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27 Cards in this Set
- Front
- Back
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Infancy |
0-3 years Prior to birth- foetus 1 month- neonate
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Childhood |
3-11 years Split into two categories 3-6 early childhood 6-11 middle childhood |
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Adolescence |
11-20 years Many psychological, physical, emotional and social changes |
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Early adulthood |
20-40 years Peak physical fitness |
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Middle age |
40-60 years Physical aging appears Many responsibilities and a large amount of stress (mid-life crisis) |
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Old age |
65+ years Depression from loses and other things can be high |
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Resilience |
Many old aged people need to be resilient to bounce back from losing people |
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Bowlby |
He was interested in the central role of contact seen in Harlow's studies. He felt that the connection was biological He believed that adults are biologically wired to feelings such as care and love. |
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Bowlby's major conclusion |
To grow up mentally healthy, the infant should experience a warm, intimate and continuous relationship with his mother |
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Ainsworth and attachment theories |
1- secure attachment 2-resistant attachment 3- avoidant attachment |
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The strange situation test |
A- a stranger is introduced to the child with mother present B- mother leaves room, stranger stays with child C- later on, mother returns and resettles the child- it is then left alone D- stranger re-enters and interacts with the lone child E- mother returns and picks up the baby |
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Secure attachment |
The child was stressed when the mother wasn't present. Will explore the room more with the mother present. Respond with pleasure when the mother returns |
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Avoidant attachment |
Rarely cried when the mother left and paid little attention I her return. The presence of the Moyer didn't affect the child exploring the room |
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Anxious attachemnt |
Child showed great distress when the mother left. The child was difficult to calm when the mother returned. They didn't not explore the room wether the mother was there or not |
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Cognitive development: Piaget's four-stage theory: stage 1 |
Stage 1- sensorimotor period: 0-2 years. Infants learn to coordinate sensory input with their motor actions. Initially dominated by reflexes- no real though |
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Cognitive development: Piaget's four-stage theory: stage 2 |
Stage 2- pre-operational period: 2-7 years. Learn to use symbols to solve simple problems. Conservation- requires a child to understand the fact that even though the physical shape or presentation of an object is altered, the total amount stays the same. Egocentric thinking- by a limited ability to share someone's else's point of view or a difficulty in appreciating someone else's perspective |
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Cognitive development: Piaget's four-stage theory: stage 3 |
Stage 3- concrete operational stage: 7-12 years. Begins to think more globally and outside of the self but is still deficient in abstract thought. Can refer problems back to the start. |
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Cognitive development: Piaget's four-stage theory: stage 4 |
Stage 4- formal operational stage: over 11 years. The ability to think about and solve abstract problems in a logical manner. Become more systematic in problem solving |
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Strengths and weaknesses of Piaget's theory |
Strengths- theory, productivity and application Weakness- tests may have been culturally biased. Does not cope with variability. Required children to reflect and report own reasoning. |
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Erik Erikson theory |
He believed that each person was in a stage that they had to deal with to move on to the next one. So the psychosocial development |
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Erik Erikson's 8 stages |
Stage 1- 0-1 trust v's mistrust Stage 2- 2-3 autonomy v's doubt Stage 3- 4-6 initiative v's guilt Stage 4- 6- puberty industry v's inferiority Stage 5- adolescence indenting v's confusion Stage 6- early adulthood intimacy v's isolation Stage 7- middle adulthood generativity v's self-absorption Stage 8- late adulthood integrity v's despair |
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Lawrence Kohlberg |
He believed in the three stages of moral development |
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Kohlberg's three levels |
Pre-conventional stage Stage 1- punishment and obedience Stage 2- naïve reward and related to self
Conventional level Stage 3- mutual interpersonal expectation, relationships and conformity Stage 4- authority- law and order
Post- conventional level Stage 5- social contract and individual rights Stage 6- individual principles and conscience |
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Development |
A state in which things are improving, changing or growing |
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Maturation |
Physical growth of the body and all it's physical components |
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Developmental norms |
Standards by which the progress of a child's development can be measured, such as the average age at which most children learn to wal |
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Attachment |
The close social and emotional bond of affection that develops between the infant and his or her caregivers or parents |
