1. Erikson "Initiative versus guilt"

2. Freud "Phallic"

3. Piaget "preoperational" phase

4. Kohlber "Pre-conventional"

Initiative Versus Guilt

According to Erikson children in this stage

1. Get satisfaction from completing tasks

2. Focus on family relationships and roles

3. Develop gender identity

4. Develop immaginations and have fantasies and learn to handle guilt regarding their fantasies.

Preoperational phase- pre-conceptual and intuitive

(ages 2-7)

1. Slowed physical growth

2. Increased brain growth

1. Improved Language

2. Improved Reasoning, use of concepts, memory

3. Increased Social Cognition

a. Learns around 50 words by 16-20 months

b. Increases language about 50 words per month (3-6)

c. Influenced and cultivated by environment

d. Most children speak skillfully by 5 or 6

Improved reasoning, use of concepts, memory

3-6 YO

a. Development of cognitive skills of concentration - focus on one peice of information at a time

b. Appearance-reality problem-equating superficial appearance with reality

c. Selective attention and more distracted

d. Memory not as developed as with older children

e. " Zone of proximal Development"-an area barely within child's potential but can be realized with proper suport.

f. Can weigh future consequences and problem solve around obstacles

g. Able to concentrate and do more than one thing at a time.

h. Begins to understand reversability

"Theory of mind"

1. Defined as child's grasp of reality beyond empirical knowledge or what has been observed or experienced

2. Included theoretical knowledge or explanations based on constructs not observed.

3. Begins to understand that others have a separate mind and different thoughts- early development of mentalization

Personality and Emotional Development 3-6 YO

1. Understand that others have different motivation from self

2. Seperate perspectives are useful for communication

3. Development of aggression

a. Instrument agression ("I want this")

   b. Hostile agression (aimed to hurt someone in particular)

4. Begins to develop self control and direct emotional expression

5.  Better able to tolerate frustration and control tantrums

6. Delays gratification better, forgoing immediate rewards

7. Begins to develop self esteem

8. Adapts to situations (increased flexibility) and ability to modify self restraint based on changing context.

9. Internalizes behavioral standards.

10. Develops self esteem and constancy

Moral Development

3-6 YO

1. An internalized moral sense, integrating society's values and standards into own world view and self-concept

2. Develops"prosocial" behavior- empathy and altruism

3. becomes aware of how others around them feel and learns to empathisize with others.

4. Mirror neurons play role in this phase of development

1. Allow us to sense the move another person is about to make and the emotions he or she is experiencing.

2. Allow us to feel what the other person feels.

1. The primary method of dealing with conflict, mastering freightening and painful situations

2. particularly resolves conflicts, feelings regarding parents

3. Important for parents to enter child's drama through playing

4. Serves to "role play" social roles

1. Parental warmth and responsiveness remain central to development of empathy and social compttence

2. Consistency in child-rearing practives and discipline are crucial at this time

3. Parents need flexible self-control

4. Parents need to be responsive to child's changing abilities

1. Leads to child's aggression, social withdrawl, peer difficulties, low self-esteem, lack of coherent self, inability to describe feelings, emotional disturbances, disorganized attachment

1. Poverty

2,. Ineffective discipline

3. Poor parental education

4. Parental psychopathology

5. Divorce

6. Trauma

Protective Factors during early child development

1. Social supports and peer affiliations

2. Positive parent-child relationships

3. Effective parenting

4. Intelligence

5. Temperment

6. Self esteem and secure attachment

7. Resiliency

Leads to

1. Intelligence and problem solving ability

2. Female gender

3. External factors and social supports

4. Secure parental attachment

5. Easy temperament

6. Peer affiliations

Stage Theories of Middle Childhood

(ages 7-11)

1. Erikson (industry versus inferiority)

2. Freud (Latency Phase)

3. Piaget (Concrete operational)

4. Kohlberg (Pre-conventional and conventional morality)

Psychosovial development

1. Capacity to cooperate and create develops; result is sense of either mastery or incompetence.

Latency Phase

(ages 7-11)

1. A time of building competence and sense of mastery

2. A time of cognitive transitions

3. A time of social expansion

4. A time of integrating a sense of self

5. A time of continuity with the past; e.g., securely attached toddlers become preschoolers who are competent with peers, popular, and well-adjusted in elementary school

1. Has advanced cognitive reorganization

2. Sees more complexity underlying reality

3. Thinks about own knowledge and thoughts

4. Has stronger understanding of conservation concepts

5. Increases classification skills

6. Increases memory abilities;e.g., increased storage capacityand performance

Gardners (1983) theory of multiple intelligence- 7 basic intellectual competencies.

a. Linguistic  intelligence

b. Musical intelligence

c. Logical-mathematical intelligence

d. D[atopa; omte;;ogemce

e/ Npdo;u-kinesthetic intelligence

f. Intrapersonal intelligence

g. Interpersonal intelligence

Influence of heredity and environment

Genes set outer limits of traits and abilities; environment determines where person falls

Enriching deprived environment can increase IQ performance

Cultural bias

a. It is important to appreciate within cultures as well as between

b. Children flourish most when schooled within their own culture

^{Social Interaction affects cognitive development}

A. Cooperative learning from each other

B. Didactic learning from teacher

c. All forms of learning crucial to effective cognitive development

Middle Childhood Social Development Major Areas

1. Development of Social Self

2. Socialization at school

3. Peer relationships

4. Family relationships

a. Cooperation and prosocial behavior learned

b. Reinforcement of cultural norms and values

c. Reinforcement of traditional gender-role learning; e.g., subtle discouragement of intellectual achievement in girls

d. Unequal experience of members of nondominant groups related to racism and classism

a. Increasingly important due to time peers spend together

b. By age 11, time with peers surpasses time with family

c. Important due to learning opportunities, especially about reciprocity, cooperation, and fairness

d. Status and acceptence becomes desireable

Qualities of Middle Childhood peer relationships

1. Loyal clos friendships are formed

2. Friendship networks are formed

3. Coordination of friendships within group interaction is learned

4. Peer group norms of rules of conduct take precedence

5. Boundaries of gender-segregated groups are maintained

Middle childhood family relationships

Dramatic change in parent-child relationships due to advancing cognitive abilities, but parent's role as monitor still critical

Positive parental traits during middle childhood

a. Authoritative parenting

b. Fairness in resolution of disagreement and diminished conflict over parent and child goals

c. Understanding, caring, and responsive parenting

1. siblings influence learning about relationships

2. Quality of sibling relationships influenced by age, gender, stress, personality, parental treatment.

1. Emergence of psychological self

2. More complex understanding of emotions

3. Deepening moral development

4. Growing sense of gender internally and socially

a. Adept at masking personal emotions

b. Capable of empathy for others

a. Guilt, self reproach, self-blame felt when they do not meet internalized standards

b. Moral principles of culture become known

a. Divorce and family disruption

b. Family and community violence

c. Poverty

D. Mixed ethnicity and biculturalism

e. Physical disabilities

f. Attention deficits and developmental disorders.

"The beginnings of living systems indelibly set the stage for every aspect of an organism's internal and external functioning throughout the lifespan...At present all major throreticians are placing developmental concepts at the foundation of their clinical models."

1. A challenge to conception; it is both a disease and a life crisis

2. Affects 6.1 million people in U.S. or 1 in 10 couples

3. Affects every race, religious backgoround, and socioeconomic level

4. Over 1 million people seek treatment yearly

5. There are over 40 different  ways to have a baby without intercourse

Conception

1. Occurs 2 weeks post menstrual cycle; from event to birth is generally 38 weeks

2. Genetic events at this time are essential for heredity and future development

Support structures and organ systems form; 6-10 weeks

A. Pleasantly surprised, enthusiastic, acceptnce of fate, ambivalent, shocked

B. May be viewed as dreadful illness, period of refuge, or inconvenience

a. 1st trimester- "Is it really true?"

b. 2nd trimester- "Yes!We are really pregnant and we are going to have a baby!"

3. 3rd trimester-" My baby will be...?"

a. Genetic errors

b. Teratogens

c. Diet, age, emotional state of the mother

d. Health factors of mother and/or father

e. Sex differences

f. Social class and cultural differences

Genetic errors

3-8% of all fertilized ova

1% of newborns have abnormalities

a. diseases and drugs of the mother

b. substances that may harm a developing organism

a. Childbirth education

b. Hospital/optimal health care

c. Breastfeeding

d. Positive family response

e. Mother's emotional stability

f. involvement of partner

g. Especially, social support

a. Rapid discharge from hospital

b. Newborns with low birth weight and or/premature birth

c. Maternal smoking, drug, and alcohol use.

d. Psychosocial vunerability of mother

e. Especially, inadequate social support

1. Cesarean section delivery

2. Low birth weight

3. Birth anomalies or anoxia

4. Infant death

5. Poor transition to parenthood

6. Unwanted/unsupported pregnancy

7. post partum depression

8. Death of mother

1. The interaction between caregiver and infant is exquisitely intertwined

2. Infants rely on others and can only function in a supportive holding or facilitating environment

3. Infants require a caregiving matrix to be well-regulated, but this regulation is really co-regulation

4. During infancy and toddlerhood, the parent-infant relational experience is central

1. Absolute dependence

2. Relative dependence

3. Object Relating

a. A period of absolute helplessness in the 1st 3 months

b. Requires fundamental caregiving activities that facilitate growth and development

c. Includes profound mutuality between infant and caregivers

d. Leads to integration or consolidation of emerging self

a. From 3-6 months, beginnings of co-regulation and reciprocal exchange

b. Infant learns ways to soothe self and retain internal image of the good-enough caregiver.

Infant goes through period of experienceing the caregiver as good (gratifying and loving) or bad (hating and frustrating)

Object Relating

a. By 6-9 months, infant begins to relate to others and recognizes differences between  familiar and unfamiliar individuals.

b. Has developed special relationships with a primary caregiver who provides safety through a holding environment

c. During this period , infant may have transitional objects, which serve as an inanimate symbolif caregiver that evokes soothing maternal presence and helps the infant regulati the anxiety of separation.

d. Transitional phenomena could also be used for soothing the infant; examples are babbling or sleep rituals

"Interperonal experience plays a special organizing role in determining the developmento f brain structure early in life and the ongoing emergence of brain function throughout lifespan...Patterns of communication literally shapre the structure of the child's developing brain."

b. Attachment quality impacts emotional development, cognitive development, behavior, and resilience

1. A phase of moving toward independence and becoming a seperate person from parents through developing individual adaption

2. Can tolerate longer seperations from parents by 18 months

3. Develops "affective sharing: through smies, looks, words

4. Experiments with mastery over objects

5.  Develops executive competence

6. Develops and awareness and mental representation of self and others in years 2-3

Development ages 1-3

Self recognition tied to cognitive development

1. "I do it!" is a common assertion

2. Begins to understand others and develops social referencing

3. Recognizes others have separate roles, intentions, and aims

4. Develops assertion of own will and even emergence of deviance- awareness of when they are doing something or about to do something forbidden

5. Develops new "self-conscious" emotions such as positive self evaluation and shame.

Temperment and/or developmental disabilities can have a negative influence on parent-child relationship

Difficult child temperment places child at higher risk for abuse and neglect

Parental history of unresolved attachment and trauma creates risk for child abuse, causing trans-generational transmission of abuse and trauma.

Assisted reproductive technologies (ART)

The birth of the "test tube baby," in 1978 initiated a new era in infertility management and reearch.

Involves the recovery of eggs following hormonal treatment to induce ovulation

The sam gene may influence seemingly unrelated systems. One example is the disease phenylketonuria; caused by a mutation in a single gene but causes such disparate traits as mental retardation and reduced hair and skin pigmentation

Fetal viability

Temperment