5. Social Development & Erikson's Stages

Front 1

Social development

Back 1

based on what can be observed and learned through experience in child's environment

Front 2

Classical conditioning

Back 2

(Pavlov and Watson)
- behavior is learned with repetition, association, anticipation
- association btw stimulus and response
- conducted stimulus- response experiments (dog automatically salivated when hearing bell)
- using this experiment, Pavlov and Watson believed behavior of children is easily conditioned

Front 3

Educational Implications on Classical Conditioning

Back 3

1. teachers can be assured through repetition (and child's experience), learning is predictable
2. teachers can help child be successful by making their world more orderly and predictable
3. teachers will recognize that a child's learned experiences can account for later behavior patterns

Front 4

Operant Conditioning

Back 4

(Skinner)
- children learn from operating in the environment
- helps child associate with positive or negative consequence
- behavior that's reinforced (rewarded) are strengthened
- behavior not reinforced are eliminated/ extinguished

Front 5

Educational Implications of Operant Conditioning

Back 5

1. teachers can use behavior modification in classroom as learning tool (altering the enviro/ situation to produce more favorable outcome)
2. teachers can reinforce positive behavior to produce desirable behavior (positive feedback, praise, gold stars) and not reinforce undesirable behavior

Front 6

Personality

Back 6

- unique characteristic patterns of person's thoughts, emotions, behavior
- either inherited or influenced from one's environment

Front 7

Erik Erikson

Back 7

- helped transform Freud's traditional psychosexual perspectives on human development
- believed early childhood experiences helped shape personality
- believed series of conflicts are influenced by society during age- related time periods
- it's a lifelong process
- believed there were 8 stages that child pass through to create equilibrium btw society and ourselves

Front 8

Erikson vs Freud

Back 8

- Freud believed people are biologically influenced by unconscious drives and defenses
- Erikson believed early childhood experiences helped shape personality

Front 9

Erikson's Psychosocial Stages

Back 9

stage 1: basic trust vs mistrust (1- 1 1/2 yrs)
stage 2: autonomy vs shame and doubt (1 1/2- 3 1/2 yrs)
stage 3: initiative vs guilt (3 1/2-6 yr)
stage 4: industry vs inferiority (6-12 yrs)
stage 5: identity vs role confusion (12-18 yrs)

Front 10

erikson's psychosocial stage 1:
basic trust vs mistrust

Back 10

(1-1 1/2 yrs)
virtue: hope
- gaining sense of trust during infancy helps set lifelong expectations of feeling safe and secure in world
- infants count on others to satisfy needs while feeling loved and cared
- interaction with caregiver gives infant security and predictability
- absence of trust can make infant feel suspicious, guarded, withdrawn from relationships

Front 11

erikson's psychosocial stage 2:
autonomy vs shame and doubt

Back 11

(1 1/2-3 1/2 yrs)
virtue: will
- learns how to explore, experiment, make mistakes, test limits to gain sense of independence and self reliance
- period of self- will and "terrible 2s"
- learns to balance external control with self- control
- if enabled or punished, they feel shame and become inhabited or unwilling to try new activities

Front 12

erikson's psychosocial stage 3:
initiative vs. guilt

Back 12

(3 1/2- 6 yrs)
virtue: purpose
- child tries new activities/ takes risks
- takes responsibility for bodies and behavior
- child has positive view of self, gives confidence to decision making ability
- show signs of personalities
- absence of initiative lave child feeling sense of guilt
- feels like anything they do disappoints people (self conscious)

Front 13

erikson's psychosocial stage 4:
industry vs inferiority

Back 13

(6-12 yrs)
virtue: competence
- learn to work with others while developing skills and feeling a sense of achievement
- socializing helps enhance self esteem
- develop social self
- ability to organize and meet goals
- if inferiority outweighs industry, low self- esteem occurs
- child may appear lazy/ lack goals and motivation

Front 14

erikson's psychosocial stage 5:
identity vs role confusion

Back 14

(12-18 yrs)
virtue: fidelity
- search for self- identity and independence
- experiments with identities
failing to make transition result in confusion over life goals and self identity
- build on previous experiences

Front 15

functional play

Back 15

- social development (erikson)
1-1 1/2 yrs
- repetition of behavior (muscular movements)

Front 16

constructive play

Back 16

social development (erikson)
1 1/2- 3 1/2 yrs
- using objects to make something

Front 17

imaginative play

Back 17

social development (erikson)
3 1/2 - 6 yrs
- transforms symbols into make believe play

Front 18

gender differences

Back 18

social development (erikson)
3 1/2- 6 yrs
- girls start school testing higher than boys
- boys graduate high school testing higher on SATs

Front 19

rough- and- tumble play

Back 19

social development (erikson)
6-11 yrs
- tag, chasing, and wrestling, and games with rule play

Front 20

gender differences

Back 20

- girls concerned with future intimacy
- boys concerned with autonomy and achievement

Front 21

educational implications of psychosocial stages of development

Back 21

1. teachers can recognize developmental themes as they appear in classroom with greater appreciation of child's limited strengths and weakness (inability to trust/ express feelings)
2. teachers can develop curriculum related to specific grade level
3. teachers can recognize developmental deprivations to provide instruction to fir child's mental capability
4. teachers can use social and emotional development models to identify age appropriate behaviors, activities, materials