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Human Development

Human Development. Dancing Baby. Questions to Consider:. How to cover child development in 1 day?!!! Top things to know: What Shapes a Child? How do we know? What’s so important about attachment anyway? How Do Children Learn about Their Worlds? . What Shapes a Child? .

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Human Development

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  1. Human Development Dancing Baby

  2. Questions to Consider: How to cover child development in 1 day?!!! Top things to know: What Shapes a Child? How do we know? What’s so important about attachment anyway? How Do Children Learn about Their Worlds?

  3. What Shapes a Child? • Development Starts in the Womb • Infants Have Early Knowledge about the World • Brain Development Promotes Learning • Attachment Promotes Survival • Humans Learn from Interacting with Others

  4. Attachment Promotes Survival • Attachment in other species:

  5. Attachment Promotes Survival Attachment is a strong, intimate, emotional connection between people that persists over time and across circumstances John Bowlby and Mary Ainsworth described infant behaviors that engage adults and adult behaviors that increase attachment

  6. Secure Attachment Securely attached infant (68%) Cried very little Once comforted explored and played readily Used mother as secure base

  7. Babies express Emotions Why is the expression of emotions of significance? 1) Attracts adult’s attention 2) Brings adult to the infant 3) Helps communicate expressions of affection, annoyance 4) Helps establish relationships

  8. Basic Emotions in Infancy Joy, Anger and Fear are considered basic emotions

  9. Smiles are important…. because they help infant achieve a goal (keep caregiver interactive) 2) they reinforcebehavior of adult 3) help infant gain control of environment 4) mutual smiling fosters attachment ***In sum, smiling may be an adaptive (survival) behavior. Babies laughing

  10. What Shapes a Child? How do we know? • Nature AND Nurture • Genie • Infant-research techniques: • Natural Observations • The preferential looking technique • Length of time the infant looks at an object or event

  11. How Do Children Learn about Their Worlds? Perception Introduces the World Piaget Emphasized Stages of Development

  12. Jean Piaget’s Cognitive Development Theory Children gradually learn more about how the world works by little “experiments” in which they test their understanding Children pass through predictable stages that allow them to see the world in qualitatively different ways

  13. Piaget • classify & label • construct knowledge • adapt to environment

  14. Adaptation - Scheme • file folder = scheme • Increase in # & complexity • assimilation • accommodation

  15. Piaget’s Account:Assimilation and Accommodation When new experiences fit into existing schemes it is called assimilation When schemes have to be modified as a consequence of new experiences, it is called accommodation

  16. Classify & label • Creating a category

  17. Piaget’s Periods of Cognitive Development Sensorimotor Period (0-2 years) Infancy Preoperational Period (2-7 years) Preschool and early elementary school Concrete Operational Period (7-11 years) Middle and late elementary school Formal Operational Period (11 years & up) Adolescence and adulthood

  18. Piaget’s stages of cognitive development • Sensorimotor • 0-2 years • Take in new knowledge through senses, coordinates with body movements • Object permanence

  19. Coming to Know the World: Perception Newborns have a good sense of smell Newborns can differentiate between tastes

  20. Hearing Babies can hear in the womb during the last trimester Startle reactions suggest that infants are sensitive to sound Seeing • Newborn Infants can see approx. 12-14 inches • Respond to light, can track objects • By 1 year, the infant’s visual acuity is the same as adults

  21. 2 months - perceive depth Heart rate slows 7-8 months show fear of depth Heart rate accelerates Refuse to cross deep depth perceptionvisual cliff study

  22. Object permanence • Piaget believed that it developed slowly over the sensorimotor stage

  23. Piaget’s Periods of Cognitive Development Sensorimotor Period (0-2 years) Infancy Preoperational Period (2-7 years) Preschool and early elementary school Concrete Operational Period (7-11 years) Middle and late elementary school Formal Operational Period (11 years & up) Adolescence and adulthood

  24. Preoperational thinking (2-7) • Begins to think symbolically • Appearance is Reality

  25. Pre-op limitations • centration • conservation

  26. Piaget’s Periods of Cognitive Development Sensorimotor Period (0-2 years) Infancy Preoperational Period (2-7 years) Preschool and early elementary school Concrete Operational Period (7-11 years) Middle and late elementary school Formal Operational Period (11 years & up) Adolescence and adulthood

  27. Concrete operations (7-11) • Develop the ability to reason but only about concrete items • Learn about self through mental manipulation of concepts in adapting to world • Become more reasonable, logical • Bound by physical reality (what I see, here & now)

  28. Formal operations • 12 and up • Abstract thinking • Hypothesis, what if…

  29. Criticisms of Piaget’s Theory underestimates cognitive ability in infants overestimates cognitive ability in adolescents is vague about mechanisms and processes of change He does not account for variability in children’s performance His theory undervalues the influence of sociocultural environment

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