hhs 4m1 - child development
TRANSCRIPT
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Theories of Child DevelopmentPiaget, Erikson and Kohlberg
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Swiss Child Psychologist
Researched and studied his his own children.
Patters of intelligence which explain how adult intelligence originates in infancy.
Jean Piaget
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Appear in the same order for all children, but not always at the same age.
#1 Sensorimotor Period#2 Preoperational Period#3 Concrete Operations Period#4 Formal Operations
*each have several sub-stages.
Piaget’s Learning Stages
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Birth > Age 2 Learn through senses and own actions
Egocentric – thinking only about him or herself
Object Permanence – the idea that an object exists even when it is not in view.
Sensorimotor
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Age 2 > Age 7
Children think of everything in terms of:◦ their own activities◦ what they perceive at the moment
Their unusual perspectives are often seen as “imaginative”
Understand abstract language (love, beauty)
Preoperational
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Concentration is limited (one thing at a time)
Often solve problems by pretending.
Real and make believe are blurred.
Preoperational cont’d
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Age 7 > 11 Children can think logically Still learn best from experience (senses)
Need to see/experience a problem to solve it.
Understand logical processes such as “the
glasses experiment”
Concrete Operations
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Age 11 > adulthood Capable of symbolic learning – interpreting
meaning from words, symbols, numbers.
Do not need to experience something to understand it. (logical, critical, compassionate)
Able to make plans, goals for the future. Detect subtle or hidden meaning.
Formal Operations
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The 8 Stages
Erikson’s Personality Development
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Presents a “crisis”, choice or fork in the road
Requires choosing a pathway
Mastery of a stage allows for smoother transition into the next
Each Stage
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Successes and failures mould how we see the world, ourselves and others.
Personality can be changed by new experience at any stage. (choosing a fork in the road)
Key Concepts
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Development depends on whether or not needs are being met.
Trust comes with predictability of care.
Unpredictability and uncertainty of care/support creates mistrust.
1. Trust vs. Mistrust
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Autonomy = independence, ability to stand alone.
Age 2-3 Taking care of themselves
Independence through learning and exploring
Need for encouraging caregivers
Shame comes from discouragement and over-protection
2. Autonomy vs. Doubt
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Age 4-5
Child is learning to feel purposeful and take initiative
Freedom, exploration and questioning “Why??”
Guilt comes from criticism, lack of recognition
3. Initiative vs. Guilt
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Age 6 to 11 Industry = making an effort
Inferiority = feeling less important, defeated Expanding beyond family – school, sports,
activities
Importance of family life in preparing for school.
4. Industry vs. Inferiority
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Adolescence (12-18) Focus on peers and social groups
Modelling yourself after someone
Influence of friends, teachers, media and less focus on family
5. Identity vs. Role Confusion
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Young adulthood
Seeking out a partner, “testing the waters” of relationships
Good experiences leads to intimacy
Rejection, disappointment leads to isolation
6. Intimacy vs. Isolation
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Mid-life Generativity = full, productive life Stagnation = lack of development
Productivity creates a sense of accomplishment (family, career, kids)
Stagnation fosters lack of achievement, low self worth
7. Generativity vs. Stagnation
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Old age
Integrity = completeness, pride
“Am I proud of what I have done?”.
Facing regrets, dissatisfaction, mistakes, failures.
8. Integrity vs. Despair
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As humans move through the stages they progress from parental and familial relationships, to peers, and finally romantic.
Mastery of each stage is not required, but helps navigate later stages.
The last stage is the only one that cannot be revisited.
Key Ideas
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Kohlberg’s Moral Development
3 Levels, 6 Sub-Stages
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1920s-1980s
American psychologist and university professor
Expert in moral education and logic
Interested in: How people respond to moral dilemmas!
Lawrence Kohlberg
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Level determined by the reasons a person gives for making a decision.
Levels
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Child will care about what is right or wrong, good or bad.
Judges an action based on the consequences they experience
Level 1 - Pre-Conventional
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Child acts to AVOID punishment. Acts in order to receive reward. Obey rules for positive consequence.
Stage #1 – Punishment Orientation
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Personal needs determine right and wrong.
Right action satisfies own needs and maybe the needs of others.
“Making a trade” or doing a favour.
Stage #2 – Reward Orientation
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Make decisions to live up to the expectations of others.
Family, Friends, Social Group, Nation, the Law
Meeting these expectations is more important than consequences.
Level 2 - Conventional
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Good behaviours = actions that please others!
Appearing to be “normal” or have “good intentions” is important.
Approval indicates moral behaviour.
Kohlberg believes that MOST People don’t move past this stage.
Stage #3 – Conformity Driven
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Good behaviour = following the rules and respecting authority
Behaving to maintain social order and display respect.
Example: Respecting others’ property.
Stage #4 – Maintaining Social Order
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A person identifies morality and values according to validity.
Less influenced by authority and personal interest.
Judgements based on abstract personal principles.
Level 3 - Post-Conventional
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Right actions determined by more “general rights”
Agreed on by society as a whole Awareness of personal values and legal
Not all cultures and societies have the same concepts of right and wrong.
Stage #5 – Social Contract
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Right decision is a decision of personal conscience.
Appeals to universal, consistent truths.
Focus: Justice, Equality, Human Dignity.
#6 – Universal Moral Orientation
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We have to go step by step – no skipping stages!
Typically we don’t reach the higher stages.
Having “role models” in the higher stages helps us grow. Learning by example.
Stages progress from an individual to universal level.
Key Points
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Pre-conventional◦ consequences they see, meeting own needs.
Conventional◦ The expectations of others◦ Rules and social order
Post-conventional◦ Abstract personal principles◦ LESS on authority
Judgements Based On:
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Elementary School Students Motivated by Attawapiskat Crisis
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http://www.cbc.ca/news/canada/ottawa/story/2012/01/18/ottawa-odawa-fundraising.html
Ottawa Students Help Attawapiskat