Warm Up Pick up warm up off of front desk, find a spot to roll out your timeline and answer the questions using SFI You have 30 mins

Warm up- page 6 Id these words in your own words X chromosome Testosterone Gender role Gender Identity Gender typing Norm Social Learning Theory Gender Schema Theory

Chapter 4: Developmental Psychology pt. 1

Developmental Psychology Branch of psychology that studies physical, cognitive, and social changes through out the life span. Look for commonalities between us. Look at issues of: Nature/nurture Continuity/Stages Stability/Change

Prenatal Development Zygote: fertilized egg…eventually develops into a embryo after 2 weeks. Cells rapidly start dividing to create a multicellular organism and differentiate to create organs. Fewer than half survive to become embryos.

Prenatal Development Embryo: developing human organism. Considered embryo from 2 weeks to 2nd month. This stage is when pregnancy is officially established…woman will miss period. Week 4-8 are when all major organs begin functioning. When teratogens have greatest effect.

Prenatal Development Fetus: developing human organism from 9 weeks after conception until birth. After 12 weeks most of major development is “finished” except for brain and lungs. Responsive to sound After 6 months…premature babies’ organs sufficiently formed to allow chance of survival. Week 16 Week 20

Teratogens Agents such as chemicals and viruses that can reach the embryo or fetus during prenatal development and cause harm. Examples: AIDS virus, drugs, alcohol can all be passed onto baby and cause damage. Fetal Alcohol Syndrome

Fetal Alcohol Syndrome No safe amount of alcohol 1 in 750 infants Small, misproportioned head, brain abnormalities Leading cause of mental retardation

Newborn Capacities Come equipped with reflexes ideally suited for survival. Ex: rooting reflex: baby’s tendency when touched on the cheek to open the mouth and search for food.

Newborn Capacities Habituation: describes infants’ decreasing responsiveness to repeated stimuli. Infer that newborns have cognitive ability to differentiate between different visual stimuli.

Maturation Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience. Genetic blueprint unfolding Stand before walking In terms of brain development, natural maturation causes neural interconnection to multiply rapidly after birth. However, severe deprivation and abuse will retard development. Furthermore, increased stimulation will cause early neural connections. Maturation sets the basic course of development; experience adjusts it.

Maturation and Memory Earliest memory is hardly before age 3 After age ¾ we organize memories different

Normal Maturation

Maturation and Motor Skills Maturation also influences motor development. The sequence of complex physical skills, from sitting, standing, walking, are nearly universal are across the world. Overall, experience has a limited effect until certain muscular or neural maturation occurs. Ex: Potty Training.

Cognitive Development

Jean Piaget Developed stages of cognitive development Mental activities associated with thinking, knowing, remembering and communicating Schemas: concepts of phenomena developed by humans that increase with development. Adjusted by: Assimilation: interpreting one’s new experience in terms of one’s existing schemas. Ex: kids and “doggies” Accommodation: adapting one’s current understandings (schemas) to incorporate new information. Ex: new schema for groundhog.

Know This Chart

Piaget’s Stages Stage 1: Sensorimotor: birth to 2, experience world mostly through your senses and movement. Major Development During this stage: Stranger Anxiety Object Permanence: awareness that things continue to exist even when not perceived. Why Babies like peek-a-boo.

Piaget’s Stages Stage 2: Preoperational: 2-6, child learns to represent things with language but does not understand concrete logic. Major Development During this stage: Pretend Play Language Development Egocentrism: inability to take another point of view.

Theory Of Mind Although still egocentric they begin to form a theory of mind Realizing that people have minds and think Ask Why? Begin to empathize,tease, take another perspective

Autism A disorder characterized by deficient communication and social interaction http://www.youtube.com/watch?v=JnylM1hI2jc

Lev Vygotsky Age 7 children no longer need to always think out loud Pre operational and operational Use inner speech

Piaget’s Stages Stage 3: Concrete Operational: 7 to 11, child begins to think concretely and complete math operations. Major Development During this Stage: 1. Conservation: principle that mass, volume, and number remain the same despite their form.

Piaget’s Stages Stage 4: Formal Operational: 12 to adulthood, ability to abstractly reason and use abstract logic. Major Developments During This Stage: Abstract Logic: hypothetical situations, ideas like communism Mature Moral Reasoning: ideas like “right to life,” “right to liberty,” Etc.

Current Thinking Piaget’s sequence is right but timing is not exact. Some cognitive events occur earlier than he thought and process as a whole is more continuous. Did not give children enough credit

Warm up pick up warm up off of the overhead. Work in groups to complete it All work must be complete in 10 minuets

Social Development

Attachment Emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.

Harlow’s Theory of Attachment Attachment is based on: Body Contact Familiarity Responsive Parenting

Body Contact Infants become intensely attached to entitities that provide comfortable body contact to them. Things like rocking, warmth, and feeding make attachment stronger. IMPORTANCE: NOT nourishment that provides attachment as originally thought.

Familiarity Also key in understanding attachment. A.) Critical Period: optimal period shortly after birth when certain events must take place to facilitate proper development. Ex: First moving object a duckling sees it will attach to as its mother…would follow person, moving ball, etc. B.) Imprinting: process by which certain animals form attachments during a critical period very early in life. NOT FOR HUMANS. However do become attached to what they know.

Responsive Parenting 60 % of all infants Responsive Parenting leads to secure attachment. Secure Attachment: in mother’s presence will explore new territories and play comfortably. When mother leaves will become distressed, when returns will seek contact with her. 60 % of all infants

Responsive Parenting Insecure Attachment: in mother’s presence are less likely to explore their surroundings; cling to mother. When leaves, cry loudly and remain upset or seem indifferent to their mother’s comings and goings.

Why Secure or Insecure Mary Ainsworth Studied 1 year olds in “strange situations” without mothers Found- sensitive, responsive mothers had secure children Found- insensitive, unresponsive mothers, mothers who respond when convenient, had insecurely attached children

Secure Attachment predicts social competency Securely attached children approach life with basic trust A sense that the world is predictable and reliable Attachment also reflects romance styles

Consequences of Insecure Attachment Under conditions of abuse and neglect, humans are often withdrawn, frightened, even speechless. Harlow’s monkeys often incapable of mating or extremely abusive, neglectful, or murderous towards first-born. Most abusers were abused; abused are more likely to abuse…even though the majority of them don’t.

Disruption of Attachment Separation from loved ones can have devastating results If removed and placed in a more stable environment most effects of the separation disappear Adults also suffer when attachment bonds are severed

Daycare and Attachment Children need consistent, warm relationships with people they can trust Daycare has both good and bad effects

Self –Concept Self- Concept- a sense of their own identity and personal worth Develops by age 12 The next big step after attachment

Parental Authority Questionnaire 1. Permissive- relatively warm, non demanding, noncontrolling parent #s- 1,6,10,13,14,17,19,21,24,28 2. Authoritarian- parents who value unquestioning obedience and attempt to control their children’s behaviors, often through punitive disciplinary practices #’s- 2,3,7,9,12,16,18,25,26,29 3. Authoritative- parents who use firm ,clear but flexible and rational modes of child rearing #’s- 4,5,8,11,15,20,22,23,27,30 4. Total them up

Social Development: Child Rearing Practices- Baumrind Authoritarian parents impose rules and expect obedience “Don’t interrupt” “Why? Because I said so.” Permissive: submit to children’s desires make few demands use little punishment

Social Development- Child-Rearing Practices Authoritative parents are both demanding and responsive set rules, but explain reasons encourage discussion Children have highest self esteem and social competence Rejecting-neglecting disengaged expect little invest little