Child Development Chapter 3 PDF

Child Development Wan Nada Marhamah, MScSoc, KBPA Development could be defined as 1. Physical 2. Cognitive 3. Psychosocial Physical Development  Physical Development Brain and Nervous System The infant’s experiences help to fine-tune the brains responses to stimulations. 1) Neuroplasticity 2)...

Child Development Wan Nada Marhamah, MScSoc, KBPA Development could be defined as 1. Physical 2. Cognitive 3. Psychosocial Physical Development  Physical Development Brain and Nervous System The infant’s experiences help to fine-tune the brains responses to stimulations. 1) Neuroplasticity 2) Sensory Experieinces 3) Sypnatic Development 4) Critical Periods Motor Abilities Brain maturation allows the development of motor skills from reflexes to coordinated motor abilities, including grasping, and walking. Neuroplasticity in Child's brain Cognitive Development Jean Piaget’s Cognitive Development Cognitive Development (Piaget’s) Four stages of Cognitive Development 1) The Sensorimotor Stage (0 – 2 years old) ○ Infants learned to use their senses and motor abilities to learn about world around them ○ They develop a sense of object permanence – the knowledge that an object exists even when it is not in sight. ○ Game of peek-a-boo is important to teach infant that mommy/daddy’s smiling face is always going to be behind her hands. ○ Help to develop symbolic thoughts eventually abstract thoughts Cognitive Development (Piaget’s) 2) The Preoperational Stage (2 – 7 years old) The time where children developing language and concepts. No longer have Centration – tendency to focus on to rely on senses and motor skills but one features of some object. now can ask questions and exploit their Inability for conservation – ability to surroundings more fully. (play period) understand that altering the Not yet capable of logical thoughts – appearance of something that not they can use mental concepts but not change its amount able to use those concepts in a more Has irreversibility, the inability to rational, logical sense. mentally reverse and action. Has egocentrism, the inability to see the This is when, teaching maths can world through anyone’s else but one’s help a child to develop the cognitive own. skills. video The Return of Superman - The Triplets Special Ep.29 [ENG/CHN/2017.12.08] (13:36) https://www.youtube.com/watch?v=KSbZJcyLqPM&list= PLMf7VY8La5RHd68iGxkzjJk_kgJ8soP66&index=1 Unable to think more abstractly, problem solving skills not yet develop (has irreversibility) Cognitive Development (Piaget’s) 3) The Concrete Operations Stage (7 – 12 years old) For example, “freedom”, “respect” The Children become capable of is an abstract construct conservation and reversible thinking. Can define, but no “thing” that can They are able to come their more rational be pointed to define “freedom” conclusions about the fantasies of early childhood. Able to learn science and maths Major limitation is inability to deal effectively with abstract constructs Rigid understanding of right or wrong Cognitive Development (Piaget’s) 4) Formal Operations (12 to adulthood) The adolescent becomes capable of abstract thinking Sutherland (1992) indicated that They can deeply involve in hypothetical only half of all adults in the US, thinking, like thinking about possibilities, reach formal operations. and impossibilities. Usually, these adults will tend to For example, “what if everyone just got use more practical, down-to-earth along?” “If women were in charge of kind of intelligence to suit their countries, would there be fewer wars?” lifestyle. Piaget reported that not everyone would reach to this formal operations stage. Psychosocial Development?  Jerome Kagan’s Temperament Temperaments are the behavioral and emotional characters that fairly established at birth. A “ difficult child” will be perceived as such when parents’ personalities are mismatched. “Goodness of fit” when both parents’ temperaments and child match “Poor fit” is for the situation that is vice versa Easy Difficult Slow to warm up Regular in waking, Irregular in their Less grumpy, quitter, sleeping schedules schedules slow to adapt to Easily sooth when Loud, active, tend change distressed to be irritable Need to warm up to new people/situations Attachment in infants (Mary Ainsworth and John Bowlby) The emotional bond between an infant and the primary caregiver Secure Avoidant Willing to explore when Willing to explore, but no caregiver is around interest or concern Will go back to care giver when caregiver is Has a sense of object absent Permanence with parents Ambivalent Disorganised Mixed feeling about Unable to react when something caregiver returns Protest behaviour when Has fearful and distressed caregiver come returns Video Secure, Insecure, Avoidant Ambivalent Attachment in Mothers Babies https://www.youtube.com/watch?v=DRejV6f-Y3c 4.20 (twins’ attachments) https://www.youtube.com/watch?v=EjGt5XDaQRQ  Attachment in Adult (Philip Shaver and Cindy Hazan) 01 02 03 04 Secure Avoidant Anxious/Ambivalent Anxious-Avoidant Attachment Attachment Attachment (Fearful Avoidant/ (Dismissal (Preoccupied Disorganised) Avoidant Attachment) Attachment) Test http://www.web-research- design.net/cgi-bin/crq/crq.pl.)  Secure Attachment Great conflict busters—During a fight they don’t feel the need to act defensively or to injure or punish their partner, and so prevent the situation from escalating Mentally flexible—They are not threatened by criticism. They’re willing to reconsider their ways, and if necessary, revise their beliefs and strategies. Effective communicators—They expect others to be understanding and responsive, so expressing their feelings freely and accurately to their partners comes naturally to them. Not game players—They want closeness and believe others want the same, so why play games?  Secure Attachment Great conflict busters—During a fight they don’t feel the need to act defensively or to injure or punish their partner, and so prevent the situation from escalating Mentally flexible—They are not threatened by criticism. They’re willing to reconsider their ways, and if necessary, revise their beliefs and strategies. Effective communicators—They expect others to be understanding and responsive, so expressing their feelings freely and accurately to their partners comes naturally to them. Not game players—They want closeness and believe others want the same, so why play games?  Secure Attachment Comfortable with closeness, unconcerned about boundaries—They seek intimacy and aren’t afraid of being “enmeshed.” Because they aren’t overwhelmed by a fear of being slighted (as are the anxious) or the need to deactivate (as are the avoidants), they find it easy to enjoy closeness, whether physical or emotional. Quick to forgive—They assume their partners’ intentions are good and are therefore likely to forgive them when they do something hurtful Inclined to view sex and emotional intimacy as one—They don’t need to create distance by separating the two (by being close either emotionally or sexually but not both). Treat their partners like royalty—When you’ve become part of their inner circle, they treat you with love and respect. Responsible for their partners’ well-being—They expect others to be responsive and loving toward them and so are responsive to others’ needs.  Anxious Attachment Thinking about your mate, difficulty concentrating on other things. Remembering only their good qualities. Putting them on a pedestal: underestimating your talents and abilities and overestimating theirs. An anxious feeling that goes away only when you are in contact with them. Believing this is your only chance for love, as in: “I’m only compatible with very few people—what are the chances I’ll find another person like them?” “It takes years to meet someone new; I’ll end up alone.” Believing that even though you’re unhappy, you’d better not let go, as in: “If she leaves me, she’ll turn into a great partner—for someone else.” “He can change.” “All couples have problems—we’re not special in that regard.”  Anxious Attachment (Protest behaviour) Excessive attempts to reestablish contact: Calling, texting, or e-mailing many times, waiting for a phone call, loitering by your partner’s workplace in hopes of running into them. Withdrawing: Sitting silently “engrossed” in the paper, literally turning your back on your partner, not speaking, talking with other people on the phone and ignoring them. Keeping score: Paying attention to how long it took them to return your phone call and waiting just as long to return theirs; waiting for them to make the first “make-up” move and acting distant until such time. When Ryan decided not to leave a message for Shauna after she screened his calls, he was keeping score (“If she’s not answering my calls, I won’t leave her a message”).  Anxious Attachment (Protest behaviour) Acting hostile: Rolling your eyes when they speak, looking away, getting up and leaving the room while they’re talking (acting hostile can transgress to outright violence at times). Threatening to leave: Making threats—“We’re not getting along, I don’t think I can do this anymore,” “I knew we weren’t really right for each other,” “I’ll be better off without you”—all the while hoping they will stop you from leaving. Manipulations: Acting busy or unapproachable. Ignoring phone calls, saying you have plans when you don’t. Making them feel jealous: Making plans to get together with an ex for lunch, going out with friends to a singles bar, telling your partner about someone who hit on you today.  Avoidant Attachment Style Saying (or thinking) “I’m not ready to commit”—but staying together nonetheless, sometimes for years. Focusing on small imperfections in your partner: the way they talk, dress, eats, or (fill in the blank) and allowing it to get in the way of your romantic feelings. Pining after an ex-partner—(the “phantom ex”—more on this later). Flirting with others—a hurtful way to introduce insecurity into the relationship. Not saying “I love you”—while implying that you do have feelings toward the other person.  Avoidant Attachment Style Pulling away when things are going well (e.g., not calling for several days after an intimate date). Forming relationships with an impossible future, such as with someone who is married. “Checking out mentally” when your partner is talking to you. Keeping secrets and leaving things foggy—to maintain your feeling of independence. Avoiding physical closeness—e.g., not wanting to share the same bed, not wanting to have sex, walking several strides ahead of your partner.  Video Avoidant and Secure https://www.youtube.com/watch?v=oOynq TO_LUI Anxious and Secure https://www.youtube.com/watch?v=DR1Krz OzqYo Anxious and Avoidant https://www.youtube.com/watch?v=FDFdr oN7d0w Erik-Erikson Psychosocial Development