Term
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Definition
| Children are looked at as fully formed miniature adults. The only thing that distinguishes them from adults is their size. |
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Term
| Preformationism was predominant |
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Definition
| During the Middle Ages; however this was how children were seen for centuries.[image] |
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Term
| Preformationism embryology |
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Definition
| Dates back to at least the 5th century, is held in scientific thinking throughout the ages, and as late as the 18th century most scientists held preformationist views. |
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Term
| In embryology, preformationism gave way... |
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Definition
| During the 18th century when microscopes showed the embryo developed in a gradual, sequential manner. |
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Term
| In European social thought, preformationism began to decline... |
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Definition
| Earlier. During about the 16th century accompanying changes in the occupational world. |
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Term
| Occupationally speaking, during the middle ages most jobs |
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Definition
| Required mostly skill therefore adults believed that 6 & 7 year-olds could begin learning them on the job. |
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Term
| Schools started growing in the 16th and 17th centuries because... |
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Definition
| Families could raise their fortunes by providing their children with academic instruction, there were too many children dying on job sites, and children were taking jobs from adults; therefore, school became mandated and desirable. |
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Term
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Definition
| The "New" middle class of the 16th & 17th centuries. |
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Term
| Locke rejected the widespread belief that there are vast, innate differences among people. Instead Locke argued... |
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Definition
| People are largely shaped by their social environment, especially by their education. |
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Term
| The starting point for Locke 's theory was |
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Definition
| His refutation of the doctrine of innate ideas. |
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Term
| By rejecting the idea that there are vast, innate differences among people, Locke |
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Definition
| Started a battle between the Church and science because Locke asked for a questioning of the caste system and the Church's right to state certain things. |
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Term
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Definition
A change in the underlying structure or organization of a particular ability.
Tend to appear fairly sudden. (E.g. don't have a sense of self then you do, make nonsense babbling then making words that have meaning).
Has large, immediate impact on an individual. Bring about a large amount of stress (stress is not always a bad word, it just means change). |
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Term
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Definition
Body and brain growth.
Developing motor skill. |
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Term
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Definition
Changes in memory.
Use of language. |
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Term
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Definition
Developing social skills.
Personality development. |
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Term
| Locke believed education was most effective... |
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Definition
When children enjoy the leaning situation.
E.g. children can learn through games. Education should take advantage of the child's natural curiosity. Instruction should be arranged in small, discreet steps. |
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Term
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Definition
Two Treatises on Government (1689)
Essay Concerning Human Understanding (1690)
Some Thoughts on Education (1693) |
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Term
| Locke was especially opposed to: |
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Definition
| Physical punishment. It's use establishes undesirable associations. |
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Term
| For rewards, Locke was opposed to: |
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Definition
| The use of money or sweets because their use "undermines the main goal of education: to curb desire and to submit to reason." |
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Term
| Locke believed the best rewards are _ and the best punishment is _. |
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Definition
| The best rewards are praise and flattery and the best punishment is disapproval. |
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Term
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Definition
| Nurture; environmental experience. |
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Term
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Definition
| Nature; biological predispositions and genetic inheritance. |
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Term
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Definition
| The anti-Locke theoretically. |
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Term
| The Social Contract (1762) |
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Definition
| "Man is born free, and everywhere he is in chains." |
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Term
| Rousseau's Stage theory of development |
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Definition
| Did not hold up as a stage theory but it was one of the first theoretical attempts to explain how we develop in stages. |
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Term
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Definition
| To repeat (ancestral evolutionary stages) in its development. |
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Term
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Definition
A period of particular receptivity to specific types of learning that shape the capacity for future development.
You have to get it in right then or you won't learn it.
E.g. ducklings |
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Term
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Definition
A period of time that is comparatively more important in later development, but isn't the final deciding factor for later learning.
E.g. learning a second language. |
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Term
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Definition
| Development that progresses in a steady and gradual quantitative fashion. |
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Term
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Definition
Maturational Theory
Established the Clinic of Child Development at Yale and directs it for 37 years.
Brought theories from Europe to U.S.
Yale was one of the first to est. a child development center. |
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Term
| Today the Maturational Theory is called- |
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Definition
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Term
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Definition
| Gessell's theory of how behavior unfolds according to nature's inner plan. |
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Term
| The outstanding feature of maturational development... |
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Definition
| It always unfolds in code sequences. This order is directed by the genetic blueprint and is never violated. |
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Term
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Definition
Development is influenced by two major forces:
1. Environmental Forces
2. Maturation (fundamentally, more important). |
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Term
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Definition
| The process by which development is governed by intrinsic (i.e. genetic) factors |
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Term
| Gesell comes at maturation from a physiological stance because: |
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Definition
There are natural unfolding event that take place throughout our lives (e.g. at around age ___ we begin to smile, a age ___ w begin to walk, etc.).
We see the biggest support for this physiologically because we all have a natural unfolding of events at around the same ages; however we do not all go through the same processes or reach the same mile stones cognitively- this is what makes us individuals.
Well define sequence of events. (Both before and after birth) |
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Term
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Definition
Literally: Head to tail.
Towards the upper regions develop first and more fully than the lower regions of the body (e.g. the head/brain develops first,faster, and more fully than lower region like the legs). |
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Term
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Definition
| Development of the body begins along the center line (the spinal column) then extend out. |
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Term
| Do we develop in a Cephalocaudal or a Proximodistal fashion? |
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Definition
| In utero, both happen at the same time for our development. |
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Term
| Gesell was particularly opposed to... |
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Definition
| Efforts to teach children things ahead of schedule. At the right moment they will simply begin to master a task. Until then, teaching will be of little value, and my create tensions between caretaker and children. |
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Term
| Gesell was similar to Rousseau in the belief that... |
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Definition
Socialization forces should be coordinated with internal maturation principles.
E.g. Walker. If the child is put in a walker, they won't learn how to walk and will be delayed. The child is already prepared by nature to do this by gaining muscle strength through natural activities and using a walker takes that away from them. |
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Term
| Gesell believed maturation governs... |
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Definition
| ...the growth of the entire personality. |
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Term
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Definition
The development process by which two tendencies gradually reach an effective organization.
E.g. handedness: We aren't born right or left handed. We go back and forth between them until we settle on a preferred hand to use.
Once you settle on something being what it is, you kill all possibility of it being anything else. |
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Term
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Definition
Favoring one hand over the other is functional asymmetry. Although using the (e.g. right) hand may not work for everything, it works for most things and can work for most things. It can also work if the process is modified to do so.
(E.g. turning s wrench in a tight spot) |
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Term
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Definition
50 white kids from upper-middle-class.
Above average intelligence
Took predominantly from faculty an parents around the area (around Yale).
The study was okay because Gesell was looking for physiological markers that would be found 'species wide' regardless of any other variable. |
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Term
| Gesell strongly believe in individuality and the uniqueness of each child, but... |
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Definition
| Unfortunately, his position was obscured by the way in which he summarized his findings. |
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Term
| Gessell's actual position on individuality was.. |
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Definition
| All normal children go through the same SEQUENCES but they vary in their RATES of growth. He also suggests that growth rates might be related to temperament and personality. |
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Term
| The younger an individual is... |
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Definition
The les apparent the impact of differential environments will be.
2month olds are all pretty much the same, the same with 6month olds, but by 2 you can see marked differences in children due to the environments they have been exposed to. By the time they are 15-17, the differences are severe and extreme. This is why th difference at the end of life are much different than at the beginning between individuals. |
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Term
| Gesell on Developmental Assessment |
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Definition
| Observe the child's overall behavior in order to compare the child's developmental level in relation to his or her chronological age. |
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Term
| Gesell was one of the first to separate developmental age vs. |
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Definition
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Term
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Definition
| The study of animal and human behavior within an evolutionary context. (Darwin) |
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Term
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Definition
| The development of a single organism. |
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Term
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Definition
| The development or evolution of a group if organisms. The evolutionary history of organisms (esp. depicted in a family tree). |
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Term
| The father of modern theology |
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Definition
| Lorenz, Konrad (1903-1989) |
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Term
| Psychologists consider species |
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Definition
| A special class of unlearned behavior. |
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Term
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Definition
| Particular behavior patterns (e.g. instincts) are found only in members of specific species there may be some overlap. |
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Term
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Definition
Stereotyped motor component.
Instinctive behaviors always include some fixed action pattern- some stereotyped motor component. |
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Term
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Definition
| Inner urge to engage in the instinctive behavior. Consequently, if the behavior has not been released for a long time, the drive behind it can build up to the point that less specific stimuli will suffice. |
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Term
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Definition
| When the gap of information is filled during an early critical period, the process is imprinting. |
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Term
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Definition
| Can only learn a certain thing or imprint a specific thing during a certain period of time. |
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Term
|
Definition
| World Health Organization |
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Term
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Definition
| Actions that maintain proximity to a parent. |
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Term
| Environment of Adaptedness |
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Definition
| The basic environment in which we evolved. |
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Term
| As a product of evolution, the human child |
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Definition
| Has an instinctual need to stay close to the parent(s) on whom she has imprinted. |
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Term
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Definition
Birth to 3months: Social Gestures with Limited Selectivity
Smiling at faces over other stimuli. Preferential of face over other stimuli. |
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Term
|
Definition
3-6months: Focusing on Familiar People
Narrowing of responses to familiar people (usually prefer a couple or one in particular).
The child spends more time with certain individuals, narrows their focus. This is not s choice the child makes. |
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Term
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Definition
6months-3years: Intense Attachment and Active Proximity Stage
At 7-8 months, the baby can crawl and begin to actively engage in exploring while using the parent as a safe base. By the end of the first year, the child has formed a general mental model of the attachment figure and their abilities. |
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Term
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Definition
3years to End of Childhood: Partnership Behavior
Autonomy, the child is dependent upon the parent, attachment needs continue to be a part of their life but the child moves into a partnership with the parent instead of a need on the parent. |
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Term
| Institutional Deprivation |
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Definition
| Bowlby thought the sensitive period might end When the fear response began. |
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Term
| Bowlby is attributed to attachment theory's start but ____ is attributed with much of its progress and popularity. |
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Definition
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Term
| Ainsworth logged hundreds and hundreds of hours with the children in her study.. |
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Definition
| She and her students visited them 4 hours a day three days a week for a year each prior to their involvement in the Strange Situation procedure. |
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Term
| Strange Situation Assessment Procedure |
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Definition
1. Parent and Child are alone in a room.
2. Child explores the room without parental participation.
3. Stranger enters the room, talks to the parent, and approaches the child.
4. Parent quietly leaves the room.
5. Parent then returns and comforts the child. |
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Term
| Securely Attached Infants |
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Definition
During the Stranger Situation: kids would go to mother, mom would console, and the child would continue to explore again. The child would use the parent as a secure base from which to explore.
Majority if kids fit into this category.
Have the best outcomes later in life. |
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Term
|
Definition
During the Stranger Situation Assessment, the children ignored the mother when she was there and when she came back. The mother ignored the child's signaling and therefore the child knew they were going to be ignored regardless o how they responded.
These people tend to have problems in relationships later in life because they don't "need" anything from others. |
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Term
|
Definition
During the Stranger Situation Assessment, when the mother returned, the child started to go to the mother, then backed away, then would try to go to her, then back away again. During home visits sometimes the parent was right there responding well to signals from the child and other times would not.
These people have a hard time later in relationships later in life with going back and forth from "I LOVE YOU" to "I HATE YOU".
Linked to BPD later in life. Also linked to depression both with the mother and child. |
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Term
| Disorganized/ Disoriented Infants |
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Definition
| In the Stranger Situation Assessment, the children were at a loss how to act because they wanted to approach their mother but were afraid to do so. |
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Term
| In terms of development, Montesorri is the only one who... |
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Definition
| Dedicated herself to the actual teaching of children. |
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Term
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Definition
| Similar to crucial periods. Genetically programmed blocks of time during which the child is especially eager and able to master certain tasks. |
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Term
| Montessori's First Sensitive Period |
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Definition
First 3 years
The child has a need for Order
As soon as children can move about they like to put objects back where they belong. |
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Term
| Montessori's Second Sensitive Period |
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Definition
The sensitive Period for Details
Between 1 & 2 years.
Children fix their attention on minute details- signals a change in psychic development, they are now trying to fill in their experience as completely as possible. |
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Term
| Montessori's Third Sensitive Period |
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Definition
The sensitive Period for the Use of Hands
18months- 3years.
Refine their movements and sense of touch. |
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Term
| Montessori's Fourth Sensitive Period |
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Definition
The Sensitive Period for Walking
Walking, like other behaviors, means something different to the toddler than it does to us. The toddler walks to walk instead of walking for a destination. |
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Term
| Parents of Disorganized/Disoriented children sometimes exhibit lapses in consciousness and psychological thinking. These lapses might be associated with |
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Definition
| Outbursts that generate fear in their babies |
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Term
| What were the recommendations that Bowlby fought against in regards to hospitals? |
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Definition
| Bowlby and Robertson battled against institutions separating parents from toddlers and young children. In the 70's parents rooming-in with their children became common practice in the hospital; most hospitals now allow parents to stay with their children. |
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Term
| What do Bowlby and Ainsworth say about early childhood day care placement? |
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Definition
| Even young infants who attend day care for several hours a day become primarily attached to their parents. |
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Term
| What does Ainsworth think about parental behaviors that are aimed at accelerating their child(ren)'s development? |
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Definition
| Such parental behavior is unhealthy because it takes too Mich control away from the child(s). |
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Term
| What was the evolutionary aspect of a child's need to stay close? |
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Definition
| The need for proximity provided children with protection. |
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Term
| Montessori's Fifth Sensitive Period |
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Definition
The sensitive period for language. Perhaps th most remarkable of all is the speed at which we learn it. If a child is exposed to more than one language, they master them both.
0-3 years: unconsciously grasping and absorbing sounds from the environment.
Particular sensitivity during this time, then gone.
3-6 years: consciously grasping language. Are still in the general sensitive period for language. |
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Term
| Montessori's Five Sensitive Periods are: |
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Definition
1. Walking
2. Concern for Detail
3. Need for Order
4. Use of Hands
5. Language |
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Term
| At various sensitive periods, children are driven by |
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Definition
| An inner impulse to independently master certain experiences. |
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Term
| Montessori schools support what learning environment? |
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Definition
| The same as that which is at the home- the teacher does not try to direct, drill, or instruct, or otherwise take charge of the child. The teacher gives the child opportunities for independent mastery. |
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Term
|
Definition
| When given tasks that met inner needs at sensitive periods, the children worked on them over an over. When they finished, they were rested and joyful; they see me to possess an inner peace- through an intense work they achieved their true normal state. |
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Term
| Today the Montessori materials are largely set but the teacher still relies heavily on what? |
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Definition
| The principle of free choice. |
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Term
| In the Montessori system of teaching, the teacher must be careful to avoid what? |
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Definition
| Giving the impression that the child 'ought' to learn a particular task; this would undermine the child's ability to follow their own tendencies |
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Term
| The Montessori teacher is not a ____ but a _____ . |
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Definition
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Term
| How do children learn skills? |
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Definition
| Children cannot learn many skills at once. |
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Term
| What did Werner think about becoming before he entered the University of Vienna? When he did enter U of V, what did he hope to become? |
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Definition
| Werner thought about becoming an engineer, he enterd the University of Vienna hoping to become a composer and music historian. |
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Term
| What psychological movement was happening when Werner hoined the Psychological Institute at Hamburg? |
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Definition
| Gestalt Psychology; Wener participated in lively discussions about the new psychological movement. |
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Term
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Definition
A tendency to complete patterns.
[image] |
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Term
| With whom/what school of thought did Werner identify? |
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Definition
|
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Term
| Leipzig School of Thought |
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Definition
Agreed with the general Gestalt principles, but it believed the Berlin orientation was not genuinely holistic because it focused too narrowly on perception instead of on the whole acting, feeling organism.
More developmentally oriented. |
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Term
| If the concept of development was properly defined, what could it be used to do (according to Werner)? |
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Definition
| Compare patterns found in humans across various cultures and even between humans and other species. |
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Term
| How did Werner end up in the U.S. and what did he do here? |
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Definition
Werner was dismissed from Hamburg by the Nazis because he was Jewish.
He came to the U.S. (after Holland) where he held a number of positions in Universities and eventually was hired at Clark University as a professor of psychology and education. |
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Term
| What did Werner want to do with his view on development? |
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Definition
| Tie development to both an organismic and a comparitive orientation |
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Term
| Werner's view on development: |
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Definition
| Development refers to more than the passage of time; we may grow older but without developing. Development refers to more than increases in size; we may grow taller or fatter, but such growth is not necessarily developmental. Development involves change in structure. |
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Term
|
Definition
Whenever development occurs, it proceeds from a stage of relative lack of differentiation to a state of increasing differentiation and hierarchic integration.
Describes behavior in many realms; also applies to personality development. |
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Term
|
Definition
| Occurs when a global whole separates into parts with different forms or functions. |
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Term
| Hierarchically Integrated |
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Definition
As behavior becomes differentiated, it also becomes hierarchically integrated-
Behaviors come under the control of higher regulating centers.
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Term
| Self-object-differentiation |
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Definition
| The gradual process by which children separate themselves from the environment. Seems to go through 3 levels. |
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Term
| Sensorymotor-affective Level |
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Definition
| Infants hardly experience an outside world apart from (differentiated from) their own immediate actions, sensations, and feelings. They know objects only insofar as they are sucking them, touching them, grasping them, and so on. |
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Term
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Definition
Children perceiving things "out there" apart from themselves. They stand back and look at objects, point to them, ask their names, and describe them.
The extent to which children's perceptions are colored by their personal needs and actions is sometimes revealed by the words they use. |
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Term
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Definition
| Most detached, objective level of the world, We begin to think in a very general and abstract dimensions (e.g., height, weight, volume, velocity, etc.) |
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Term
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Definition
| Werner believed development is teleological, which mens it directs itself toward mature end-states. Humans therefore, naturally progress toward abstract, conceptual modes of thought. |
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Term
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Definition
The developmental process that occurs each time we confront a task. A self-renewing process in which we continually begin at undifferentiated levels.
Occurs so rapidly we are unaware of the process but we may become aware of it at times, as when we find ourselves in new unfarmiliar settings. |
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Term
|
Definition
| People who can regress farther back and utilize both primitive and advanced forms of thinking. |
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Term
| Holistic or Organismic Position |
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Definition
| Maintains that we should, as far as possible, study psycholigcal processes as they occur within the whole acting, feeling, striving organism. |
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Term
| What was the greatest problem with Werner's comparitive theory? |
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Definition
It appeared to have political overtones.
Werner was not trying to show that children and indigenous people people think in completely identical ways. He was not advancing a theory of recapitulation. |
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Term
|
Definition
Pictoral Imagery- photographic memory. Pictoral imagery is so dominant in young children that many posess edict imagery.
Strong forms of edict imagery seem to be present in only a minority of children but many children possess some form of it. |
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Term
|
Definition
Reaction to peoples' dynamic, emotional, expressive qualities; Experiencing everything as if it is teeming with life and emotion.
Based on a unity between oneself and objects.
Also based on synthesia |
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Term
| Geometric-Technical Perception |
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Definition
Perceiving objects in terms of shape, length, hue, width, and other objective measurable properties.
More matter-of-fact.
The perceptual modality of the scientist/technician.
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Term
| What is the difference between geometric-technical and physionomical perceptions as children? What is the difference as adults? |
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Definition
Children, lacking clear self/environment boundaries, perceive the whole world as full of life and emotion.
We never lose our capacity for physiognomic perception, and it too develops within us- it just develops at a slowe rate than the geometric technical perception.
Most of all, we (adults) are aware of physiognomic qualities when we perceive them aesthetically through the eyes of the artist.
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Term
|
Definition
| The syncretic unity of the senses |
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Term
| Intersensory modes of experience are often well developed among who? |
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Definition
Indifenous peoples
Western adults who regress to primitive states in psychosis or under the influence of hallucinogens. |
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Term
| Bodily Organismic Activities |
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Definition
| Motoric actions physical and vocal gestures, and feelings |
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Term
|
Definition
|
|
Term
|
Definition
| Depicts the active, expressive aspects of things |
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Term
| What is the dominant form of perception in our culture? |
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Definition
| Our culture is superseded by a more geometric-technical outlook. We sometimes revert to physiognomic modes, as in moments of creative regression, but we generally rely on more logical rational modes of thought. |
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Term
| Comparing child to adult is like comparing artist to _____ |
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Definition
|
|
Term
| At what age does our thought process begin to change from physiognomic to geometric-technical? |
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Definition
| About the age of 8. You can begin to see it in children's drawings. |
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Term
| Werner was first and formost a _____? |
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Definition
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