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| physical, cognitive, social & emotional |
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| conception to birth, most rapid |
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| birth to 2 years, emergence of wide array of motor, perceptual and intellectual capacities |
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| 2-6 years; more self controlled and self sufficient |
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| age 6-11; improved athletic abilities, organized games with rules, mastery of fundamental reading, writing, math |
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| 11-18 transition to adulthood, sexual maturity |
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| gradually adding more of the same types of skills that were there to begin with |
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| discontinuous development |
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Definition
| process in which new ways of understanding and responding to the world emerge at specific times |
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Term
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| qualitative changes in thinking, feeling, and behaving that characterize specific periods of development |
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| stage theorists assume that |
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| people everywhere follow the same sequence of development |
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| unique combos of personal and environmental circumstances that can result in different paths of change |
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| open to change in response to influential experiences |
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| medieval times saw kids as |
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| innately evil; have to childrear |
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tabula rasa- blank slate
behaviorism, character shaped entirely from experiences |
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| kids are noble savages, sense of right and wrong, adult training is harmful, stages of infancy, childhood, late childhood and adolescence |
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maturational process- genetically determined series of events that unfold automatically
founder of child study movement |
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Term
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Definition
| measures of behavior are taken on large numbers of individs and age related averages are computed to represent typical development |
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Definition
| constructed 1st intelligence test; defined intelligence as good judgement, planning & critical reflection |
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| granted nature & nurture equal imporance, said understanding of physical and social worlds develops through sequence of stages |
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| psychoanalytic perspective |
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| kids move through stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the ability to learn, get along with others, and cope with anxiety |
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| emphasizes how parents manage their childs sexual and aggressive drives in the first few years is crucial for healthy personality development. FREUD |
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Term
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Definition
| birth-1yr breast/bottle feeding |
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| 1-3 years bathroom etiquette |
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| 3-6 years; sexual desire for other parent |
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| 6-11 years; acquire social values from adults and same sex peers |
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| adolescence; puberty, sexual impulses |
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| largest portion of mind, biological needs and desires |
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| conscious rational part of personality |
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| conscience, develops through interactions with parents |
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