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Chapter 3

Chapter 3. Infancy and Childhood. Section One: Development. Development Psychology- the study of changes that occur as an individual matures. Developmental psychologist study: Continuity versus stages of development Stability versus change Nature versus nurture. Nature versus Nurture.

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Chapter 3

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  1. Chapter 3 Infancy and Childhood

  2. Section One: Development • Development Psychology- the study of changes that occur as an individual matures

  3. Developmental psychologist study: • Continuity versus stages of development • Stability versus change • Nature versus nurture

  4. Nature versus Nurture • How much of development is the result of hereditary, and how much is the result of what we have learned?

  5. At birth… • Newborns have the ability to see, to smell, and respond to the environment

  6. Babies are born with… • Grasping reflex: an infant’s clinging response to a touch on the palm of his or her hand

  7. Babies are born with… • Rooting reflex: an infant’s response in turning toward the source of touching that occurs anywhere around his or her mouth

  8. Physical Development • Babies weigh on average 7.3 pounds at birth and can gain 20 or 25 pounds in their first year.

  9. 3 months- lift head • 4 months-smile • 5-6 months- grasps things • 8-10 months- crawling • 13-14 months- walking

  10. Maturation- the internally programmed growth of a child • Occurs at different ages, but always occurs in the same order

  11. The Development of Language • A child begins to think, to represent things to himself, before he is able to speak.

  12. Late in the first year baby babble sounds like the language a child hears. • French babies babble French sounds. Korean babies babble Korean sounds.

  13. At around age 2 children use telegraphic speech- the kind of verbal utterance in which words are let out, but the meaning is usually clear

  14. Section 2: Cognitive and Emotional Development

  15. Cognitive Development • Swiss psychologist Jean Piaget studied children and concluded that the ability to understand develops as the child grows.

  16. Introduction • Psychologist Jean Piaget (1896–1980) chronicled the development of thought in his own daughter (“L.”).  • From the stories Piaget described, it is obvious that children think differently from adults in many ways.  • Children form their own hypotheses about how the world works. Click the mouse button or press the Space Bar to display the information.

  17. Cognitive Development • If you have a younger brother or sister, you may remember times when your parents insisted that you let the little one play with you and your friends.  • No matter how often you explained hide-and-seek to your 4-year-old brother, he spoiled the game.  • Why couldn’t he understand that he had to keep quiet or he would be found right away? Click the mouse button or press the Space Bar to display the information.

  18. Cognitive Development (cont.) • This is a question Swiss psychologist Jean Piaget set out to answer.  • According to him, intelligence, or the ability to understand, develops gradually as the child grows.  • He concluded that young children think in a different way than older children and adults; they use a different kind of logic.  • Intellectual development involves quantitative changes as well as qualitative changes. Click the mouse button or press the Space Bar to display the information.

  19. How Knowing Changes • Understanding involves forming Schemas- a conceptual framework a person uses to make sense of the world

  20. Assimilation- the process of fitting objects and experiences into one’s schema

  21. Accommodations- the adjustment of one’s schemas to include newly observed events and experiences

  22. Object Permanence • Object permanence- a child’s realization that an object exists when he or she cannot see or touch it

  23. How Knowing Changes (cont.)Object Permanence • An infant’s understanding of things lies totally in the here and now.  • The sight of a toy, the way it feels in her hands, and the sensation it produces in her mouth are all she knows.  • She does not imagine it, picture it, think of it, remember it, or even forget it.  • When an infant’s toy is hidden from her, she acts as if it has ceased to exist.  • She does not look for it. Click the mouse button or press the Space Bar to display the information.

  24. How Knowing Changes (cont.)Object Permanence • At 7 to 12 months, however, this pattern begins to change.  • When you take the infant’s toy and hide it under a blanket–while she is watching–she will search for it under the blanket.  • However, if you change tactics and put her toy behind your back, she will continue to look for it under the blanket–even if she was watching you the whole time. Click the mouse button or press the Space Bar to display the information.

  25. How Knowing Changes (cont.)Object Permanence • You cannot fool a 12- to 18-month-old quite so easily.  • A 12-month-old will act surprised when she does not find the toy under the blanket–and keep searching there.  • An 18- or 24-month-old will guess what you have done and walk behind you to look.  • She knows the toy must be somewhere (Ginsburg & Opper, 1969). Click the mouse button or press the Space Bar to display the information.

  26. How Knowing Changes (cont.)Object Permanence • This is a giant step in intellectual development.  • The child has progressed from a stage where she apparently believed that her own actions created the world, to a stage where she realizes that people and objects are independent of her actions. Click the mouse button or press the Space Bar to display the information.

  27. Representational Thought • Representation thought- the intellectual ability of a child to picture something in his or her mind

  28. The Principle of Conservation • Conservation- the principle that a given quality does not change when its appearance is changed

  29. Egocentric- a young child’s inability to understand another person’s perspective

  30. Piaget’s Stages of Development

  31. Emotional Development • In experiments with baby birds and monkeys, psychologists have learned much about emotional development.

  32. Imprinting • Experiments with baby geese show that after they come out of their shell, they will follow the first thing they see. • Imprinting- inherited tendencies or responses that are displayed by newborn animals when they encounter new stimuli in environment • Critical period- a specific time in development when certain skills or abilities are most easily learned

  33. Human Infants • Infants begin to form an attachment to their mother or surrogate mother at about 6 months old. • Between 6 months and 3 years this bond is strongest and a child can develop separation anxiety if separated from their mother.

  34. Section Three: Parenting Styles and Social Development

  35. Parenting Styles • Authoritarian family- parents attempt to control shape, and evaluate the behavior and attitudes of children and adolescents in accordance with a set code of conduct. • Democratic/authoritative family- children and adolescents participate in decisions affecting their lives • Permissive/laissez-faire family- children have the final say, parents are less controlling and have a non-punishing attitude.

  36. Effects of Parenting Styles • Children that grows up in a democratic/authoritative family are more confident of their own values and goals than other people. Because of • Establishment of limits • Responding to child with warmth and support • They are confident because • They gradually accept responsibility • Can identify with parents who love them

  37. Child Abuse • Child Abuse includes the physical or mental injury, negligent treatment or mistreatment of children under the age of 18. • In 1999- 3 million cases of child abuse were reported. 826,000 children were verified as victims after investigation. • Many abusive parents were abused as children. Many have little patience and high expectations for their children. • Overburdened and overstressed parents are more likely to abuse their children.

  38. The best way to prevent child abuse is to educate to-be parents. Education leads to support groups that can help deal with problems. • Abuse has many effects on its victims. • Robs children of childhood, loss of trust, feelings of guilt, antisocial feelings, depression, identity confusion, loss of self-esteem.

  39. Social Development • Socialization- the process of learning the rules of behavior of the culture within which an individual is born and will live • This is not as easy as it sounds. Some cultures leave little room for individual decisions. • Girls and boys have different rules for social acceptance.

  40. DISCLAIMER • THE FOLLOWING NOTES REGARDING FREUD COME FROM THE BOOK AND ARE NOT THE OPINIONS OF YOUR TEACHER. • PLEASE TRY TO BE GROWN-UPS WHILE WE ARE DISCUSSING THIS NEXT PART…

  41. Freud’s Theory of Psychosexual Development • Sigmund Freud believed that all children are born with powerful sexual and aggressive urges. • Freud said that in the first years of life, boys and girls have similar experiences. • Weaning the child from nursing is a period of frustration and conflict–it is the child’s first experience with not getting what he wants. • Freud called this the oral stage of development.

  42. Later the anus becomes the source of erotic pleasure, giving rise to what Freud called the anal stage. • In the phallic stage, according to Freud, the child–between the ages of 3 and 5–becomes a rival for the affections of the parent of the opposite sex.

  43. Generally, the child and the parents do not have any clear awareness that these struggles are going on. • In this process, which is called identification with the aggressor, the boy takes on all his father’s values and moral principles. • Identification--the process by which a child adopts the values and principles of the same-sex parent

  44. Freud believed that at about age 5 children enter a latency stage. • Sexual desires are pushed into the background, and children explore the world and learn new skills; this process of redirecting sexual impulses into learning tasks is called sublimation. • Sublimation-the process of redirecting sexual impulses into learning tasks

  45. Freud’s Stages of Psychosexual Development

  46. Erikson’s Theory of Psychosocial Development • Although Erikson recognizes the child’s sexual and aggressive urges, he believes that the need for social approval is just as important. • Erikson studied psychosocial development, which refers to life periods in which an individual’s goal is to satisfy desires associated with social needs. • Erikson argues that we all face many “crises” as we mature and people expect more from us.

  47. Erikson’s Stages of Psychological Development

  48. Games and Play • Children’s games are serious business. • Children will spend a lot of time making up rules. • Games can teach children about aspects of adult life in a non threatening way. • A lot of children’s games involve role-taking • children’s play that involves assuming adult roles, enabling the child to experience different points of view

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