Development Psychology how people grow and change; Chapter 10, section 1 Development Psychology how people grow and change; study different ages and types of development such as Physical, Social and Cognitive Psychologist study about what type of experiences in infancy and childhood foster healthy and well-adjusted children and adults. Psychologists study 2 stages: Early childhood experiences affect adolescents and adults 2. Early stages of development such as: learning about developmental problems what causes them how to treat them

Two methods psychologist use to study change 1. Longitudinal Chapter 10, section 1 Two methods psychologist use to study change 1. Longitudinal 2. Cross-sectional Psychologists are concerned with 1. Heredity and environment (nature v. nurture) how contribute to development 2. Does development occur gradually or in stages

Heredity manifests itself primary in the process called MATURATION Chapter 10, section 1 Heredity manifests itself primary in the process called MATURATION Maturation is developmental changes that occur as a result of automatic and sequential process of developmental that results from genetic signals Critical Period - best time to learn a particular skill or behavior ex. Learning a language Arnold Gesell Believed in MATURATION and STAGES Played important role in development

John Locke - “tabula rasa” - blank slate Chapter 10, section 1 John Locke - “tabula rasa” - blank slate Watson - behaviorists explained NURTURE (environment) has greatest effect. Ex. Nutrition, family background, culture, learning experience at home, community, school Does development occur in STAGES or CONTINUOUS PROCESS? Stage - period distinct from other levels. Gesell and Piaget believe Cognitive Development occur in Stages. Flavell believes COGNITIVE DEVELOPMENT - gradual process happens slowly can occur unnoticed ex. Child’s weight

4 Examples of Physical Development Chapter 10, Section 2 Physical Development 4 Examples of Physical Development Changes in reflexes ; some are kept others disappear (moro & babinski) 2. Gains in height/weight 3. Motor Development 4. Perceptual Development Moro – “startle”; reflex if in pain or response to sudden sounds Babinski – fan their toes when soles of feet are touched

2 factors why children/animals are so attached to primary care givers? Chapter 10, Section 3 Social Development Attachment stranger anxiety separation anxiety 2 factors why children/animals are so attached to primary care givers? 1. Contact Comfort 2. Imprinting

Chapter 10, Section 3 Secure vs. Insecure Attachment -Primary Care givers -Primary Care givers show affection And are unresponsive or are reliable Unreliable -children are happier -children don’t mind and friendlier when parents leave more cooperative with make no effort to seek parents and teachers contact with them get along with others perform better in school

WARM - parents show affection Ex. Hug, kiss, smile Chapter 10, Section 3 Styles of Parenting wARM-------COLD WARM - parents show affection Ex. Hug, kiss, smile COLD - not affectionate don’t appear to enjoy their children Children’s behavior with: WARM STYLE COLD STYLE -well-adjusted -Escape punishment -develop conscience -Rather than doing the right -Have a sense of moral thing for its own sake goodness -responsible when do something wrong

STRICT---PERMISSIVE Chapter 10, Section 3 STRICT---PERMISSIVE STRICT -can be positive/negative depending how used -consistent and firm enforcement of rules foster achievement and self-control especially when combined with warmth and support -impose many rules, supervise closely Permissive -Impose fewer rules and watch children less closely -less concerned about neatness & cleanliness

AUTHORITATIVE AUTHORITARIAN -parents combine -parents believe in Chapter 10, Section 3 AUTHORITATIVE AUTHORITARIAN -parents combine -parents believe in WARM and POSITIVE obedience for its Kinds of strictness own sake -Parents have strict guidelines -Follow instructions without question -Parents are often rejecting and cold

Feel better about themselves Chapter 10, Section 3 authoritative Children usually: More independent Achievement oriented Feel better about themselves Authoritarian Do NOT do well in school Less friendly Less spontaneous

(2 parents work in today’s society) Chapter 10, Section 3 CHILD CARE (2 parents work in today’s society) Positive tend to be less upset when mom leaves temporarily less likely to run to their mother when they return Does this mean that the children who are in child care are less attached to their mothers? -signs of positive adjustment -full-time non parent child care appear to be securely attached to their mothers

CHILD CARE HAS MIXED EFFECTS ON SOCIAL CHILD DEVELOPMENT Chapter 10, Section 3 CHILD CARE HAS MIXED EFFECTS ON SOCIAL CHILD DEVELOPMENT Positive Negative more social -Less cooperative likely to share -More aggressive more independent -May receive less attention self-confident -Compete with other children More outgoing for attention and resources Children do better in environments that are stimulating.

CHILD ABUSE and NEGLECT Physical and Psychological Chapter 10, Section 3 CHILD ABUSE and NEGLECT Physical and Psychological Physical Abuse beating, hitting, kicking, resulting in bodily injury (bruises, burns, broken bones) Child Neglect failure to give child adequate -food -shelter -clothing -emotional support -schooling

Why are parents abusive/neglectful? Chapter 10, Section 3 More injuries, illnesses, and deaths result from NEGLECT than from ABUSE Why are parents abusive/neglectful? 1. Stress (unemployment/poverty) 2. History of child abuse from at least one parent’s family 3. Acceptance of Violence - coping with stress 4. Lack of attachment to the children 5. Substance abuse 6. Rigid attitudes about child rearing

Carl Rogers – self esteem Chapter 10, Section 3 Carl Rogers – self esteem Parents give children two types of support: 1. UNCONDITIONAL POSITIVE REGARD parents love and accept children for who they are Children development high self-esteem even if do something wrong 2. CONDITIONAL POSITIVE REGARD -parents show love when children behave in acceptable ways -children also continue to seek approval of others -children who know they are good at something usually have higher self-esteem

GENDER and SELF-ESTEEM Chapter 10, Section 2 GENDER and SELF-ESTEEM 5-7 years children value themselves on basis of physical appearance and performance Girls - greater competence - reading/academic Boys - greater competence - math/physical skills Society suggests what gender is suppose to be good at AGE and SELF-ESTEEM Children gain in competence as grow older, they gain more skills and are better at them Self-esteem reaches LOW POINT at age 12-13 increases during adolescence

Cognitive Development Chapter 10, Section 4 Cognitive Development Jean Piaget - 1896-1980 - thinking development sequence in stages Humans organize information in 2 ways: Assimilation - process new information is placed into categories that already exist ex. Doggie - see another kind of dog identifies as dog 2. Accommodation - change brought about because of new information ex. See CAT and says DOGGIE; child corrected does NOT belong to that category Piaget identifies 4 stages in sequence 1. Sensorimotor 2. Preoperational 3. Concrete Operational 4. Formal Operational

Chapter 10, Section 4 1. Sensorimotor – newborn – 2 yrs. spends a great deal of time learning to coordinate sensory experiences with motor activities coordinates looking, tasting, touching, hearing, sucking, reaching, grasping Newborns spend much of time looking around as get older, touch everything they can. Only way to coordinate their senses and their muscles Infants go from trial and error reflexes to more deliberate manipulation of the environment ex. Peek a boo OBJECT PERMANENCE - understanding that objects exist even when they cannot be seen or touched

Chapter 10, Section 4 2. Pre-Operational – 2 -7 yrs. acquire language and learn to represent their environment with objects and symbols Display one dimensional thinking ANIMISM - enjoy playing with stuff animals or dolls because believe the play things are real animals or friends called ANIMISM ex. Child says sun is sleeping for the night LAW OF CONSERVATION - recognize that properties of objects don’t change even though their appearance may ex. Glass containers - p. 243 EGOCENTRISM - center of universe focus on own pleasures, pain, desires see world from 1 perspective - theirs

Chapter 10, Section 4 3. Concrete - Operational Stage – 7-11 yrs. children’s ability to solve problems with reasoning and ability to think symbolically with words and numbers greatly increases -can solve problems of classification which objects are ordered into hierarchies of different classes. -can focus on 2 dimensional 10p = 10 cents 10 dimes = $1.00 LAW OF CONSERVATION understood 4. Formal Operational – 11 yrs. on Begin to understand how abstract scientific moral religious and political ideas work and to see their local implications usually mastered by 15 Deduce rules of behavior from moral principles Deal with hypothetical situations; solve for x in algebra

Chapter 10, Section 4 KOHLBERG’s THEORY of MORAL DEVELOPMENT 3 levels + 2 stages in each level LEVEL 1 - Preconventional Moral reasoning based on consequences of behavior (rewards/punishments) Stage 1 - obeys rules avoids punishment Stage 2 - Individual conforms to society’s rules in order to receive rewards LEVEL 2 - Conventional based on conformity and social standards Stage 3 - individuals behaves morally in order to gain approval of others Stage 4 - conformity to authority to avoid censure and guilt

Chapter 10, Section 4 LEVEL 3 - Postconventional highest level of moral thinking based on personal standards and beliefs Stage 5 - individual concerned with individual rights and democratically decided laws Stage 6 - individual entirely guided by his or her own conscience