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Questions and Answers
The ability to control an object and intentionally act on it is developed in the ______ stage.
The ability to control an object and intentionally act on it is developed in the ______ stage.
sensorimotor
According to Piaget's theory, a child who struggles to see things from other viewpoints is most likely in the ______ stage.
According to Piaget's theory, a child who struggles to see things from other viewpoints is most likely in the ______ stage.
preoperational
The understanding of object permanence, where an object continues to exist even when out of sight, is a key achievement during the ______ stage of cognitive development.
The understanding of object permanence, where an object continues to exist even when out of sight, is a key achievement during the ______ stage of cognitive development.
sensorimotor
A child's ability to classify objects based on a single feature like color is representative of the ______ stage in Piaget's cognitive development theory.
A child's ability to classify objects based on a single feature like color is representative of the ______ stage in Piaget's cognitive development theory.
The ability to use logic about abstract propositions is characteristic of the ______ stage in Piaget's theory of cognitive development.
The ability to use logic about abstract propositions is characteristic of the ______ stage in Piaget's theory of cognitive development.
According to Piaget, the ______ stage is characterized by logical thinking and the recognition of the conservation of numbers, mass, and weight.
According to Piaget, the ______ stage is characterized by logical thinking and the recognition of the conservation of numbers, mass, and weight.
In Freudian theory, the ______ operates on the pleasure principle, seeking to fulfill predetermined psychological needs, drives, and instincts while avoiding pain.
In Freudian theory, the ______ operates on the pleasure principle, seeking to fulfill predetermined psychological needs, drives, and instincts while avoiding pain.
The ______ acts as one's 'conscience', internalizing the moral principles and rules of society.
The ______ acts as one's 'conscience', internalizing the moral principles and rules of society.
According to Freud, the ______ is responsible for balancing the primal desires of the id and the moral standards of the superego.
According to Freud, the ______ is responsible for balancing the primal desires of the id and the moral standards of the superego.
According to Freud's psychosexual stages, fixation during the ______ stage may lead to issues with orderliness or messiness in adulthood.
According to Freud's psychosexual stages, fixation during the ______ stage may lead to issues with orderliness or messiness in adulthood.
Issues related to weaning off breastfeeding could result in a fixation during the ______ stage, according to Freud.
Issues related to weaning off breastfeeding could result in a fixation during the ______ stage, according to Freud.
According to Erikson, the stage of development where the major task is weaning is the ______ stage.
According to Erikson, the stage of development where the major task is weaning is the ______ stage.
According to Erikson's stages of development, the challenge for infants is to establish ______ vs mistrust, based on the care and responsiveness of their caregivers.
According to Erikson's stages of development, the challenge for infants is to establish ______ vs mistrust, based on the care and responsiveness of their caregivers.
According to Erikson, the virtue achieved upon successfully navigating the 'basic trust vs. mistrust' stage is ______.
According to Erikson, the virtue achieved upon successfully navigating the 'basic trust vs. mistrust' stage is ______.
According to Erikson's stage theory, a toddler's struggle with toilet training and self-feeding is most relevant to the '______ vs. shame and doubt' stage.
According to Erikson's stage theory, a toddler's struggle with toilet training and self-feeding is most relevant to the '______ vs. shame and doubt' stage.
The virtue of '______' is developed when children successfully navigate the ‘autonomy vs. shame and doubt’ stage.
The virtue of '______' is developed when children successfully navigate the ‘autonomy vs. shame and doubt’ stage.
During the preschool years, children face the challenge of '______ vs. guilt' according to Erikson, where they learn to initiate tasks and carry out plans.
During the preschool years, children face the challenge of '______ vs. guilt' according to Erikson, where they learn to initiate tasks and carry out plans.
The virtue of '______' is developed when a child successfully navigates the ‘initiative vs. guilt’ stage.
The virtue of '______' is developed when a child successfully navigates the ‘initiative vs. guilt’ stage.
During the school-age years, children face the challenge of '______ vs. inferiority' according to Erikson, where they learn to apply themselves to tasks.
During the school-age years, children face the challenge of '______ vs. inferiority' according to Erikson, where they learn to apply themselves to tasks.
The virtue of '______' is developed when a child successfully navigates the ‘industry vs. inferiority’ stage.
The virtue of '______' is developed when a child successfully navigates the ‘industry vs. inferiority’ stage.
According to Erikson, during adolescence, the major conflict is '______ vs. confusion', where individuals explore their independence and develop a sense of self.
According to Erikson, during adolescence, the major conflict is '______ vs. confusion', where individuals explore their independence and develop a sense of self.
According to Erikson, a teenager who successfully navigates the 'identity vs. role confusion' stage acquires the virtue of '______'.
According to Erikson, a teenager who successfully navigates the 'identity vs. role confusion' stage acquires the virtue of '______'.
During young adulthood, Erikson proposed that individuals face the '______ vs. isolation' challenge, focusing on forming intimate, loving relationships.
During young adulthood, Erikson proposed that individuals face the '______ vs. isolation' challenge, focusing on forming intimate, loving relationships.
The virtue achieved by forming stable, committed relationships during young adulthood, according to Erikson, is '______'.
The virtue achieved by forming stable, committed relationships during young adulthood, according to Erikson, is '______'.
The key psychosocial task during middle adulthood, according to Erikson, involves '______ vs. stagnation,' where individuals contribute to society and the next generation.
The key psychosocial task during middle adulthood, according to Erikson, involves '______ vs. stagnation,' where individuals contribute to society and the next generation.
A middle-aged adult that successfully resolves the 'generativity vs. stagnation' stage develops the virtue of '______'.
A middle-aged adult that successfully resolves the 'generativity vs. stagnation' stage develops the virtue of '______'.
According to Erikson, the final stage of development involves '______ vs. despair,' where older adults reflect on their lives and feel either a sense of satisfaction or failure.
According to Erikson, the final stage of development involves '______ vs. despair,' where older adults reflect on their lives and feel either a sense of satisfaction or failure.
Older adults who achieve a sense of fulfillment as they look back on their accomplishments gain the virtue of '______'.
Older adults who achieve a sense of fulfillment as they look back on their accomplishments gain the virtue of '______'.
According to Kohlberg's theory of moral development, the ______ level is characterized by a focus on avoiding punishment and gaining rewards.
According to Kohlberg's theory of moral development, the ______ level is characterized by a focus on avoiding punishment and gaining rewards.
Following rules because it maintains social order and receives others' approval, characterizes the ______ level of Kohlberg's theory of moral development.
Following rules because it maintains social order and receives others' approval, characterizes the ______ level of Kohlberg's theory of moral development.
According to Kohlberg's theory of moral development, the ______ level involves reasoning based on universal ethical principles and abstract reasoning.
According to Kohlberg's theory of moral development, the ______ level involves reasoning based on universal ethical principles and abstract reasoning.
According to Kohlberg, the ______ level focuses on mutual benefit and reciprocity, recognizing that morally and legally right are not always the same.
According to Kohlberg, the ______ level focuses on mutual benefit and reciprocity, recognizing that morally and legally right are not always the same.
According to Kohlberg's theory, basing morality on principles that transcend mutual benefit characterizes the ______ principles stage.
According to Kohlberg's theory, basing morality on principles that transcend mutual benefit characterizes the ______ principles stage.
According to the stages of development, a major task of ______ is weaning.
According to the stages of development, a major task of ______ is weaning.
The developmental period characterized by intense activity, discovery, and rapid language development is ______.
The developmental period characterized by intense activity, discovery, and rapid language development is ______.
The developmental stage where children focus on developing initiative and purpose is ______.
The developmental stage where children focus on developing initiative and purpose is ______.
Socialization with peers increases and dependence on family decreases during the ______ stage of development.
Socialization with peers increases and dependence on family decreases during the ______ stage of development.
[Blank] is a time of separation and independence from the family.
[Blank] is a time of separation and independence from the family.
Relatively good physical and mental health are major characteristics of the ______ stage.
Relatively good physical and mental health are major characteristics of the ______ stage.
The development of chronic disease is a major characteristic of the ______ stage of development.
The development of chronic disease is a major characteristic of the ______ stage of development.
Flashcards
Ages and Stages Theories
Ages and Stages Theories
Ages and stages theories focusing on developmental stages and tasks.
Piaget's Cognitive Development
Piaget's Cognitive Development
Piaget's theory focuses on how children construct knowledge and understanding of the world.
Sensorimotor Stage
Sensorimotor Stage
The first stage in Piaget's theory, from birth to 2 years, where infants learn through senses and actions.
Preoperational Stage
Preoperational Stage
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Concrete Operational Stage
Concrete Operational Stage
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Formal Operational Stage
Formal Operational Stage
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Freud's Psychoanalytic Theory
Freud's Psychoanalytic Theory
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Id
Id
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Superego
Superego
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Ego
Ego
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Oral Stage
Oral Stage
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Anal Stage
Anal Stage
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Phallic Stage
Phallic Stage
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Latency Stage
Latency Stage
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Genital Stage
Genital Stage
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Erikson's Theory
Erikson's Theory
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Trust vs. Mistrust
Trust vs. Mistrust
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Autonomy vs. Shame
Autonomy vs. Shame
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Initiative vs. Guilt
Initiative vs. Guilt
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Industry vs. Inferiority
Industry vs. Inferiority
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Identity vs. Role Confusion
Identity vs. Role Confusion
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Intimacy vs. Isolation
Intimacy vs. Isolation
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Generativity vs. Stagnation
Generativity vs. Stagnation
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Integrity vs. Despair
Integrity vs. Despair
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Kohlberg's Moral Development
Kohlberg's Moral Development
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Preconventional Level
Preconventional Level
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Conventional Level
Conventional Level
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Postconventional Level
Postconventional Level
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Infancy
Infancy
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Weaning
Weaning
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Toddler
Toddler
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Preschool
Preschool
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School Age
School Age
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Adolescence
Adolescence
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Young Adulthood
Young Adulthood
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Early Middle Adulthood
Early Middle Adulthood
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Late Middle Adulthood
Late Middle Adulthood
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Late Adulthood
Late Adulthood
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Brazelton Neonatal Behavioral Assessment Scale (BNBAS)
Brazelton Neonatal Behavioral Assessment Scale (BNBAS)
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HEADSS
HEADSS
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Study Notes
Developmental Theories
- Consists of age and stage theories, as well as theories about life events and transitions
- Defines development stages and tasks
Piaget's Theory of Cognitive Development (1952)
- Sensorimotor stage involves object performance and acts intentionally from birth to 2 years
- Preoperational stage involves language development and egocentric thinking from 2 to 7 years
- Concrete operations include logical thinking and recognizing conservation from 7 to 11 years
- Formal operations stage includes abstract propositions and concerned with the future from 11 years onward
Freud's Psychoanalytic Theory of Personality Development (1946)
- Personality includes the id, ego, and superego
- Id has predetermined psychological needs, drives and instincts and seeks pleasure and avoids pain
- Superego internalizes morals of society and acts as a "conscience"
- Ego is awareness of self, integrates with the world, and balances the id and superego
Freud's Psychosexual Stages
- Oral stage (birth to 18 months) focuses on mouth, weaning off breastfeeding and may lead to smoking or overeating if fixated
- Anal stage (18 months to 3 years) focuses on bowel elimination and toilet training and may lead to orderliness or messiness if fixated
- Phallic stage (3-6 years) focuses on genitals, coping with incestuous feelings resolving Oedipus and Electra complex and may lead to deviancy or sexual dysfunction if fixated
- Latency stage (6 to puberty) features dormant sexual feelings that help develop defense mechanisms (none if successfully completed)
- Genital stage (12+) involves maturation of sexual interest leading to sexually mature and mentally healthy person if all stages successfully completed
Erikson's Epigenetic Theory of Personality Development (1974)
- Stages include trust vs. mistrust
- Stages also include autonomy vs. shame and doubt
- Initiative vs. guilt
- Industry vs. inferiority
- Identity vs. role confusion
- Intimacy vs. isolation
- Generativity vs. stagnation
- Ego integrity vs. despair
Kohlberg's Theory of Moral Development (1981)
- Levels includes preconventional, conventional, and postconventional stages
- Preconventional level involves avoiding punishment and aiming to get a reward
- Conventional level includes the "Good boy/girl" attitude and Loyalty to law and order
- Postconventional level involves justice and the spirit of the law, and universal principles of ethics
Stages
- Infancy is from birth to 1 year
- Toddler is from 1 to 3 years
- Preschool is from 3 to 6 years
- School-age is from 6 to 12 years
- Adolescence is from 12 to 18 years
- Young adulthood is from 18 to 30 years
- Early middle adulthood is from 30 to 50 years
- Late middle adulthood is from 50 to 70 years
- Late adulthood is from 70 years to death
Stage 1: Infancy
- Rapid physical, motor, cognitive, emotional, and social growth occurs
- The major task to complete in this stage: weaning
- Sensorimotor stage comes from Piaget
- Oral stage is from Freud
- Trust vs. mistrust is from Erikson
- Growth involves gross motor, fine motor, language and sensory milestones
Stage 2: Toddler
- Steadily increasing motor development and control
- Intense activity and discovery occurs
- Rapid language development is achieved
- Increasingly independent behaviors
- Marked personality development
- Gross motor, fine motor, language and sensory milestones
Developmental Theories During Toddlerhood
- Sensorimotor to preoperational is from Piaget
- Anal stage comes from Freud
- Autonomy vs. shame and doubt are from Erikson
- Kohlberg states a preconventional level: morality stage
Stage 3: Preschool
- Focused on developing initiative and purpose
- Preoperational continues (Piaget)
- Phallic (Freud)
- Initiative vs. guilt (Erikson)
- Individualism, instrumental purpose, and exchange (Kohlberg)
- Fine motor, gross motor, language and sensory milestones
Stage 4: School Age
- Dependency is reduced on family for socialization; peers now socialize the individual
- Preoperational to concrete operations (Piaget)
- Latency (Freud)
- Industry vs. inferiority (Erikson)
- Conventional level: mutual expectations, relationships, and conformity to moral norms (Kohlberg)
- Fine motor, gross motor, language and sensory milestones are achieved
Stage 5: Adolescence
- Period marked by struggle and turmoil
- Formal operations (Piaget)
- Genital (Freud)
- Identity vs. role confusion (Erikson)
- Conventional level involves social system and conscience (Kohlberg)
- Fine motor, gross motor, language and sensory milestones are achieved
Stage 6: Young Adulthood
- Time of separation from family and time for independence
- Commitments, responsibilities, and accountability begin
- Completion of key developmental tasks
- Formal operations stage continues (Piaget)
- Intimacy vs. isolation (Erikson)
- Postconventional level includes social contract or utility and individual rights stage (Kohlberg)
Stage 7: Early Middle Adulthood
- Relatively good physical and mental health
- Settling into career, lifestyle, relationships
- Develop political, civic, social, professional, religious affiliations
- Key developmental tasks
- Generativity vs. stagnation (Erikson)
Stage 8: Late Middle Adulthood
- Development of chronic disease
- Changes in relationships, affiliations
- Key developmental tasks
- Generativity vs. stagnation continues (Erikson)
- Universal ethical principles stage (Kohlberg)
Stage 9: Late Adulthood
- Time for adjustments
- Changes in health, relationships, affiliations
- Key developmental tasks
- Ego integrity vs. despair (Erikson)
- Universal ethical principles stage continues (Kohlberg)
Stages of the Family Life Cycle
- Leaving home
- Joining of families
- Families with young children
- Families with adolescents
- Launching children
- Families in later life
Developmental Assessment Tools for Infants and School-Age Children
- Brazelton Neonatal Behavioral Assessment Scale (BNBAS)
- Denver II
- Revised Prescreening Developmental Questionnaire (R-PDQ)
- Early Language Milestones Scale (ELM)
- Carey Infant and Child Temperament Questionnaires
- Washington Guide to Promoting Development in the Young Child
- Stress Scale for Children
Developmental Assessment Tools for Adolescents
- HEADSS (home, education, activities, drugs, sex, and suicide) Adolescent Risk Profile
Developmental Assessment Tools for Children With Disabilities
- NGAGED includes:
- Now
- Growth and development
- Activities of daily living
- General health
- Environment
- Documentation
Developmental Assessment Tools for Adults
- Recent Life Changes Questionnaire
- Life Experiences Survey
- Everyday Hassles Scale (EHS)
- Stress Audit
- Sense of Coherence (SOC) Scale
- Beck Depression Inventory (BDI)
Developmental Assessment Tools for Older Adults
- Functional Activities Questionnaire (FAQ)
- Folstein Mini-Mental Status Examination (MMSE)
- Functional Assessment Screening in the Elderly (FASE)
Developmental Assessment Tools for Nursing Home Residents
- Minimum Data Set (MDS) for Nursing Facility Resident Assessment and Care Screening
Developmental Assessment Tools for Families
- Calgary Family Assessment Model (CFAM)
- Friedman Family Assessment Model (FFAM)
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