CHAPTER 10, SECTION 1
DEVELOPMENT PSYCHOLOGY
-
HOW PEOPLE GROW AND CHANGE;
-
STUDY DIFFERENT AGES AND T YPES OF DEVELOPMENT SUCH
AS PHYSICAL, SOCIAL AND COGNITIVE
PSYCHOLOGIST STUDY ABOUT WHAT T YPE OF EXPERIENCES IN
INFANCY AND CHILDHOOD FOSTER HEALTHY AND WELL-ADJUSTED
CHILDREN AND ADULTS.
PSYCHOLOGISTS STUDY 2 STAGES:
1. EARLY CHILDHOOD EXPERIENCES AFFECT ADOLESCENTS AND
ADULTS
2. EARLY STAGES OF DEVELOPMENT SUCH AS:
LEARNING ABOUT DEVELOPMENTAL PROBLEMS
WHAT CAUSES THEM
1
HOW TO TREAT THEM
CHAPTER 10, SECTION 1
TWO METHODS PSYCHOLOGIST USE TO STUDY
CHANGE
1. LONGITUDINAL
2. CROSS-SECTIONAL
PSYCHOLOGISTS ARE CONCERNED WITH
1. HEREDITY AND ENVIRONMENT (NATURE V. NURTURE)
HOW CONTRIBUTE TO DEVELOPMENT
2. DOES DEVELOPMENT OCCUR
2
GRADUALLY OR IN STAGES
CHAPTER 10, SECTION 1
HEREDITY MANIFESTS ITSELF PRIMARY IN THE
PROCESS CALLED MATURATION
MATURATION IS DEVELOPMENTAL CHANGES THAT
OCCUR AS A RESULT OF AUTOMATIC AND
SEQUENTIAL PROCESS OF DEVELOPMENTAL THAT
RESULTS FROM GENETIC SIGNALS
CRITICAL PERIOD - BEST TIME TO LEARN A
PARTICULAR SKILL OR BEHAVIOR
EX. LEARNING A LANGUAGE
ARNOLD GESELL
BELIEVED IN MATURATION AND STAGES
3
PLAYED IMPORTANT ROLE IN DEVELOPMENT
CHAPTER 10, SECTION 1
JOHN LOCKE - “TABULA RASA” - BLANK SLATE
WATSON - BEHAVIORISTS EXPLAINED NURTURE
(ENVIRONMENT) HAS GREATEST EFFECT.
EX. NUTRITION, FAMILY BACKGROUND, CULTURE, LEARNING
EXPERIENCE AT HOME, COMMUNITY, SCHOOL
DOES DEVELOPMENT OCCUR IN STAGES OR CONTINUOUS
PROCESS?
STAGE - PERIOD DISTINCT FROM OTHER LEVELS.
GESELL AND PIAGET BELIEVE COGNITIVE DEVELOPMENT
OCCUR IN STAGES.
FLAVELL BELIEVES COGNITIVE DEVELOPMENT - GRADUAL
PROCESS
HAPPENS SLOWLY CAN OCCUR UNNOTICED
4
EX. CHILD’S WEIGHT
CHAPTER 10, SECTION 2
PHYSICAL DEVELOPMENT
4 EXAMPLES OF PHYSICAL DEVELOPMENT
1. CHANGES IN REFLEXES ; SOME ARE KEPT OTHERS
DISAPPEAR (MORO & BABINSKI)
2. GAINS IN HEIGHT/WEIGHT
3. MOTOR DEVELOPMENT
4. PERCEPTUAL DEVELOPMENT
MORO – “STARTLE”; REFLEX IF IN PAIN OR RESPONSE TO
SUDDEN SOUNDS
5
BABINSKI – FAN THEIR TOES WHEN SOLES OF FEET ARE
TOUCHED
CHAPTER 10, SECTION 3
SOCIAL DEVELOPMENT
ATTACHMENT
STRANGER ANXIETY
SEPARATION ANXIETY
2 FACTORS WHY CHILDREN/ANIMALS ARE SO ATTACHED
TO PRIMARY CARE GIVERS?
1. CONTACT COMFORT
6
2. IMPRINTING
CHAPTER 10, SECTION 3
SECURE
VS.
INSECURE ATTACHMENT
-PRIMARY CARE GIVERS
-PRIMARY CARE GIVERS
SHOW AFFECTION AND
ARE RELIABLE
ARE UNRESPONSIVE OR
UNRELIABLE
-CHILDREN ARE HAPPIER
-CHILDREN DON’T MIND
AND FRIENDLIER
WHEN PARENTS LEAVE
MORE COOPERATIVE WITH
MAKE NO EFFORT TO SEEK
PARENTS AND TEACHERS
CONTACT WITH THEM
GET ALONG WITH OTHERS
7
PERFORM BETTER IN SCHOOL
CHAPTER 10, SECTION 3
STYLES OF PARENTING
WARM-------COLD
WARM - PARENTS SHOW AFFECTION
EX. HUG, KISS, SMILE
COLD - NOT AFFECTIONATE
DON’T APPEAR TO ENJOY THEIR CHILDREN
CHILDREN’S BEHAVIOR WITH:
WARM STYLE
COLD STYLE
-WELL-ADJUSTED
-ESCAPE PUNISHMENT
-DEVELOP CONSCIENCE
-RATHER THAN DOING THE RIGHT
-HAVE A SENSE OF MORAL
THING FOR ITS OWN SAKE
GOODNESS
-RESPONSIBLE WHEN DO
8
SOMETHING WRONG
CHAPTER 10, SECTION 3
STRICT---PERMISSIVE
STRICT
-CAN BE POSITIVE/NEGATIVE DEPENDING HOW USED
-CONSISTENT AND FIRM ENFORCEMENT OF RULES
FOSTER ACHIEVEMENT AND SELF-CONTROL ESPECIALLY
WHEN COMBINED WITH WARMTH AND SUPPORT
-IMPOSE MANY RULES, SUPERVISE CLOSELY
PERMISSIVE
-IMPOSE FEWER RULES AND WATCH CHILDREN LESS
CLOSELY
9
-LESS CONCERNED ABOUT NEATNESS & CLEANLINESS
CHAPTER 10, SECTION 3
AUTHORITATIVE
AUTHORITARIAN
-PARENTS COMBINE
-PARENTS BELIEVE IN
WARM AND POSITIVE
OBEDIENCE FOR ITS
KINDS OF STRICTNESS
OWN SAKE
-PARENTS HAVE STRICT
GUIDELINES
-FOLLOW INSTRUCTIONS
WITHOUT QUESTION
-PARENTS ARE OFTEN
10
REJECTING AND COLD
CHAPTER 10, SECTION 3
AUTHORITATIVE
CHILDREN USUALLY:
MORE INDEPENDENT
ACHIEVEMENT ORIENTED
FEEL BETTER ABOUT THEMSELVES
AUTHORITARIAN
CHILDREN USUALLY:
DO NOT DO WELL IN SCHOOL
LESS FRIENDLY
11
LESS SPONTANEOUS
CHAPTER 10, SECTION 3
CHILD CARE
(2 PARENTS WORK IN TODAY’S SOCIETY)
POSITIVE
TEND TO BE LESS UPSET WHEN MOM LEAVES TEMPORARILY
LESS LIKELY TO RUN TO THEIR MOTHER WHEN THEY RETURN
DOES THIS MEAN THAT THE CHILDREN WHO ARE IN CHILD
CARE ARE LESS ATTACHED TO THEIR MOTHERS?
-SIGNS OF POSITIVE ADJUSTMENT
-FULL-TIME NON PARENT CHILD CARE APPEAR TO BE
12
SECURELY ATTACHED TO THEIR MOTHERS
CHAPTER 10, SECTION 3
CHILD CARE HAS MIXED EFFECTS
ON SOCIAL CHILD DEVELOPMENT
POSITIVE
NEGATIVE
•
MORE SOCIAL
-LESS COOPERATIVE
•
LIKELY TO SHARE
-MORE AGGRESSIVE
•
MORE INDEPENDENT
-MAY RECEIVE LESS ATTENTION
•
SELF-CONFIDENT
-COMPETE WITH OTHER CHILDREN
•
MORE OUTGOING
FOR ATTENTION AND RESOURCES
13
CHILDREN DO BETTER IN ENVIRONMENTS THAT ARE
STIMULATING.
CHAPTER 10, SECTION 3
CHILD ABUSE AND NEGLECT
PHYSICAL AND PSYCHOLOGICAL
PHYSICAL ABUSE
BEATING, HITTING, KICKING, RESULTING IN BODILY INJURY
(BRUISES, BURNS, BROKEN BONES)
CHILD NEGLECT
FAILURE TO GIVE CHILD ADEQUATE
-FOOD
-SHELTER
-CLOTHING
-EMOTIONAL SUPPORT
14
-SCHOOLING
CHAPTER 10, SECTION 3
MORE INJURIES, ILLNESSES, AND DEATHS RESULT FROM
NEGLECT THAN FROM ABUSE
WHY ARE PARENTS ABUSIVE/NEGLECTFUL?
1. STRESS (UNEMPLOYMENT/POVERTY)
2. HISTORY OF CHILD ABUSE FROM AT LEAST ONE PARENT’S
FAMILY
3. ACCEPTANCE OF VIOLENCE - COPING WITH STRESS
4. LACK OF ATTACHMENT TO THE CHILDREN
5. SUBSTANCE ABUSE
15
6. RIGID ATTITUDES ABOUT CHILD REARING
CHAPTER 10, SECTION 3
CARL ROGERS – SELF ESTEEM
PARENTS GIVE CHILDREN TWO TYPES OF SUPPORT:
1. UNCONDITIONAL POSITIVE REGARD
PARENTS LOVE AND ACCEPT CHILDREN FOR WHO THEY
ARE CHILDREN DEVELOPMENT HIGH SELF-ESTEEM EVEN
IF DO SOMETHING WRONG
2. CONDITIONAL POSITIVE REGARD
-PARENTS SHOW LOVE WHEN CHILDREN BEHAVE IN
ACCEPTABLE WAYS
-CHILDREN ALSO CONTINUE TO SEEK APPROVAL OF
OTHERS
-CHILDREN WHO KNOW THEY ARE GOOD AT SOMETHING
16
USUALLY HAVE HIGHER SELF-ESTEEM
CHAPTER 10, SECTION 2
GENDER AND SELF-ESTEEM
5-7 YEARS CHILDREN VALUE THEMSELVES ON BASIS OF
PHYSICAL APPEARANCE AND PERFORMANCE
GIRLS - GREATER COMPETENCE - READING/ACADEMIC
BOYS - GREATER COMPETENCE - MATH/PHYSICAL SKILLS
SOCIETY SUGGESTS WHAT GENDER IS SUPPOSE TO BE GOOD AT
AGE AND SELF-ESTEEM
CHILDREN GAIN IN COMPETENCE AS GROW OLDER, THEY GAIN MORE
SKILLS AND ARE BETTER AT THEM
SELF-ESTEEM REACHES LOW POINT AT AGE 12 -13
17
INCREASES DURING ADOLESCENCE
CHAPTER 10, SECTION 4
COGNITIVE DEVELOPMENT
JEAN PIAGET - 1896-1980 - THINKING DEVELOPMENT SEQUENCE IN
STAGES
HUMANS ORGANIZE INFORMATION IN 2 WAYS:
1. ASSIMILATION - PROCESS NEW INFORMATION IS PLACED INTO
CATEGORIES THAT ALREADY EXIST
EX. DOGGIE - SEE ANOTHER KIND OF DOG IDENTIFIES AS DOG
2. ACCOMMODATION - CHANGE BROUGHT ABOUT BECAUSE OF NEW
INFORMATION
EX. SEE CAT AND SAYS DOGGIE; CHILD CORRECTED DOES NOT
BELONG TO THAT CATEGORY
PIAGET IDENTIFIES 4 STAGES IN SEQUENCE
1. SENSORIMOTOR
2. PREOPERATIONAL
3. CONCRETE OPERATIONAL
18
4. FORMAL OPERATIONAL
CHAPTER 10, SECTION 4
1. SENSORIMOTOR – NEWBORN – 2 YRS.
SPENDS A GREAT DEAL OF TIME LEARNING TO COORDINATE
SENSORY EXPERIENCES WITH MOTOR ACTIVITIES
COORDINATES LOOKING, TASTING, TOUCHING, HEARING,
SUCKING, REACHING, GRASPING
NEWBORNS SPEND MUCH OF TIME LOOKING AROUND
AS GET OLDER, TOUCH EVERYTHING THEY CAN. ONLY WAY TO
COORDINATE THEIR SENSES AND THEIR MUSCLES
INFANTS GO FROM TRIAL AND ERROR REFLEXES TO MORE
DELIBERATE MANIPULATION OF THE ENVIRONMENT
EX. PEEK A BOO
19
OBJECT PERMANENCE - UNDERSTANDING THAT OBJECTS EXIST
EVEN WHEN THEY CANNOT BE SEEN OR TOUCHED
CHAPTER 10, SECTION 4
2. PRE-OPERATIONAL – 2 -7 YRS.
ACQUIRE LANGUAGE AND LEARN TO REPRESENT THEIR
ENVIRONMENT WITH OBJECTS AND SYMBOLS
DISPLAY ONE DIMENSIONAL THINKING
ANIMISM - ENJOY PLAYING WITH STUFF ANIMALS OR DOLLS
BECAUSE BELIEVE THE PLAY THINGS ARE REAL ANIMALS OR
FRIENDS CALLED ANIMISM
EX. CHILD SAYS SUN IS SLEEPING FOR THE NIGHT
LAW OF CONSERVATION - RECOGNIZE THAT PROPERTIES OF
OBJECTS DON’T CHANGE EVEN THOUGH THEIR APPEARANCE
MAY
EX. GLASS CONTAINERS - P. 243
EGOCENTRISM - CENTER OF UNIVERSE
FOCUS ON OWN PLEASURES, PAIN, DESIRES
20
SEE WORLD FROM 1 PERSPECTIVE - THEIRS
CHAPTER 10, SECTION 4
3. CONCRETE - OPERATIONAL STAGE – 7-11 YRS.
CHILDREN’S ABILITY TO SOLVE PROBLEMS WITH REASONING
AND ABILITY TO THINK SYMBOLICALLY WITH WORDS AND
NUMBERS GREATLY INCREASES
-CAN SOLVE PROBLEMS OF CLASSIFICATION WHICH OBJECTS
ARE ORDERED INTO HIERARCHIES OF DIFFERENT CLASSES.
-CAN FOCUS ON 2 DIMENSIONAL
10P = 10 CENTS
10 DIMES = $1.00
LAW OF CONSERVATION UNDERSTOOD
4. FORMAL OPERATIONAL – 11 YRS. ON
BEGIN TO UNDERSTAND HOW ABSTRACT SCIENTIFIC MORAL
RELIGIOUS AND POLITICAL IDEAS WORK AND TO SEE THEIR
LOCAL IMPLICATIONS USUALLY MASTERED BY 15
DEAL WITH HYPOTHETICAL SITUATIONS; SOLVE FOR X IN
ALGEBRA
21
DEDUCE RULES OF BEHAVIOR FROM MORAL PRINCIPLES
CHAPTER 10, SECTION 4
KOHLBERG’S THEORY OF MORAL DEVELOPMENT
3 LEVELS + 2 STAGES IN EACH LEVEL
LEVEL 1 - PRECONVENTIONAL
MORAL REASONING BASED ON CONSEQUENCES OF BEHAVIOR
(REWARDS/PUNISHMENTS)
STAGE 1 - OBEYS RULES AVOIDS PUNISHMENT
STAGE 2 - INDIVIDUAL CONFORMS TO SOCIETY’S RULES IN
ORDER TO RECEIVE REWARDS
LEVEL 2 - CONVENTIONAL
BASED ON CONFORMITY AND SOCIAL STANDARDS
STAGE 3 - INDIVIDUALS BEHAVES MORALLY IN ORDER TO
GAIN APPROVAL OF OTHERS
STAGE 4 - CONFORMITY TO AUTHORITY TO AVOID CENSURE
22
AND GUILT
CHAPTER 10, SECTION 4
LEVEL 3 - POSTCONVENTIONAL
HIGHEST LEVEL OF MORAL THINKING BASED ON PERSONAL
STANDARDS AND BELIEFS
STAGE 5 - INDIVIDUAL CONCERNED WITH INDIVIDUAL
RIGHTS AND DEMOCRATICALLY DECIDED LAWS
STAGE 6 - INDIVIDUAL ENTIRELY GUIDED BY HIS OR HER
23
OWN CONSCIENCE