Human Growth Unit 3

erikson stages

1. trust vs. mistrust
2. autonomy vs. shame and doubt
3. initiative vs. guilt
4. industry vs. inferiority
5. identity vs. identity confusion
6. intimacy vs. isolation
7. generatively vs. stagnation
8. integrity vs. despair

different cries

* basic cry: rhythmic, comes in waves, short inspiratory high-pitched whistle
* anger cry: more excess air with force
* pain cry: suddenly appears without preliminary moaning, followed by an extended period of breath holding

stranger anxiety

* exhibited when an infant shows fear or wariness of strangers

temperament

* an individuals behavioural style and characteristic way of of emotional responding

3 basic types of temperament (Chess and Thomas)

1. easy child


1. generally positive mood, quickly establishes regular routines in infancy and adapt easily to new situations
2. difficult child


1. tends to really negatively and cry frequentl, engages in irregular daily routines and is slow to accept new experience
3. slow-to-warm-up child


1. low activity level, somewhat negative, shows low adaptability, displays a low intensity of mood

goodness of fit

* the match between a childs temperament and environmental demands that child must cope with
* can produce adjustment problems for the child

developing a sense of self

* infants find and construct “self’s”
* infants can recognize their reflection in the mirror by 18 months
* the rouge test
* red lipstick is put on their nose and they are placed in front of a mirror so see if they make the connection that they have lipstick on their nose

independence (Margaret Mahler and Erikson)

* Mahler: believes the child goes through separation, then the individual process of developing the self
* Erikson: 2nd stage- autonomy vs shame/doubt

attachment definition

* close emotional bond between the infant and the caregiver

attachment - Bowlby

* phase 1: birth-2 months
* infants instinctively direct their attention to human figures
* phase 2: 2-7 months
* attachment becomes focused on one figure, usually a primary caregiver
* phase 3: 7-24 months
* specific attachments develop
* phase 4: 24 months+
* a goal-directed partnership is formed in which children become aware of others’ feelings, goals, and plans

healthy attachment to caregiver

* feel secure and loved
* can attain their potential
* can develop reciprocal relationships
* develop a conscience
* cope with stress and anxiety
* become self resilient

unhealthy attachment to caregiver

* lack of trust
* extreme control problems
* no virtue development (patience, empathy, etc.)
* lack of genuine feelings
* acting out
* lack self-control

attachment - Freud

* infants become attached to the person/object that provides oral satisfaction

attachment - Harlow and Zimmerman

* proved Freuds theory wrong
* evaluated eating habits and its connection to attachment
* did experiment on cloth monkeys

attachment - Erikson

* first year of life is the key time frame for the development of attachment
* trust vs. mistrust

attachment - Mary Ainsworth

* creator of secure attachment theory & strange situation theory
* an observation measure of infants’ attachment that requires the infant to move through a series of introduction, separations, and reunions with the caregiver (secure or insecure testing)

attachment - Jerome Kagan

* believes infants are highly resilient and adaptive, argues that they are evolutionary equipped to stay on a positive developmental course, despite various parenting strategies

emotional development age milestones

* between the ages 2 and 3, children considerable increase the number of terms they use to describe emotion
* at 4 to 5 years, children show an increased ability to reflect on emotions

shyness (Robert Copland)

* preschools who tend to withdraw from peer actions
* conflicted shyness: which refers to high anxiety towards social interactions
* social disinterest: displayed by children who do not show anxiety while socializing with peers, but simply prefer to be on their own

moral development - Piaget

* heteronomous morality
* 1 stage of Piaget’s theory, \~4-7 years
* imminent justice - the concept that if a rule is broken, punishment will be meted out immediately
* autonomous mortality
* 2nd stage of Piaget’s theory, 10+
* the child realizes that rules and laws are created by people and that, in judging an action, one should consider the actor’s intentions as well as the consequences

moral development

* the processes of reinforcement punishment, and imitation are used to explain moral behaviour
* empathy is v important in this age group- relating to one’s emotions and feeling guilt for them

self-esteem vs. self-concept

* self esteem: global evaluations of the self (self worth out self image)
* self concept: domain-specific evaluations of the self (based on appearance)

moral developmental changes

* increased ability to understand complex emotions
* increased understanding that more than 1 emotion can be experienced
* increased tendency to take into fuller account the events leading to emotional reactions
* marked improvements in the ability to suppress or conceal negative emotional reactions
* beginning of redirecting feelings

moral development - Kohlberg

Level 1: Precoventional Reasoning

* stage 1- heteronomous mortality
* thinking is often tied to punishment
* stage 2- individualism, instrumental purpose, and exchange
* individuals pursue their own interests but also let others do the same

Level 2: Conventional Reasoning

* stage 3- mutual interpersonal expectations, relationships, and interpersonal conformity
* individuals value trust, caring, and loyalty to others as a basis of moral judgements
* stage 4- social systems morality
* moral judgements are based on understanding the social law, justice, and duty

Level 3: Postconventional Reasoning

* stage 5- social contract or utility and individual rights
* individuals reason that values, rights, and principles transcend the law
* stage 6- universal ethical principles
* the person has developed a moral standard based on universal human rights

Kohlberg critiques

* moral thought and moral behaviour
* culture and moral development
* family processes and moral development
* gender and the care perspective

gender differences

* females have a longer life expectancy
* females are less likely to develop physical or mental disorders
* males have 2x the risk of coronary disease
* women have 2x the amount of body fat than men
* males grow 10% taller
* women are far better students, but less likely to go into STEM
* men are more aggressive and athletic

gender-role classification

* boys are meant to be independent, aggressive, and powerful; while girls are meant to be dependant, nurturant, & uninterested in power
* androgyny: the presence of desirable masculine & feminine characteristics in the same person
* Sandra Bem
* personality based, less appearance

theories of gender

1. psychoanalytical


1. maintains a preschool attraction to the opposite0sex parent ultimately results in identification with he same-sex parent
2. sociocognitive


1. occurs through observation and imitation of gender behaviour, and through the rewards and punishments for gender-appropriate and inappropriate behaviours
3. cognitive developmental


1. says children’s gender typing occurs after they have developed a concept of gender, different perceptions
4. gender schema


1. states that an individuals attention and behaviour are guided by an internal motivation to conform to gender-based sociocultural standards and stereotypes


1. gender constancy- the child’s idea of being a boy or girl

physical development

* the average child grows 6.35cm, gains 2.2-32.5kg a year
* based on ethnicity and nutrition

the brain growth

* most rapid growth
* by age 3 the brain is 3/4 the adult size; by age 5, it reaches 9/10 its expected size
* ages 3-6 expect frontal lobe growth

operations definition

* internalized sets of actions that allow the child to do mentally what before he/she did physically

egocentrism vs. animism

* egocentrism- the inability to distinguish between one’s own perspective and someone else’s perspective
* animism- the belief that intimate objects have “lifelike” qualities and are capable of action

centration vs conservation

* centration- the focusing or centring of attention on 1 characteristic to the exclusion of all others
* conservation- an awareness that altering an object’s or substance’s appearance does not change its basic properties

parenting: authoritarian (brick wall)

* Parents demand absolute obedience.  
* Parents control their children – no discussion.  
* Children are afraid of being punished.  
* There is an emotional distance between parents and children.  
* Children may rebel (drugs, alcohol, sexual activity). This is a way of getting back at parents. 

parenting: permissive (jellyfish)

* Parents do not set any rules for their children. 
* Children do whatever they want.  
* Children are confused, because no one cares.  
* Children feel insecure. They may look for escape through drugs or alcohol. They may try to find a sense of belonging through sexual activity or gangs. 

parenting: authoritative (backbone)

* Parents care about their children’s behaviour.  
* Parents set rules for their children and enforce consequences.  
* Children are involved in decision-making, but parents are the final authority.  
* Children understand the rules, so they are more willing to accept them.  
* Parents change the rules as children become more responsible.  
* Parents teach children how to think - not what to think. 

parenting: indulgent, neglectful, co-parenting

* indulgent- highly involved (helicopter)
* neglectful- v minimal involvement
* co-parenting- usually divorced or sprayed but parent together for the child’s sake

study of play (Parten)

1. unoccupied play


1. not engaging in traditional play
2. solitary play


1. alone, usually 2-3 y/o
3. onlooker play


1. watches others play, might talk or ask questions
4. parallel play


1. away from others but doing the same thing
5. associative play


1. involves social interaction with little or no organization
6. cooperative play


1. playing as a group

types of play

* sensorimotor
* practice
* symbolic
* social
* constructive
* games

Marcia’s identity statuses

1. identity diffusion
2. identity foreclosure
3. identity moratorium
4. identity achievement

body and memory theory

body theory- personal identity persists over time because you remain in the same body from birth to death

memory theory- personal identity persists over time you retain memories of yourself at different points, and each of those memories is connected to one before it (chain of memories)

Binet Intelligence

the intelligence that can be defined by the comparison of the performance of children at the same idea.