View
219
Download
0
Category
Preview:
Citation preview
8/14/2019 6 the Developing Person
1/43
The Developing PersonThe Developing Person
Chapter 4 135-191Chapter 4 135-191
8/14/2019 6 the Developing Person
2/43
Major issues of
Development Nature vs Nurture Genetics or Environment
Continuity vs stages
Do we have distinct and separate stages ofdevelopment or do the various elements blendas we move through time?
Stability vs change Do things like temperament change with age or
do they remain fundamentally the same all ourlives?
8/14/2019 6 the Developing Person
3/43
Prenatal Development Conception Zygote up to 2 weeks, simple cell
division followed by differentiation Embryo 2-8 weeks organs begin toform
Fetus 9 weeks to birth starts tolook human
8/14/2019 6 the Developing Person
4/43
Teratogens The fetus is connected to the mother viathe umbilical cord and placenta. Harmfulchemicals such as alcohol and viruses canpass from the mother to fetus in thewomb called teratogens. Too muchexposure to alcohol can cause Fetal
Alcohol Syndrome (FAS) and lead tomental retardation.
8/14/2019 6 the Developing Person
5/43
Newborn Skills Newborns are born with basicsurvival skills such as the rooting
reflex which helps them get food. They also respond to faces, their
mothers voices, scents, etc.
8/14/2019 6 the Developing Person
6/43
Infant Brain
Development Biological development underliespsychological development.
Early memories are not possibleup to around 3 years becausethe neural networks have not
been established to hold them. As networks grow and form,
infants develop their skills
8/14/2019 6 the Developing Person
7/43
Cognitive Development ean iaget create t e oun ation orunderstanding cognitive development wehave today.
Schemas your idea of what something is Assimilate to interpret new informationwithin your schema.
Accommodate changing our schema to fit
new information. http://projects.coe.uga.edu/epltt/index.ph
http://projects.coe.uga.edu/epltt/index.php?title=Piaget%27s_Stageshttp://projects.coe.uga.edu/epltt/index.php?title=Piaget%27s_Stages8/14/2019 6 the Developing Person
8/43
Piagets Stages of
Cognitive Development
8/14/2019 6 the Developing Person
9/43
Sensorimotor Stage 1-2 years infants world is filledwith sensation, live in the right now.
Lack sense of Object Permanence Modern research suggests thatinfants do have some ability to thinksupporting a continuity theory overPiagets stage theory.
8/14/2019 6 the Developing Person
10/43
Preoperational Stage Up to age 6-7 Children are too young to perform
mental operations such as
conservation. Children are egocentric they cannotsee the world through anyonesviewpoint but their own.
They begin to develop a theory ofmind realize other people haveseparate minds, feelings, etc.
Autism often appears around this age autism is marked by a deficiency inthe theory of mind.
8/14/2019 6 the Developing Person
11/43
Concrete Operational Fully understand conservation andmathematical transformations
Ages 6-7
8/14/2019 6 the Developing Person
12/43
Formal Operational
Stage By age 12 children can expand theirmind from the purely concrete to
abstract thinking. If, then thinking is easily solved
8/14/2019 6 the Developing Person
13/43
Child Social Development Soon after object permanence andmobility appears infants develop a
fear of strangers stranger anxiety Infants will cling to parents, be upset
when separated and happy when
reunited. This is called emotionalbond is called attachment.
8/14/2019 6 the Developing Person
14/43
Harlows Mothers Harlow discovered that monkeysprefer contact and attachment to
fake cloth monkey mothers evenmore so than being near food. Hisdiscovery highlights the importanceof social interaction in some speciesincluding our own.
8/14/2019 6 the Developing Person
15/43
Attachment Some species attach dramatically during acritical period.
Ducks will imprint, or attach themselves to
the first living thing they see when theyare born and will follow them around therest of their lives.
Humans do not have a critical period butthey do require interaction to fully developand function normally.
8/14/2019 6 the Developing Person
16/43
Attachment Ainsworth Sensitive mothersand fathers usually havesecurely attached infants: arelikely to explore, be anxious if
parents leave but notuncontrollably upset.
Insensitive, unresponsiveparents often have infants with
insecure attachments: Shyness,anxiety, will cry if parent leaves
8/14/2019 6 the Developing Person
17/43
Effects of Attachment Secure attachment predicts socialcompetence.
Erik Erikson theorized that infants needto form a basic trust during earlyattachment periods in order to be able tolive a life of trust rather than fear.
Attachment is the most important socialachievement for infants.
8/14/2019 6 the Developing Person
18/43
Self Concept Self concept is themost importantsocial achievementfor children.
Self concept is asense of ones
identity andpersonal worth.
8/14/2019 6 the Developing Person
19/43
Self Concept Psychologists have pinpointed the point atwhich children begin to have a self conceptby how they behaving seeing their ownimage in a mirror. It starts about 15-18months.
Children with positive self concepts are
more confident, independent, optimistic,assertive, and sociable.
8/14/2019 6 the Developing Person
20/43
Child Rearing Practices How does parentingaffect selfconcept?
There are threebasic parentingstyles when itcomes to
controllingchildren.
8/14/2019 6 the Developing Person
21/43
Parenting Styles Authoritarian Parents impose rules andexpect obedience: Dont interrupt, dontstay out late or youre grounded why?Because I said so.
Permissive Parents submit to theirchildrens demands, hardly use punishment,
and do not make many demands of theirchildren.
8/14/2019 6 the Developing Person
22/43
Parenting styles Authoritative Parents are bothdemanding and responsive. They
exert control by setting rules andenforcing them by also by explainingthe reasons and, especially with olderchildren, encouraging open discussionand allowing reasonable exceptions.
8/14/2019 6 the Developing Person
23/43
Adolescence Adolescence is the transitionbetween childhood to adulthood
extending from puberty toindependence.
Western society, the US in
particular has been noticing a trendthat puberty is starting earlier
8/14/2019 6 the Developing Person
24/43
Adolescence Scientists believe that this isprimarily because of improvednutrition in our diet.
As puberty has come younger,education requirements demand thatour adult lives begin later and later.
The gap that has been created bymodern western society is now calledadolescence, something that didntexist up to just a few hundred yearsago.
8/14/2019 6 the Developing Person
25/43
Adolescence Erikson has labeledthe teen years as atime when wesearch foridentity.
8/14/2019 6 the Developing Person
26/43
Physical Development Adolescence begins with Puberty, thetime if sexual maturation.
-Rapid development of Primary andSecondary sex characteristics
The sequence of maturation is morepredictable than the timing of it.
8/14/2019 6 the Developing Person
27/43
Cognitive Development Up until puberty the brain is rapidlygrowing neural connections
As puberty begins the brain starts to
eliminate neural connections it isntusing. - What we dont use we lose.
The Frontal Lobe is still developingduring the teen years and early 20s,however the limbic system is fullydeveloped.
What behavior does this explain that iscommon amongst teenagers?
8/14/2019 6 the Developing Person
28/43
Cognitive Development Adolescence ability to reason givesthem a new level of social awareness.
As teens begin to think aboutthinking, they think about otherpeoples thinking, and think about
what other people think about THEM.
8/14/2019 6 the Developing Person
29/43
Cognitive Development Teens often will use their newreasoning to envision ideal situationsand can become very critical of theworld, parents, and themselves.
When they achieve formaloperations, they can think
abstractly, they will seek deeperconnections to existence, and usetheir improved reasoning andhypothetical analysis to see flaws inother peoples actions and hypocrisy.
8/14/2019 6 the Developing Person
30/43
Developing Morality To be a moral person (have strengthof character) you must be able to
think morally and act accordingly. Therefore you must be able to
reason and control your impulses and
actions.
8/14/2019 6 the Developing Person
31/43
Kohlbergs Moral
Development Preconventional Morality Up to age9 the Morality of self interest, you
obey so that you are not punished. Conventional Morality Some care
for others, follows laws or rules
because they exist and allow forsocial approval.
8/14/2019 6 the Developing Person
32/43
Kohlbergs Moral
Development Postconventional Morality Usingabstract reasoning or formal
operational thought. Following yourown ethical principles or ideals orreasoning out agreed upon rights forpeople.
8/14/2019 6 the Developing Person
33/43
Moral Judgment Moral judgment can elicit emotionalresponses so it is not simply reason
that makes us moral. Moral action requires, thinking,
feeling, and acting. To teach
morality we must teach reasoning,empathy, and self-discipline.
8/14/2019 6 the Developing Person
34/43
Eriksons Stages of
Psychosocial Development Erikson theorized that in each stageof development people had a crisis
that need to be resolved.
8/14/2019 6 the Developing Person
35/43
8/14/2019 6 the Developing Person
36/43
Identity According to Erikson teens try differentselves in different situations. At somepoint they solidify their sense of self.
Adolescence can also assume an identitythat is given to them by parents orculture, or they can form a negativeidentity that defines itself as an opposite
of parents and society and in conformitywith some other group.
8/14/2019 6 the Developing Person
37/43
Intimacy In young adulthood people struggle withdeveloping the capacity for emotionallyclose relationships, this happens after youhave a clear comfortable sense of who youare.
Much research has been done that
suggests that this task is something thatwomen spend much more time on than men.
8/14/2019 6 the Developing Person
38/43
Separation from Parents Adolescence marks a time when teensseek independence from their
parents. Having fun is somethingchildren look to do more with theirpeers than with family.
How important is your family to you?
8/14/2019 6 the Developing Person
39/43
Adulthood Physical
Development Physical Development Declinesafter mid 20s, exercise and eatinghabits are more important forcontrol of health.
Fertility rate goes down Menopause
Dementia and Alzheimers
8/14/2019 6 the Developing Person
40/43
Intelligence Testing Cross Sectional Testing shows asharp decline in intelligence as age
progresses. (testing all age groups atonce)
However, Longitudinal studies show
more stability. (testing same peopleover many years)
8/14/2019 6 the Developing Person
41/43
Intelligence testing Crystallized Intelligence accumulated knowledge and skills can
improve with age Fluid Intelligence Ability to reason
speedily and abstractly declines with
age
8/14/2019 6 the Developing Person
42/43
Social Development The Social Clock culturallypreferred timing of social events
Freud said a healthy adulthood isdefined by someone who can love andwork.
8/14/2019 6 the Developing Person
43/43
Reflections on Stability
vs Change Re-Read page 189 190
Recommended