1. College Board - “Acorn Book” Course Description 7-9% Unit IX. Development1

2. The Seven Ages of Man Unit IX. Development2

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4. Allstate Ad from New Yorker Magazine Even bright, mature teenagers sometimes do things that are "stupid.“ But when that happens, it's not really their fault. It's because their brain hasn't finished developing. The underdeveloped area is called the dorsal lateral prefrontal cortex. It plays a critical role in decision making, problem solving and understanding future consequences of today's actions. Problem is, it won't be fully mature until they're into their 20s. It's one reason 16-year-old drivers have crash rates three times higher than 17-year-olds and five times higher than 18-year-olds. Is there a way for teens to get their driving experience more safely - giving their brains time to mature as completely as their bodies? Allstate thinks so. Unit IX. Development4

6. The Last Stage “ TOAST ” Unit IX. Development6

7. Summary Outline A. Life Span Approach B. Research Methods C. Heredity-Environment Issues D. Developmental Theories E. Dimensions of Development 1. Physical 2. Cognitive 3. Social 4. Moral F. Sex Roles, Sex Differences Unit IX. Development7

8. A. Life Span Approach Studying Development Throughout Life Prenatal Development Infancy and Childhood Adolescence Adulthood Marriage, Parenthood, Work, Aging Major Issues Nature vs. Nurture Continuity vs. Stages Stability vs. Change Unit IX. Development8

9. Developmental Terms cephalocaudal development head develops before arms and trunk and arms and trunk develop before legs proximodistal development head, trunk, and arms develop before hands and fingers Both apply to prenatal development and development during the first two years Unit IX. Development9

10. Motor and Verbal Abilities ( Source Fernald and Fernald) 1. Walks alone; says several words 2. Describes the difference between a bird and a dog 3. Turns head to follow moving object 4. Names penny, nickel, and dime 5. Climbs stairs; says many words 6. Laces shoes 7. Sits alone for one minute; says "da-da" 8. Tells how a baseball and an orange or an airplane and a kite are alike 9. Puts on shoes 10. Tells time to quarter-hour 11. Runs; uses simple word combinations 12. Walks while holding onto something Unit IX. Development10

11. Proper sequence is 3, 7, 12, 1, 5, 11, 9, 6, 4, 2, 10, 8. Unit IX. Development11

12. Proper Sequence 2 Months / Turns head to follow moving object 9 months / Sits alone for 1 minute: says “da-da” 1 year / Walks while holding on to something 1 year 3 months / Walks alone, says several words 1 year six months / Climbs stairs, says many words 2 years / Runs, uses simple word combinations 3 years / Puts on shoes 4 years / Laces shoes 5 years / Names penny, nickel, and dime 6 years / Describes the difference between a bird and a dog 7 years / Tells time to the quarter hour 8 years / Tells how a baseball and an orange and an airplane and a kite are alike Unit IX. Development12

13. Discussion Discuss ways cephalocaudal and proximodistal development are indicated in the previous sequence Put the letter M beside those abilities you believe are acquired chiefly through maturation and a T beside those that clearly involve training See discussion in Fernald and Fernald

14. Parental Influence You pushy, manipulative, tyrannical scum....” “You pushy, manipulative, tyrannical scum....” Scratch that. “Dear Mon and Dad... Scratch that. “Dear Mon and Dad... Unit IX. Development14

15. B. Research Methods Longitudinal Studies Types of Longitudinal Studies Panel Study – Sampling a cross section of subjects Cohort Study – Following a selected group Retrospective Study – Reviewing past records Advantages Ability to look at changes over time in same individuals More sensitive to developmental change Disadvantages – Requires a long time commitment which may be costly Usually a small group / individuals may drop out of study Unit IX. Development15

16. Cross-sectional Studies Comparing groups as similar as possible except for the factor of age. Allows one to look at changes presumably attributed to age differences Advantages Can be done quicker, cheaper, and more easily Looks at a particular variable at a specific point in time Disadvantages Difficult to find similar groups of varying ages Life experiences of cohort groups are similar while life experiences of different aged groups can vary tremendously Unit IX. Development16

17. Simplied way of telling the difference Cross-sectional Studies may be described as “snapshots” Longitudinal Studies may be described as “moving pictures” Unit IX. Development17

18. Examples of Longitudinal Studies Changes in temperament over time Jerome Kagan Changes in intelligence over time Raymond Cattell Giftedness and talent over time Lewis Terman Unit IX. Development18

19. C. Heredity-Environment Issues Nature vs. Nurture Maturation vs. Learning Both are better viewed as interactions than as one “versus” the other Simple Class Activity Define and give examples of each of the above. Compare and contrast each pair. Unit IX. Development19

20. Genetics Jimmy. Sixth generation pain in the ass. Unit IX. Development20

21. Role of Play in Development Apparently, Philip and his imaginary playmate are more or less the same weight and size." Unit IX. Development21

22. D. Developmental Theories Freud – Psychosexual Stages Piaget – Cognitive Stages Vigotsky - Sociocultural Approach Erikson – Psychosocial Stages Kohlberg – Moral Development Unit IX. Development22

23. Stage Theorists Chart PiagetKohlbergEriksonFreud Sensory- Motor Trust vs. Mistrust Oral Pre- Operational Pre Conven- tional Autonomy vs. shame and doubt Anal Initiative vs. guilt Phallic (Oedipal) (Genital) Concrete Operational Conven- tional Competence vs. inferiority Latency Formal Operational Identity vs. role confusion True Genital Post Conven- tional Intimacy vs Isolation Generativity vs stagnation Integrity vs. Despair

24. Sigmund Freud Introduction to Id, Ego, and Superego Introduction to concept of the unconscious Psychosexual stages Oral, Anal, Phallic, Latency Oedipus complex Resolution through identification Fixating at a stage / Conflicts Personality shaped at an early age Unit IX. Development24

25. Jean Piaget Unit IX. Development25

26. Lev Vygotsky Source : http://es.wikipedia.org/wiki/Lev_Vygotski Unit IX. Development26

27. Principle Differences Piaget Vygotsky Born 1896 Switzerland Died 1980 Theories widely known Published throughout the world Dominant theorist during 20 th Century Focus on internal cognitive development Stages Schema Assimilation / Accomodation Born 1896 Russia Died 1934 Theories relatively unknown Work banned by Soviets 1970’s 1 st published in English “Sleeper effect” Focus on how social interactions influence cognitive development Zones of Proximal Development Unit IX. Development27

28. Differences Continued Piaget Vygotsky Child as lone scientist The child, on his own and through his own actions, discovers how the world works and applies his reasoning Child as apprentice Child is working with the adult Child actively learns skills and symbolic processing through interactions with an adult mentor incorporating what the adult provides in knowledge and cognitive skills Unit IX. Development28

29. Zones of Proximal Development http://www.learningandteaching.info/learning/constructivism.htm Unit IX. Development29

30. http://www.foridahoteachers.org/zone_of_proximal_development.htm Unit IX. Development30

31. Vygotsky - Psychological Tools The tools are symbolic They are our primary tools for thinking Language Symbolic play Art Writing Symbol systems come to us from others rather than from within ourselves Not just used in our thinking but completely reorganize our thinking Unit IX. Development31

32. E. Dimensions of Development 1. Physical 2. Cognitive 3. Social 4. Moral Kohlberg – Preconventional Morality, Conventional Morality, Postconventional Morality Carol Gilligan – Orientation toward caring relationships in women Unit IX. Development32

33. Childhood “I’d trade. But peanut butter sticks to my tongue stud.” Unit IX. Development33

34. Childhood Morality “I’ve got to write out a hundred times. “I must not blow up the school.” Unit IX. Development34

35. Adult Morality “If you want justice, it’s two hundred dollars an hour. Obstruction of justice runs a bit more.” Unit IX. Development35

36. Developmental Norms (Gesell) Cultural Variations Temperament (Kagan) Parenting Styles (Baumrind) Attachment (Harlow) (Ainsworth) Unit IX. Development36

37. Attachment Harry Harlow explored two hypotheses: 1. attachment occurs because mothers feed their babies 2. Attachment is based on the warm, comforting contact Unit IX. Development37

38. Secure/Insecure Attachment Mary Ainsworth "Attachment may be defined as an affectional tie that one person or animal forms between himself and another specific one - a tie that binds them together in space and endures over time." Infants show attachment through "proximity seeking behaviors" and "contact maintaining behaviors." Parents show attachment through "keeping a watchful eye" and responding affectionately and sensitively to the infant's vocalizations, expressions, and gestures. Unit IX. Development38

39. Mary Ainsworth Secure Attachment: infant derives comfort and confidence, as evidenced by attempts to be close to the caregiver and by readiness to explore the environment. Insecure Attachment: characterized by fear, anger, or seeming indifference to the caregiver. Unit IX. Development39

40. Mary Ainsworth Attachment is measured by a method called Strange Situation, in which the child is observed in a well-equipped playroom with mother and/or a stranger, or alone. Securely attached children show a confidence in exploring the room and a need to maintain contact with the caregiver. When the caregiver leaves they tend to show some distress and on the caregivers return they tend to reestablish positive contact. Unit IX. Development40

41. Mary Ainsworth Insecurely attached children are one of three types: a. anxious and resistant (cling to caregiver, high distress on departure, refuse to be comforted on return). b. avoidant (little interaction with caregiver, tend to ignore departure and return). c. disoriented or disorganized (inconsistent behavior toward caregiver such as avoidance after seeking closeness). Unit IX. Development41

42. Importance of attachment: Longitudinal studies suggest that securely attached children are more likely to: a. be competent in social and cognitive skills b. be sought out as friends and chosen as leaders c. interact with teachers in friendly and appropriate ways, seeking help when needed. Unit IX. Development42

43. Longitudinal studies suggest that insecurely attached children are more likely to: a. be overly dependent on teachers, demanding attention unnecessarily and clinging instead of playing with other children or exploring their environment b. be aggressive (if boys) c. be overly dependent (if girls) Unit IX. Development43

44. Parenting Styles Diana Baumrind What kinds of parenting help children: (a) to develop a positive sense of themselves; (b) to interact positively with others; and (c) to be competent at school. In Diana Baumrind’s research (1967,1971), she: (a) observed children in nursery school, rating them on self-control, independence, self-confidence, etc.; (b) interviewed parents; and (c) observed parent-child interaction (both at home and in the laboratory). Unit IX. Development44

45. Diana Baumrind dentified four features of parenting Nurturance or warmth toward children Efforts to control through use of rewards and punishments Communication with children Maturity demands – (expectations for age-appropriate behavior) Unit IX. Development45

46. and delineated three basic patterns of parenting. Authoritarian Parents are relatively strict, punitive, and unsympathetic. They value obedience and try to shape their children’s behavior to meet a set standard and to curb the children’s wills. Permissive are more affectionate with their children and give them lax discipline and a great deal of freedom. Authoritative fall between these two extremes. They reason with their children, encouraging give-and-take, setting limits but also encouraging independence Unit IX. Development46

47. Baumrind’s general conclusions were that: Children of Authoritarian Parents tend to be obedient but unhappy Permissive Parents tend to be lacking in self-control Authoritative Parents tend to be more likely to be successful, happy with themselves, and generous with others Unit IX. Development47

48. Temperament Jason is cute as a bug, but he sure is one thickheaded little sucker.” Unit IX. Development48

49. Gender Unit IX. Development49 “To the women that invented fire!”

50. F. Sex Roles, Sex Differences Gender Differences Biological Cognitive Social Behavior and Personality Biological Origins of Gender Differences Environmental Origins of Gender Differences Gender Stereotypes Unit IX. Development50

51. Gender Differences Unit IX. Development51