ch1: child/adolescent development

Chomsky (1959)

• argued children don’t only learn language through imitation and reinforcement

• language must be determined by inborn biological program

• language is a product of the way the mind is constructed

continuity

gradual change

• i.e. a child’s vocabulary or hand eye coordination

discontinuity

sudden + abrupt changes

• exhibiting a new emotion or walking

• Piaget favored qualitatively new forms of thinking during different period

sensitive period

a time range when development is most affected by experience

Bowlby’s theory of attachment

• attachment is a complex system of behavior

• involves both the child and the caregiver

• evolved to maximize the survival of babies

Freud’s theory of psychosexual development

three parts that dynamically interact

• id, ego, superego

Erikson’s theory of psychosocial development

• focused on social + emotional development + societal expectations

• child moves through 8 stages, reconciling crises along the way

• helped to identify key socio-emotional developmental issues

Freud vs. Erikson: less than age 1

Freud: oral

Erikson: trust vs. mistrust

Freud vs. Erikson: ages 1-3

Freud: anal

Erikson: autonomy vs shame/doubt

Freud vs. Erikson: ages 3-6

Freud: Phallic

Erikson: Initiatie vs. Guilt

Freud vs. Erikson: ages 6-11

Freud: genital

Erikson: industry vs. inferiority