module 14 - amazon s3 1 module 14: infancy and childhood topics § physical development/maturaon,...
TRANSCRIPT
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Module14:InfancyandChildhood
Topics
§ PhysicalDevelopment/matura5on,inc.brain§ Cogni5veDevelopment:Piaget,Vygotsky
§ Sensorimotor,Preopera5onal,ConcreteOpera5onal,FormalOpera5onalStages
§ Egocentrism,TheoryofMind§ Vygotsky:MindinSocialContext
§ SocialDevelopment§ AHachment:Origins,Styles,Depriva5on§ DayCare;Self-Concept;Paren5ngStyles
§ Inpsychology,“matura;on”referstochangesthatoccurprimarilybecauseofthepassageof;me.
§ Indevelopmentalpsychology,matura;onreferstobiologically-drivengrowthanddevelopmentenablingorderly(predictablysequen2al)changesinbehavior.
§ Experience(nurture)canadjustthe;ming,butmatura;on(nature)setsthesequence.
Matura;on
Forexample,infantbodies,insequence,willliftheads,thensitup,thencrawl,andthenwalk.
Matura;onininfancyandearlychildhoodaffectsthebrainandmotorskills.
Matura;on,thebiologicalunfolding,willbeseenin:§ braindevelopment.§ motordevelopment.
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BrainDevelopment:BuildingandConnec;ngNeurons
§ Inthewomb,thenumberofneuronsgrowsbyabout750,000
newcellsperminuteinthemiddletrimester.§ Beginningatbirth,theconnec6onsamongneurons
proliferate.Aswelearn,weformmorebranchesandmoreneuralnetworks.
§ Ininfancy,thegrowthinneuralconnec;onstakesplaceini;allyinthelesscomplexpartsofthebrain§ thebrainstemandlimbicsystem§ themotorandsensorystrips.àThisenablesbodyfunc5onsandbasicsurvivalskills.
§ Inearlychildhood,neuralconnec;onsproliferateintheassocia6onareas.àThisenablesadvancementsincontrollingaNen;onandbehavior(frontallobes)andalsointhinking,memory,andlanguage.
MotorDevelopment
§ Matura5ontakesplaceinthebodyandcerebellumenablingthesequencebelow.
§ Physicaltraininggenerallycannotchangethe5ming.
BabyMemory
§ Ininfancy,thebrainformsmemoriessodifferentlyfromtheepisodicmemoryofadulthoodthatmostpeoplecannotreallyrecallmemoriesfromthefirstthreeyearsoflife.§ Abirthdaypartywhenturningthreemightbeaperson’sfirstmemory.
Infan;leAmnesia
LearningSkills§ Infantscanlearnskills(procedural
memories).§ Thisthreemontholdcanlearn,and
recallamonthlater,thatspecificfootmovementsmovespecificmobiles.
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Cogni;veDevelopment
Cogni;onreferstothementalac2vi2esthathelpusfunc2on,including:
§ problem-solving.§ figuringouthowtheworldworks.§ developingmodelsandconcepts.§ storingandretrievingknowledge.§ understandingandusinglanguage.§ usingself-talkandinnerthoughts.
Cogni;veDevelopment:JeanPiaget(1896-1980)
o Wedon’tstartoutbeingabletothinklikeadults.o JeanPiagetstudiedtheerrorsincogni;onmadebychildren
inordertounderstandinwhatwaystheythinkdifferentlythanadults.Theerrorbelowisaninabilitytounderstandscale
(rela5vesize).
JeanPiagetandCogni;veDevelopment:Schemas
Aninfant’smindworkshardtomakesenseoftheirexperiencesintheworld
§ Anearlytooltoorganizethoseexperiencesisaschema§ Schemaamentalcontainerwebuildtoholdourexperiences§ Schemascantaketheformofimages,models,and/or
concepts
EG:Achildhasformedaschemacalled“COW”whichtheyusetothinkaboutanimalsofacertainshapeandsize.o assimila;onreferstoincorpora5ngnew
experiencesintoourexis5ngschema/categories;o accommoda;onreferstoadjus5ngourschemato
beHerfitourexperiences.
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TheCourseofDevelopment:Stages
JeanPiagetbelievedthatcogni5vedevelopment:1. isacombina;onofnatureandnurture.
• Childrengrowbymatura5onaswellasbylearningthroughinterac5ng/playingwiththeenvironment.
2. isNOTonecon;nuousprogressionofchange.Childrenmakeleapsincogni5veabili5esfromonestageofdevelopmenttothenext.
Issue JeanPiaget’sVoteNaturevs.Nurture BothCon5nuityvs.Stages Stages
JeanPiaget’sStagesofCogni;veDevelopment
SensorimotorStage(FromBirthtoAge2)
Inthesensorimotorstage,childrenexplorebylooking,hearing,touching,mouthing,andgrasping.Coolcogni5vetricklearnedat6to8months,comingupnext:objectpermanence.
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Hmm,abear,shouldIputitinmymouth?
ObjectPermanenceThroughgameslike“peekaboo,”kidslearnobjectpermanence--theideathatobjectsexistevenwhentheycan’tbeseen.
There’sagameI’velearnedtoplayallbymyself:
peekaboo!Sensorimotor Stage (From Birth to Age 2)
Preopera;onalstageages2toabout6or7
1. Representtheirschema,andevensomefeelings,withwordsandimages.
2. Usevisualmodelstorepresentotherplaces,andperformpretendplay.
3. Pictureotherpointsofview,replacingegocentrismwiththeoryofmind.
4. Useintui5on,butNOTlogicandNOTabstrac5onyet.
MaturingbeyondEgocentrism:Developinga“TheoryofMind”
(ages2-7)Theoryofmind
referstotheabilitytounderstandthatothershavetheirownthoughtsand
perspec2ve.
Withatheoryofmind,youcan
picturethatSallywillhavethewrongideaaboutwhere
theballis.
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ExamplesofOpera;onsthatPreopera;onalChildrenCannotDo…YetConserva;onreferstotheabilitytounderstandthataquan2tyisconserved(doesnotchange)evenwhenitisarrangedinadifferentshape.
Whichrowhasmoremice?
TheConcreteOpera;onalStage
§ beginsatages6-7(firstgrade)toage11§ childrennowgraspconserva5onandotherconcrete
transforma5ons§ theyalsounderstandsimplemathema5cal
transforma5onsthereversibilityofopera5ons(reversing3+7=10tofigureoutthat10-7=3).
FormalOpera;onalStage(Age11+)
Concreteopera;onsincludeanalogiessuchas“Mybrain
islikeacomputer.”
Formalopera;onsincludesallegoricalthinkingsuchas“Peoplewholiveinglasshousesshouldn‘t’throwstones”(understandingthatthisisacommenton
hypocrisy).
Includesarithme5ctransforma5ons:
if4+8=12,12–4=?
Includesalgebra:ifx=3yandx–2y=4,
whatisx?
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LevVygotsky:Alterna;vetoJeanPiaget
§ LevVygotsky(1896-1934)studiedkidstoo,butfocusedonhowtheylearninthecontextofsocialcommunica;on.
§ Principle:childrenlearnthinkingskillsbyinternalizinglanguagefromothersanddevelopinginnerspeech:“PutthebigblocksontheboHom,notthetop…”
§ Vygotskysawdevelopmentasbuildingonascaffoldofmentoring,language,andcogni;vesupportfromparentsandothers.
Strangeranxietydevelopsaroundages9to13months.o Inthisstage,achildno5ces
andfearsnewpeople.
ExplainingStrangerAnxietyHowdoesthisdevelop?
§ Aschildrendevelopschemasfortheprimarypeopleintheirlives,theyaremoreabletono5cewhenstrangersdonotfitthoseschemas.
§ However,theydonotyethavetheabilitytoassimilatethosefaces.
SocialDevelopmentStrangerAnxiety
SocialDevelopment:ANachmentANachmentreferstoanemo5onal5etoanotherperson.§ Inchildren,aNachmentcanappearasadesireforphysicalclosenesstoacaregiver.
OriginsofANachment
ExperimentswithmonkeyssuggestthataHachmentisbasedonphysicalaffec5onandcomfortablebodycontact,andnotbasedonbeingrewardedwithfood.
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Depriva;onofANachment
§ Ifchildrenlivewithoutsafe,nurturance,affec5onatecaretaking,theymays5llberesilient,thatisbounceback,aHach,andsucceed.
§ Yet,ifthechildexperiencessevere,prolongeddepriva5onorabuse,heorshemay:§ havedifficultyformingaHachments.§ haveincreasedanxietyanddepression.§ haveloweredintelligence.§ showincreasedaggression.
Childhood:Hypothe;calParen;ngStyles
Style ResponsetoChild’sBehavior
Authoritarian“TooHard”
Parentsimposerules“becauseIsaidso”andexpectobedience.
Permissive“TooSog”
Parentssubmittokids’desires,notenforcinglimitsorstandardsforchildbehavior.
Authorita;ve“JustRight”
Parentsenforcerules,limits,andstandardsbutalsoexplain,discuss,listen,andexpress
respectforchild’sideasandwishes.
OutcomeswithParen;ngStyles§ Authorita5veparen5ng,morethantheothertwostyles,seemstobeassociatedwith:§ highself-reliance.§ highsocialcompetence.§ highself-esteem.§ lowaggression.
§ Butarethesearesultofparen5ngstyle,orareparentsrespondingtoachild’stemperament?Orarebothafunc5onofculture?Orgenes?