Human Development Midterm

Define Cognitive Developmet

The mind and how it works. How children think, see their world, and how they use what they learn.

Define Language Development

Expansion and maturation of language abilities over time. Improvements in form, content, and use.

Define Social and Emotional Development

Learn to understand and manage their emotions, form relationships, and navigate social contexts.

Define Physical Development

Growth and skill development of the body, including the brain, muscles and senses. Development in gross motor and fine motor skills. 

What is the age range of Infancy and Toddlerhoood

0-24 months (2 years)

What is the age range of Early Childhood

2-6 years old

What is the age range of Middle Childhood

6-11 years old

What is the age range of Adolescents

12-18 years old

Cognitive, Physical, Language, Social/Emotional Development of Infancy and Toddlerhood

Physical: 

Height and weight increase rapidly, Sleep is increasingly organized into night- day schedule. Holds head up, rolls over, and grasps objects, improves in flexibility and accuracy; Perceives auditory and visual stimuli as organized patterns, Sits alone, crawls, and walks. Improved range of facial expressions.

Cognitive

- Repeats chance behaviors

 - Some awareness of physical properties and basic numerical knowledge. Visual search behavior and recognition memory for visual event improve. Attention becomes more efficient and flexible.

Language

- Coos then babbles. Comprehends some word meanings.

E motional/Social

Smile and laughter emerge. Matches tone of caregiver in face-to face communication; expects matched response 

- Regulates emotion by shifting attention and self-soothing

Cognitive, Physical, Language, Social/Emotional Development of Early Childhood

Physical-height and weight increase more slowly, Balance improves; Puts on and removes simple items of clothing. Displays more efficient, flexible movements, Draws more complex pictures.

Cognitive- Becomes less dependent on realistic objects, less self centered, and takes the perspective of others in. Recognition memory is well-developed. Distinguishes between inner mental and outer physical events. Reverses thinking, and understands cause-effect sequences. Flexible attention. Understands that both beliefs and desires determine behavior. Improves in recognition, recall, scripted memory.

Language- Vocabulary increases rapidly. Speaks in simple sentences. Displays effective conversational skills. Extends language meanings through metaphor. Masters increasingly complex grammatical structures. Adjusts speech to audience.

Emotional/Social- Begins to develop self-concept and self-esteem. Shows early signs of developing moral sense. May display proactive (instrumental) and reactive (verbal & rational) aggression. Gender-stereotyped beliefs and behavior increase. Emotional self-regulation improves.- Forms first friendships. Distinguishes truthfulness from lying. Improves in emotional understanding.

Cognitive, Physical, Language, Social/Emotional Development of Middle Childhood

Physical: Slow gains in height and weight continue. Growth spurt begins two years earlier in girls than in boys. Executes gross-motor movements more quickly and with better coordination. Ability to represent depth in drawings expands.

Cognitive:Gains further in executive function and planning on multistep tasks. Can use multiple memory strategies and understands impact of psychological factors on performance. Increasingly complex mathematical skills. Spatial reasoning improves.

Language: Vocabulary increases rapidly. Word definitions are concrete, referring to functions and appearance. Transitions from emergent literacy to conventional reading. Narration improves.

Emotional/Social: Self-conscious emotions of pride and guilt. Recognizes that individuals can experience more than one emotion and expressions may not reflect true feelings. Empathy increases. Becomes more independent and trustworthy. Constructs flexible appreciation of moral rules, context of behaviors, and gender abilities. Physical aggression declines; verbal and relational aggression continue. Resolves conflicts more effectively. Friendships become more selective and are based on mutual trust.

Cognitive, Physical, Language, Social/Emotional Development of Adolescents

Physical:  Reacts more strongly to stressful events; shows heightened sensation seeking and risk-taking behavior. Girls start to menstruate, add more body fat than muscle, and reach peak growth spurt. Boy begins growth spurt, add muscle more than body fat, voice deepends. Motor performance improves overall and sexual minorities likely certain of sexual orientation.

Cognitive-Improve in executive function, metacognition, cognitive self-regulation, scientific reasoning, and decision making. Gains in hypothetic-deductive reasoning and propositional thought. Becomes more self-conscious, self-focused, idealistic, critical.

Language: shifts from basic vocabulary and sentence rules to complex, abstract, and socially nuanced communication. Use long, complex sentences featuring multiple subordinate clauses, participial phrases, and adverbial conjuncts.

Emotional/Social: Moodiness, psychological distancing tend to increase. Peer groups become organized into mized-sex cliques or with similar values but are of less importance. Engages in subtle reasoning about conflicts between moral, social conventional, and personal-choice issues. Self-concept emphasizes personal and moral values. Advance in maturity of moral reasoning. Seeks psychological intimacy in romantic ties, which last longer.

Piaget’s Cognitive Development Theory States….

By acting on the environment, children move through four stages (Sensorimotor, preoperational, concrete, formal operational). Psychological structures achieve a better fit with their physical environment. 

Erikson’s Theory of Infant and Toddler Personalities States….

How Infants and Toddlers Personalities develop 2 stages:

Trust & Mistrust: baby is in loving environment it explores its world. Opposite environment makes baby mistrusting and worried.

Autonomy vs Shame and Doubt: parents supportive of baby and individual play, baby will be more autonomous. Opposite environment, baby becomes shameful and doubtful.

Piaget’s Theory: The Preoperational Stage States….

Second stage of cognitive development (2-7 years old). Children increase in representational/symbolic activity.

Vygotsky’s Sociocultural Theory States….

Children acquire ways of thinking and behaving that comes from their community’s culture through social interaction.

Erikson’s Theory: Initiative versus Guilt States….

Psychological conflict of early childhood, resolved through play that fosters healthy sense of initiative and develops a conscience that is not overly strict and guilt-ridden.

Erikson’s Theory: Industry vs. Inferiority States….

Psychological conflict of middle childhood: resolved when experiences lead children to develop a sense of competence at skills and tasks.

Piaget’s Theory: The Formal Operational Stage States….

Highest stage of cognitive development where young people develop capacity for abstract, systematic, scientific thinking.

Erikson’s Theory: Identity versus Role Confusion States….

Psychological conflict of adolescence, resolved when adolescents achieve identity through exploration and soul-searching.

Classic Conditioning is

Associating neutral stimulus with a stimulus that leads to a reflexive response. Once nervous system makes connection between the two stimuli, the neutral stimulus alone produces the behavior.

Operant Conditioning is

Spontaneous behavior followed by a stimulus that changes the probability of behavior occurring again.

Motor Development is

Evolution of gross and fine motor skills through development of central and peripheral nervous systems.

Perceptual Development

Infants connect with their environment using specialized sensory systems, coordinating complex information to derive meaning.

Gender Typing is

Any association of objects, roles, or traits with one sex or the other that conform to cultural stereotypes.

Child-Rearing is

Parenting behaviors that create a child-rearing climate. Including: Authoritative, Authoritarian, Permissive, Uninvolved

Gross Motor is

Movement people rely on for daily function, involves use of large muscles in legs or arms. General strength and stamina.

Fine Motor is

Use of small muscles in the arms, hands, and fingers. Supported by advancements in perception.

Puberty is

Biological changes at adolescence that lead to adult-sized body and sexual maturity.

Four Identity Statuses

States we go through during identity development.

Achievement – person has both explored their options and made a decision (constructed their identity) 

Foreclosure –person made their choice with little to no exploration, possibly imposed by others 

Moratorium –person actively exploring but hasn’t yet settled on an identity 

Diffusion –people haven’t explored, are uncommitted, and easily swayed