbit during exploring

Front 26

Emotional/Object Constancy

Back 26

begin to gain confidence
regain exploring orbit (larger)

Object permanence-->object constancy

Front 27

object permanence

Back 27

building block for relationships and trust

concept of trust

leads to object constancy (OP->OC)

Front 28

Erikson's 8 Stages of Man

Back 28

said dvlpt doesnt stop at 18
each stage has particular challenges and resolutions that influence how we progress to next stage

trust v mistrust, autonomy v shame/doubt, initiative v guilt, industry v inferiority, identity v role confusion, intimacy v isolation, generativity v stagnation, integrity v despair

Front 29

Trust v Mistrust

Back 29

analagous to oral phase
earliest dilemma- am i safe?
concludes whether env is safe or not

Front 30

Autonomy v Shame/Doubt

Back 30

conveyed thru parental response
positive reinforcement during toilet training

Front 31

Initiative v Guilt

Back 31

willingness to explore. feels safe to try things
leads to a sense of I can do this
guilt casts shame and doubt

*Parent reaction is internalized into one's identity

Front 32

Industry v Inferiority

Back 32

"i can do this"
friendship and social skills

*Using Imagination and play for competency and role playing

Front 33

Identity v Role confusion

Back 33

during adolescence
teen reevaluates self
adult modeling and behavior

Front 34

Intimacy v Isolation

Back 34

young adult
look for significant others, relationships- emot/phys
close friendships

seen cross-culturally

Front 35

Generativity v Stagnation

Back 35

chose productivity, family, career

or dont take off

Front 36

Ego Integrity v Despair

Back 36

look back on life favorably or with regret

this stage has a lot to do with how the first stages developed

Front 37

Piaget

Back 37

cognitive development

sensorimotor, preoperational thought, concrete ops, formal ops

Front 38

Sensorimotor

Back 38

0-2
similar to body ego

Front 39

Preoperation Thought

Back 39

2-7
vulerable to illusion
no concept of conservation of mass

Front 40

Concrete Operations

Back 40

7-11
main school years
not thinking abstractly yet, but can understand basic math/science

Front 41

Formal Operations

Back 41

11-Adolescence
Abstract concepts in math, science, and ethics