psychology unit ii pp (2)

7/23/2019 Psychology Unit II PP (2)

http://slidepdf.com/reader/full/psychology-unit-ii-pp-2 1/23

T H E L I F

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C H A P T

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F A N C Y

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I L D H O O D



PHYSICAL, PERCEPTUAL, AND LANGUAGEDEVELOPMENTObjectives:

- Describe the physical and perceptual development ofnewborns and children

- Discuss the development of language



NATURE VS. NURTURE

1. Continuity versus stages of development

2. tability versus change

!. "ature versus nurture

How much of !"!#o$m!%& '( '%h!)'&*%c!

How much '( &h! )!(u#& of wh*& w! h*"! #!*)%!



NE+ORNS

Capacities:

- #bility to see$ hear$ smell$ and respond to the environment

Coordinated movement patterns:

- %rasping re&e'

- (ooting re&e'



NE+ORNS CONTINUED-

)hysical Development:

- #verage weigh *.!lbs up to 2+-2,

aturation:

- the internally programmed growth of a child



PHYSICAL AND MOTOR DEVELOPMENT

- 2 months (aises head to , degrees

-2./ months (olls over

- months its with support

- ,., months its without support

- *.0 months )ull self to standing position

- .2 months al3s holding on to furniture

- 1+ months Creeps

- 11., months stands alone

- 12.1 months al3s



PERCEPTUAL DEVELOPMENT

4isual Cli5 e'periment 6%ibson 7 al3 10+8

- 9oung infants seemed unafraid

- Older infants 60 months and older8 refused to cross

- more e'perienced in the world.



COGNITIVE AND EMOTIONALDEVELOPMENT- nit ;; ection 2 chapter !



COGNITIVE DEVELOPMENT

<ean )iaget

- ;ntelligence develops gradually as a child grows

chema:

- is a mental representation of the world.

#ssimilation:

- e try to understand new things by applying our schemas

to them

#ccommodation:

- #djusting one=s schemas to include newly observed eventsand e'periences



STILL ON THE COGNITIVE TRAIN

Object permanence:

- understanding that an object e'ists even when you cannotsee or touch it.

(epresentational thought:

- #chieving object permanence is evidence that the child cannow picture 6or represent8 things in their minds.

Conservation:- understand that the amount of something does not changewhen its appearance changes.

>gocentric:

- cannot understand someone else=s viewpoint



EMOTIONAL DEVELOPMENT

;mprinting:

Critical )eriod:

- time in development when certain s3ills or abilities aremost easily learned.



ATTACHMENT

- ecure

- #voidant

- (esistant

- Disorgani?ed



P A R E N T

I N G S T Y L E S

A N D

S O C I A L D E

V E L O

P M E N T

O , . E

C T I

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C R I ,

E T H

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R I E

S O F

S O C I A

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D E V E L

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I N E 0

O H L ,

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S S T A

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S O N I

N G



PARENTING STYLES

#uthoritarian @amilies

- parents attempt to control$ shape$ and evaluate thebehavior and attitudes of children and adolescents inaccordance with a set code of conduct.

DemocraticA#uthoritative @amily:

- Children and adolescents participate in decisions a5ectingtheir lives

)ermissiveABaisse?-@aire @amily:

- Children and adolescents have the nal say parents areless controlling and have non-punishing$ accepting attitude

toward children.



EFFECTS OF PARENTING STYLES

Ehose who grow up in democratic or authoritative families are

more condent of their own values and goals than otheryoung people.

Ewo factors come from this:

618 >stablishment of limits

628 (esponding

Ehe child is able to assume responsibility gradually. Ehey arenot denied the opportunity to e'ercise judgement or giventoo much responsibility.

Ehey are able to identify with parents who love and respectthem.



CHILD AUSE

;ncludes the physical or mental injury$ se'ual abuse$ negligenttreatment$ or mistreatment of children under the age of 1/by adults entrusted with their care.



SOCIAL DEVELOPMENT

ociali?ation:

- Bearning the rules of behavior of the culture in which youare born and grow up.

>'ample:

- boys are encouraged to e'press only aggression but not

fear traditionally$ girls have been raised to e'pressemotions but not ambitions.



FREUDS THEORY

- ;dentication:

Th! $)oc!(( 2 wh'ch * ch'# *o$&( &h! "*#u!( *% $)'%c'$#!( of &h!(*m!/(!4 $*)!%&

ublimation:

Th! $)oc!(( of )!')!c&'%5 (!4u*# 'm$u#(!( '%&o #!*)%'%5 &*(6(.



FREUDS STAGES OF PSYCHOSE7UALDEVELOPMENT618Oral tage

89/ I%f*%&( $#!*(u)! (!!6'%5 focu(! o% &h! mou&h 8;)(& 9< mo%&h(

628#nal tage

89/ I%f*%&( $#!*(u)! (!!6'%5 c!%&!)! o% fu%c&'o%( of !#'m'%*&'o% 89.= )(./3)(

6!8)hallic tage

89/ I%f*%&( $#!*(u)! (!!6'%5 focu(! o% &h! 5!%&'*#( 83/>)(

68Batency tage89/ S!4u*# &hou5h&( )!$)!((!? ch'# focu(!( o% !"!#o$'%5 (oc'*# *%

'%&!##!c&u*# (6'##( 8> )( &o $u2!)&

6,8%enital tage

89/ S!4u*# !(')!( *)! )!%!w!? '%'"'u*#( (!!6( )!#*&'o%(h'$( w'&h o&h!)(8$u2!)&/*u#&hoo



ERIC0SON1S THEORY

Erust vs. istrust 6early infancy8

#utonomy vs. shame and doubt 6 1-! years8;nitiate vs. %uilt 6!-0 years8

;ndustry vs. inferiority 60-128

;dentity vs. role confusion 6early teens8

;ntimacy vs. isolation 6young adult8

%enerativity vs. tagnation 6middle adult8

>go integrity vs. Despair 6older adult8



0OHLERG1S STAGES OF MORALDEVELOPMENT

psychology unit ii pp (2)

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