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12 Cards in this Set
- Front
- Back
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Continue Erikson’s Psychosocial Theory
Adolescence: 10-20 yrs – identity vs. identity confusion |
(Has a daily routine and are carefree until around age 16 and then start thinking about them and being more self-aware)
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Continue Erikson’s Psychosocial Theory
Early/Immerging Adulthood 20-40- intimate vs. isolation |
(Develop more intense relationships with someone and child rearing)
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Objectives/suggestions based on Erikson’s theory?
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Nurture infants, develop trust, encourage and monitor autonomy
Encourage initiative Promote industry in elementary years Stimulate adolescent identity exploration |
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Cognitive Development Theory (Piaget)
Assimilation? Accommodation? |
Assimilation takes information and put it in your life Accommodation is coping with a new way and having to adjust your life
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Cognitive Theories
Sensorimotor Age? |
The infant constructs an understanding of the world by coordinating sensory experiences with phial actions. (Birth till 2)
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Cognitive Theories
Pre-operational Age? |
The child begins to represent the world with words and images. They look at things with a height perspective. They don’t reverse their thinking either
(Age 2-7) |
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Cognitive Theories
Concrete Operational Age? |
The child can now reason logically about concrete events and classify objects into different sets. Children can reverse their way of thinking. They have a problem with abstract thinking and reasoning. They don’t think about the past or the future.
(Age 7-11) |
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Cognitive Theories
Formal Operational Age? |
The adolescent reasons in more abstract, idealistic, and logical ways.
(Age 11 to Adulthood) |
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Cognitive Theories
Vygotsky’s theory |
A sociocultural cognitive theory that emphasizes how culture and social interaction guide cognitive development
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Zone of proximal development
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As far as the child can go by themselves and with their knowledge too
Scaffolding Something or someone that helps the children to push themselves further |
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Pavlov’s classical conditioning
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A neutral stimulus acquires the ability to produce a response originally produced by another stimulus
(Trained to response to something, emotional conditioning-relates to a time and event) |
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Skinner’s operant conditioning
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The consequences of a behavior produce changes in the probability of the behavior’s occurrence
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