PSYCH 107 Chapter 9

physical development

growth and changes in the body and brain, senses, motor skills, and health and wellness

cognitive development

learning, attention, memory, language, thinking, reasoning, and creativity

psychosocial development

emotions, personality, and social relationships

milestones

biological are universal, social vary across cultures

continuous vs. discontinuous development

continuous- cumulative process, gradually improving on existing skills

discontinuous/stage theories- unique stages, universal

one road vs. many (development)

one- children from around the world reach language milestone in similar sequences

many- cultural differences in childcare practices- different practices can accelerate or inhibit achievement of developmental milestones

nature vs. nurture

nature- biology and genetics shape our behaviors/personalities

nurture- environment and culture shape our personalities and behaviors

sigmund freud

psychosexual theory,fixation, believed childhood experiences shape our personalities, discontinuous development

psychosexual theory

children’s pleasure seeking urges (libido) are focused on different erogenous zones

oral (breastfeeding)→ anal (restroom training, hygiene) → phallic (identifying with parent and seeking the other) → latency (confidence in finding a mate) → genital (sexual reawakening)

fixation

lack of proper nurturance and parenting in one stage so child may get stuck in that stage

erik erikson

social nature of development, psychosocial theory

psychosocial theory

personality takes place across a lifespan in 8 stages associated with a task that we must master to feel a sense of competence

1. infancy: trust vs. mistrust

2. early childhood: autonomy vs. shame and doubt

3. preschool: iniative vs. guilt

4. school age: industry vs. inferiority

5. adolescence: identity vs. role confusion

6. young adulthood: intimacy vs. isolation

7. middle adulthood: generosity vs. stagnation

8. maturity: ego integrity vs. despair

piaget

cognitive theory, believed children develop schemata to help them understand the world, concepts used to categorize and interpret information, when new info comes in, they adjust their schemata through assimilation and accomodation

assimilation

incorporates information into existing schemata

accomodation

change schemata based on new information

cognitive development

1. sensorimotor: sensory and action experiences

• object permanence, stranger anxiety

2. preoperational: use words and images to represent things but lack reasoning

• pretend play, egocentrism, language development, imagination

3. concrete operational: concrete events and analogies logically, arithmetic operations

• conservation and conversation, math

4. formal operational

• abstract logic, moral reasoning

moral development

learning to discern right from wrong

Kohlberg

theory of moral development

theory of moral development

1. pre-conventional morality

Stage 1. obedience and punishment (avoiding punishment)
Stage 2. Individual interest: behavior driven by self-interest and rewards

1. conventional morality

Stage 3. interpersonal behavior driven by social approval

Stage 4. authority- behavior driven by obeying authority and conforming to social order

1. post conventional morality

Stage 5. social contract- behavior driven by balance of social order and individual rights

Stage 6.  universal ethics- behavior driven by intern moral principles