1. CHAPTER 3: INFANCY AND CHILDHOOD
Changes…more than ever before or after

2. DEVELOPMENTAL PSYCHOLOGY
Def: the study of changes that occur as an individual matures

3. NEWBORN CAPACITIES
GRASPING REFLEX: cling response when palm is touched
ROOTING REFLEX: when touched near the mouth, infant will move mouth in direction of sensation
SUCKING REFLEX
MORO (STARTLE) REFLEX: arms spread out at right angles to body and legs spread out when startled

4. PHYSICAL DEVELOPMENT Avg length of newborn: 18-22 inches
MATURATION: the internally programmed growth of a child
LEARNING: relatively permanent change in behavior resulting from responses that change as a result of experience
Don’t force learning
Maturational readiness

5. PERCEPTUAL DEVELOPMENT
Infants prefer looking at human faces or patterned materials
They benefit from touch
Generally unafraid due to lack of experience (Visual Cliff)

6. Language development
1ST year: crying, cooing, babbling, native babbling
Toward 2nd year: primitive words
1st words are things they can see and touch MA BA DA

7. LANGUAGE CONTINUED
End of 2nd year: word vocab.; begin 2-word phrases
TELEGRAPHIC SPEECH: verbal utterances where words are left out but meaning is clear
Overgeneralization: improperly applying grammatical rules
Grammar: rules for arranging symbols to produce meaning
MY MOM PUTTED THIS STUPID HAT ON ME
ME NO LIKE

8. SECTION 2: COGNITIVE AND EMOTIONAL DEVELOPMENT

9. Cognitive development
Jean Piaget
Showed that intellectual development involves quantitative and qualitative changes

10. HOW KNOWING CHANGES
SCHEMA: conceptual framework a person uses to make sense of the world
ASSIMILATION: process of fitting objects and experiences into one’s schemas
ACCOMMODATION: adjustment of one’s schemas to include newly observed events and experiences

11. OBJECT PERMANENCE
Def: a child’s realization that an object exists even when he/she cannot see or touch it
Usually obtained by months

12. REPRESENTATIONAL THOUGHT
Def: the intellectual ability of a child to picture something in his/her mind
This means we have begun to use symbols
Language can now develop

13. PRINCIPLE OF CONSERVATION
Def: a given quantity does not change when its appearance is changed
Acquired by age 7
EGOCENTRIC: a young child’s inability to understand another person’s perspective

14. PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
1) Sensorimotor stage: birth-2; simple motor responses to stimuli
2) Preoperational stage: 2-7; egocentric; uses symbols to solve simple problems or to talk about things not present

15. STAGES OF COG DEV CONTINUED
3) Concrete operational: 7-11; organized and rational thinking; struggle w/hypotheticals
4) Formal operational: 11-on; understands abstract ideas and hypotheticals
We all follow the same order but at different times

16. EXPERIMENTS WITH ANIMALS

17. IMPRINTING
Def: inherited tendencies or responses that are displayed by newborn animals when they encounter new stimuli

18. IMPRINTING CONTINUED Idea from Konrad Lorenz (geese)
Critical period: a specific time in development when certain skills or abilities are most easily learned

19. SURROGATE MOTHERS Harry Harlow What makes the mother so important?
Discovered touch or contact comfort was more important than biological needs (mother’s love)

20. HUMAN INFANTS Form attachment around 6 months
Strong from 6 months to 3 years
Separation causes separation anxiety
Around strangers, stranger anxiety

21. ATTACHMENT Mary Ainsworth’s Strange Situation
3 patterns of attachment:
1) Secure—child willing to explore
2) Avoidant—avoid/ignore mom when she returns
3) Anxious/Ambivalent—not upset when mom leaves, but rejects her upon return

22. SECTION 3: PARENTING STYLES AND SOCIAL DEVELOPMENT

23. Parenting styles
1) Authoritarian: parents control and evaluate behavior and attitudes of children in accordance with a set code of conduct
2) Democratic: children participate in decisions that affect their lives (aka: Authoritative)

24. PARENTING STYLES CONTINUED
3) Permissive/Laissez-faire: children have final say; parents are non-punishing
4) Uninvolved: parents are uncommitted to role of parent

25. EFFECTS OF PARENTING STYLES
Authoritative produces more confident kids
It establishes limits
Allows children to assume responsibility gradually
Able to identify with parents

26. CHILD ABUSE Physical or mental injury, sexual abuse, negligence
Child must be under age of 18
Various causes
Stress is most prevalent cause
Can create: loss of trust, feelings of guilt, antisocial behavior, depression, identity confusion, etc…

27. SOCIAL DEVELOPMENT

28. SOCIALIZATION
Def: the process of learning the rules of behavior of the culture within which an individual is born and will live
Involves learning to live with others
Learning the rules

29. FREUD’S THEORY OF PSYCHOSEXUAL DEVELOPMENT
Freud: children are born with strong sexual and aggressive urges
Learning to control these urges leads to learning difference between right and wrong

30. 1ST STAGE: THE ORAL STAGE
1st 18 months
Pleasure is obtained through the mouth (breastfeeding)
Weaning from nursing can cause conflict
Conflict results in an oral fixation later in life

31. 2ND STAGE: ANAL STAGE C. 1.5-3 years old
Pleasure obtained through the anus
Toilet training teaches to curb freedom and establish social control

32. 3RD STAGE: PHALLIC STAGE
Between ages 3-5
Child becomes aware of gender differences
Child becomes rival for the affections of the parent of the opposite sex
IDENTIFICATION: process by which a child adopts the values and principles of the same-sex parents
Conflict can lead to Oedipus/Elektra Complex

33. 4th Stage: Latency stage
C. age 5-6
Sexual desires pushed back
Focus on exploration and learning
SUBLIMATION: process of redirecting sexual impulses into learning tasks

34. 5TH STAGE: GENITAL STAGE
Adolescence to adulthood
One gets as much satisfaction from giving pleasure as from receiving it
Sexual desires renewed
Seek relationships with others

35. ERIK ERIKSON’S THEORY OF PSYCHOSOCIAL DEVELOPMENT
Emphasizes need for social approval
We face specific crises at certain points in life
As we age, more is expected from us
We develop according to how people respond to us

36. LEARNING THEORIES OF DEVELOPMENT
We learn social rules b/c we are rewarded for conforming
Social development is due to conditioning and imitation

37. COGNITIVE-DEVELOPMENTAL APPROACH
Social development is due to the child acting on the environment
Trying to make sense out of experience
Children’s games show this…

38. GAMES AND PLAY
Games and playing offer a way for kids to learn for themselves
Playing creates a small society
Experience, NOT winning, is what counts

39. Games and play continued
ROLE TAKING: children’s play that involves assuming adult roles, thus enabling the child to experience different points of view

40. MORAL DEVELOPMENT Lawrence Kohlberg
Posed moral questions to different age groups
Examined the child’s reasoning
Created 6 stages of moral development

41. PRE-CONVENTIONAL: STAGE 1
Child is totally egocentric
Main concern is avoiding punishment
No real sense of right and wrong

42. pRECONVENTIONAL: STAGE 2
Child learns how to receive rewards
Believe Golden Rule is quid pro quo
Still egocentric
Evaluate acts in terms of consequences

43. Conventional: STAGE 1 Child becomes sensitive to other people
Want social approval
Apply rules rigidly and literally

44. Conventional: STAGE 2 Key issue is law and order
Strong belief in established authority

45. Post-conventional: STAGE 1
Is the law fair?
Belief that laws must change to fit the changing world
Is the law good for society?

46. Post-conventional: STAGE 2
Acceptance of ethical principles that apply to everyone
Moral imperatives, like the Golden Rule, cannot be broken

47. GENDER BIAS IN KOHLBERG’S THEORY
Females are raised to be empathetic
Boys are taught the goals of justice
This puts males at a higher level of moral development