1. DO-NOW 5/7 & 5/8 Think about your parents and how you were raised. Would you say that they were strict or not? How do you think this has influenced your development? OR OR Describe the “perfect” parent- how would they act, would they be strict or lenient?

2. REMINDER- NEXT WEEK Friday (May 15 th )- I will collect 5 Do-Nows Start collecting/ organizing them (if you do not have enough- check the Power Points online) Make sure that you select your best 5

3. MS. SEETIN SOCIAL, MORAL, AND PERSONALITY DEVELOPMENT

4. REVIEW While Piaget’s account of cognitive development has been enormously influential, it has also received significant criticisms. For example, Vygotsky emphasized sociocultural influences on a child’s cognitive development rather than Piaget’s internal schemas

5. VYGOTSKY He also believed that adults play an important instructor role in development and that this instruction is particularly helpful when it falls within a child’s zone of proximal development (ZPD). Piaget has also been criticized for underestimating children's abilities, as well as the genetic and cultural influences on cognitive development

6. SOCIAL, MORAL, AND PERSONALITY DEVELOPMENT In addition to physical and cognitive development, developmental psychologists study social, moral, and personality development by looking at how social forces and individuals differences affect development over the lifespan.

7. ATTACHMENT An infant arrives in the world w/ a multitude of behaviors that encourage a strong bond of attachment with primary caregivers. Attachment: a strong affectional bond with special others that endures over time.

8. DEGREES OF ATTACHMENT Developmental psychologist Mary Ainsworth found significant differences in the typical levels of attachment between infants and their mothers. Ainsworth originally found three groups (secure, anxious/avoidant, and anxious/ambivalent), a later psychologist, Mary Main, added a fourth- (disorganized/disoriented)

9. “STRANGE SITUATION PROCEDURE” Mary Ainsworth and her colleagues found significant differences in the typical levels of attachment between infants and their mothers using a technique called the strange situation procedure in which they observed how infants responded to the presence of or absence of their mother and a stranger.

10. DEGREES OF ATTACHMENT 1. Secure - seeks closeness w/ mother when stranger enters. Uses her as a safe base from which to explore, shows moderate distress when she is gone, it happy when she returns. 2. Anxious/ambivalent- Infant becomes very upset when mother leaves the room and shows mixed emotions when she returns

11. DEGREES OF ATTACHMENT (CONTINUED) 3. Anxious/avoidant - infant does not seek closeness or contact with the mother and shows little emotion when the mother departs or returns 4. Disorganized/ disoriented- infant exhibits avoidant or ambivalent attachment, often seeming either confused or apprehensive in the presence of the mother.

13. 1. Secure - seeks closeness w/ mother when stranger enters. Uses her as a safe base from which to explore, shows moderate distress when she is gone, it happy when she returns. 2. Anxious/ambivalent- Infant becomes very upset when mother leaves the room and shows mixed emotions when she returns 3. Anxious/avoidant - infant does not seek closeness or contact with the mother and shows little emotion when the mother departs or returns 4. Disorganized/ disoriented- infant exhibits avoidant or ambivalent attachment, often seeming either confused or apprehensive in the presence of the mother.

14. WHY DOES THIS MATTER? Because researchers have found that these early patterns of attachment tend to be related to our later styles of romantic love.

15. ROMANTIC LOVE If we developed secure, anxious/avoidant, anxious/ambivalent, or disorganized/disoriented style as infants, we tend to follow these same patterns in our adult approach to intimacy and affection. (Keep in mind that though our early attachment experiences are correlated with our later relationships, they DO NOT determine them. Throughout life, we can learn new social skills and different approaches to all our relationships)

16. HOW MUCH OF OUR PERSONALITY COMES FROM THE WAY OUR PARENTS TREAT US AS WE’RE GROWING UP? When researchers did follow up studies of children w/ the four levels of attachment- they found that infants w/ secure attachment had parents who were sensitive and responsive to their signals of distress, happiness, fatigue.

17. Anxious/ avoidant infants had caregivers who were aloof and distant

18. Anxious/ambivalent infants had inconsistent caregivers who altered between strong affection and indifference

19. PARENTING STYLES Other studies done by Diana Baumrind found that parenting styles could be reliable divided w/ three broad patterns: Permissive, authoritarian, and authoritative.

20. Parenting StyleDescriptionExampleEffect on Children Permissive- Neglectful Permissive- indulgent Authoritarian Authoritative

21. PERMISSIVE-NEGLECTFUL Parents make few demands, there is little structure, show little interest or emotional support Example: “I don’t care about you- or what you do” Effect: children tend to have poor social skills and little self control (overly demanding and disobedient)

22. PERMISSIVE-INDULGENT Parents set few limits or demands, but are highly involved and emotionally connected. Example: “I care about you- and you’re free to do what you like!” Effect: children often fail to learn RESPECT for others and tend to be impulsive, immature, and out of control.

23. AUTHORITARIAN Parents are rigid and punitive(punishing),while also being low on warmth and responsiveness Example: “I don’t care what YOU want. Just do it my way or else!” Effect: children tend to be easily upset, moody, aggressive, and often fail to learn good communication skills

24. AUTHORITATIVE Parents generally set and enforce firm limits, while also being highly involved, tender, and emotionally supportive. Example: “I really care about you, but there are rules and you need to be responsible” Effect: children become self-reliant, self-controlled, high achieving, and emotionally well-adjusted; goal- oriented, friendly, and socially competent

25. PARENTING SCENARIOS Work in groups to come up with a solution to your scenarios. (Just like real parenting, you may have to make some compromises) Write out your response/solution on the back of one of the worksheets (along with group member names). Hold on to these sheets until I tell you to turn them in.