1. Human Growth and Development
Day #9
October 3, 2012

2. Agenda Complete answer sheets and submit tests
Rough and tumble play – weapons as toys
Wesley – first two years
Freudian Psychosexual Stages
Eriksonian Psychosocial Stages
Piaget’s stages of cognitive development
Vygotsky
Kohlberg

3. Review Again
Nervous
System
Development

4. Pinky and Brain (short commercial before film)
The Brain Brain
Nerve Impulse
Pinky and Brain (short commercial before film)

5. Types of Play* Sensorimotor Play Parallel Play Rough and Tumble Play
Play Face
Mastery Play
Dramatic Play * not a complete list; categories are not mutually exclusive

6. First two years of Wesley’s life

7. First clearly delineated “stage theory”
Sigmund Freud
First clearly delineated “stage theory”
Human development proceeds in orderly stages; one stage must be reached before the next stage can happen
Controversial
Failure to attain success is called fixation.

8. Psychosexual Stages
Oral
Anal
Phallic
Latency
Genital

9. Oral Stage Focus on the the mouth from birth to 1 year
feeding, sucking, babbling, blowing bubbles, etc.
from birth to 1 year
fixation = oral-aggressive or oral-receptive

10. Anal Stage Focus on the anal sphincter muscles
Toilet-training:freedom and control issues: own body, parents
fixation = anal-retentive and anal-expulsive

11. Phallic Stage Centered on the genitals, especially the penis.
Awareness of sex and gender differences
Identification with and role-play of same sex parent

12. Phallic Symbols

13. Phallic Stage
Fixation = Oedipus complex in boys and Electra complex in girls
castration anxiety for males
penis envy in females

14. Latency and Genital Stage
Most challenging development happens on oral, anal and phallic stages
latency - repressed sexuality due to unconscious guilt
Genital stage - adolescence renewed interest in genital stimulation; adult sexuality

15. Erikson’s Psychosocial Stages
Infancy = Basic trust versus mistrust
Toddlerhood = autonomy versus shame and doubt
Preschool = initiative versus guilt

16. Social Learning Theory
Modeling: Learning by observation and imitation
learned aggressiveness and learned helplessness
Importance of television and other media on learning

17. Cognitive Development
Piaget
children actively seek to comprehend their world
infants do think contrary to the “no talk; no thought” ideas

18. Cognition
Active intelligence functions through senses and motor skills
Toddler is the “little scientist”
Piaget sees development in stages

19. Sensorimotor thinking
Piaget’s first stage
Sensorimotor thinking
substages 1 & 2 relate to reflexes
substages 3 & 4 relate to objects and people; responding to people
substages 5 & 6 relate to action and ideas

20. Preoperational thinking
Piaget’s second stage
Preoperational thinking
acquisition of information and basic skills to manipulate information and perform operations

21. Piaget: Key Concepts Object permanence
understanding that objects and people continue to exist even though they cannot be seen
marks transition to preoperational thinking
Why is “peek-a-boo” so much fun to play?

22. object permanence is acquired gradually
active searching requires motivation and memory and motor ability

23. Piaget: Key Concepts for pre-operational thinking
Egocentrism
Conservation
Animism
Centration
Reversibility

24. Rethinking Piaget Is the timetable too rigid?
Are the stages too sequential?
Actual development seems to occur much less evenly
Perhaps Piaget was not wrong, just not complete
Reality includes more diversity

25. Cultural goals rather than maturational milestones
Vygotsky
Social activity rather than individual discovery
Cultural goals rather than maturational milestones
Guided assistance enables a child to independently accomplish the tasks

26. Vygotsky
Difference between actual and potential development is represented by the ZPD or Zone of Proximal Development
social context determines how and when a person moves through his/her ZPD

27. Vygotsky
Since every culture values certain cognitive skills more than others, it is not surprising that cultural variations exist.
There is also a family context

28. LanguageDevelopment
Cognitive development supports and is aided by language development

29. Language Development
Competency develops first in language function ( uses of language) then on structure (sequence of words in sentence, grammar rules, etc.)

30. Chomsky
All children have an innate predisposition to learn language. This is known as a Language Acquisition Device or LAD

31. Related terms Over-extension Over-regularization
over-generalization of a set of words to inappropriate objects
Over-regularization
over-application of rules; same rules; all situations

32. Vocabulary Development
Predictable sequence
first nouns
then verbs
then adjectives and adverbs
then conjunctions, pronouns, etc.

33. Related concepts
Private speech = Vygotsky’s idea that children review what they know and regulate their actions accordingly
Through social use of language children incorporate potential learning into actual development

34. Ponder these
What can be done to stimulate a child’s language development?
What is the difference between speech and language?
What cues tell you that a child’s speech and language may not be developing normally?
Special ability issues?

36. Assignment
Finish Chapter 3 - 4