Growth from
Birth to
Age 5
PSY 121
Chapters 5 - 10
Part 2
Baumrind’s Theory of
Parenting
• Authoritarian parenting
•“Law and Order”
• “Because I said so! “
• Demand obedience
• often maintain distance from
child
Baumrind’s parenting
• Permissive Parenting
• Few demands yet nurturing
and accepting
• Tend to communicate
well with children
Baumrind’s parenting
• Authoritative Parenting
• Negotiation and participation
• Limits set and rationally
explained
• often democratic
• mutual respect
Other models
of parenting
• Traditional
especially related to gender
roles
• Permissive forms
• rejecting/neglecting
• democratic/indulgent
Spider
Rock,
Canyon
de
Chelly,
Arizona
SPIDER ROCK
• What role does this
landmark play in
discipline
procedures?
• What dangers
are inherent in
this practice?
Complexities of Parenting
• Child’s temperament
• Size of the family
• Child’s age and gender
• Parents age
• Marital relationship
Discipline
• What method is best?
• For infants?
• For toddlers?
• For preschoolers?
•Name some pro’s and con’s
of physical (corporal)
punishment
Cognitive
Development
Piaget
• children actively seek to
comprehend their world
• infants do think contrary to the
“no talk; no thought” ideas
Cognition
• Active intelligence
functions through
senses and motor skills
• Toddler is the “little scientist”
• Piaget sees development in stages
Piaget’s first stage
Sensorimotor thinking
• substages 1 & 2 relate to reflexes
• substages 3 & 4 relate to objects
and people; responding to people
• substages 5 & 6 relate to action
and ideas
Piaget’s second stage
Preoperational thinking
• acquisition of information and
basic skills to manipulate
information and perform
operations
Piaget: Key Concepts
• Object permanence
• understanding that objects and
people continue to exist even
though they
cannot be seen
• marks transition to
preoperational thinking
• object permanence is acquired
gradually
• active searching requires
motivation and memory and
motor ability
Piaget:
Key Concepts for preoperational thinking
• Centration
• Reversibility
• Egocentrism
• Conservation
• Animism
Rethinking Piaget
• Is the timetable too rigid?
• Are the stages too sequential?
• Actual development seems to occur much
less evenly
• Perhaps Piaget was not wrong, just
not complete
• Reality includes more diversity
Vygotsky
• Social activity rather
than individual discovery
•Cultural goals rather
than maturational milestones
• Guided assistance enables
a child to independently
accomplish the tasks
Vygotsky
• Difference between actual and
potential development is
represented by the ZPD or Zone
of Proximal Development
•social context determines how
and when a person moves
through his/her ZPD
Vygotsky
• Since every culture values certain
cognitive skills more than others,
it is not
surprising that
cultural variations exist.
• There is also a family context
Language
Development
• Cognitive development
supports
and is aided by
development
language
Language
Development
• Competency develops first
in
uses of
language) then on structure
language function (
(sequence of words in sentence,
grammar rules, etc.)
Chomsky
• All children have an innate
predisposition to learn
language. This is known as a
Language Acquisition
Device or LAD
Related terms
• Over-extension
• over-generalization of a set of words to
inappropriate objects
• Over-regularization
• over-application of rules; same rules; all
situations
Vocabulary Development
• Predictable sequence
• first nouns
• then verbs
• then adjectives and adverbs
• then conjunctions, pronouns, etc.
Related concepts
• Private speech =
Vygotsky’s idea that children
review what they know and regulate
their actions accordingly
• Through social use of language
children incorporate potential
learning into actual development
Ponder these
• What can be done to stimulate a child’s
language development?
• What is the difference between speech
and language?
• What cues tell you that a child’s speech
and language may not be developing
normally?
• Special ability issues?