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65 Cards in this Set
- Front
- Back
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Biologic Processes as they relate to growth and development
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produce changes in an individual's physical growth and development; a result of genetic inheritance that interacts with external influences such as nutrition, exercise, stress, culture and climate
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Cognitive Processes as they relate to growth and development
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comprise changes in intelligence, ability to understand and use language, and the development of thinking that shapes an individual's attitudes, beliefs and behaviors
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Socioemotional Processes as they relate to growth and development
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consist of the variations that occur in an individual's personality, emotions and relationships with others during the individual's lifetime
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What is the main focus of Gesell's theory of development?
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Although each child's pattern of growth and development is unique, this pattern is directed by gene activity. Environmental factors support change and modify the pattern, but they do not generate progression of development
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What are Freud's Five psychosexual developmental stages?
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Oral, Anal, Phallic, Latency and Genital
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Describe Freud's Oral Stage
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sucking and oral satisfaction are vital to life but also pleasurable; infant realizes parents are separate from self; disruption of physical or emotional availability of parent(s) could affect development
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Describe Freud's Anal Stage
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children are increasingly aware of pleasurable sensations of the anal region; toilet training delays gratification in order to meet expectations
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Describe Freud's Phallic Stage
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genital organs become the focus of pleasure; penis awareness/envy develops, Oedipal and Electra complexes surface; child attempts to reduce conflict by identifying with the parent of the same sex in a way to win recognition or acceptance
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Describe Freud's Latency Stage
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sexual urges from the previous stages are repressed and channeled into productive activities that are socially acceptable; there is much to learn and accomplish during this phase
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Describe Freud's Genital Stage
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earlier sexual urges resurface and are directed to an individual outside the family circle; unresolved prior conflicts surface during adolescence; when these are resolved, the person is capable of having a mature sexual relationship
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What is the main idea of Erikson's Eight Stages of Development?
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Development occurs throughout the lifespan and focuses on psychosocial rather than psychosexual stages; each of his tasks is framed with opposing conflicts that remain throughout life
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Trust vs. Mistrust (birth to 1 year)
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establishment of a basic sense of trust is essential for the development of a healthy personality; infant needs a consistent caregiver who is able to meet his needs
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Autonomy vs. Sense of Shame and Doubt (1 to 3 years)
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toddler develops autonomy by making choices; limiting choices and/or harsh punishment leads to shame and doubt; toddlers also learn that parents and society have expectations about their choices
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Initiative vs. Guild (3 to 6 years)
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children are developing their superego, or conscience, role play and pretend come into play; conflicts develop between exploration and limits placed on them; successful resolution of this stage results in direction and purpose
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Industry vs. Inferiority (6 to 11 years)
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children eager to apply themselves to learning socially productive skills and tools; they learn to work and play with their peers and thrive on praise; children need to be able to experience real achievement
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Identity vs. Role Confusion (Puberty)
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dramatic physiological changes take place in this stage; marked preoccupation with appearance and body image; new social demands, opportunities and conflicts that relate to the emergent identity and separation from family
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Intimacy vs. Isolation (Young Adult)
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development of a sense of identity, deepening capacity to love others and care for them; they search for meaningful friendships and an intimate relationship with another
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Generativity vs. Self-Absorption and Stagnation (Middle Age)
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following development of an intimate relationship, the adult focuses on supporting future generations; they contribute this goal through parenting, teaching and community involvement
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Integrity vs. Despair (Old Age)
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the aging process creates physical and social losses and some adults suffer loss of status and function either through retirement or illness; external and internal struggles, such as the search for life's meaning; often engage in retrospective appraisal of their lives
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The "easy" child
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easygoing and even-tempered; regular and predictable in his or her habits; an easy child is open and adaptable to change and displays a mild to moderately intense mood that is typically positive
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The "difficult" child
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highly active, irritable, and irregular in habits; negative withdrawal toward others is typical; adapts slowly to new routines, people or situations and needs structure; mood expressions are intense and primarily negative
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The "slow to warm up" child
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typically reacts negatively and with mild intensity to new stimuli; adapts slowly with repeated contact unless pressured, and then responds with mild but passive resistance to novelty or changes in routine
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Gould's Development Themes (20s)
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start in the 20s with the idea of having to get away from one's parents
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Gould's Development Themes (early 30s)
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asks oneself "Is what I am the only way for me to be?"; young adults experience the consequences of the decisions of their independence
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Gould's Development Themes (mid-late 30s)
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"Have I done the right thing? Is there time to change?"; recognize the complexities of adult decisions and the growing family and aging parents influence this theme
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Gould's Development Themes (40s)
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"The die is cast", indicates resignation and the belief that possibilities are limited; the personality is set
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Gould's Development Themes (50s)
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a decrease in negativism occurs; a realization of mortality and increased concern about health take place
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Life Events Approach
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takes into consideration the variations that occur for each individual rather than holding that all individuals experience life in a common progression and focus on a developmental task during a specific age range
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Cognitive Theories
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stress how people learn to think and make sense of their world
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Name Piaget's Four Periods of Development
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Sensorimotor (birth to 2 years)
Preoperational (2 to 7 years) Concrete Operations (7 to 11 years) Formal Operations (11 years to adult) |
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Piaget's Sensorimotor Period
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infant develops the schema for dealing with the environment including hitting, looking, grasping or kicking; Schemas then become self-initiated activities which lead to greater exploration
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Piaget's Preoperational Period
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children learn to think with the use of symbols and mental images though still egocentric by nature; they learn through play and can communicate about events with others
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Piaget's Concrete Operations Period
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children have to ability to perform mental operations; they understand what symbols represent; they can describe a process without actually performing it and can think scientifically, while taking into account another's experience as well
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Piaget's Formal Operations Period
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thinking moves to abstract and theoretical subjects; adolescents can organize thoughts in their minds and have the capacity to reason
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Social Cognitive Theory
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by American psychologist Albert Bandura -- to understand behavior, it is also necessary to understand how people think; said learning occurred through modeling
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Modeling
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NOT simply imitation! individuals observe the behaviors of others and then make a deliberate choice whether or not to copy the behavior
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William Perry
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one of the earliest to develop a theory of cognition -- found that continued cognitive development involved increasing cognitive flexibility
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Moral Development
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refers to the changes in a person's thoughts, emotions and behaviors that influence beliefs about what is right or wrong; encompasses both interpersonal and intrapersonal dimensions as it governs how we interact with others
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Piaget's Theory of MORAL Development
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includes two stages that emerge between the ages of four and ten years
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Piaget's Sensorimotor Period
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infant develops the schema for dealing with the environment including hitting, looking, grasping or kicking; Schemas then become self-initiated activities which lead to greater exploration
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Heteronomous Morality
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occurs between four and seven years and is characterized by a belief that rules are unchangeable and that when a rule is broken, there is imminent justice
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Piaget's Preoperational Period
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children learn to think with the use of symbols and mental images though still egocentric by nature; they learn through play and can communicate about events with others
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Piaget's Concrete Operations Period
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children have to ability to perform mental operations; they understand what symbols represent; they can describe a process without actually performing it and can think scientifically, while taking into account another's experience as well
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Piaget's Formal Operations Period
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thinking moves to abstract and theoretical subjects; adolescents can organize thoughts in their minds and have the capacity to reason
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Social Cognitive Theory
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by American psychologist Albert Bandura -- to understand behavior, it is also necessary to understand how people think; said learning occurred through modeling
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Modeling
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NOT simply imitation! individuals observe the behaviors of others and then make a deliberate choice whether or not to copy the behavior
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William Perry
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one of the earliest to develop a theory of cognition -- found that continued cognitive development involved increasing cognitive flexibility
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Moral Development
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refers to the changes in a person's thoughts, emotions and behaviors that influence beliefs about what is right or wrong; encompasses both interpersonal and intrapersonal dimensions as it governs how we interact with others
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Piaget's Theory of MORAL Development
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includes two stages that emerge between the ages of four and ten years
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Heteronomous Morality
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occurs between four and seven years and is characterized by a belief that rules are unchangeable and that when a rule is broken, there is imminent justice
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Autonomous Morality
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the child understand that people make rules and that they can be changed; children know that intentions influence the consequences of behaviors
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Kolberg's Theory of Moral Development
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expanded on Piaget's theories; found that moral reasoning develops in six stages under three levels
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Level I: Preconventional Reasoning
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the person reflects on moral reasoning based on personal gain
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Stage 1: Punishment and Obedience Orientation
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the child's response to a moral dilemma is in terms of absolute obedience to authority and rules. The child's avoidance of punishment is the motivation to behave
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Stage 2: Instrumental Relativist Orientation
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the child recognizes there is more than one right view; the decision to do something morally right is based on satisfying one's own needs and occasionally, the needs of others
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Level II: Conventional Reasoning
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the person sees moral reasoning based on his own personal internalization of societal and others' expectations
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Stage 3: Good Boy-Nice Girl Orientation
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individual wants to win approval and maintain the expectations of one's immediate group
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Stage 4: Society-Maintaining Orientation
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individuals expand their focus from a relationship with others to a societal concerns
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Level III: Postconventional Reasoning
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the person finds a balance between basic human rights and obligations and societal rules and regulations
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Stage 5: Social Contract Orientation
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an individual follows the societal law but recognizes the possibility of changing the law to improve society
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Stage 6: Universal Ethical Principle Orientation
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defines "right" by the decision of conscience in accord with self-chose ethical principles, which are abstract
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What is the purpose of a theory?
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to account for how and why people grow up as they do; they provide a framework to clarify and organize existing observations to explain and try to predict human behaviors
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What is development?
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a progressive and continuous process of change leading to a state of organized and specialized functional capacity. These changes are quantitatively measurable but are more distinctly measure in qualitative changes
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Developmental Crisis
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occurs when a person is having great difficulty in meeting tasks of the current developmental period
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What is socialization?
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the outside influence a person receives from family, peers, and society
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