Developmental Psych U2

Biosocial Development during early childhood big ideas

• brain development

  • myelin

  • prefrontal cortex

  • lateralization

  • corpus callosum

  • limbic system

• advanced motor skills

myelin

make processing speed faster

prefrontal cortex

complex cognitive functions

• sleep, attention, social awareness, impulse control

lateralization

side dominance in the brain

• right hemisphere controls left body

corpus callosum

both hemispheres of the brain work together

limbic system advancements in early childhood

• amygdala- emotions and fear

• hippocampus- memory and learning

• hypothalamus- motivation

amygdala

emotions and fear

hippocampus

memory and learning

hypothalamus

motivation

motor development depends on

lateralization

motor development order- early childhood

run, kick, 1 foot hop

• through dynamic systems and motivation

motor development skills are

experience-dependent

levels of prevention

1. primary prevention

2. secondary prevention

3. tertiary prevention

primary prevention

make harm less likely for everyone

secondary prevention

programs target people at high risk

tertiary prevention

lowers potential for more damage

Cognitive Development (EC) Big Ideas

• advancing language

• theory-theory, ToM

• Piaget’s pre operational stage

egocentrism

how I see it is how others see it too

theory-theory

children develop their own theories for how things work

PFC and experience

increase social awareness

theory of mind (ToM)

children assume people think like them but they learn its not always true

symbolic thought

object/ thought symbolizes something else too

pre operational intelligence

besides logic

• Piagets 2nd stage

• animism

• focus on appearance

• centration

• lack of conservation

• static reasoning

• irreversibility

CHILDREN FOCUS (CENTER) N WHAR THEY SEE (APPEARANCE) NOTICING ONLY THE CURRENT (STATIC) CONDITION

animism

give human traits to nonhuman object

centration

focuses on only 1 idea

lack of conservation

amount stays the same despite changes

static reasoning

everything stays the same

irreversibility

can’t undo things

Language development (EC)

• ⬆ vocab - nouns —> verbs —> adj

• fast mapping

• overregulation

• lots of questions (what —> why —> when —> difference

• longer sentences

BECAUSE OF BRAIN MATURATION AND EXPERIENCE

fast mapping

from meaningful categories —>. new words learned quickly

• kids learn fast in sensitive periods

• assimilation —> accommodation

learning language comes from

environment: basics —> articles —> adjustments

grammar

nouns, verbs, adj

(is/are, he/she)

overregulation

making errors in grammar

(teeth/ tooths, ran/ runned)

pragmatics

formalities

(good morning, Mr./Mrs., taking turns in convo)

Theories connected to EC language development

• Cognitive

• sociocultural

• behaviorism

  • all through info processing

These theories focus on

• social environment and scaffolding

• apprentice and mentor

• guided participation

Types of Education Systems

• child centered schools

• teacher centered schools

• homeschooling

child centered schools

• value natural hands on learning

• self paced learning/ art

• play with others

teacher centered schools

• subjects reflect curriculum

• learn specific things

• distinction between work/ play

homeschooling

• gone up since pandemic

• can be highly effective with the right resources

• can be better than traditional schools

  • academically and behaviorally

Psychosocial development (EC) Big Ideas

• value of play

• emotional regulation

• begin self concept

• Erickson Stages 2 and 3

• Freud Stage 3

self concept

who am I

• what’s fun

  • what are my capabilities

Ericksons 2nd stage

autonomy vs. shame and doubt

• can I do things for myself

Ericksons 3rd Stage

initiative vs. guilt

• good or bad

emotional regulation happens through

maturation, learning, culture

intrinsic motivation

I want to

extrinsic motivation

want a reward

Stages of play

1. solitary

2. onlooker

3. parallel

4. associative

5. cooperative

   1. rough and tumble

   2. sociodramatic

solitary play

alone, unaware of others

onlooker play

watches others

parallel play

similar toys but not together

associative play

share toys but don’t play together

cooperative play

together on the same activity, taking turns

rough and tumble play

reflects aggression without harm

• reflects emotion regulation, PFC maturation, and motor skills

sociodramatic play

acting out roles and situations

• imagination with a peer

• reflects advancement of ToM and PFC

Freuds 3rd stage

phallic stage

• what to I know about me

• who’s like me

• more on gender

prosocial behavior

acts of kindness/ empathy

ToM

EC Parenting Styles

authoritarian

permissive

authoritative

Authoritarian Parenting (EC)

strict, physical, behave older than they are

• low kid to parent communication

  • can lead to rebellion, guilt, mood disorders, emotional difficulty

Permissive Parenting

no discipline, do what you want

• high kids to parent communication, little parent to kid

  • can lead to a hard time recognizing boundaries, under acheiving

Authoritative

only discipline when needed

• can lead to well balanced, self discipline, achievement

  • high communication on both ends

Discipline (EC)

parents have options

• spanking

• psychological

• time out

• induction

psychological discipline

shape mindset with withdrawal, guilt, gratitude

time out discipline

separates child from stimulus

induction discipline

parents talk through the circumstance

• may or may not be beneficial based on understanding

gender schema

thoughts on how gender works

• understand roles (how to act) and preferences (what you like) based on experience

sex

biology

gender

learned in culture

perservation

stay stuck on one action for a long time

permanency planning

plan to nurture child till adulthood

foster care

child entrusted to another family without relation

kinship care

child entrusted to another (related) adult

ZPD

zone of proximal development

private speech

talking to themselves

overimitation

imitate meaningless habits and customs

executive function

cluster of cognitive abilities

types of aggression

• instrumental

• reactive

• relational

• bullying

instrumental aggression

hurting to gain something

reactive aggression

impulsive hurting

relational aggression

nonphysical hurting

bullying

unprovoked repeated hurting

effortful control

controlling outbursts

Measurements of Mind

aptitude

acheivement

G/ general

aptitude

mastery of specific skill, not fixed

achievement

what’s actually mastered

G or Generalized Intelligence

1 aptitude

multiple intelligences

every human has a mix of aptitudes, abilities, achievements

Middle childhood Biosocial Development BIG IDEAS

• slower growth and development but increased strength

• faster processing speed and reaction time

• advanced motor skills

• abnormality is normal

• disability changes year by year

• plasticity and environment plat a role

automatization

repetition leads to routine leads to less conscious thought

selective attention

pay attention to one thing and not others

comorbidity

live with 1+ disability or challenge

equifinality

one outcome

multifinality

multiple outcomes

least restrictive environment

in same class as others with some accommodations

response to intervention

helps children with special interventions

Individual education plan (IED)

document for education

Middle Childhood Cognitive Development

• advanced info processing (memory, knowledge, control, metacognition)

• more language development

• concrete operations stage

Concrete Operations Stage (Piaget)

early logic

• egocentrism

• classification

• decentration

• seriation

• reversibility

• can conserve

• transitive inference

seriation

order

transitive inference

compare and contrast

hidden curriculum

unofficial patterns schools teach