Splash Screen

1. Splash Screen

2. Chapter Introduction Section 1: Physical, Perceptual, and Language Development Section 2:Cognitive and Emotional Development Section 3:Parenting Styles and Social Development Chapter Menu

3. Chapter Objectives · Section 1 Physical, Perceptual, and Language Development Understand that as infants grow physically, they also develop cognitive skills, perceptions, and language. Chapter Preview 1

4. Chapter Objectives · Section 2 Cognitive and Emotional Development Discuss how as the thought processes of children develop, they begin to think, communicate and relate with others, and solve problems. Chapter Preview 2

5. Chapter Objectives · Section 3 Parenting Styles and Social Development Describe the social decisions children face as they grow and progress through the stages of life. Chapter Preview 3

6. Chapter Preview-End

7. Main Idea Infants are born equipped to experience the world. As infants grow physically, they also develop cognitive skills, perceptions, and language. Section 1-Main Idea

8. Vocabulary • developmental psychology • grasping reflex • rooting reflex • maturation • telegraphic speech Section 1-Key Terms

9. Objectives • Describe the physical and perceptual development of newborns and children. • Discuss the development of language. Section 1-Objectives

10. A B C D How old are you in your earliest childhood memory? A.One or two B.Three or four C.Five D.Six or older Section 1-Polling Question

11. Nature and Nurture • Developmental psychology—the study of changes that occur as an individual matures. • Developmental psychologists study: • Continuity versus stages of development • Stability versus change • Nature versus nurture Section 1

12. A B C D Do you believe that our behavior is inherited or due to the environment around us? A.Inherited B.Environment C.Both D.Not sure Section 1

13. Newborns • Babies are born with certain reflexes: • Grasping reflex • Rooting reflex Section 1

14. A B C D Which of the following is NOT typical of a newborn? A.Crying B.Talking C.Sucking D.Sleeping Section 1

15. Physical Development • Within two years an infant transforms into a little boy or girl with many capabilities. • This is due to: • Maturation • Learning—a relatively permanent change in behavior that occurs as a result of experience. Section 1

16. Physical Development (cont.) • 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 Section 1

17. A B C At what age would you expect an infant to start crawling? A.8–9 months B.10–11 months C.12 months or more Section 1

18. 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. The Visual Preferences of Infants Section 1

19. A B C D At what age do newborns display depth perception? A.3 months B.6 months C.9 months D.12 months Section 1

20. 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. Section 1

21. 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. Section 1

22. The Development of Language(cont.) • 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. Section 1

23. The Development of Language(cont.) • 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 Flowering of Language Section 1

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

25. Main Idea As the thought processes of children develop, they begin to think, communicate and relate with others, and solve problems. Section 2-Main Idea

26. Vocabulary • schema • assimilation • accommodation • object permanence • representational thought • conservation • egocentric • imprinting • critical period Section 2-Key Terms

27. Objectives • Summarize the cognitive-development theory. • Discuss how children develop emotionally. Section 2-Objectives

28. A B C D What age do you think babies start communicating? A.Immediately after birth B.After 3 months C.After 6 months D.After 1 year Section 2-Polling Question

29. 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 Section 2

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

31. Cognitive Development (cont.) • Object permanence is a big step in a child’s second year of life. • Achieving object permanence usually signifiesrepresentational thought. • The realization ofconservationoccurs between the ages of 5 and 7. • Before the age of 5, children are egocentric. Tasks to Measure Conservation Section 2

32. Cognitive Development (cont.) • 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. Section 2

33. Cognitive Development (cont.) • 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. Piaget’s Stages of Cognitive Development Section 2

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

35. 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). Section 2

36. 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. Section 2

37. Emotional Development (cont.) • 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. Section 2

38. Emotional Development (cont.) • Mary Ainsworth and John Bowlby devised a technique called the Strange Situation to measure attachment. Section 2

39. Emotional Development (cont.) • Patterns of attachment include: • Secure attachment • Avoidant attachment • Resistant attachment • Disorganized attachment Section 2

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

41. Main Idea Children face various social decisions as they grow and progress through the stages of life. Section 3-Main Idea

42. Vocabulary • authoritarian family • democratic/authoritative family • permissive/laissez-faire family • socialization • identification • sublimation • role taking Section 3-Key Terms

43. Objectives • Describe theories of social development. • Outline Kohlberg’s stages of moral reasoning. Section 3-Objectives

44. A B Has the style in which you were raised affected you? A.Yes B.No Section 3-Polling Question

45. Parenting Styles • Distinct styles of parenting: • Authoritarian family • Democratic/authoritative family • Permissive/laissez-faire family • Uninvolved parents Section 3

46. 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. Section 3

47. Parenting Styles (cont.) • 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. Section 3

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

49. 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 Section 3

50. 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. Section 3