child dev exam 2

psychoanalytic theories

development depends on how children deal with a series of conflicts

conflicts → often between biological needs and social expectations

Freud and Erikson

two major figures of psychoanalytic theories

Freud’s psychosexual theory

parents’ management of child’s sexual and aggressive drives → child’s personality

• parents play a super important role in development of child because psychological problems in adulthood date back to childhood

id, ego, superego

3 parts of personality from Freud’s psychosexual theory

id

basic biological needs and desires, born with it, instant gratification

ego

rational part of personality, balance, developed through social interactions and learning about societal norms

superego

the conscience, developed as kids grow, figure out right from wrong, reflects societal values

oral (birth-1 yr), anal (1-3yrs), phallic (3-6 yrs), latency (6-11 yrs), genital (adolescence)

5 stages of freud’s psychosexual model

oral (birth-1yr)

stage of freud’s psychosexual model, focus on sucking, engage in oral behaviors to get out sexual impulses

• unfulfilled needs lead to constant thumb sucking, nail biting, overeating

anal (1-3yrs)

stage of freud’s psychosexual model, conflicts concerning defecation by parenting and caregiving lead to either extreme orderliness or messiness.

• potty training age

phallic (3-6yrs)

stage of freud’s psychosexual model, oedipus complex (boys)/electra complex (girls)

• child sexually attracted to parent of opposite sex

  • leads to identify with same-sex parent

  • child must internalize values of the same-sex parent

  • see that attraction to parents are not socially acceptable

• if not accomplished:

  • conflict → no superego → no guilt in violating social norms (psychopath)

latency (6-11yrs)

stage of freud’s psychosexual model, largely dormant period, superego further develops through interactions with same sex peers and parents

• increase in peer interactions

• learn more about societal norms

genital (adolescence)

stage of freud’s psychosexual model, sexual impulses re-emerge

• success in stage→ teens learn to channel their sexual impulses and maintain healthy romantic relationships with opposite-sex peers

• overemphasis on sexual feelings in development

• unrepresentative sample (findings cannot be generalized)

• assumption that conflicts stop after reaching adolescence

• claims you have to be attracted to the opposite sex and that the family has 2 parents (mom and dad)

• not based on work directly with children

• difficult to test

critiques of freud’s psychosexual model

• the first to emphasize the role of childhood as a unique period of development

• emphasized the role of unconscious processes

contributions of freud’s psychosexual model

erikson’s psychosocial theory

built on freud’s theory, ego acquires attitudes/skills for contributing as a member of society

• individual faces series of psychosocial conflicts

• how handling conflicts determines outcome

• emphasized lifespan nature of development

1. basic trust vs. mistrust (birth-1yr)

2. autonomy vs. shame and doubt (1-3yrs)

3. initiative vs. guilt (3-6 yrs)

4. industry vs. inferiority (6-11 yrs)

5. identity vs. identity confusion (adolescence)

6. intimacy vs. isolation (young adulthood)

7. generativity vs. stagnation (middle adulthood)

8. integrity vs. despair (old age)

8 stages of erikson’s psychosocial theory

basic trust vs. mistrust (birth-1yr)

erikson’s stage of psychosocial theory

learn that other people can be trusted, and parents should be warm and responsive to baby, trust and believe that the world is good, affects how we view relationships

autonomy vs. shame and doubt (1-3yrs)

erikson’s stage of psychosocial theory

increase in the desire for independence, start to make decisions for themselves, if not they will shame and doubt of their ability

parents must permit reasonable free choice

and balance safety with growing independence

initiative vs. guilt (3-6 yrs)

erikson’s stage of psychosocial theory

developing sense of purpose and identity, would either feel good about it or guilty

make-believe play → explore sense of self and who they want to become

• parents must foster this sense of purpose

industry vs. inferiority (6-11 yrs)

erikson’s stage of psychosocial theory

develop ability to cooperate with others through interactions at school

realize they can contribute to the world through interactions with peers

identity vs. identity confusion (adolescence)

erikson’s stage of psychosocial theory

figure out who they are and who they want to be

find where they fit in, exploration and experimentation

intimacy vs. isolation (young adulthood)

erikson’s stage of psychosocial theory

establishment of intimate connections

• important for the continuation of species

earlier disappointments could lead to isolation

generativity vs. stagnation (middle adulthood)

erikson’s stage of psychosocial theory

contribution of everything built up in past stages

• focus on child rearing and work

integrity vs. despair (old age)

erikson’s stage of psychosocial theory

may be happy with their lives, satisfied about their purpose

reflection about the person they have been

• dissatisfaction with who they were → fear of dying

behaviorism

in contrast to psychoanalytic theories, emphasizes observable events and responses

began with John Watson in early 20th century

believed things in childhood do not affect you in the future

focused on antecedents and immediate consequences

John Watson

Behaviorist, inspired by Pavlov’s work, applying classical conditioning to children

Little Albert Experiment

kids had a blank slate

classical conditioning

UCS → UCR

UCS & CS → UCR

CS → CR

Little Albert Experiment

John Watson’s classical conditioning experiment:

1. loud banging → fear

2. loud banging & white rat → fear

3. White rat → fear

Operant conditioning

B.F. Skinner

• Behavior increases if followed by a positive reinforcer

• Behavior decreases if followed by punishment

• Tangible and intangible reinforcers and punishments

at heart of popular modern principles of child rearing

basis of many forms of child therapy (autism spectrum disorders, ADHD)

contributions of behaviorism

too narrow in focus on environment only

does not consider child’s own contributions to development

critiques on behaviorism

social learning theory

Albert Bandura

• emphasized the role of observational learning (imitation, modeling)

• children can learn by observing others

  • can be delayed imitation

  • with development, children become more selective in what they imitate

  • external feedback → personal standards for behavior and self-efficacy

albert bandura

bobo doll experiment, social learning theory

• unlike behaviorism, kids are active, encoding and processing their world

• social learning theories are largely testable

contributions on social learning theory

• downplays biology

• ignores complexity of context in which children are raised

critiques on social learning theory

evolutionary developmental psychology

• examines adaptive, or survival, value of behavior

• Konrad Lorenz, worked with animals

• Imprinting

imprinting

learning occurs at a particular age or life stage

13-16 hrs after hatching, ducklings imprint on first moving object

• lead to notion of critical period

  • limited time during which child biologically prepared to acquire certain adaptive behavior

contributions of evolutionary developmental psychology

• sensitive periods seem more accurate than critical periods

  • time that is optimal to acquire certain skills

  • development can occur later, but it is more difficult

criticisms of evolutionary developmental psychology

bioecological systems theory

Urie Bronfenbrenner

• Child develops within complex system of relationships and contexts

• Environment = nested structures

  • microsystem

  • mesosystem

  • exosystem

  • macrosystem

  • chronosystem

microsystem

child’s immediate settings

bioecological systems theory

mesosystem

interconnections between child’s immediate settings (peers, places of worship, family, school, play area, doctor’s office)

bioecological systems theory

exosystem

social systems that have direct impact on child (extended family, neighbors, workplace, mass media, etc)

bioecological systems theory

macrosystem

larger cultural context

broad ideology, laws, and customs of one’s culture, subculture, or social class

bioecological systems theory

chronosystem

changes in individual or environment that occur over time

bioecological systems theory

• emphasize role of context

• considers bidirectional effects between child and environment

contributions of bioecological systems theory

• still not complete theory of child development

  • does not explain how children process information, learn from experiences, or gain new skills

• “bioecological” model, does not talk much about biology

criticisms of bioecological systems theory