Development
Development Newborns Reflexes Rooting – touch a newborn’s check with your finger and they will turn and start sucking Blinking – flash lights or wave your hand in your newborns eyes and he will blink Moro – hold an infant and drop him slightly and he will reach with his hands and legs Grasping – put your finger in a newborn’s hand and they will grab it Stepping – hold your newborn upright, slightly off the floor and they will make walking movements Preferences 1. faces/face-like images 2. human voices 3. mother’s sound and mother’s smell Cognitive Development Piaget’s Stage Theory of Cognitive Development Background: What is a stage theory? 1. Humans move through predictable stages 2. They move from stage to stage at certain ages 3. Order is unchanging Basic assumption: children are active thinkers who try to construct more accurate/advanced understanding of the world
How do children construct knowledge? 1. Assimilation a. Schemas – child has “cat schema” 4 legs, small, furry, animal. Sees a squirrel assimilation calls it “cat”. Sees lots of squirrels accommodation now schema for “squirrels” bushy tails 2. Accommodation Stage one: Sensori-motor stage When: birth to two years What is it: stage where child learns relationships between actions and the real world (cause and effect) Things that happen during this stage: motor activities, object permanence, attachment Stage two: Preoperational stage When: two years – seven years What is it: stage where child acquires the ability to form mental images of objects and events and can represent the world with words (language develops) Things that happen during this stage: symbolic play, egocentrism, lack conservation, can’t use logic or do mental operations **Read in text** Stage three: Concrete Operational Stage Stage fourL Formal Operational Stage
Social Development Attachment: A strong emotional bond infants develop with their caregivers Strange situation test – the caregiver leaves the baby/child alone ith a stranger for several minutes and then returns to the room with the baby. Styles of attachment; 1. Secure a. Child: may cry when separated, but then explores new place. When mom returns, they go to her. b. Parent: knows when to support and when to let go 2. Avoidant/insecure a. Child: does not cry when left; acts like stranger is the parent; avoids mom on return b. Parent: cold, distant: kid not highest priority 3. Ambivalent/insecure a. Child: seeks mom when she leaves but when she returns, she fluctuates between seeking and rejecting mom b. Parent: inconsistent treatment of child, hot/cold Long term effects of attachment: - sociability - relationship styles Securely attached: - comfortable in relationships - depend on partners - seek closeness - do not fear abandonment Avoidant/insecure - uncomfortable getting close to others - trust issues
- will not depend on partners - feel partner is too clingy Ambivalent/insecure - fears others are reluctant to get close - worries that partner does not love him/her Another factor in attachment; - contact-closeness (Harlow) Parenting Styles 1) Authoritarian a. High demands b. Low responsiveness - Rule based parenting - Kid must obey or be punished - No explanations for punishment given 2) Permissive a. Low demands b. High responsiveness - Warm parenting style - No rules/kids do as they please - Never hold kids responsible for actions 3) Authoritative a. High demands b. High responsiveness - Sets rules and enforces them – but - Explains why rules exist - Discusses choice and consequences with kids 4) Uninvolved a. Low demands b. Low responsiveness - Shows little, if any, interest in children - Emotionally detached, neglectful - Provides food, shelter, and clothing, but that is about it
Kohlberg’s States of Moral Development Pre-conventional (To age 9) - morality s judged on consequences - good behaviors are rewarded - bad behaviors are punished Conventional (early adolescence) - morality is judged on rules of society - aware of the complexities of social order - want to please others by being a good member of society Post-Conventional (late adolescence-adulthood) - morality is judged in terms of abstract values/ethic rather than existing societal laws - certain person rights transcend the law
How do children construct knowledge? 1. Assimilation a. Schemas – child has “cat schema” 4 legs, small, furry, animal. Sees a squirrel assimilation calls it “cat”. Sees lots of squirrels accommodation now schema for “squirrels” bushy tails 2. Accommodation Stage one: Sensori-motor stage When: birth to two years What is it: stage where child learns relationships between actions and the real world (cause and effect) Things that happen during this stage: motor activities, object permanence, attachment Stage two: Preoperational stage When: two years – seven years What is it: stage where child acquires the ability to form mental images of objects and events and can represent the world with words (language develops) Things that happen during this stage: symbolic play, egocentrism, lack conservation, can’t use logic or do mental operations **Read in text** Stage three: Concrete Operational Stage Stage fourL Formal Operational Stage
Social Development Attachment: A strong emotional bond infants develop with their caregivers Strange situation test – the caregiver leaves the baby/child alone ith a stranger for several minutes and then returns to the room with the baby. Styles of attachment; 1. Secure a. Child: may cry when separated, but then explores new place. When mom returns, they go to her. b. Parent: knows when to support and when to let go 2. Avoidant/insecure a. Child: does not cry when left; acts like stranger is the parent; avoids mom on return b. Parent: cold, distant: kid not highest priority 3. Ambivalent/insecure a. Child: seeks mom when she leaves but when she returns, she fluctuates between seeking and rejecting mom b. Parent: inconsistent treatment of child, hot/cold Long term effects of attachment: - sociability - relationship styles Securely attached: - comfortable in relationships - depend on partners - seek closeness - do not fear abandonment Avoidant/insecure - uncomfortable getting close to others - trust issues
- will not depend on partners - feel partner is too clingy Ambivalent/insecure - fears others are reluctant to get close - worries that partner does not love him/her Another factor in attachment; - contact-closeness (Harlow) Parenting Styles 1) Authoritarian a. High demands b. Low responsiveness - Rule based parenting - Kid must obey or be punished - No explanations for punishment given 2) Permissive a. Low demands b. High responsiveness - Warm parenting style - No rules/kids do as they please - Never hold kids responsible for actions 3) Authoritative a. High demands b. High responsiveness - Sets rules and enforces them – but - Explains why rules exist - Discusses choice and consequences with kids 4) Uninvolved a. Low demands b. Low responsiveness - Shows little, if any, interest in children - Emotionally detached, neglectful - Provides food, shelter, and clothing, but that is about it
Kohlberg’s States of Moral Development Pre-conventional (To age 9) - morality s judged on consequences - good behaviors are rewarded - bad behaviors are punished Conventional (early adolescence) - morality is judged on rules of society - aware of the complexities of social order - want to please others by being a good member of society Post-Conventional (late adolescence-adulthood) - morality is judged in terms of abstract values/ethic rather than existing societal laws - certain person rights transcend the law
