1. Infancy – Childhood Development 9d

2. Physical Development Maturation: biological growth process, uninfluenced by experience. Sequence of motor development is universal (roll over, crawl, walk), yet the timing is individualistic.

3. Cognitive Development Jean Piaget – was a stage theorist who believed that children moved from stage to stage as they matured and were exposed to relevant types of experiences. Our cognitive development is shaped by errors we make.

4. Schemas Schemas are mental molds into which we pour our experiences.

5. Assimilation and Accommodation As children experience new things, they shape their schemas in one of two ways… 1. assimilation: interpret new information in terms of an existing schema 2. accommodation: adapt their existing schema to incorporate new information Jean Piaget with a subject.

6. Piaget’s Theory and Current Thinking

7. Sensorimotor Stage (0-2) Experience world with their 5 senses — through looking, hearing, touching, mouthing and grasping Develop object permanence around 9 months – now know that objects and people exist even if they are out of sight…peek-a-boo

8. Preoperational Stage (2-7) Children develop language and symbolic thinking Piaget concluded that preschool children are egocentric. They cannot perceive things from another’s point of view. Think that everyone shares their knowledge and perspective…this can be maddening for adults trying to get information from a child (i.e. 5-year-old might say “He won’t let me go.” The child won’t elaborate on who “he” is or where he won’t let them go.) Also, playing hide-and-seek can show the egocentric nature of the stage…child may hide face against a wall, covering their eyes in plain sight…assuming that since they can’t see, no one will see them

9. Preoperational Stage Lack concept of conservation (knowledge that quantity can remain the same when shape or other properties change) A 4-year-old, doesn’t understand that 8 oz of kool-aid in a short, wide glass is the same as 8 oz in a tall, skinny glass

10. Concrete Operational Stage (7-12) Develop ability to think in a more logical manner Children in this stage master idea of conservation and no longer are egocentric…yet items still presented simply and in a hands-on manner Children in this stage are also able to transform mathematical functions. So if, 4 + 8 = 12 then transformation 12 – 4 = 8 is also readily doable.

11. Formal Operational Stage (12+) Characterized by abstract reasoning Approach problems systematically…ruling out possibilities along the way This is thought to emerge during the teenage years…yet research has shown that not everyone fully masters this stage, some research has shown that approximately 60% of adults reach this stage

12. Reflecting on Piaget’s Theory Piaget’s stage theory has been influential globally, validating a number of ideas regarding growth and development in many cultures and societies. However, today’s researchers believe: 1. Development is a continuous process. 2. Children express their mental abilities and operations at earlier ages. 3. Formal logic is a smaller part of cognition.

13. Social Development Stranger anxiety is fear of stranger and develops around 8 months. This is the age at which infants form schemas for familiar faces and cannot assimilate a new face. ©

14. Origins of Attachment Attachment: positive emotional bond that develops between child and particular individual

15. Harry Harlow ● Took infant monkey away from biological mother at birth ● Gave baby monkey two options, wire “mother” that provided milk and a cloth “mother” that was warm but no milk ● Baby monkey spent most of time clinging to the cloth “monkey” and went occasionally to wire “monkey” to nurse ● Showed that attachment was about comfort

16. Implications of Harlow’s Research ● This idea then was transferred to humans…that human attachment grows through the responsiveness of the infants’ caregivers to the signals the babies provide (like crying, smiling, reaching, etc.) o The more the caregiver responds, the more secure the attachment

17. Insecure Attachment Harlow’s studies showed that monkeys experience great anxiety if their terry-cloth mother was removed.

18. Mary Ainsworth ● Ainsworth strange situation o Test to measure level of attachment in which the mother and child enter an unfamiliar room…the mother lets the child explore while she sits down. o An adult stranger then enters as the mother leaves, the mother returns a short while later with the stranger leaving

19. Ainsworth’s Findings ● Found that securely attached children use mom as a “home base”, exploring the room yet returning occasionally to her – when she leaves they show distress and go to her when she returns (60% of children) ● Found that insecurely attached children react in a few different ways: o Avoidant – do not cry when mom leaves and avoid her when she returns o Ambivalent – display anxiety when mom is in room and are upset when mom leaves, but when she returns they may go to her while at the same time hitting or kicking her

20. Ainsworth’s Findings ● Children who are securely attached tend to be more socially and emotionally “well-adjusted” and are seen as more cooperative, capable &playful ● YET…children who lack a secure attachment do not always have difficulties later in life o attachment style is related to the social environment in which the children are raised

21. Parenting Styles ● Authoritarian: rigid, punitive and demand unquestioning obedience from children o They have strict standards and discourage expressions of disagreement o Children tend to be unsociable, unfriendly and withdrawn ● Permissive: give children relaxed or inconsistent direction and although nice, require little of them o Children tend to be immature, moody, dependent and have low self-control

22. Parenting Styles ● Authoritative (democratic): are firm, setting limits and goals for their children, YET explain and using reasoning to set those limits – often let children have some role in making decisions/setting goals o They also encourage children’s independence o Children tend to be likeable, self-reliant, independent and cooperative ● Uninvolved: show little interest in children and they are emotionally detached o They view parenting as nothing more than providing food, clothing and shelter for children – in most extreme form, uninvolved parents are guilty of neglect (a form of child abuse) o Children tend to feel unloved and emotionally detached