Childhood Development

1. Childhood Development Physical Development

2. Bell Ringer • How much of the world do you believe babies comprehend? • Do you remember what your first words were? • Story – “Love You Forever”

3. Objectives • Describe the physical and perceptual development of newborns and children. • Discuss the development of language. Standards: 2.2, 2.3

4. Reading Activity • Read pages 462-464and summarize the following in paragraph form: • The enduring issues that psychologists focus on with development.

5. Newborns • Enduring Issues • Stability v. Change, Nature v. Nurture, Diversity v. Universality • Developmental Psychology – the study of changes that occur as an individual matures • Babies develop before they are born • Germinal stage – zygote • Embryonic stage – 2-8 wks after conception • Fetal stage – distinctive features (hair, sex organs)

6. Newborns • Babies face extreme measures • Capable of reflexes • Purpose = survival • Grasping reflex – an infant’s clinging response • Rooting reflex – an infant’s response in turning toward the source of touching • How can we measure the capabilities of newborn infants that cannot speak or understand questions? • Measure what they can do

7. Physical Development • Weight = 7.5 lbs, Height = 18 to 22 inches • Due to heredity • Rolling over = 2 to 4 months • Crawling = 8 to 10 months, walk 4 months later • Maturation = programmed growth • Talking occurs by age 2 • Other impacts on development • Teratogens • FAS • Habituation

8. Sensory Development • Faces • Distinguish faces by 1 month • Hearing • Discriminate small sound variations at 1 month • Touch • Elicits reflexes • Smell and Taste • Preference for sweet and salt • Temperament • Longitudinal study shows that 40% are easy babies, happy and cheerful • Due to genetic factors

9. Perceptual Development • Prefer faces and patterns • The Visual Cliff = young infants unafraid, older refused

10. Bell Ringer • Watch this clip from TED that describes the abilities of babies. http://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies.html?utm_source=newsletter_weekly_2011-02-16&utm_campaign=newsletter_weekly&utm_medium=email

11. Development of Language • Babbling – familiar items • From age 2 to 5 acquire 5 to 10 words a day • Necessary for critical period • Telegraphic Speech – leaving words out of message • Overgeneralization – applying incorrect grammar rules

12. Cognitive Development • Jean Piaget – intelligence develops as the child grows • Quantitative changes = amount of info. • Qualitative changes = manner of thinking

13. Cognitive Development • How does knowing change? • Schemas = mental representation • Example: Blocks, dog, kitty • Assimilation = use preexisting schema to understand a new concept • Accommodation = change the schema to fit new object (creating a new category) • Object Permanence = object exists even when it is not present

14. Cognitive Development • How does knowing change? • Representational thought = ability to picture something in your own mind • Example= tantrums • Conservation = quantity does not change even though appearance does • Example: Play dough • Egocentric = unable to understand another perspective

15. Piaget’s Stages of Development • Sensorimotor Stage – use schemas involving sensations, lack object permanence (Birth-1 ½) • Preoperational Stage – child begins to use mental images (representational thought), symbols, exhibits egocentric thinking, lacks concepts of conservation (1 ½ to 7) • Concrete Operations Stage – understands conservation, signs of adult thinking • Formal Operations Stage – understands abstract ideas, able to deal with hypothetical situations

16. Review Activity • Now that you have a better understanding the stages of cognitive development, work with a partner to create an anecdote (a short narrative of an interesting, amusing or biographical event) that reflects what children can do in two of the following stages: • Sensory Motor • Preoperational Period • Concrete Operations • Formal Operations

17. Emotional Development & Parenting Styles

18. Bell Ringer • How important are parenting styles to the development of a child? Explain. • Describe how your parents raised you.

19. Objectives • Discuss how children develop emotionally. • Outline the parenting styles seen in multiple families.

20. Discussion • How would you describe the parenting styles in the 21st century? • Compared to Industrial Revolution, World War II, and Feminism – role of the father.

21. Emotional Development • Fly Away Home (Video) • http://www.youtube.com/watch?v=43Tz3pVb9Dg • Fly Away Home Efforts • http://abcnews.go.com/WNT/video/florida-birds-rare-animals-crane-whooping-fly-15363492

22. Emotional Development • Konrad Lorenz studies imprinting among animals • Critical Period = best time to learn • Harry Harlow studies why moms are important • Rhesus monkey, biggest reason for attachment was comfort • Infants begin to attach to mothers at 6 months • Disruption = disturbing • Separation anxiety could bring psychological disorders

23. Attachment • Mary Ainsworth identifies these four types of attachment: • Secure attachment: balanced, explore and attach • Avoidant attachment: ignore mother • Resistant attachment: angry when mom returns • Disorganized attachment: confused, contradictory Article: Girls Early Puberty

24. Parenting Styles • Belief that how a child turns out/resolves conflicts largely depends on parent-child relationship • Authoritarian = parents are the bosses, no right to question • Democratic/Authoritative = children participate in the decisions; discussion/negotiation • Permissive/Laissez Faire = children have final say • Not involved = children have no rules, parents lack interest • Which do you believe is the best? Why?

25. Examples of Parenting Styles • Authoritarian Parenting • http://www.youtube.com/watch?v=3rWPj31X4Zw • Democratic/Authoritative Parenting • http://www.youtube.com/watch?v=uw_FL3qNaHE • Permissive Parenting • http://www.youtube.com/watch?v=oknZ-Hp5QEw

26. Effects of Parenting Styles • Democratic/Authoritative Parenting • Child is more confident • Child is more independent • Child learns to exercise judgment • Identify with respect • Children’s attitude plays a role on how they turn out • Laissez faire can be easiest way to cope with child

27. Child Abuse • Physical/mental injury, sexual abuse, mistreatment of child • Statistics are difficult to compile • In 2002, 2.6 million reports made on over 4.5 million • Social abuse, unrealistic expectations • Developmental effects (examples) • Antisocial behavior, depression, identity confusion, loss of self-esteem, and other emotional problems

28. Activity • Application Activity 3 • Article: Parenting Styles in Other Countries • Article: Fatherhood

29. Assignment • Naturalistic Observation of attachment and parenting styles, due Friday.

30. Social & Moral Development

31. Activity – Packet • Computer Lab to research different forms of social development.

32. Bell Ringer • Complete the Application Activity then answer the following questions on the back: • How do children use playtime to understand social situations? • How do children learn behavior that society finds acceptable and unacceptable? • Article: “Children at Play” Stages

33. Objective • Describe the theories of social development. (2.3) • Outline Kohlberg’s stages of moral reasoning. (2.4)

34. Social Development • Socialization = learning the rules of behavior of the culture • Boys – express aggression, not fear • Girls – express emotions, not ambitions • First Dimension = learn to apply these rules • Second Dimension = acquire identity • Learning how to live with other people • What characteristics should a boy/girl have?

35. Rules for Boys’ and Girls’ BehaviorTraditional or Non-Traditional • Boys • Tough • Protective • Good manners • Respectful • Strong • Nice • Girls • Fun • Confident • Nurturing • Sensitive • Emotional • Smart • Independent

36. Freud’s Theory of Psychosexual Development • Children are born with powerful urges, right from wrong • Oral stage – weaned from nursing • Anal stage – establish control • Phallic stage – aware of differences among sexes • Identification – take on morals/values of same sex parent • Latency stage – develop socially/intellectually • Sublimation – redirecting sexual impulses • Genital stage – relationships with others

37. Erik Erikson’s Theory of Psychosocial Development • Need for social approval is important • Psychosocial Development • Goal is to satisfy desires associated with social needs • Argues that we face many crises • Childhood has a lasting impact on the individual • Lifelong interactive process with people • What types of issues do you confront throughout life? • Looking at pg. 325 in your text, write down examples for each stage of the crises that we face throughout life.

39. Cognitive Developmental Approach • Children are a piece of clay, shaped by experience • Making up rules, role play – turning into a miniature society • Facing adult life in a nonthreatening way • Social development is the result of trying to make sense of experiences, understand

40. The “Heinz Dilemma” • In Europe, a woman was near death from cancer: one drug might save her, a form of radium that a druggist in the same town had recently discovered. The druggist was charging $2,000, ten times what the drug cost him to make. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could get together only about half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said, “No.” The husband got desperate and broke into the man’s store to steal the drug for his wife. Should the husband have done that? Why?

41. Moral Development – Lawrence Kohlberg • Shows how important other points of view influence social development – • Stage 1 – egocentric; no sense of right and wrong • Stage 2 – consequences, not right and wrong • Stage 3 – seek approval • Stage 4 – law and order • Stage 5 – law being fair and just • Stage 6 – Golden Rule How does culture impact moral development?

42. Review • What is socialization? • What are the two dimensions to socialization? • When does the child learn to identify with their same sex parent in Freud’s theory? • How does Erikson believe we develop socially? • Why does the Cognitive Development theory believe that children are pieces of clay? • What are the stages to Kohlberg’s theory?

43. Nature vs. nurture

44. Reading Activity • Read over the articles passed out to you. • For each article summarize in one paragraph what you read then answer the following questions: • Do you think personality traits are primarily inherited or influenced by environment? • Why do you think nature versus nurture is debated? Do you think it is possible to answer this question definitively? Why or why not? • What is your position on this debate? Did the article you read influence your position on the issue?

45. Objectives • Describe the background of the nature v. nurture debate. • Identify the perspectives of the nature v. nurture debate. • Apply the issues of the debate to childhood development.

46. The Role of Nature v. Nurture • Nature (genetic factors) and nurture (environmental factors) contribute to development • Court rules with nature over nurture • Adoptive family versus biological family • Genetic and environmental factors • 23 chromosomes shared • Prodigy shown at young age • Social cognitive theory: learning through observation, imitation and self-reward

47. Gender Identity v. Gender Role • Gender Identity • Label as boy or girl • Experience and feelings as boy or girl • Gender Role • Traditional expectations (3 yrs) • Stereotypical expectations (5 yrs) • Social Role Theory • Influenced by rewards given by society • Cognitive Developmental Theory • Interaction with the environment teaches them a set of rules

48. Assignment – “Show and Tell” • Bring in one item from your childhood. This item can include a baby picture, a toy that had meaning to you, an early craft project, an early school paper or project. • Now, get into groups of 3 people. Within your group write down how your artifact relates to material that has been presented in previous classes. • Try to come up with at least 3 examples. • Be prepared to explain this to the class.

49. Assessment – Childhood Research Paper • Follow the guidelines on the sheet. • Relate to the material discussed in class.