Nature Vs. Nurture (Developmental Psychology)

Continuous Development

believes we grow at a constant and steady pace

ex.) most classroom knowledge, skills ports and hobbies grow at this pace too

Discontinuous Development

believes we grow in stages (fast or slow), timing is not as important as the order of these stages

ex.) puberty,terrible twos,stages of grief

Interaction or Interaction-ism

when nature and nurture work together to make you who you are, how we develop

Developmental Psychology

focuses on how nature and nurture leads to our development, very useful and very practical

1: growth

2: change

3: nature vs. nurture

4: problems

prenatal (childhood development)

still in the womb (pre-birth) lasts around nine months, broken into three trimesters

some kids are born premature

neonatal (childhood development)

just born babies (new-birth/new-born period) lasts the first couple of months (1 - 3/4/5 months)

senses and reflexes develop, nerves and dendrites grow, baby runs largely on reflexes and instincts

ex.) breast/bottle feeding instinct

instincts are built up during this stage

infancy (childhood development)

around 1.5 to 2 years, occurs at the end of neo-natal

when you start to walk and talk, marked largely by growth of the brain…use of senses…and development of motor skills

nerves and senses quickly growing during this stage, a use or lose system

touching is very important during this stage, if babies are neglected they may never grow or develop correctly ex.) genie story

learning is also a major part of this stage because babies move from running on instinct to having a lot of nurture in their lives

zygote (pre-natal period)

when the egg becomes fertilized (conception sperm meets egg)

lasts for about a week, blank cells multiply as the zygote travels down the fertilized tube from egg to uterus

embroyo (pre-natal period)

once the zygote implants itself into the uterine wall

(many women who struggle with pregnancy may struggle here)

early in pregnancy, 8-10 days, lasts for about eight weeks

embryonic stem cells (pre-natal period)

blank cells that have no job, genetic code but no job

in about 4-5 weeks the cells will differentiate and grow to have specific jobs

ex.) brain,nerve,skin or organ cells

fetus (pre-natal period)

after eight weeks the embroyo will become a fetus, organ development occurs rapidly, heart-beat begins, placenta forms

placenta (womb) (pre-natal period)

a sac that separates the baby for the mothers blood stream, filters things that the fetus comes in contact with, protects against teratogens

(the placenta is good at keeping out most things but it can’t keep out everything) ex.) HIV,alcohol,opiates

terratogens (pre-natal period)

viruses or poisons that harm fetus

neural tube (pre-natal period)

a hollow area in the fetus where the brain and spinal cord are created

as the fetus develops a neural tube forms

grasping reflex (neo-natal period)

ability to squeeze

ex.) finger,bottle

posture reflex (neo-natal period)

ability of the newborn to stay somewhat seated, keep balance

startle reflex (neo-natal period)

where the newborn will flinch and jump

synaptic pruning (infancy period)

if certain nerve chains are not used by infancy, they will never develop

ex.) eyes and ears need to be used during early birth or they will never grow right

sychonicty (infancy period)

when babies mimic care-givers

ex.) smiling when smiled at, baby ducks following mother duck

imprinting (infancy period)

when an animal will attach itself to the first creature it meets

(usually animals not so much humans)

attachment (love or bond) (infancy period)

when an infant bonds with the care-giver

(evidence shows that healthy attachments during infancy have a higher likelihood of healthy attachments in adult-hood)

primary-attachment (infancy period)

the main care-giver (many times this is the mom)

secondary-attachment (infancy period)

goes to a caregiver that is not #1

(when a child seeks comfort they go to #1, if need be they go to #2)

healthy-attachment (infancy period)

when children are loved they can trust that the caregiver will return it

(they can be put down by others because they know that the primary attachment will always be there)

ex.) a child running to their mother after getting hurt

unhealthy-attachment (infancy period)

when children don’t trust or fear that the primary attachment will leave

(these children develop separation anxiety and get clingy)

(children who are neglected or coddled may develop this)

non-attachment (infancy period)

when children are neglected they are apathetic (don’t care) about bonds

(children with unhealthy attachments tend to develop attachment issues when they get older (apathy or too much attachment))

(may have trust or commitment issues)

cupboard theory (infancy period)

a theory that states that attachment comes because of food and protection, an evolution thing

(people who believe in breast-feeding like this theory)

contact attachment theory (infancy period)

a theory that states that attachment comes from touch, it’s not the food its the holding

(in most hospitals they require babies to be held once an hour)

Piagets cognitive development: discontinuous growth (stages)

1: sensori-motor

2: pre-opertions

3: concrete-operations

4: formal operations

sensori-motor

ages 0-2 (newborn instinct \~ reflex)

* one month act with purpose (goal-directed)
* learn to use body/move
* cause and effect

ex.) pick up things,fascination with body,dislikes/likes,language, walking, goal directed action (crying), recognize things/people

object permance (sensori-motor)

when kids realize things exist, even if they can’t see them

pre-operations

2-7 age, basic one-sided thinking (thinking of themselves and only themselves)

ex.) basic reading

ego-centrism (pre-operations)

selfish (self centered)

animistic traits (pre-operations)

when you give personality to something

artificialistic thought (pre-operations)

when you give man-made explanations in nature

principal of conservation (pre-operations)

the ability to recognize an object may have many factors

ex.) size,shape,weight,age,color

ex.) Christian Fermin (who is 6’9) weighs less than Mr. Porcoro (who is 5’11).   Kids without the Principle of Conservation will assume Fermin must weigh more because he is taller.  They can’t factor both my weight and height when making a comparison.

concreate operations

7-11 age, hands on (only excpetion) thought, complex (two-points of view, language is mastered (especially grammar), kids can solve things in their heads that they have experienced before, can put themselves in someone else’s shoes (morals), thinking before actions (morals)

reversibility (concrete operations)

kids can do stuff backwards in their heads

formal operations

age 12 and up, abstract thought (advanced), role in society, introspection, advanced morals (ethics)

How many stages of Developmental Psychology are there?

eight

What does DC’s stand for?

Developmental Crisis

Psycho-Socialgy

thought and behavior come from the way you were raised (our environment)

Developmental Crisis

obstacles, tests, and challenges that shape us

1\.) Babyhood (0-1.5)

“trust vs. mistrust”

ATTACHMENTS!

DC= taken care of?

2\.) Toddler (1.5-3)

“confidence vs. shame”

DC= doing stuff on your own? ex.) potty training

TELL YOUR KID HOW GREAT THEY ARE!

Girls are easier to train then boys (moter-skills) when it comes to potty training…a lot of the learning comes from modeling (whether that be from parents of older siblings)

3\.) Young Kid (3-6)

“motivation vs. guilt”

DC=rules, independence

SHUTTING YOUR KID DOWN! (telling them no)

TEACH THEM RULES!

listen and follow rules

* too tough = timid
* no rules = wild
* do everything = dependent

4\.) Elementary (6-12)

“industry (success) vs. inferior”

D.C.=school,friendly,sports

FIND SOMETHING YOUR GOOD AT!

5\.) Adolescence (teens)

“identity vs. confusion”

new body, new mind, new role

6\.) young adult

“infancy (fulfillment) vs. lonely”

D.C.= job you <3, good friend(s), romance

7\.) Middle Adult (30’s - 50’s)

“generation vs. stagnation”

D.C.=legacy (we gonna die) (family…live on)

mid-life crisis’s usually happen here

8\.) older adult

“integrating vs. despair”

D.C.= your old

death is a lot sooner

Good Vs. Bad Roles

Good Roles: Student Council,Sports,Art,Smart (kids),MCTI kids

Bad Roles: Drugs,Gangs,Co-Dependent (always with someone)

Elementary Childhood:

friends (parents proximity)

* school
* daycare (should or should not go)
* strange situations (no attachments)

Adolescence (12-relative to society)

the time between childhood and adult-hood

rights of passage: an event that show you are an adult (natural and social)

Natural (for men): deeper voice, facial hair, sexual characteristics (erections), muscle mass, broad shoulders

Natural (for woman): wider hips, muscle toning, menstrual cycle, and breast development

Social: turning eighteen, graduating high-school, marriage (sometimes), first job, drivers license, birth of children (sometimes)

Rights of Passage:

an event that shows you who the adults are

why do we need these?: we need them in order to show everyone who the “adults” are

Peer Transition:

when you spend more time with your peers then your parents

Delinquency:

when you get in trouble with the law

boys are more likely (80-90%)

about 5% of all boys, most come from single-parent house-holds (75%)

3-7PM (witching hours)

this can be stopped with after school activities

Young-Adult (20’s)

emerging adult (extended adolescence)

* school (college)
* marriage (waiting longer)
* kids (leads to less kids by waiting longer, or people choosing to have none)

Mid-Age:

* birthrate, some people don’t want kids


* marriage rate, some people don’t want kids)
* divorce (49%), 1.) money 2.) children 3.) cheating 4.) kids with special needs or the death of a child

Old-Age (60’s-older):

* living longer
* car/home? yes or no?

How many Parenting Styles?

four

How many stages of greif?

five

Baumrind’s (model) Parenting Styles:

1\.) permissive: can’t say no, too flexible

2\.) uninvolved: don’t bond/care

3\.) Authoritarian: N stands for Nazi

4\.) Authoritive: strict but flexible

most parents are a mix of these, depending on the situation

Kubler-Ross model stages of grief:

1\.) denial: hasn’t set in, hasn’t hit you yet

2\.) anger: fighting and trying to stop it

3\.) bargaining: when you try to fix it

4\.)depression: hit’s like a bag of bricks

5\.) acceptance: coming to terms, making the best