1. I NFANCY AND CHILDHOOD Chapter 3

2. Chapter Introduction Section 1: Physical, Perceptual, and Language DevelopmentPhysical, Perceptual, and Language Development C HAPTER P REVIEW 1 Understand that as infants grow physically, they also develop cognitive skills, perceptions, and language.

3. Section 2:Cognitive and Emotional DevelopmentCognitive and Emotional Development C HAPTER P REVIEW 2 Discuss how as the thought processes of children develop, they begin to think, communicate and relate with others, and solve problems.

4. Section 3: Parenting Styles and Social DevelopmentParenting Styles and Social Development C HAPTER P REVIEW 3 Describe the social decisions children face as they grow and progress through the stages of life.

5. S ECTION 1: N ATURE AND N URTURE Developmental psychology—the study of changes that occur as an individual matures.Developmental psychology Developmental psychologists study: –Continuity versus stages of development –Stability versus change –Nature versus nurture

6. S ECTION 1 Newborns Babies are born with certain reflexes: –Grasping reflex –Rooting reflex

7. S ECTION 1: P HYSICAL D EVELOPMENT Within two years an infant transforms into a little boy or girl with many capabilities. This is due to: –MaturationMaturation –Learning—a relatively permanent change in behavior that occurs as a result of experience.

8. S ECTION 1 Psychologists have been able to develop an approximate timetable for maturation, which helps doctors and other professionals spot problems. Each child is unique, so the age range on some milestones varies. Physical and Motor Development

9. S ECTION 1 Perceptual Development Newborns have mature perception skills. –They prefer human faces and patterned materials. –They benefit from being held and touched by their parents. –Infants older than 6 months display depth perception.

10. S ECTION 1 The Development of Language Chimpanzees develop at least as far as a 2 year-old-human; however, they cannot apply grammatical rules. Grammar—a set of rules for combining words into phrases and sentences to express an infinite number of thoughts that can be understood by others.

11. S ECTION 1 The Development of Language (cont.) Psychologists argue over whether language is reinforced or inborn. Some people also claim that there is a window of opportunity for learning language.

12. S ECTION 1 Steps to learning language: –A person must learn to make signs, either by hand or mouth. –He or she must learn the meaning of the signs. –Then he or she must learn grammar. The Development of Language (cont.)

13. S ECTION 1 At the age of 2, a child’s language is known as telegraphic speech—the kind of verbal utterances in which words are left out, but the meaning is usually clear. Once children begin to learn grammatical rules, they tend to overgeneralize those rules until they truly understand them. The Development of Language (cont.) The Flowering of Language

14. S ECTION 1 A. A B. B C. C Do you think that language is learned, innate, or both? A.Learned B.Innate C.Both

15. S ECTION 1-E ND

16. S ECTION 2-M AIN I DEA Main Idea As the thought processes of children develop, they begin to think, communicate and relate with others, and solve problems.

17. S ECTION 2-K EY T ERMS Vocabulary schema assimilation accommodation object permanence representational thought conservation egocentric imprinting critical period

18. S ECTION 2-O BJECTIVES Objectives Summarize the cognitive-development theory. Discuss how children develop emotionally.

19. S ECTION 2 Cognitive Development Jean Piaget believed that intelligence, or the ability to understand, develops gradually as the child grows. Intellectual development involves: –Quantitative changes (growth in the amount of information) –Qualitative changes (differences in the manner of thinking) Jean Piaget

20. S ECTION 2 Cognitive Development (cont.) A schema is a conceptual framework a person uses to make sense of the world.schema Assimilation and accommodation work together to produce intellectual growth.Assimilationaccommodation When events do not fit into an existing schema, a new one must be formed.

21. S ECTION 2 Object permanence is a big step in a child’s second year of life.Object permanence Achieving object permanence usually signifies representational thought.representational thought The realization of conservation occurs between the ages of 5 and 7.conservation Before the age of 5, children are egocentric. egocentric Cognitive Development (cont.) Tasks to Measure Conservation

22. S ECTION 2 Piaget’s stages of cognitive development: –Sensorimotor stage—the infant uses schema that primarily involve his body and sensations. –Preoperational stage—the child begins to use mental images and symbols to understand things. Cognitive Development (cont.)

23. S ECTION 2 –Concrete operations stage—children are able to use logical schemas, but their understanding is limited to concrete objects. –Formal operations stage—the person is able to solve abstract problems. Cognitive Development (cont.) Piaget’s Stages of Cognitive Development

24. S ECTION 2 A. A B. B C. C D. D At which stage does a child master the concept of conservation? A.Sensorimotor B.Preoperational C.Concrete operations D.Formal operations

25. S ECTION 2 Emotional Development Konrad Lorenz experimented with baby geese. He learned that 13 to 16 hours after birth is a critical period in which the animals imprint on the first thing they see (usually their mother).critical period imprint

26. S ECTION 2 Emotional Development (cont.) Harry Harlow concluded that monkeys clung to their mothers because of the need for contact comfort, not necessarily food. Some psychologist also believe that human babies form an attachment to their mothers around 6 months.

27. S ECTION 2 Stranger anxiety—the fear of strangers that infants commonly display. Separation anxiety—distress that is sometimes experienced by infants when they are separated from their primary caregivers. Emotional Development (cont.)

28. S ECTION 2 Mary Ainsworth and John Bowlby devised a technique called the Strange Situation to measure attachment. Emotional Development (cont.)

29. S ECTION 2 Patterns of attachment include: –Secure attachment –Avoidant attachment –Resistant attachment –Disorganized attachment Emotional Development (cont.)

30. S ECTION 2 A. A B. B C. C D. D Which psychologist studied the relationship between mother and child using monkeys? A.Lorenz B.Harlow C.Ainsworth D.Piaget

31. S ECTION 2-E ND

32. S ECTION 3-M AIN I DEA Main Idea Children face various social decisions as they grow and progress through the stages of life.

33. S ECTION 3-K EY T ERMS Vocabulary authoritarian family democratic/authoritative family permissive/laissez-faire family socialization identification sublimation role taking

34. S ECTION 3-O BJECTIVES Objectives Describe theories of social development. Outline Kohlberg’s stages of moral reasoning.

35. S ECTION 3-P OLLING Q UESTION A. A B. B Has the style in which you were raised affected you? A.Yes B.No

36. S ECTION 3 Parenting Styles Distinct styles of parenting: –Authoritarian familyAuthoritarian family –Democratic/authoritative familyDemocratic/authoritative family –Permissive/laissez-faire familyPermissive/laissez-faire family –Uninvolved parents

37. S ECTION 3 Parenting Styles (cont.) Children who grow up in the democratic family setting seem to be more confident than other young people. –The parents establish limits for the child. –They also respond to the child with warmth and support.

38. S ECTION 3 The results of a democratic family setting include: –The child is able to assume responsibility gradually. –The child is more likely to identify with parents who love and respect him or her. Parenting Styles (cont.)

39. S ECTION 3 A. A B. B C. C D. D Which style of parenting do you think is the most effective? A.Authoritarian B.Democratic/authoritative C.Permissive/laissez-faire D.Uninvolved

40. S ECTION 3 Child Abuse Child abuse includes: –Physical or mental injury –Sexual abuse –Negligent treatment –Mistreatment of children under the age of 18 by adults entrusted with their care

41. S ECTION 3 Child Abuse (cont.) Reasons for abuse: –The abusive parents where abused as children. –Parents are overburdened and stressed. –The children are high maintenance or mentally/physically challenged. –Social-cultural stresses present obstacles.

42. S ECTION 3 Abuse can have many developmental effects on the victims. Every state has social service agencies that intervene when abuse is discovered. Child Abuse (cont.)

43. S ECTION 3 A. A B. B C. C D. D What is an effect of abuse on a child? A.Antisocial behavior B.Depression C.Loss of self-esteem D.All of the above

44. S ECTION 3 Social Development Socialization is the process of learning the rules of behavior of the culture within which an individual is born and will live.Socialization

45. S ECTION 3 Social Development (cont.) Freud’s theory of psychosexual development: –Oral stage –Anal stage –Phallic stage –Latency stage –Genital stage Freud’s Stages of Psychosexual Development

46. S ECTION 3 –During the phallic stage, the child wants to claim the parent of the opposite sex for him or herself, but then begins the process of identification (a child adopts the values and principles of the same-sex parent).identification –During the latency stage, the child learns the process of sublimation.sublimation Social Development (cont.)

47. S ECTION 3 Erikson’s theory of psychosocial development is based on life periods in which an individual’s goal is to satisfy desires associated with social needs. Social Development (cont.) Erikson’s Stages of Psychosocial Development

48. S ECTION 3 Freud and Erikson believe that learning social rules is innate. Many psychologists believe that that social development is a matter of conditioning and imitation. Social Development (cont.)

49. S ECTION 3 Cognitive theorists view social development as a result of a child’s acting on the environment and trying to make sense out of his experience. Game playing is one way that children learn such as role taking.role taking Social Development (cont.)

50. S ECTION 3 Lawrence Kohlberg conducted studies to show how important being able to see other people’s points of view is to social and moral development. Social Development (cont.) Kohlberg’s Stages of Moral Development

51. S ECTION 3 Stages of moral development: –Stage one—Children are egocentric. –Stage two—Children have a better idea of how to receive rewards as well as to avoid punishment; they act in terms of consequences. –Stage three—Children become acutely sensitive to what other people want and think. Social Development (cont.)

52. S ECTION 3 –Stage four—Children are concerned with law and order and less with approval of others. –Stage five—People are concerned with whether the law is fair or just. –Stage six—People accept ethical principles that apply to everyone. Social Development (cont.)

53. S ECTION 3 A. A B. B C. C D. D According to Erikson, which stage does the following question fall under: “Will I succeed in life?” A.Stage 1—trust vs. mistrust B.Stage 3—industry vs. inferiority C.Stage 7—generativity vs. stagnation D.Stage 8—ego integrity vs. despair

54. S ECTION 3-E ND

55. F IGURE 1 Physical and Motor Development Although different infants achieve milestones in motor development at slightly different ages, all infants achieve them in essentially the same order. This chart shows the average ages when milestones are usually achieved.

56. F IGURE 2 The Visual Preferences of Adults Three- or four-month-old infants show a strong preference for faces and patterns, suggesting that infants are born with and develop visual preferences.

57. F IGURE 3 The Flowering of Language Between the ages of 2 and 5, the typical child learns an average of 10 words a day–nearly one word every hour awake!

58. F IGURE 4 Tasks to Measure Conservation The concept of conservation can be used to show that children think less logically than adults do. Children in the preoperational stage so not understand that the property of a substance remains the same although its appearance may change.

59. F IGURE 5 Piaget’s Stages of Cognitive Development Piaget stressed that the active role of the child in gaining knowledge. He also stressed the differences in the way a child thinks during different stages of maturity.

60. F IGURE 6 Freud’s Stages of Psychosexual Development According to Freud, there is often conflict between child and parent. The conflict occurs because the child wants immediate gratification of needs while the parent restricts that gratification in some way.

61. F IGURE 7 Erikson’s Stages of Psychosocial Development According to Erikson, a child encounters a psychosocial challenge at each stage. If the child successfully resolves the issue, the child develops a positive social trait and progresses to the next stage.

62. F IGURE 8 Kohlberg’s Stages of Moral Development Each stage of Kohlberg’s theory is cognitively more complex than the last.

63. P ROFILE Jean Piaget 1896–1980 “[T]he child no longer tends to approach the state of adulthood by receiving reason and the rules of right action ready-made, but by achieving them with his own effort and personal experience; in return society expects more of its new generations than mere imitation: it expects enrichment.”

64. C ONCEPT T RANS M ENU Chapter Concepts Transparencies Stages of Language Acquisition Types of Attachment in Children Select a transparency to view.

65. C ONCEPT T RANS 1

66. C ONCEPT T RANS 2

67. DFS T RANS 1

68. DFS T RANS 2

69. DFS T RANS 3

70. V OCAB 1 developmental psychology: the study of changes that occur as an individual matures

71. V OCAB 2 grasping reflex: an infant’s clinging response to a touch on the palm of his or her hand

72. V OCAB 3 rooting reflex: an infant’s response in turning toward the source of touching that occurs anywhere around his or her mouth

73. V OCAB 4 maturation: the internally programmed growth of a child

74. V OCAB 5 telegraphic speech: the kind of verbal utterances in which words are left out, but the meaning is usually clear

75. V OCAB 6 schema: a conceptual frame-work a person uses to make sense of the world

76. V OCAB 7 assimilation: the process of fitting objects and experiences into one’s schemas

77. V OCAB 8 accommodation: the adjustment of one’s schemas to include newly observed events and experiences

78. V OCAB 9 object permanence: a child’s realization that an object exists even when he or she cannot see or touch it

79. V OCAB 10 representational thought: the intellectual ability of a child to picture something in his or her mind

80. V OCAB 11 conservation: the principle that a given quantity does not change when its appearance is changed

81. V OCAB 12 egocentric: a young child’s inability to understand another person’s perspective

82. V OCAB 13 imprinting: inherited tendency of some newborn animals to follow the first moving object they see

83. V OCAB 14 critical period: a specific time in development when certain skills or abilities are most easily learned

84. V OCAB 15 authoritarian family: parents attempt to control, shape, and evaluate the behavior and attitudes of children and adolescents in accordance with a set code of conduct

85. V OCAB 16 democratic/authoritarian family: children and adolescents participate in decisions affecting their lives

86. V OCAB 17 permissive/laissez-faire family: children and adolescents have the final say; parents are less controlling and have a non-punishing, accepting attitude toward children

87. V OCAB 18 socialization: the process of learning the rules of behavior of the culture within which an individual is born and will live

88. V OCAB 19 identification: the process by which a child adopts the values and principles of the same-sex parent

89. V OCAB 20 sublimation: the process by redirecting sexual impulses into leaning tasks

90. V OCAB 21 role taking: children’s play that involves assuming adult roles, thus enabling the child to experience different points of review

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