Child & Adolescent Development PDF

GROWTH is a physical change and increase in size or structure. It can be measured quantitatively DEVELOPMENT is an increase in the complexity of function and skill progression. It is the capacity and skill of a person to adapt to the environment. Stages of Psychoso...

GROWTH is a physical change and increase in size or structure. It can be measured quantitatively DEVELOPMENT is an increase in the complexity of function and skill progression. It is the capacity and skill of a person to adapt to the environment. Stages of Psychosocial Views of Human Development Types of Developmental Changes 1. Mechanistic 1. Quantitative 2. Organismic 2. Qualitative 3. Contextual 3. Social Clock 4. Critical Period 5. Atypical Domains of Development  Physical Domain- The physiological processes and changes that occur in the human body such as puberty.  Social Domain - Changes that occur between an individual and other people, including development of social skills high self-esteem  Moral Domain - changes that occur in the person's ability to sense right and wrong  Cognitive Domain - Changes to the way we think, our intelligence, memory capabilities, etc. Robert J. Havighurst defined the Developmental Stages and Tasks of human beings and that there are Six major stages in human life 1. Infancy & early childhood (Birth till 6) 2. Middle childhood (6-12) 3. Adolescence (13-18) A. Early Adulthood (19-30) 5. Middle Age (30-60) 6. Later maturity (60 and over) THEORIES OF PERSONALITY DEVELOPMENT Developmental changes occur because of the influence of internal drives and external forces. Psychosexual Theory: SIGMUND FREUD The mind has 2 parts: conscious and unconscious. Personality has three components: Id- Part of the unconscious., It is the instinct all humans are born with that gives us carnal, animal like desire. Ego - The ego is the conscious, thinking part of our minds. This is the part of our personalities we are most aware of Superego - The superego is the root of our morality. The superego helps us decide between right and wrong Freud' Stages of Psychosexual Development STAGE AGES FOCUS OF LIBIDO MAJOR DEVELOPMENT Oral 0 to 1 Mouth, Tongue, Lips Weaning off of breast feeding or formula Anal 1 to 3 Anus Toilet Training Phallic 3 to 6 Genitals Resolving Oedipus/ Electra Complex Latency 6 to 12 None Developing Defense Mechanisms Genital 12+ Genitals Reaching Full Sexual Maturity Psychosocial Theory: ERIK ERIKSON Stages of Psychosocial Development Approximate Virtues Psychosocial Crisis Significant Age Relationship 0-2 years Hope Basic trust vs. mistrust Mother 2-4 years Will Autonomy vs. shame Parents and doubt 4-5 years Purpose Initiative vs. guilt Family 5-12 years Competence Industry vs. inferiority Neighbors, school 13-19 years Fidelity Identity vs; role. Peers, role model confusion 20-39 years Love Intimacy vs. Isolation Friends, partners 40-64 years Care Generativity vs. stagnation Household, workmates 65 death Wisdom Ego, Integrity vs. despair Mankind, my kind Key Points:  1. Early experience plays an important part in development. 2. Family relationships are a central aspect of development. 3. Personality can be better understood if it is examined developmentally. 4. The mind is not all conscious; unconscious aspects of the mind need to be considered. 5. Changes take place in adulthood as well as in the childhood years. Moral Development Theory: LAWRENCE KOHLBERG The person's sense of morality has 3 levels: LEVEL I. PRECONVENTIONAL MORALITY  Stage 1. Punishment-Obedience Orientation How can I avoid punishment?  Stage 2. Instrumental Orientation (Self-Interest) What's in it for me? (Exchange) LEVEL II. CONVENTIONAL MORALITY  Stage 3. Conformist Orientation How can I fit in? - good boy/girl attitude  a Stage 4. Authority and Order Orientation LAW What laws or rules should I fallow? LEVEL III. POSTCONVENTIONAL MORALITY  Stage 5. Social Contract Orientation Which of the differing values are agreeable?  Stage 6: Universal Ethical Principle What does my enlightened conscience tell me?  Kohlberg's stages of moral development THEORIES OF COGNITIVE DEVELOPMENT The construction of thought processes, including remembering, problem solving, and decision-making, from childhood through adulthood. Proponent: JEAN PIAGET Levels of Cognitive Development Cognitive construction has 2 main processes: Organization and Adaptation  Organization is the ordering and the integration of schemata of ideas in the mind.  Adaptation is the ability to change the physical and mental schemata to fit the environmental demands; Assimilation + Accommodation o Assimilation Using an existing schema to deal with a new object/situation; When a child responds to a new event in a way that is consistent with his prior knowledge o Accommodation This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation. If the new information does not match the person's existing schemata, he experiences cognitive dissonance (disequilibrium) Operations internalized mental actions that allow children to do mentally what they previously did physically. Schema organized pattern of thought or action used to cope with or explain experience. 1. Sensorimotor stage- infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motoric actions. 2. Preoperational stage- children begin to represent the world with words, images, and drawings. 3. Concrete operational stage -children can perform operations applied to specific or concrete examples. The child can now reason logically about concrete events and classifies objects. 4. Formal operational stage- individuals move beyond concrete experiences and think in abstract and more logical terms. Object permanence is the understanding that objects continue to exist even when they cannot be observed (seen, heard, touched, smelled or sensed. Conservation refers to the ability to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size. Egocentrism is the inability to differentiate between self and other. Centration- is the tendency to focus on one salient aspect of a situation and neglect other, possibly relevant aspects Cognitive flexibility is the mental ability to switch between thinking about two different concepts, and to think about multiple concepts simultaneously Proponent: LEV VYGOTSKY Socio-Cultural, Cognitive Theory Culture, language, and social relations influence cognitive development; 1. A child's development can be understood in the light of the culture upon s/he is raised. 2. A person's thinking pattern is a product of his/her sociocultural interactions or activities. 3. Children are born with "elementary mental abilities" (Like perception, attention, and memory), but as they interact with more knowledgeable peers or adults these mental abilities transform into higher mental functions. 4. Formal and Informal teaching by more knowledgeable others (MKO) is at the heart of cognitive development. Zone of Proximal Development (ZPD) The difference between what a learner can do without help and what he or she can do with help Scaffolding is support for learning and problem solving which can be clues, reminders, encouragement that allows students to grow independently. Self-regulation involves the internalization of signs acquired by an individual from others so that he can think or solves problems by himself. Information-Processing Theory Robert Siegler (1998), a leading expert on children's information processing, believes that thinking is information processing. He says that when individuals perceive, encode, represent, store, and retrieve information, they are thinking, Siegler believes that an important aspect of development is learning good strategies for processing information. This emphasizes that individuals manipulate information, monitor it, and strategize about it. Theory of Emotional Intelligence DANIEL GOLEMAN Emotional Intelligence (El) is the ability to recognize one's own and other people's emotions, to discriminate between different feelings and label them appropriately and to use emotional information to guide thinking and behavior. Emotional Intelligence or EQ has 5 components 1. Self-Awareness Recognition and understanding of one's own moods and motivations and their effect on others. 2. Self-Regulation/Management Control of one's impulses--instead of reacting rashly and the ability to express one's emotions appropriately 3. Self-Motivation A form of internal motivation marked by an interest in learning and self-improvement 4. Empathy The ability to understand another person's emotional reaction; This is only possible when one has achieved self-awareness as one cannot understand others until they understand themselves. 5. Social Skills Identifying social cues to establish common ground and manage relationships and build networks OTHER THEORIES OF DEVELOPMENT Ethological Theory Proponent: KONRAD LORENZ Behavior is strongly influenced by biology, is tied to evolution, and is characterized by critical or sensitive periods. Ethology is the scientific study of evolutionary basis of behavior "Biologically programmed behaviors" Products of evolution Adaptive to survival Ecological Theory Proponent: URIE BRONFENBRENNER Natural environments are the major source of influence for development.  There are four ecological systems Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem. Microsystem; the institutions and groups that most immediately and directly impact the child's development including: family, school, religious institutions, neighborhood, and peers. Mesosystem Interconnections between the microsystems, Interactions between the family and teachers, Relationship between the child's peers and the family Exosystem: Involves links between a social setting in which the individual doe s not have an active role and the individual's immediate context. Macrosystem: Describes the culture in which individuals live. Cultural contexts include developing and industrialized countries, socioeconomic, status, poverty, and ethnicity, Chronosystem: The patterning of environmental events and transitions over the life course, as well as sociohistorical circumstances,