Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
31 Cards in this Set
- Front
- Back
|
anticipated changes that come with increasing age |
development |
|
|
a form of early learning that occurs during a critical period |
imprinting |
|
|
Jean Piaget's four stages of cognitive development |
1. Sensorimotor 2. Preoperational 3. Concrete Operations 4. Formal Operations |
|
|
birth to 2 years of age children explore the world using senses and ability to move. They develop object permanence and the understanding that concepts and mental images represent objects, people, and events (schemes/ assimilation/ accommodation) |
Sensorimotor Stage |
|
|
2 to 7 years of age young children can mentally represent and refer to objects and events with words or pictures and they can pretend. they can't conserve, logically reason, or simultaneously consider many characteristics of an object. conservation language develops more rapidly/ animism |
Preoperational Stage |
|
|
7 to 12 years of age Children at this stage are able to conserve, reverse their thinking, and classify objects in terms of their many characteristics. They can also think logically and understand analogies but only about concrete events. (reason, think on their own, not gullible) |
Concrete Operations Stage |
|
|
12 years of age to adulthood People at this stage can use abstract reasoning about hypothetical events or situations, think about logical possibilities, use abstract analogies, and systematically examine and test hypotheses. Not everyone can eventually reason in all these ways. |
Formal Operations Stage |
|
|
Knowledge that an object exists even when it is not in sight |
Object Permanence (sensorimotor stage) |
|
|
a belief often held by preoperational stage children that inanimate objects have life-like abilities |
Animism ex: the moon is alive and following you around at night |
|
|
Lawrence Kohlberg's 3 Stages of Morality/ Moral Reasoning |
1. Preconventional morality 2. Conventional morality 3. Postconventional morality |
|
|
very young children morality of an action is based on the consequences; actions that get rewarded are right and those that earn punishment are wrong. |
Preconventional Morality ex: a child that takes money from a parents wallet and does not get caught does not see that action as wrong |
|
|
older children, adolescents, and most adults an action is right if it conforms to the rules of the society and wrong if it does not |
Conventional Morality ex: A child scolds a parent for littering because there is a sign saying not to do so. |
|
|
1/5 of the adult population Morality is now determined by the experiences and judgment of the person, even if that judgment disagrees with society's rules. |
Postconventional Morality A husband helps his dying wife commit suicide to end her pain, even though society considers that action to be murder. |
|
|
Lawrence Kohlberg outlined a theory of the development of moral thinking through looking at how people of various ages responded to stories about people caught up in moral dilemmas |
no right or wrong answer |
|
|
stressed the importance of social and cultural interactions with other people, typically more highly skilled children and adults |
Llev Vygotsky's theory: the imprtance of being there (the role of others in cognitive development) ex peer- helper |
|
|
Scaffolding; children develop cognitively when someone else helps them by asking leading questions and providing leading examples of concepts in a process called scaffolding |
the highly skilled person gives the learner more help at the beginning of the learning process and then begins to withdraw help as the learners skills improve |
|
|
the inability to see the world through anyone else's eyes but our own |
egocentrism |
|
|
Children must learn to meet the demands and responsibility imposed by their parents and teachers/ healthy respect for rules |
stage 4 Elementary School Children industry VS inferiority Erik Erikson's Psychological Stages of Development |
|
|
infants learn a basic sense of trust dependent upon how their needs are met if needs for food, comfort, + affection are met they develop a sense of trust in ppl and expect those needs to be met in the future if needs for food, comfort, + affection aren't met they develop sense of mistrust + don't expect their needs to be met in the future |
Stage 1 Infant from Birth to 1 year Trust Vs Mistrust |
|
|
Toddlers begin to understand that they can control their actions those successful in controlling their own actions develop independence those whose attempts at being independent are blocked develop a sense of self- doubt and shame for failing |
Stage 2 Toddler from 1 to 3 years Autonomy VS Shame + Doubt
(autonomy means independence) |
|
|
Preschool children learn to take responsibility for their own behavior as they develop self-control if successful in controlling their reactions and behavior, they feel capable and develop a sense of initiative if preschoolers fail in controlling their reactions and behavior, they feel irresponsible, anxious, and develop a sense of guilt |
Stage 3 Preschool Age 3- 5 years old Initiative VS Guilt Parents need to encourage children |
|
|
the school-aged child must learn new skills in both the academic world and the social world. They compare themselves to others to measure their success or failure. When children feel they have succeeded at learning these skills, they develop a sense of industry, making them feel competent and improving self-esteem when children fail or feel they have failed in learning these skills, they feel inferior when compared to others |
Stage 4 Elementary School Age 5-12 years old Industry VS Inferiority (must learn to meet demands/ responsibility imposed by parents/ teachers and have a healthy respect for rules) |
|
|
adolescents must decide who they are, what they believe, and what they want to be as an adult Adolescents who are able to define their values, goals, and beliefs will develop a stable sense of identity. those who are unable to define themselves remain confused and may isolate themselves from others or try to be like everyone else instead of themselves |
Stage 5 Adolescence 13 to early 20s Identity VS Role Confusion Ex: Micheal Jackson |
|
|
Young adults face the task of finding a person with whom they can share their identity in an ongoing, close, personal relationship those who successfully find someone + share their identities will have a fulfilling relationship founded on psychological intimacy those unable to find someone (often because they don't yet have a stable identity to share) will isolate themselves + may experience loneliness, even when involved in shallow relationships with others |
Stage 6 Early Adulthood 18- 40s (us) Intimacy VS Isolation relationship makes you feel fulfilled Ex: Micheal Jackson |
|
|
the focus of this task is to find a way to be a creative, productive person who is nurturing the next generation adults who are able to focus on the next generation will be productive and creative, leaving a legacy for the future those unable to focus outside themselves will remain stagnated, self-centered, and feeling that they have not made a difference. |
Stage 7 Middle Adulthood 40s- 50s Generativity VS Stagnation Ex Dr. Huling teaching us |
|
|
The task of this stage involves coming to terms w/ the end of a life, reaching a sense of wholeness and acceptance of life as it has been Older adults who are able to come to terms with their lives,things they have done + left undone, + able to let go of regret will have a sense of completion + will see death as simply the last stage of a full life Older adults who have not been able to achieve identity or intimacy or generativity, who cannot let go of their regrets, will feel a sense of having left things too late + see death as coming too soon |
Stage 8 Late Adulthood 60s and beyond Ego Integrity VS Despair (reflecting on your life) |
|
|
Children make moral decisions on the bases of what other ppl (society) would think of them rather than based on ethical issues |
Lawrence kohlberg's Coventional morality |
|
|
Describe adolescence |
From the onset of puberty until young adulthood |
|
|
Women cease to ovulate Decline in the reproductive capacity of men |
Climateric |
|
|
Gave us 3 basic styles of parenting 1. Authoritarian parenting compared to dictatorship 2. Permissive parenting, bery fee demands. Tend to be selfish unpopular immature 3. Authoritative parenting |
Diana baumrind Recommended style if authoritative, freedom w/ limits. Children become self-reliant and independent |
|
|
Elisabeth Kubler- Ross stages of death and dying |
1. Denial 2. Anger 3. Bargaining 4. Depression 5. Acceptance |
