exam 2 human growth and development

Piaget sensorimotor (0-2years)

Sensing and acting, exploring via senses

(Learning through sucking,grasping,looking,listening. Shaking rattle to listen to the sound)

Piaget 2nd stage preoperational

2-7 years

Thinking is magical, concept formation, symbolic reasoning

(Taller glass has more juice, doll is sad bc I left it alone)

Piaget 3rd stage concrete operations

5-7 years

Logical operations on concrete objects and events

(Hands on learning, both glasses have the same amount of water if shapes differ)

Piaget 4th stage formal operations

12+ years

Abstracts, analogies, metaphors, hypothetical reasoning

(Understanding situations and reasoning, solving math problems)

Piaget stage of moral development

Moral realism

Moral relativism

Piaget moral realism

All rules must be obeyed as if written in stone, first stage emerges in early middle childhood

Piaget moral relativism

Emerges toward the end of middle childhood

Rules are created and agreed upon cooperatively

No absolute right and wrong

Morality depends on right and wrong

Vygotsky

Cognitive

Scaffolding - Learning through achieve independence

Zone of proximal development - what you can do with and without help

Private speech - helps regulate behavior

Erikson

Psychosocial

Personality develops through social experiences

8 stages (trust v mistrust, autonomy v shame + doubt, initiative vs guilt, industry vs inferiority, identity vs role confusion, intimacy vs isolation, generativity vs stagnation, integrity vs despair)

Erikson trust vs mistrust

Developing trust in caregivers and environment

Caregivers attends to the infants hunger needs

Erikson autonomy vs shame and doubt

Developing independence and control

(Child wants to dress self or use toilet, can I do things myself)

Erikson initiative vs guilt (3-6 years)

Taking initiative, planning, and trying new tasks

(Pretend play, leadership, exploring interests)

Erikson industry vs inferiority (6-12)

Mastering new skills and knowledge

(School success, team participation, learning new skills)

Lays groundwork for self esteem

Freud

Oral stimulation

Phallic- Electra/oedipus complex

Brofenbrenner

Child inner circle

Systems approach (macro system and Microsystems chart)

Model of human ecology

Skinner

Operant conditioning

Consequences of behavior

Reinforcement/punishment, behaviorism

Bandura

Social cognitive learning

Behavior is shaped by what we observe in others

Aggression/behaviorism

Watson

Behavioral

Classic conditioning… emotional response

Maslow

Self actualization

Individual has own needs that change over time

Model is a hierarchy

Kohlberg

Moral dilemmas

Pre conventional - obeying rules to avoid punishment

Conventional - conform for approval

Post conventional - doing what right if others disagree

Sternberg

Triarchic theory of intelligence

Componential

Experimental

Contextual

Carol dweck

Boys and girls develop different approaches to learning

Girls are more focused on performance, emphasizing success

Howard gardners 8 types of intelligence

Linguistic, logical mathematical, spatial, bodily kinesthetic, musical interpersonal intrapersonal naturalist

Robert selman studied friendships of children 7-12

Primary force behind the developmental changes in friendships is the ability to understand others perspectives

Bowlby - attachment

Children come into the world being pre-programmed to form attachments with others because this will help them to survive

Child forms many attachments, but primary attachment monotropy is different

Critical period for developing attachment is 2 1/2 years

Ainsworth 9-18 months attachment

How infant respond to separations and reunions with their caregiver

Procedure involved eight episodes last than three minutes each where a mother child and stranger are introduced, separated, and reunited

Student of Bowlby

Mary ainsworth secure attachment

Engages with others when mother is in room and attached to mother, distressed, and shows negative emotions when mother leaves when mother returns child greets mom comfortable with closeness

Mary ainsworth avoidant attachment

Does not show emotion to mother or strangers does not seek mother out when she returns. Act same with stranger and mother focuses on the environment.

Mary ainsworth anxious/resistent attachment

Child irritated when stranger enters when mother leaves. The child is too distressed to continue to play or explore the room when mother returns. The child is upset moves away, rejecting her.

Mary ainsworth disorganized/disorganized attachment

Child is the stressed when Mom leaves and may feel a sense of relief when she returns. Child may show anger and not let mother comfort or soothe them. Mother to experience trauma before birth and developed depression. Had children with this attachment style.

Autonomy

Parent sensitive to their toddlers emotions and encourage independence and exploration help children form a sense of autonomy

Pro social

Toddlers begin to cooperate share help, and response empathetically during the second year

development of empathy is closely linked to secure attachments

Self concept

Infant begin to realize that they are separate and unique beings, baby in the mirror