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Growth from Birth to Age 5

Growth from Birth to Age 5. PSY 121 Chapters 5 - 10 Part 2. Baumrind’s Theory of Parenting. Authoritarian parenting “Law and Order” “Because I said so! “ Demand obedience often maintain distance from child. Baumrind’s parenting. Permissive Parenting

Jimmy
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Growth from Birth to Age 5

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  1. Growth from Birth to Age 5 PSY 121 Chapters 5 - 10 Part 2

  2. Baumrind’s Theory of Parenting • Authoritarian parenting • “Law and Order” • “Because I said so! “ • Demand obedience • often maintain distance from child

  3. Baumrind’s parenting • Permissive Parenting • Few demandsyet nurturing and accepting • Tend to communicatewell with children

  4. Baumrind’s parenting • Authoritative Parenting • Negotiation and participation • Limits set and rationally explained • often democratic • mutual respect

  5. Other models of parenting • Traditionalespecially related to gender roles • Permissive forms • rejecting/neglecting • democratic/indulgent

  6. SpiderRock,CanyondeChelly, Arizona

  7. SPIDER ROCK • What role does this landmark play in discipline procedures? • What dangersare inherent in this practice?

  8. Complexities of Parenting • Child’s temperament • Size of the family • Child’s age and gender • Parents age • Marital relationship

  9. Discipline • What method is best? • For infants? • For toddlers? • For preschoolers? • Name some pro’s and con’s of physical (corporal) punishment

  10. Cognitive Development Piaget • children actively seek to comprehend their world • infants do think contrary to the “no talk; no thought” ideas

  11. Cognition • Active intelligence functions through senses and motor skills • Toddler is the “little scientist” • Piaget sees development in stages

  12. Piaget’s first stage Sensorimotor thinking • substages 1 & 2 relate to reflexes • substages 3 & 4 relate to objects and people; responding to people • substages 5 & 6 relate to action and ideas

  13. Piaget’s second stage Preoperational thinking • acquisition of information and basic skills to manipulate information and perform operations

  14. Piaget: Key Concepts • Object permanence • understanding that objects and people continue to exist even though they cannot be seen • marks transition to preoperational thinking

  15. object permanence is acquired gradually • active searching requires motivation and memory and motor ability

  16. Centration Reversibility Egocentrism Conservation Animism Piaget: Key Concepts for pre-operational thinking

  17. Rethinking Piaget • Is the timetable too rigid? • Are the stages too sequential? • Actual development seems to occur much less evenly • Perhaps Piaget was not wrong, just not complete • Reality includes more diversity

  18. Vygotsky • Social activityrather than individual discovery • Cultural goals rather than maturational milestones • Guided assistance enables a child to independently accomplish the tasks

  19. Vygotsky • Difference between actual and potential development is represented by the ZPD or Zone of Proximal Development • social context determines how and when a person moves through his/her ZPD

  20. Vygotsky • Since every culture values certain cognitive skills more than others, it is not surprising that cultural variations exist. • There is also a family context

  21. Language Development • Cognitive development supportsand is aided by language development

  22. Language Development • Competency develops first in language function ( uses of language) then on structure(sequence of words in sentence, grammar rules, etc.)

  23. Chomsky • All children have an innate predisposition to learn language. This is known as a Language Acquisition Device or LAD

  24. Related terms • Over-extension • over-generalization of a set of words to inappropriate objects • Over-regularization • over-application of rules; same rules; all situations

  25. Vocabulary Development • Predictable sequence • first nouns • then verbs • then adjectives and adverbs • then conjunctions, pronouns, etc.

  26. Related concepts • Private speech =Vygotsky’s idea that children review what they know and regulate their actions accordingly • Through social use of language children incorporate potential learning into actual development

  27. Ponder these • What can be done to stimulate a child’s language development? • What is the difference between speech and language? • What cues tell you that a child’s speech and language may not be developing normally? • Special ability issues?

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