Chapter 3, pp 50-68: Child Development Lectures 17 18

1. Chapter 3, pp 50-68: Child DevelopmentLectures 17 & 18

2. Learning Outcomes Explain prenatal development and the role that sex hormones play. Explain the physical, cognitive, moral, social, and emotional development of children.

3. Learning Outcomes Explain the physical, cognitive, moral, social and emotional development of adolescents.

4. Truth or Fiction? Your heart started beating when you were only one-fifth of an inch long and weighed a fraction of an ounce. Prior to 6 months or so of age, �out of sight� is literally �out of mind.� Truth or Fiction? Your heart started beating when you were only one-fifth of an inch long and weighed a fraction of an ounce. True. Truth or Fiction? Prior to 6 months or so of age, �out of sight� is literally �out of mind.� True.Truth or Fiction? Your heart started beating when you were only one-fifth of an inch long and weighed a fraction of an ounce. True. Truth or Fiction? Prior to 6 months or so of age, �out of sight� is literally �out of mind.� True.

5. Prenatal Development

6. 1. Developmental Psychology: Basic Issues and Methodology Developmental Psychology Some study particular age group Others - physical development, cognitive or language development, emotional or moral development. Nurture or nature controversy The best nurturing environment cannot produce Albert Einstein Resilience, Vulnerability and protective factors Longitudinal and cross-sectional studies

7. 2. Prenatal Development Three Stages: Germinal stage, Embryonic stage, and Fetal Germinal Stage (1 to 2 weeks) Conception through implantation Zygote divides rapidly and becomes implanted in the uterine wall At the end of 2 weeks, zygote is the size of the period at the end of this sentence.

8. 3. Prenatal Development Embryonic Stage (3 to 8 weeks) Major organ systems are formed 4th week- a primitive heart begins to beat Facial futures distinct, (embryo 1 inch long and 1/30th to 1/7th of an ounce) Genetic code (XX or XY) causes sex organs to differentiate Y sex chromosome � testes form and produce androgens Truth or Fiction? Your heart started beating when you were only one-fifth of an inch long and weighed a fraction of an ounce. TRUE During the fourth week, a primitive heart begins to beat and pump blood � in an organism that is one-fifth of an inch long. Truth or Fiction? Your heart started beating when you were only one-fifth of an inch long and weighed a fraction of an ounce. TRUE During the fourth week, a primitive heart begins to beat and pump blood � in an organism that is one-fifth of an inch long.

9. 4. Prenatal Development Embryonic Stage Embryo is suspended in amniotic sac w/fluid Nutrients and wastes are exchanged with mother through placenta Embryo is connected to placenta by umbilical cord

10. 12 weeks/ the end of first trimester Fetal Stage (9 weeks to birth 38 weeks) Characterized by maturation and gains in size Rapid growth and further development of the body structures, organs, and systems. By the end of 3rd month fingers and toes are formed In the middle of 4th month, the mother detects the first fetal movements The fetus opens and shuts its eyes, sucks its thumb, alternates between periods of being awake and sleeping, and responds to light and sound (25th week)

11. 5. Prenatal Development Fetal Stage (9 weeks to birth 38 weeks) Characterized by maturation and gains in size Rapid growth and further development of the body structures, organs, and systems. By the end of 3rd month fingers and toes are formed In the middle of 4th month, the mother detects the first fetal movements The fetus opens and shuts its eyes, sucks its thumb, alternates between periods of being awake and sleeping, and responds to light and sound (25th week)

12. 6. Negative Influences on Prenatal Development Maternal Diseases/Conditions Diabetes-growth abnormalities Rubella-heart defects, blindness, deafness Herpes-nerve damage; transmitted to fetus HIV-transmitted to fetus Chicken pox- scars, eye damage Drugs Alcohol- Fetal Alcohol Syndrome Cocaine- prematurity, physical defects, sleep diff. Marijuana-tremors

13. Childhood

14. 7. Physical Development Reflexes Inborn, unlearned, automatic responses elicited by specific stimuli Rooting and sucking, withdrawal, blinking, grasping Video CD1 #14 Motor Development Brain maturation and environmental factors

15. M.D. Figure 3.2 Motor Development. Motor development proceeds in an orderly sequence, which suggests that there is a strong maturational component. However, there is considerable variable in the timing of the marker events shown in this figure. Figure 3.2 Motor Development. Motor development proceeds in an orderly sequence, which suggests that there is a strong maturational component. However, there is considerable variable in the timing of the marker events shown in this figure.

16. 8. Physical Development Perceptual Development Within days, infant can track moving light 2-month prefer human face as visual stimuli Fixation time � measure of visual preference Perceive depth about time begin crawling Visual cliff experiments (Gibson and Walk (1960))

17. Two-Month-Olds� Preferences for Visual Stimuli Figure 3.3 Two-Month-Olds� Preferences for Visual Stimuli. Figure 3.3 Two-Month-Olds� Preferences for Visual Stimuli.

18. 9. Physical Development Perceptual Development Newborns hear normally; prefer mother�s voice Show no preference for father�s voice

19. Newborns and Infants: Sensation and Perception. Watch an infant and his early sensory experiences, and listen to the explanations of infant sight and hearing.Newborns and Infants: Sensation and Perception. Watch an infant and his early sensory experiences, and listen to the explanations of infant sight and hearing.

20. 10. Attachment Emotional tie formed between infant and caregiver Failure to develop attachment seriously compromises later development Why? Harry Harlow experiments (videos 12 A,B,C,) Mary Salter Ainsworth Behavior that defines attachment Attempts to maintain contact Anxiety when separated Stranger anxiety Newborns and Infants: Sensation and Perception. Watch an infant and his early sensory experiences, and listen to the explanations of infant sight and hearing.Newborns and Infants: Sensation and Perception. Watch an infant and his early sensory experiences, and listen to the explanations of infant sight and hearing.

21. 11. Attachment Strange Situation Method to assess infants� response to separations and reunions with caregivers and a stranger Three Types of Attachment Secure attachment Avoidant attachment Ambivalent/resistant attachment Secure- Securely attached infants mildly protest theirs mother departure, seek interaction upon reunion and are readily comforted by her Avoidant- infants are least distressed by their mother departure. They play by themselves without fuss and ignore their mothers when they return Ambivalent/resistant infants are the most emotional. They show severe signs of distress when their mother leaves and show ambivalence upon reunion by alternatively clinging to and pushing their mother away when she returns. Secure- Securely attached infants mildly protest theirs mother departure, seek interaction upon reunion and are readily comforted by her Avoidant- infants are least distressed by their mother departure. They play by themselves without fuss and ignore their mothers when they return Ambivalent/resistant infants are the most emotional. They show severe signs of distress when their mother leaves and show ambivalence upon reunion by alternatively clinging to and pushing their mother away when she returns.

22. 12. Stages of Attachment Initially infants show indiscriminate attachment Beginning about 4 months of age Initial-preattachment phase, indiscriminate Attachment-in-the-making phase Clear-cut-attachment phase Fear of strangers � 8 to 10 months Like to be held rather than being alone, but does not matter by whom Like being with familiar people, but not only with a primary caregiver Like to be only with primary caregiver. Like to be held rather than being alone, but does not matter by whom Like being with familiar people, but not only with a primary caregiver Like to be only with primary caregiver.

23. 13. Theoretical Views of Attachment Behaviorists viewed attachment as learned behavior based on caregiver�s attention Harry F. Harlow Inborn need for contact comfort Newborns and Infants: Sensation and Perception. Watch an infant and his early sensory experiences, and listen to the explanations of infant sight and hearing.Newborns and Infants: Sensation and Perception. Watch an infant and his early sensory experiences, and listen to the explanations of infant sight and hearing.

24. 14. Theoretical Views of Attachment Konrad Lorenz (1981) Ethologist � attachment is an instinct Critical period Imprinting Ainsworth and Bowlby Attachment is instinctive in humans Newborns and Infants: Sensation and Perception. Watch an infant and his early sensory experiences, and listen to the explanations of infant sight and hearing.Newborns and Infants: Sensation and Perception. Watch an infant and his early sensory experiences, and listen to the explanations of infant sight and hearing.

25. 15. Cognitive Development The way in which children mentally represent and think about the world Jean Piaget � Cognitive-development theory Lev Vygotsky � Sociocultural theory Lawrence Kohlberg � Theory of moral development

26. 16. Piaget�s Cognitive-Development Theory Schema �Mental structure� in organizing knowledge Assimilation Respond to new stimuli through existing habit Accommodation Create new ways of responding to objects Piaget (1896-1980) Piaget (1896-1980)

27. 17. Stages of Cognitive-Development Theory Sensorimotor, Preoperational, Concrete Operational, & Formal Operational Stages Sensorimotor Stage Object Permanence Before 6 months of age does not mentally represent objects Truth or Fiction? Prior to 6 months or so of age, �out of sight� is literally �out of mind.� TRUE For most infants younger than 6 months, objects are not yet represented mentally. Truth or Fiction? Prior to 6 months or so of age, �out of sight� is literally �out of mind.� TRUE For most infants younger than 6 months, objects are not yet represented mentally.

28. Object Permanence Watch a classic test of a child�s concept of object permanence.Object Permanence Watch a classic test of a child�s concept of object permanence.

29. 18. Stages of Cognitive-Development Theory Preoperational Stage (approx. from 2 to 7 y.o.) Use words and symbols to represent objects and relationships among them Think one dimensionally, reversibility is not understood Egocentrism Animism Artificialism Conservation is absent (play video) Objective Responsibility Egocentrism � Assumption that others view the world as one does oneself Animism- The belief that inanimate objects move because of will or spirit Artificialism � The belief that natural objects have been created by human beings Conservation � Recognition that basic properties of substances such as weight and mass remain the same when superficial features (shape or arrangement) change Objective Responsibility - Blame assigned based on amount of damage rather than motivesEgocentrism � Assumption that others view the world as one does oneself Animism- The belief that inanimate objects move because of will or spirit Artificialism � The belief that natural objects have been created by human beings Conservation � Recognition that basic properties of substances such as weight and mass remain the same when superficial features (shape or arrangement) change Objective Responsibility - Blame assigned based on amount of damage rather than motives

30. 13. Stages of Cognitive-Development Theory Preoperational Stage (approx. from 2 to 7 y.o.) Use words and symbols to represent objects and relationships among them Think one dimensionally Egocentrism Animism Artificialism Conservation Objective Responsibility Egocentrism � Assumption that others view the world as one does oneself Animism- The belief that inanimate objects move because of will or spirit Artificialism � The belief that natural objects have been created by human beings Conservation � Recognition that basic properties of substances such as weight and mass remain the same when superficial features change Objective Responsibility - Blame assigned based on amount of damage rather than motivesEgocentrism � Assumption that others view the world as one does oneself Animism- The belief that inanimate objects move because of will or spirit Artificialism � The belief that natural objects have been created by human beings Conservation � Recognition that basic properties of substances such as weight and mass remain the same when superficial features change Objective Responsibility - Blame assigned based on amount of damage rather than motives

31. Piaget�s Conservation Experiment. Observe children in different levels of Piaget�s stages explain their reasoning about conservation. Piaget�s Conservation Experiment. Observe children in different levels of Piaget�s stages explain their reasoning about conservation.

32. 19. Stages of Cognitive-Development Theory Concrete Operational Stage (7 to 12 ) Beginning of capacity for adult logic around tangible objects, but not abstract ideas. Decentration (Video) Reversibility Subjective Moral Judgment Decentration - Focusing on more than one dimension at a time Reversibility � Recognition that processes can be undone Subjective Moral Judgment - Judgment based on motives of perpetrator Decentration - Focusing on more than one dimension at a time Reversibility � Recognition that processes can be undone Subjective Moral Judgment - Judgment based on motives of perpetrator

33. Piaget�s Concrete Operational Stage Piaget�s Concrete Operational Stage. Observe children who are in the concrete operational stage solving problems and performing tasks. Piaget�s Concrete Operational Stage. Observe children who are in the concrete operational stage solving problems and performing tasks.

34. 20. Evaluation of Piaget�s Theory Piaget tended to underestimate children�s abilities Egocentrism and conservation appear to be more continuous than Piaget thought Developmental sequences do not vary

35. 21. Lev Vygotsky�s Sociocultural Theory Continuous theory focused on influence of culture and children�s interactions with elders Zone of proximal development (ZPD) Scaffolding Children internalize explanations that encourage skill development Zone of proximal development � the range of cognitive tasks that a Child can carry out with the help of someone who is more skilled, frequently an adult who represents that culture in which the child develops. Scaffolding � The kind of help in which a teacher/parent adjust the quality and degree of instruction and guidance to fit the child�s present level of ability or performance is often referred to as scaffoldingZone of proximal development � the range of cognitive tasks that a Child can carry out with the help of someone who is more skilled, frequently an adult who represents that culture in which the child develops. Scaffolding � The kind of help in which a teacher/parent adjust the quality and degree of instruction and guidance to fit the child�s present level of ability or performance is often referred to as scaffolding

36. 22. Lawrence Kohlberg�s Theory of Moral Development Use of �moral dilemma� story to explore reasoning of right and wrong Stage theory with a specific sequence

37. 23. Lawrence Kohlberg�s Theory of Moral Development Preconventional Level Base judgment on consequences of behavior Stage 1 � Obedience and avoid punishment Stage 2 � Good behavior allows people to satisfy their needs

38. 24. Lawrence Kohlberg�s Theory of Moral Development Conventional Level Base judgment on conformity to conventional standards of right and wrong Stage 3 � Good-boy orientation Stage 4 � Judgments are based on rules that maintain social order

39. 25. Lawrence Kohlberg�s Theory of Moral Development Postconventional Level-moral conduct id under internal control Stage 5: respect for individual rights and laws that are democratically agreed on. Rational valuing of the wishes of the majority and general welfare. Society is best served if the citizen obey the law. Stage 6: The morality of universal ethical principles. The person acts according to internal standards, independent of legal restrictions or options of others. Stage 5. laws should not be violated only under pressing circumstances (Although it�s illegal to steal, but in this case it�s OK) Stage6: If a law is unjust or contradicts the rights of the individual, it is wrong to obey it. Sacrifices themselves. Stage 5. laws should not be violated only under pressing circumstances (Although it�s illegal to steal, but in this case it�s OK) Stage6: If a law is unjust or contradicts the rights of the individual, it is wrong to obey it. Sacrifices themselves.

40. 26. Evaluation of Kohlberg�s Theory of Moral Development Research suggests moral reasoning does follow a sequence Most people do not reach postconventional level (consistent with formal operational thought) Kohlberg underestimated the influence of social institutions and parents

41. 27. Erik Erikson�s Stages of Psychosocial Development (Lifespan) Eight stages that represent life crises Trust versus Mistrust (birth to 1 year) Autonomy versus Shame and Doubt (1-3) Industry versus Inferiority (6 to puberty) Identity versus Role Confusion (adolescence) Intimacy vs. Isolation (young adulthood 20s-30s) Generativity vs. Stagnation (middle adulthood) Ego Integrity vs. Despair (late adulthood) These are the first three stages of Erikson�s theory representing the years of infancy through childhoodThese are the first three stages of Erikson�s theory representing the years of infancy through childhood

42. 28. Parenting Styles Diana Baumrind�s styles of parenting Connection between parental behavior and development of instrumental competence Four aspects of parental behavior Strictness; Demands for child to achieve intellectual, emotional and social maturity; Communication ability; Warmth and involvement Instrumental competence is the ability to manipulate the environment to achieve one�s goals. Instrumental competence is the ability to manipulate the environment to achieve one�s goals.

43. 29. Parenting Styles Diana Baumrind�s styles of parenting Authoritative Authoritarian Permissive Uninvolved Outcomes from parenting: Authoritative � children have greatest self-reliance, self-esteem, social competence, and achievement motivation Authoritarian � children are withdrawn or aggressive and usually do not do as well in school as children of authoritative parents Permissive � children seem to be less mature and are often impulsive, moody, and aggressive Uninvolved � children tend to be more likely to hang out with crowds who �party� a good deal and use drugsOutcomes from parenting: Authoritative � children have greatest self-reliance, self-esteem, social competence, and achievement motivation Authoritarian � children are withdrawn or aggressive and usually do not do as well in school as children of authoritative parents Permissive � children seem to be less mature and are often impulsive, moody, and aggressive Uninvolved � children tend to be more likely to hang out with crowds who �party� a good deal and use drugs

44. Adolescence

45. 30. Physical Development Growth spurt Puberty is the period when the body becomes sexually mature Begins with appearance of secondary sex characteristics (body hair, change voice in male, testosterone, estrogen - rounding of the breasts and hips in female,) Menarche Usually occurs between 11 and 14 Timing of puberty influence self-esteem, body image, confidence, but sometimes negative consequences

46. 31. Cognitive Development Piaget�s Formal Operations Stage Classification, logical thought, ability to hypothesis Abstract thinking Able to deal with hypothetical situations Metamemory Effective learners Adolescent Egocentrism Imaginary Audience Personal Fable Black and white thinking. Egocentrism leads to two interesting cognitive developments: Imaginary audience � Belief that other people are as concerned with out thoughts and behaviors as we are Personal fable � Belief that our feelings and ideas are special and unique and that we are invulnerableBlack and white thinking. Egocentrism leads to two interesting cognitive developments: Imaginary audience � Belief that other people are as concerned with out thoughts and behaviors as we are Personal fable � Belief that our feelings and ideas are special and unique and that we are invulnerable

47. Abstraction and Hypothetical Propositions Abstraction and Hypothetical Propositions. Observe how abstract and hypothetical thinking changes during adolescence.Abstraction and Hypothetical Propositions. Observe how abstract and hypothetical thinking changes during adolescence.

48. 32. Moral Reasoning Kohlberg�s Postconventional Level Many people do not reach this level Judgment is based on person�s own moral standards Stage 5 � Laws are made to preserve order but exceptions can occur Stage 6 � Adherence to universal ethical principles

49. 33. Sex Differences and Moral Reasoning Kohlberg�s theory shows higher levels of moral reasoning in boys Carol Gilligan argues difference is result of socialization Girls make judgments based on needs of others Boys make judgments based on logic

50. 34. Social and Emotional Development Independence is the challenge of adolescence Erikson�s Psychosocial Development Ego Identity versus Role Diffusion Adolescent Sexuality Before1960s-societal influence- no sex before marriage Now about 50% of American teens engage in sexual intercourse 25% had 4 or more partners before they are seniors

52. Is Development Continuous or Discontinuous? Continuous � gradual changes Behaviorists and learning theorists Discontinuous � changes in stages Freud and Piaget Controversy as to whether cognitive development is continuous or discontinuous.Controversy as to whether cognitive development is continuous or discontinuous.

53. Child Abuse Factors that contribute to child abuse Stress History of child abuse in at least one of parents� families of origin Acceptance of violence as coping mechanism Failure to attach with children Substance abuse Rigid attitudes toward child raising Truth or Fiction? Child abusers were frequently abused themselves as children. True. Even though child abusers are more likely to have been abused than the general population, most children who are abused do not abuse their own children as adults.Truth or Fiction? Child abusers were frequently abused themselves as children. True. Even though child abusers are more likely to have been abused than the general population, most children who are abused do not abuse their own children as adults.