chapter 1 intro to child development

Likert Scale

A scale and form of surveys that consist of “strongly agree”, “agree”, “neutral”, “disagree”, and “strongly disagree”.

Common w sociologists, researchers, marketing researchers and therapists.

Independent variables

Something in an experiment that can be altered or changed. (The amount of exercise)

Dependent variables

The variable in an experiment that remains measured and observed. (The persons sleep).

Longitudinal research

Research beginning with a group of people (same age and background) and measuring them repeatedly over a long period of time.

Cross sectional research

Examines change between participants of different ages at the same time.

Provides info on age related change.

Sequential research

The change with an individual over time.

The change between a particular or particular ages at the same point in time.

Sigmund Freud

Believed that child development occurred in universal stages, centered on pleasure

Id

The part of self that is unborn. Responds to biological usages without pause and is guided by the principles of pleasure.

Ego

Developed through interaction with others. It knows what urges have to be managed.

Super ego

Represents society’s demands from its members. It is guided by a sense of guilt. Values, morals and the conscience are all apart of this term.

The oral stage (SF)

This stage lasts from birth to age 2. The infant is all id. At this stage, all stimulation and comfort are focused on the mouth and is based on the reflex of sucking. Too much indulgence may cause fixation (pacifier, thumb sucking, etc.)

Anal stage (SF)

This stage coincides with potty training or learning to manage biological urges. The ego is beginning to develop. _____ may result in a person who is compulsively clear and organized or one who is sloppy and lacks self control.

Phallic stage (SF)

This stage occurs in early childhood and marks the development of the super ego.

Latency (SF)

Occurs during the middle part of childhood when a child urges quieting down and friendship becomes the focus. The ego and superego can be refined as the child learns how to cooperate and work with others.

Genital stage (SF)

Begins with puberty and continues through adulthood. Now the focus is that of sex and reproduction

Erik Erikson

Suggests that our relationship and society’s expectations motivate much of our behavior. Life is divided into 8 stages.

Trust vs. mistrust (EE)

The infant must have basic needs met in a consistent in order to feel like the world is a trusting place.

Autonomy vs shame and doubt (EE)

Mobile toddlers have newfound freedom. They like to exercise this freedom. By being allowed to do so, they learn basic independence.

Initiative vs guilt (EE)

Preschoolers like to initiate activities and emphasize doing things ‘all by themselves’.

Industry vs inferiority

School aged children focus on accomplishments and making comparisons between themselves and their classmates

Identity vs role confusion

Teenagers are willing to get a sense of self as they experience beliefs, roles and ideas for themselves

Intimacy vs isolation

In 20s and 30s, we are making some of our first long term commitments in intimate relationships.

Classical conditioning

The learned response to anything

Conditioned stimulus

A learned reaction to a classic condition. Involves new factors

Reinforcer

Something that encourages/promotes a behavior

Positive reinforcements

Adding something to a situation in order to encourage a behavior.

Extrinsic reinforcer

A external reward that increases behavior. Decreases involved long term

Negative reinforcement

When something is unpleasantly taken away, increases and encourages behavior.

Punishment

An effort to stop a behavior.

Social learning theory

Our actions are learned through watching others

Equilibrium

The balance/agreement between what we see/sense in the outside work and what we know in our minds

Schema/schemes

A category of knowledge

Assimilation

A focus on how are similar/ adaptation

Accommodations

The changing of minds or actions to make it easier for the people around you or yourself.

Microsystems

Impact a child directly. People with whom the child interacts with such as parents, peers, and teachers. The relationship between individuals and those around them needs to be considered.

Mesosystems

Interactions between those surrounding the individual. The relationship between parents and schools, for example will directly affect the child

Exosystem

Larger institutions such as mass media or healthcare systems are referred to as such. They have a lasting impact on families and schools who operate under polices and regulations found in these institutions.

Macrosystems

At this leve we find cultural beliefs. These ideals and expectations inform institutions that will ultimately impact the individual

Chronosystem

Cultural values change overtime, as do policies and governments.

Zone of proximal development

With guided participation, a student/child can learn cognitive skills within this range.

Scaffolding

The demonstration of a skill that leads to the mastering of it by a child.

Sensorimotor stage

During this stage, child rely on the use of senses and motor skills. From birth until the age of 2, the infant knows by tasting, smelling, touching, hearing, and moving objects around. This is a real hands on type of knowledge.

Jean Piaget’s Theory of Cognitive Development

The understanding of the different way of maturation.

Pre-operational stage

Children 2-7 become ale to think about the world using symbols.

Concrete operational

In this stage, children (ages 7-11) are able to think logically about the physical world.

Formal operational

During this stage, children acquire the ability to think logically about concrete and abstract events.