Developmental Psychology Slides Chapter 3 PDF

Unit 2 Chapter 3 https://www.google.com/url?sa=i&url=https%3A%2F%2Fpsychology.iresearchnet.com%2Fdevelopmental-psychology%2F& _AcqpPtvR3FEV7d&ust=1739948337091000&source=images&cd=vfe&opi=89978449&ved=0CBQQjRxqFwoTCJDNivzSzIsD  Chapter 3 - CHAPTER OUTCOMES: (only study thi...

Unit 2 Chapter 3 https://www.google.com/url?sa=i&url=https%3A%2F%2Fpsychology.iresearchnet.com%2Fdevelopmental-psychology%2F& _AcqpPtvR3FEV7d&ust=1739948337091000&source=images&cd=vfe&opi=89978449&ved=0CBQQjRxqFwoTCJDNivzSzIsD  Chapter 3 - CHAPTER OUTCOMES: (only study this for assessment purposes!) 1. Describe the stages of prenatal development (Slides and chapter 3, pp. 61- 62). 2. Explain the expected physical development from the prenatal period to middle childhood (Slides and chapter 3, pp. 61-66). 3. Know and apply Piaget’s theory on cognitive development during the early and middle childhood phases (Slides and chapter 3, pp. 67-70, and Reader 3). 4. Know and apply Erikson’s psychosocial development theory to the early and middle childhood phases (Slides and chapter 3, pp. 77-78, 83). 5. Discuss the development of parent/caregiver-infant bonding and attachment (Slides and chapter 3, pp. 74- 77, and Reader 4).  Theories on development Why do we have theories of development? Theory – organised set of ideas designed to explain development Functions/advantages of theories: 1. Summarise and explain 2. Predict future behaviour 3. Stimulate new research https://www.google.com/imgres?q=THEORIES%20OF%20DEVELOPMENT&imgurl=https%3A%2F%2Fwww.onlinepsychologydegree.info%2Fwp-content%2Fuploads %2F2021%2F12%2Fshutterstock_1680424798-scaled.jpg&imgrefurl=https%3A%2F%2Fwww.onlinepsychologydegree.info%2Flists%2F5-theories-of-child-development %2F&docid=LsveR1B4SB_p6M&tbnid=QCYPAkDWsr68TM&vet=12ahUKEwjPpuio1MyLAxXKVUEAHe6wGb8QM3oECGsQAA..i&w=2560&h=799&hcb=2&ved=2ahUKEwjPpuio1MyLAxXKVUEAHe6wG b8QM3oECGsQAA  In your textbook, the different developmental stages are listed and discussed chronologically in chapter 3 and 4, namely: The prenatal (antenatal) stage – intrauterine development The neonatal stage –the first two weeks after birth Infancy – first month to 2 years Developmen tal stages Early childhood – 2-6 years Middle childhood – 6 years to puberty (+ age 12) Adolescence – puberty to adulthood Adulthood – early (25-30 years), middle (40-60 years) and late adulthood (60+ years)  Physical (developments related to the body) Key Cognitive development al areas we (developments will study: related to the mind) Psycho-social (social and emotional development) How I would study this work: Stage Physical Cognitive Psychosocial dev dev dev Prenatal Neonatal Preschool Middle childhood Summary of prenatal stages and brief description (LO 1) Germinal phase Zygote (single cell) Conception (male’s sperm cell fertilized the female ovum or egg cell) First two weeks Mitosis (zygote divide into a number of identical cells that forms a cell mass) Implantation (cell mass moves down the fallopian tubes to the uterus and attach to the uterus wall) Embryonic stage Embryo End of week two to week eight Rapid growth, cell and organ differentiation takes place Body organs and systems start to develop Umbilical cord (lifeline) & placenta – provides protection, nutrition and oxygen to the embryo and removes waste products Embryo is surrounded in amniotic fluid for cushioning and protection. Fetal (also spelled foetal) stage 8 weeks until birth Structures and systems develop in size and efficiency Genital organs develop at 3-4 months At 4 months mother starts to feel movements Foetus can move eyes, cry, distinguish sounds Thumb sucking, hiccupping, reflexes 26 weeks Zone of viability (chance to survive if born prematurely) Physical development from prenatal to middle childhood (LO 2) Embryo Germina Foetal nic l stage stage stage Middle Neonata Prescho childhoo l period ol d Environmental influences on pre-natal development Teratogens Maternal nutrition Maternal stress Age of the mother Planned or unplanned pregnancy Mother’s physical health HIV, STIs, Malaria, Rubella, Diabetes, Hypertension Alcohol, tobacco, nicotine, prescription medications, recreational drugs  Physical development during preschool Rapid growth 1-2 yrs, slower growth 2-6yrs Growth follows 2 trends: Cephalocaudal trend: From the head to the feet Proximodistal trend: From centre to outwards Changes in body proportions: Head size Brain and neural networks develop Preschoolers are physically active Gross motor skills: Capabilities involving large movements, e.g. walking – develop faster than Fine motor skills: Capabilities involving small body movements, e.g. handling a spoon Handedness develop: Preference to use left or right hand at age 5-6 yrs Adequate nutrition is imperative!  6yrs-puberty Developments in strength, coordination and muscular control, as well as improved hand- eye coordination, fine- and gross motor Physical skills 5-7 yrs brain growth spurt – frontal lobe developm development lead to better planning , sequential organisation of thoughts and ent during actions. Environmental factors that influence middle physical development during middle childhood childhood: Nutrition – nutritional deficits can cause stunted growth Quality of care Illness Cognitive development during the neonatal and preschool phases First two years: Basic understanding of the world, learn to recognize objects and people, search for objects not in their field of vision, understand cause-and- effect and appreciate the concept of space. Preschool: Increased cognitive development Nutritional and social- developmental deprivation can affect development.  Piaget’s Cognitive development Stage stages (LO 3) Approximate age Characteristics Sensorimotor Birth-2yrs Understanding of the world through the senses Coordination of sensory and motor information Reflexes Cause-effect relations Symbolic representation Object permanence Preoperational 2-6yrs Language and symbols represent ideas and objects. Lack conservation Animism Egocentric thinking Concrete operational 7-11yrs Logical thinking applied to concrete objects Conservation Reversibility Compensation Decentration Seriation Transitivity Formal operational 12+ Abstract thinking, hypothetical speculation (will add more detail here in our adolescent Piaget’s stages of cognitive development Children actively construct knowledge by building schemas. In the sensorimotor stage, a child progressively develops object permanence, or the recognition that objects continue to exist even when they are no longer visible. In the preoperational stage, children engage in symbolic thought, with characteristic flaws in their reasoning such as centration, the tendency to focus on just one feature of a problem, and egocentrism, the limited ability to share another’s animism, the belief that all things are living, just like oneself. Piaget’s stages of cognitive development The concrete operational stage is characterized by the ability to perform operations with symbolic thought such as reversing or mentally undoing an action. Children in the concrete operational stage are able to focus on more than one feature of a problem simultaneously, a process called decentration. These new cognitive skills lead to conservation, or recognizing that amount of a substance does not change just because appearance is changed. The formal operational period is marked by the ability to apply operations to abstract concepts such as justice, love, and free will. Piaget: Difference between SCHEMAS and STAGES! Reader 3 in study guide Please do not get confused Schemas= A pattern of thought or behavior used to organize categories of information and the relationships between them Types of schemas, according to Piaget 1. Action Schemas 2. Symbolic Schemas 3. Operational Schemas Piaget: Assimilation SCHEMAS= and accommodation Schemas are built through accommodation and assimilation and help children to create more complex understandings of their world. Assimilation: Incorporate new information into existing schemas Accommodation: altering existing schemas to adapt them to new information Piaget: Assimilation DOG DOG Animal Schema (all animals = dogs) Piaget: Accommodation Animal schema= There are different Types of animals! For example, dogs, Cows, cats, pigs! Erik Eriskon (LO 4) Erik Erikson developed a stage theory, where one stage builds on the previous stage and progress is strongly related to age. Erik Erikson developed 8 stages to help us summarise, explain and predict Psychosocial Development across the entire human lifespan. A psychosocial crisis is a potential turning point that can yield different developmental outcomes. In stage 1, trust vs. mistrust, the infant in its first year of life must depend solely on its caregiver, which should lead to a trusting view of the world. In stage 2, autonomy vs. shame and doubt, the child begins to take personality responsibility and should acquire a sense of self sufficiency. In stage 3, initiative vs. guilt, children should learn to get along with family members, leading to self confidence. In stage 4, industry vs. inferiority, children must function socially outside of the bounds of their family, from which a sense of competence should evolve. Psychosocial stage Age Challenge PSYCHOSOCIAL THEORY Erik Erikson (approximately/more or less) Basic trust vs mistrust Birth – 1yr Develop a sense that the world is a safe and good place Autonomy vs shame and doubt 1-3yrs Realize that one is an independent person who can make decisions Initiative vs guilt 3-6yrs Willingness to try new things and handle failure Industry vs inferiority 6yrs-adolescence Learn basic skills and work with others Identity vs identity confusion Adolescence Develop a lasting integrated sense of self Intimacy vs isolation Young adulthood Commit to another in a loving relationship Generativity vs stagnation Middle adulthood Contribute to younger people, through child rearing, voluntary community work or other productive work Integrity vs despair Late adulthood To view one’s life as satisfactory and worth living Psychosocial stage Age Challenge PSYCHOSOCIAL THEORY Erik Erikson (approximately/more or less) Basic trust vs mistrust Birth – 1yr Develop a sense that the world is a safe and good place Autonomy vs shame and doubt 1-3yrs Realize that one is an independent person who can make decisions Initiative vs guilt 3-6yrs Willingness to try new things and handle failure Industry vs inferiority 6yrs-adolescence Learn basic skills and work with others Identity vs identity confusion Adolescence Develop a lasting integrated sense of self Intimacy vs isolation Young adulthood Commit to another in a loving relationship Generativity vs stagnation Middle adulthood Contribute to younger people, through child rearing, voluntary community work or other productive work Integrity vs despair Late adulthood To view one’s life as satisfactory and worth living  Bonding (LO 5): Often seen as natural process Vital for child’s wellbeing as child is dependent on caregivers for survival Foundation of all future developments Obstacles to bonding: Infant’s appearance: “Babyness” instinctively evoke caregiving responses in adults. In the animal world animal mothers will kill offspring with deformities to ensure higher survival rates Social and economic conditions: Mother will invest her limited physical and emotional resources in the child that will survive in extreme poverty as survival strategy Sensitive period: Baby goats need to bond immediately after birth with the mother to become imprinted. In humans where mothers and babies did not bond directly after birth higher rates of neglect and abuse was found. Physical closeness do Attachment: Bowlby: Develops in 4 phases: 1) Signaling: 8-12 weeks, Infant will smile, cry or cling 2) Discriminating sociability: 3- 6months – recognize caregiver and respond differently to caregiver than to others 3) Proximity seeking: 6 months-3 years – seek close proximity to caregiver 4) Reciprocal relationship – Infant begin to understand caregivers’ motives and feelings (3-4yrs) Attachment: Mary Ainsworth used the STRANGE SITUATION experiment to assess children’s attachment. She identified 3 types of attachment and later Solomon and Main identified a fourth type. One of Bowlby’s colleagues, Mary Ainsworth, eventually showed that attachments vary in character. Ainsworth developed a method called the strange situation procedure to assess the quality of attachment between 1-2-year-old infants and their caregivers. The strange situation procedure puts infants through a series of short separations from and reunions with their caregivers. As a result, Ainsworth concluded that attachment falls into three patterns: secure, Attachment ambivalent (also known as insecure resistant), and insecure avoidant. Main and Solomon (1986) added Disorganized attachment as a fourth type. Insecure- Insecure resistant Disorganis Secure Avoidant (Ambivale ed nt) Separation anxiety Between 7-9mnths baby seeks proximity with caretaker and protest when separated from caretaker (separation anxiety). Peaks 14-40 mnths Stranger anxiety: wary reaction towards strangers, peak at 8-10 mnths Any questions!