Objective 2/21/17

1. Objective 2/21/17 Provided notes & activities SWBAT describe and analyze the theories of Piaget, Erikson, & Kohlberg Agenda: -Do Now -Notes -Activity

2. Introductory Psychology: Developmental Psychology “From egghood to personhood…” Topic: Infancy & Childhood

3. Infancy & Childhood: Physical Development Part one

4. Physical: Brain Development • During prenatal development, the brain produces 250,000 neurons/minute • Peak: 28 billion neurons at 7 months (prenatal) • By birth, this number has been pruned to 23 billion • By the end of the first year, the brain is about 35% larger than it was at birth

6. Physical: Brain Development • Brain development unfolds according to genetic instructions, causing various bodily and mental functions to occur in sequence • Maturation • The orderly sequence of biological growth processes • Relatively uninfluenced by experience • EXAMPLE • Memory not solidified until after 3rd birthday; known as “infantile amnesia”

7. Physical: Motor Development • Cephalocaudal Development • The head develops before the arms & trunk • The arms & trunk develop before the legs • Proximodistal Development • The head, trunk and arms develop before the hands & fingers ***Applies to both prenatal development AND development during the first two years

8. Physical: Motor Development • Motor Milestones • Raising head & chest (2-4 months) • Rolling over (2-5 months) • Sitting up with support (4-6 months) • Sitting up without support (6-7 months) • Crawling (7-8 months) • Walking (8-18 months)

9. Infancy & Childhood: Cognitive Development Part two

10. Cognitive Development • Cognition • All mental activities associated with thinking, knowing, remembering and communicating • Jean Piaget (1896-1980) • Piaget DID NOT believe that a child’s mind was a mini-adult mind • Believed that cognitive development is shaped by errors; a struggle to make sense of our experiences as children

11. Cognitive Development • Schemas • A concept or framework that organizes & interprets information • Mental molds into which we pour our experiences so that the maturing brain can continually build upon concepts • Example • If Bob points to a picture of an apple and tells his child, “that’s an apple,” the child forms a schema for “apple” that looks something like the picture

12. Cognitive Development • Assimilation • Interpreting a new experience in terms of an existing schema • Example • Bob’s child might see an orange & say “apple” because both objects are round • Accommodation • The process of adjusting/modifying a schema • Example • When Bob corrects his child, the child might alter the schema for apple to include “round” and “red”

14. Cognitive Development

15. Piaget: (1) Sensorimotor Stage • Birth to 2 years • Description of Stage • The use of senses & motor abilities to learn about the world/ interact with objects in the environment • Developmental Phenomena • Object Permanence (unfolds gradually) • The awareness that objects continue to exist when not perceived • Critical step in developing language & abstract thought • Stranger Anxiety • Separation Anxiety

16. Piaget: (1) Sensorimotor Stage

17. Piaget: (1) Sensorimotor Stage • Criticisms of Stage • Piaget believed that children in the sensorimotor stage are incapable of thinking – no abstract concepts or ideas • Recent research suggests that children in the sensorimotor stage can both think and count • Babies can… • Understand basic laws of physics • “Count” (Karen Wynn)

18. Piaget: (1) Sensorimotor Stage

19. Piaget: (2) Preoperational Stage • 2 to 7 years • Description of Stage • Children learn to use language as a means of exploring the world; however, they are not yet capable of logical thought • Too young to perform mental operations; lack conservation • Developmental Phenomena • Pretend Play • Animism • Egocentrism • Centration • Irreversibility

20. Piaget: (2) Preoperational Stage

21. Piaget: (2) Preoperational Stage • Egocentrism • Example • “John, do you have a brother?” • “Yes.” • “What’s his name?” • “Jim.” • “Does Jim have a brother?” • “No.”

22. Piaget: (2) Preoperational Stage • Theory of Mind • 4 to 5 years • People’s ideas about their own and others’ mental states – about their feelings, perceptions, and thoughts, and the behaviors these might predict • Seek to understand… • Why their playmate is angry… • Why their sibling will share… • Why their parent would buy a toy…

23. Theory of Mind Test… A child withouttheory of mind, would assume that Sally… A child withtheory of mind, would assume that Sally…

24. Piaget: (2) Preoperational Stage • Criticisms of Stage • Judy DeLoache (1987) found that children as young as 3 are able to use mental operations & think symbolically • When shown a model of a dog’s hiding place, a 2 ½-year-old could not locate the stuffed dog in an actual room, but a three year old could…

25. Piaget: (3) Concrete Operational Stage • 7 to 11 years • Description of Stage • Children become capable of logical thought processes; physical, concrete, touchable reality; lack abstract thinking • Developmental Phenomena • Conservation • Reversible thinking • Mathematical transformation • Developmental Limitations • Abstract thinking • Freedom, peace, love, etc.

26. Piaget: (4) Formal Operational Stage • 12 years to adulthood • Description of Stage • The adolescent becomes capable of abstract thinking • Developmental Phenomena • Abstract logic • Hypothetical thinking • “If women were in charge of countries, would there be fewer wars? • Potential for mature moral reasoning

27. Reflecting on Piaget’s Theory • Globally influential; however, today’s researchers believe the following… • Development is a continuous process • Children express their mental abilities & operations at an earlier age • Formal logic is a smaller part of cognition

28. Activity • 1. Log on to google classroom-sign in with your school account: classroom.google.com • 2. You will finish the development web-quest, be sure to submit by clicking turn in assignment on google classroom • 3. When you are finished, take the handout on Piaget meets Santa Clause

29. Vygotsky: Sociocultural Theory • Lev Vygotsky (1896-1934) • Stressed the importance of social interactions with other people, especially highly skilled children or adults, in the child’s cognitive development

30. Vygotsky: Sociocultural Theory • Scaffolding • Process in which a more skilled learner gives help to a less skilled learner, reducing the amount of help as the less skilled learner becomes more capable • Zone of Proximal Development (ZPD) • The difference between what a child can do alone and what the child can do with the help of a teacher

31. Vygotsky: Sociocultural Theory • Example • If Jenny can do math problems at a 4th grade level on her own, but can work up to a 6th grade level with the help of a teacher, her ZPD is two years • If Suzy can do math problems at a 4th grade level on her own, but can work up to a 5th grade level with the help of a teacher, her ZPD is one year – not as great as Jenny’s

33. Language Development • Cooing • 2 months of age; begin to make vowel-like sounds • Babbling • 6 months of age; add consonant sounds to vowels • Holographic Speech • 1 year; “Milk!” or “Ball!” • Telegraphic Speech • 1 ½ to 2 years; short, simple sentences; “Baby eat” or “Mommy go” or “Where ball?” or “Doggie go bye-bye” • Whole Sentences • Preschool years

34. Infancy & Childhood: Psychosocial Development Part three

35. Psychosocial: Temperament • Temperament • The behavioral and emotional characteristics that are fairly well-established at birth • Alexander Thomas & Stella Chess (1986) • “Easy” Babies • Regular, good-natured, easy to care for, adaptable • “Difficult” Babies • Irregular, moody & loud, react negatively to new situations • “Slow-to-Warm-Up” Babies • Quieter, slow to respond to new situations

36. Psychosocial: Temperament • Psychologist, Jerome Kagan has added a fourth temperament • “Shy” Child • Timid and inhibited; fearful of anything new or strange • Longitudinal research (Kagan, 1998) strongly suggests that these temperament styles last well into adulthood, although there is the potential for environmental influence • “Goodness of fit”

37. Psychosocial: Attachment • Attachment • The emotional bond between an infant and the primary caregiver • Demonstrated by a child’s “closeness-seeking” and distress upon separation • Develops within the first six months of life

38. Psychosocial: Attachment • Attachment through contact • Humans form a bond with those who care for them in infancy; based upon interaction with caregiver • Harry Harlow • Role of physical contact, or “contact comfort” in attachment

40. Psychosocial: Attachment • Attachment throughout familiarity • Occurs in many species of animals during a critical period • Konrad Lorenz • Imprinting • The tendency to follow the first moving object seen as the basis for attachment

42. Psychosocial: Attachment • Mary Ainsworth • The “Stranger Situation” • Identified 4 distinct styles of attachment • Secure • Avoidant • Ambivalent • Disorganized-Disoriented

43. Ainsworth: (1) Secure Attachment • Characteristics • Very willing to explore • Frequently “touched base” • Wary of strangers, but calm as long as the mother was nearby • When the mother left, the infant was noticeably upset; however, he or she was easily soothed upon her return • *** Generally corresponds to secure attachment in adulthood ***

44. Ainsworth: (2) Avoidant Attachment • Characteristics • Only somewhat willing to explore • Did not “touch base” • Did not look at strangers • Reacted very little to mother’s absence or to her return • **Generally corresponds to dismissive attachment in adulthood

45. Ainsworth: (3) Ambivalent Attachment • Characteristics • Unwilling to explore; clingy • Very upset by strangers regardless of mother’s presence • Very upset by mother’s departure; not easily soothed • Mixed reaction to mother’s return • ***Generally corresponds to preoccupied attachment in adulthood ***

46. Ainsworth: (4) Disorganized Attachment • Characteristics • Subsequent studies by Mary Main & Erik Hesse (1990) • Sometimes referred to asDisorganized-Disoriented Attachment • Generally fearful with dazed and depressed expression • Unable to decide how they should react to their mother’s return; little to no eye contact

47. Psychosocial: Attachment • Deprivation of Attachment • Impact of denying monkeys physical comfort from their mother? • Cases of “Genie” and “Victor” • Daycare?

50. Psychosocial: Attachment • Erik Erikson • Concept of “Basic Trust” • Securely attached children tend to believe that the world is predictable and trustworthy • Erikson attributed attachment & basic trust to parenting • Identified eight stages of psychosocial development; first four occur during childhood; each contains a developmental “crisis” • Trust versus Mistrust (Birth–1 year) • Autonomy versus Shame & Doubt (1–3 years old) • Initiative versus Guilt (3–5 years old) • Industry versus Inferiority (5–12 years old)