HDFS 433 Midterm

piaget’s first stage of cognitive development

sensorimotor

6 substages of the sensorimotor stage

• reflexes

• primary circular

• secondary circular 

• coordination of secondary circular

• tertiary circular

• symbolic thought

sensorimotor

 learn about the world through the senses

piaget’s second stage of cognitive development

preoperational

preoperational

symbolic thought, egocentrism, animism, conservation, centration

piaget’s third stage of cognitive development

concrete operational

concrete operational

logical thought, conservation

piaget’s fourth stage of cognitive development

formal operations

formal operational

inductive, deductive reasoning, abstract thought 

erikson’s stage of psychosocial development from birth-1

trust vs. mistrust

erikson’s stage of psychosocial development from 1-3

autonomy vs. doubt

erikson’s stage of psychosocial development from 3-6

initiative vs. guilt

erikson’s stage of psychosocial development from 6-12

industry vs. inferiority

erikson’s stage of psychosocial development from 12-18

identity vs. role confusion

scaffolding

assist learners in completing tasks beyond their current ability, remove as skills are developed

zone of proximal development

what a learner can do without help and what they can achieve with guidance or instruction

attachment theory

the emotional bonds between infants and caregivers

secure attachment

childs need’s are tended to, able to explore the world, builds trust and safety, promotes positive social and emotional development

insecure attachment

a child’s needs are not tended to, fear of the world and people, can cause avoidant, anxious, or disorganized attachment

what are the attachment styles?

secure, anxious, avoidant, fearful

anxious attachment

fear of abandonment, excessive need for reassurance, and difficulty trusting others

avoidant attachment

individuals avoid close relationships and emotional intimacy, often displaying independence and self-reliance

fearful attachment

a mix of anxious and avoidant behaviors in relationships, often stemming from past experiences of inconsistent caregiving

principle #1

hold paramount the welfare of the children and families

principle #2

maintain objectivity, integrity and competence in fulfilling the mission, vision, and values of child life

principle #3

individuals shall have an obligation to serve children and families, regardless of race, gender, religion, sexual orientation, economic status, values, national origin, or disability

principle #4

respect the privacy of children and families, shall maintain confidentiality of information

principle #5

promote effectiveness of the child life profession by continuous efforts to improve professional services and practices

principle #6

seek knowledge and skills that will enhance their understanding of all issues affecting the children and families they serve

principle #7

those involved in study and research shall guided by scholarly inquiry, and shall recognize their responsibility for ethical practice in research

principle #8

engage only in qualified areas, not to represent themselves otherwise, make appropriate referrals with regard for the competencies of health team or community

principle #9

act with respect for the duties, competencies and needs of their colleagues, shall maintain integrity in all interactions with employers

principle #10

use integrity to amend interferences with, effectiveness, objectivity or situations that can negatively impact the children and families they serve

principle #11

recognize that financial gain should never take precedence over services

principle #12

individuals training others shall teach ethical professional values and provide optimal learning experiences

principle #13

refrain from illegal conduct

competencies (EC)

• assess and meaningfully interact with children and their families

• provide a safe, therapeutic and healing environment

• assist children and families in coping with potentially stressful events

• continuously engage in self-reflective professional child life practice

mission statement

• reduce the negative impact of stressful or traumatic life events and situations that affect the development, health and well-being of children and families.

• embrace the value of play as a healing modality to enhance the optimal growth and development of children through assessment, intervention, prevention, advocacy, and education

vision statement

• meet the needs of infants, children, youth and families in times of stressful or traumatic life events and situations.

• the philosophy and practice of child life will be applicable to any health care setting and transferable to other environments or situations in which the potential for infants, children and youth to cope, learn and master is placed at risk.

• the services provided by the child life profession will be holistic and will utilize applied child development and family systems theory.

• the objectives of such services will be to minimize the negative impact of situational disruptions while maintaining individual growth and development and family relationships.