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Life Span and the Environment College of Public and Community Service University of Massachusetts at Boston ©2011 William Holmes 1.

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Presentation on theme: "Life Span and the Environment College of Public and Community Service University of Massachusetts at Boston ©2011 William Holmes 1."— Presentation transcript:

1 Life Span and the Environment College of Public and Community Service University of Massachusetts at Boston ©2011 William Holmes 1

2  Imitation  Learning rules—syntax, semantics, pragmatics  Using fast mapping  Developing phonology  Having receptive language  Learning expressive language 2

3  Bilingual development  Acquiring second language  Adjusting to second culture  Continued use of primary language  Continued development of secondary language 3 Hi! Allo!

4  Instruction in both languages  Interpreter role for family members  Language subcultures  Language problems 4 Holla! Yo!

5  Encouraging development  Controlling development  Reassuring development  Influencing shame and self-doubt  Providing reciprocal interaction  Providing context for interpreting 5

6  Parent age, personality, life stage influences  Child age, health, gender, responsiveness  Family context—other adults, other children, socioeconomic status, culture, neighborhood 6

7  Authoritarian—withdrawal, hostility, unachieving, low competence  Authoritative—independent, friendly, achieving, competent  Permissive—impulsive, low self- reliance, immature, aggressive, poor boundaries, low competence 7

8  Role modeling, imitation, and value setting  Caregiving  Helping/rivalry  Warning and instruction  Interpreting  Providing sibling underworld 8

9  Parenting disruption—conflict, blaming economic stress, less caregiving  Attachment disruption  Aggression and depression in children  Colored by cognitive immaturity  Separation anxiety and abandonment fears 9

10  Changing roles and responsibilities  Decreased fathering  More latchkey children  More use of Au Pairs, Nannies, and baby sitting  More use of day care 10

11  More behavior problems  More independence  Need to maintain cognitive stimulation  Need to maintain nurturing and attachment 11

12  Physical awareness  Looking glass self  Naming  Likes and dislikes  Temperament 12

13  Activities  Relationships  Role in family  Role in society  Autobiographical narrative 13

14  Biology  Social learning  Cognitive identification  Gender schemas  Psychoanalytic issues 14

15  Parental socialization  Sibling socialization  Peer influence  Media influence  Social control influences 15

16  Unoccupied play  Solitary plan  Onlooker play  Parallel play  Associative play  Cooperative play 16

17  Cognitive development  Emotional development  Role practicing  Role alternatives  Wishful thinking 17

18  Stress reduction  Self-esteem building  Social interaction development  Outlet for emotions  Strategy development 18


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