UNIT 1 INTRO

5 age groups

Prenatal, Infancy & Toddler, Early Childhood, Middle Childhood, Adolescence

3 aspects of development

physical, cognitive, and psychological (all influence and overlap)

Influences on Development

Heredity, environment, maturation, nuclear family, extended family, culture, ethnic group, & socioeconomic status

Heredity

inborn traits born with, genetics (nature)

Environment

situation/ experiences (nurture)

Maturation

unfolding of a natural sequence of physical/ behavioral change (same for everyone)

Nuclear Family

Immediate family in household (usually parent → child)

Extended Family

All family beyond nuclear

Culture

Customs, traditions and values people share, which are communicated and endured (learned/ evolved)

Ethnic Group

Race (biological distinction) v Ethnicity (group tied by culture/ ancestry/ religion)

Ethnic Gloss

Stereotype that every “___” person is the same

Socioeconomic Status

related to income, education, opportunity, occupation, community

Normative Event

normal or typical developmental event/ time

Normative Age

Graded Influence (puberty, lose teeth) that is associated with age.

Normative History

Graded Influence (at a formative period of time in history) that affects a large group of people, often related to significant historical events or trends.

Historical generation

ex) baby boomer, get x, millennial, get z

Non normative event

not a normal event, most don’t experience (celebrity parent, parent loss, cancer)

Critical period

When a certain even has its greatest impact, if it doesn’t occur it won’t ever happen (window)of opportunity for developmental tasks.

Sensitive period

Ideal time for event to occur, not necessary or hard cut off, may be able to develop later or not

Nature v Nurture

genetic inheritance v environment experience (both involved in development)

Active Development

Actively shape development/ progress (organismal model is developmental influence based on biological and environmental interactions by choice)

Passive Development

Passively something happening to you when thing/ experience is given (mechanistic model is development driven by external factors that influence the individual without active engagement)

Continuity

Small changes over time, quantitative change, small changes make us different from a 2 year old

Discontinuity

emphasis on the big changes, qualitative change, think COMPLETELY different now from 2

Emerging Consensus

Things everyone thinks are the same

Developmental domains

are all intertwined and affect one another (physical, cognitive and social/ personality)

Wide range of individual differences

Even in normal development there is variation

Children shape their own development

Temperament in baby typically shapes/ stays with persons personality (go lucky, easy baby w/ more social interaction will be more social, hard baby w/ less interaction are more recluse)

Historical and Cultural Contexts

Specific time in history and household/ culture

Early experience

important because kids are resilient (first 3 years)

Psychoanalytic

Emphasize unconscious and motivation

Psychosexual Theory (Freud)

Personality structures: different parts of personality (Id, Ego, Superego)

Id

basic instinct all humans have (sex, aggression- drive personality by pleasure- immediate unrestrained)

Ego

decision maker: reality principle (get what want w/o trouble)

Superego

moral conscious telling us to do the right thing (internalize values instilled by parents 5-7yo)

Libido

Sex drive energy

Fixation

gratify needs at appropriate level, if not done correctly you get fixated

Oral Stage

0-18 months; Libido- mouth (sucking/ biting); Fixation- orally stuck (chew, bite nails, smoke)

Anal Stage

18 months- 3 years; Libido- private parts (potty training); Fixation- if messy or tidy during potty training

Phallic Stage

3-6 years; Libido- genitals in symbolic ways (edipal complex or electric complex); Fixation- issues with authority or relationships.

Latency Stage

6-12 years; Libido- none; Fixation- focus on social skills, friendships, and learning.

Genital Stage

12-18 years; Libido- genitals in mature sexual relationships; Fixation- development of balanced, healthy relationships with others.

Psychosocial Theory

most important thing shaping us is social interaction, stages are not fixated, can change later

Psychosocial Stages

Trust/ Mistrust (infant)

Shame/ Doubt (toddler)

Guilt (pre school)

Inferiority (school age)

Role Confusion (adolescent)

Behaviorism

A theory of learning that emphasizes the role of environmental stimuli in shaping behavior, suggesting that all behaviors are acquired through conditioning.

Classical Conditioning

Environment determines behavior, stung by bee- scared of bee (unconditional conditioned stimuli)

Operant Conditioning

Have behavior reinforced/ punished, smile- attention given- reinforce smiling

Social learning

theory that posits individuals learn behaviors through observation and imitation of others, as well as through direct reinforcement.

Reciprocal Determinism

Environment shapes child and child shapes their own development bi-lateral

Observational Learning

Learning by watching others and imitating their actions or outcomes.

Cognitive Stage Theory

How we encounter the world

Schemes

mental structures that organize experiences and knowledge.

Adaptation

the process of adjusting schemes based on new information. It involves assimilation and accommodation. Equilibrium is a balance between assimilation and accommodation

Assimilation

Try to make information “fit” into scheme

Accommodation

Doesn’t always fit, change scheme to allow new information

Development of Thinking Stages

What kids can/ can’t do at ages - qualitative

Information Processing Approach

Use mind to break info into small pieces to understand whole, looking how brain functions when cognition divided - quantitative

Contextual Perspective

Focus on how environment interacts with development and learning, emphasizing the influence of social and cultural contexts on behavior.

Bioecological System

Microsystem- environment child in every day

Mesosystem- interlinking/ interaction between 2 microsystem (school/ home)

Ecosystem- 2 environments interact and 1 is not kids (parent/ home)

Macrosystem- thinks that impact child from outside (healthcare/ gov)

Chronosystem- time, how all systems change or stay same across time

Sociocultural Theory

Believes children actively engage and interact with the environment

Zone of Proximal Development

Level when child can almost do something on their own, bet place for them to learn when teaching makes a difference

Scaffolding

Material/ temporary support parents and teachers give kids before master task, place- holder before mastery to build understanding

Evolutionary/ sociobiological perspective

role of evolution in the course of development, how infant and caregiver attach (we like cute, big head, big eye babies; babies see 12 in away- human face and are fascinated)