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Definition
-systematic changes in the functional capabilities of the person
-what person is capable of doing or understanding as he or she matures |
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| -physical changes in the person from conception through maturity |
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| many changes occur in a predictable sequence or series |
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| development in the present includes all of the development that occured previosly plus more |
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| developmental changes tend to move in the direction of greater complexity-children acquire and refine skills |
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Definition
-developmental advances occur in a predictable sequence
-there are age norms associated with these developmental advances
-large sampes of children used to identify average age when children reach developmental milestone |
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Definition
| children move in smooth pattern on past experiences |
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| children develop in bigger jumps |
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| main theories of development |
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Definition
-structural-Organisms
-Learning
-Dynamic Systems
-Contextual
-Ethological and Evolutionary |
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Term
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Definition
-organisms go through a series of organized/structure stages
-development is based on biological processes
-discontinuous changes
-piaget and freud believed their stages were universal |
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Term
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Definition
-austrian neurologist
-perplexed by patients with ailments that had no physiological explanation
-psychodynamic theory |
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Term
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Definition
-Early experiences in children influence adult personality
-We do not always consciously know why we act the way we do
-Emphasizes importance of early emotional attachment
-Id, Ego, Superego
-Personality development occurs in 5 stages |
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Definition
| person’s instinctual drives; first component to evolve operates on the pleasure principle |
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Definition
| rational, controlling component; tries to satisfy needs with socially appropriate behaviors |
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Definition
| repository of child’s internalization of parental/societal values |
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Term
| Freud's psychodynamic theory stages |
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Definition
-oral
-anal
-phallic
-latent
-genital |
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Term
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Definition
0-1—Focus on eating, taking things into the mouth
-after birth, infant instic is to obtain life through nourishment
-happens through mouth
-sexual because pleasurable
-held affectionalty, passes through state
-fixation: smoking, chewing people out |
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Term
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Definition
-Emphasis on toilet training; first experience with discipline/authority
-Primary focus on bowel control
-Oral pleasure still important, but bowel control primary area of gratification
-Fixation causes issues with too much or too little elimination (i.e. over ‘elimination’ in social relationships; hoarding) |
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Definition
-3-6—Increase in sexual urges arouses curiosity and alerts children to gender differences; critical to gender identity formation
-Fondling genitals/masturbatory behavior gives pleasure
-Oedipus/Electra complex: sexual love for opposite sex parent
-Resolves when child rejects taboo feelings and identifies with same-sex parent |
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Term
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Definition
-6-12—Sexual urges repressed; emphasis on education; beginnings of concern for others
-Genital area still gratifying
-Repress expressions of sex to solve Oedipus/Electra complex
-Sex is characterized as a “nasty” behavior
-Play with children of same sex to control sexual thoughts
-Fixation: never feel comfortable around opposite sex |
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Definition
12+--Altruistic loves joins selfish love; need for reproduction of species underlies adoption of adult responsibilities
-occurs with maturing of sexual functions
-attention turns to opposite sex |
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Term
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Definition
-Interested in Biology, epistemology (study of how knowledge is acquired), and Psychology
-Hired to standardize tests of reasoning on children
-Noticed children of approximately same age tend to make similar mistakes in how they reasoned through problems |
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Term
| Key points of Piaget's theory |
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Definition
-The child is active
-Children’s knowledge is constructed
-It is an interactionaist theory—individual and contextual that influence
-It is a state theory—discontinuous |
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Term
| Piaget Theory: The child is active |
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Definition
-Children learn through their actions
-Children are naturally curios and explore the environment through their actions |
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Term
| Piaget Theory: knowledge is constructed |
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Definition
-Children construct an understanding of the world based on their experiences
-Knowledge constructed influences how they take in new information |
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Term
| Piaget Theory: interactionalist Theory |
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Definition
-Cognitive advances occur due to biological maturation and increased experience with the environment
-As our brain biologically matures we have an enhanced ability to interact with/understand our environment |
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Term
| Piaget Theory: A state theory |
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Definition
-Sensorimotor—birth to 2 years
-Preoperations—2 to 7 years
-Concrete operations—7 to 11 years
-Formal operations—11 + years
-Regardless of culture, the child must go through each other these stages in order. Each stage builds on the previous stage. |
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Term
| Stage One: Sensorimotor Period |
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Definition
-Ages 0-2
-Infants learn through their physical actions on the environment
-As motor skills increase, infants can explore their environment more effectively |
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Term
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Definition
-Ages 2-7
-Past experiences have helped create mental representations of the world—Schema
-Can act on mental representations as well as physically acting on objects directly
-Can do more problem solving in their head rather than using physical trial and error |
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| Stage Three: Concrete Operations |
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Definition
-Ages 7-11
-Can think logically about concrete problems, such as conservation of liquid task
-Have problems with abstractions and applying logic to hypothetical situations
-May be haphazard in approach to solving a problem (rather than systematic) |
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Term
| Stage Four: Formal Operations |
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Definition
-Ages 11+
-Can deal with abstract ideas and hypothetical situations
-Can think of all possible solutions to a problem and test them one at a time
-The Pendulum Problem |
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Term
| Qualitative Changes in Thought at Each Stage |
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Definition
-Sensiormotor Period: Infants rely on sensory and motor abilities
-Preoperation: Preschool age children rely on mental structures and symbols
-Concrete Operations: School-age children begin to rely more on logic
-Formal Operations: By adolescence children can reason about abstract ideas |
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