Developmental Psychology

1. Developmental Psychology Chapter 3 McElhaney

2. Developmental Psychology Outline the Nature vs. Nurture Debate DNA + Genes as related to behavior Human Growth Sequence- Know the period and description of each Example: prenatal…adolescence Why is Prenatal a sensitive period? (Teratogens) Fetal Vulnerability Fetal Alcohol Syndrome What do parents need to know about a healthy pregnancy? Lamaze- how doe this work psychologically? Physiology of a new born brain What can be understood about: deprivation and enhanced stimulation? List and describe-Neonate Inborn behaviors What do we need to know about Emotional Development Patterns? Social Referencing Konrad Lorenz- and Imprinting and infants Separation anxiety/Disorder Problems Attachments and how to promote secure attachments Harry Harlow and Baby Monkey Study Contact Comfort Breast Feeding and psych Optimal Caregiving-Maternal and Paternal influences Diana Baumrind and Parenting Styles- Spanking: is it ok? Which type of discipline has most potential for damage? Outline Language Development and maturation Noam Chomsky vs critics Cognitive Development and Jean Piaget Piaget Stages Piaget and parenting Piaget Criticism Vygotsky-Social Cultural theory and Zone of Proximal Development Scaffolding Effective Parenting (page 126) Our parents Ingredients Key Topics

3. Basic Ideas • Genetic Heritage + Environment = Personality • Parenting + nurturing + Environment is important • Development is effected by deprivation + Enrichment • Emotional bonds with caregivers is very important • Language learning is a key step in development • Piaget’s Stage Theory- maps how thinking develops • Vygotsky’s Theory- says A child’s mind is shaped by human relationships • Effective Child Discipline- is consistent, humane, encouraging + respectful communication • Genetics Research tells us stuff = Predications Related to Genetic Problems can be made

4. Developmental Psychology • The Study of progressive changes in behavior and abilities

5. DNA: Deoxyribonucleic Acid 46 Chromosomes- contained in each human cell nucleus Sperm and Ovum Carry 23 Chromosomes Each • 3 billion pairs • Genes • Small areas of DNA code • 40,000 genes in cells Polygenic- something controlled by many genes

6. The feature will appear when gene is present Must be paired with 2nd recessive gene before effect will be expressed Dominant and Recessive Features Predictions related to genetic problems can be made

7. Recessive Inheritance Both parents carry a normal gene (N), and a faulty, recessive, gene (n). The parents, although carriers, are unaffected by the faulty gene. Their offspring are affected, not affected, or carriers. This type of inheritance was first shown by Mendel. Dominant Inheritance One parent has a single, faulty dominant gene (D), which overpowers its normal counterpart (d), affecting that parent. When the affected parent mates with an unaffected and non-carrier mate (dd), the offspring are either affected or not affected, but they are not carriers. Mechanisms of recessive and dominant inheritance.

8. X and Y Chromosomes • Two of the chromosomes (the X and the Y chromosome) determine your gender and are called sex chromosomes: • Females have 2 X chromosomes. • Males have 1 X and 1 Y chromosome. • The Y chromosome determines the male gender, but does little else. • Each parent contributes one half of each chromosome pair to their child – • 22 autosomal chromosomes and 1 sex chromosome. The mother always contributes an X chromosome to the child. • The father may contribute an X or a Y. • Father determines the gender of the child. Down syndrome is the most common chromosomal disorder (1 out of 800). • Affected individuals have an extra copy of chromosome 21. • This unbalanced set of genes results in mild to moderate mental retardation and numerous physical changes. • Cause associated with older male sperm defect

9. Human Growth SequenceTypes of Children (Charts of Developmental Milestones)another

10. Newborn TemperamentTypes of Children (Charts of Developmental Milestones)anotherGenetic? • Sensitivity • Irritability • Distractibility • Typical mood • 40% are easy= relaxed + agreeable • 10% difficult=moody intense, easily angered • 15% slow to warm- restrained, unexpressive, shy

11. Nurture= environment • Environment influences people • Sensitive- periods- times when children are more susceptible to environmental influences • “Congenital disorder involves defects in or damage to a developing fetus.Genetic Disorders” http://en.wikipedia.org/wiki/Congenital_disorder • Poor Prenatal care- may cause birth defects-injuries- need good nutrition, Genetic disorders (inherited) NATURE Inherited Sickle Cell Anemia, hemophilia, cystic Fibrosis, Muscular Dystrophy, Albinism

12. Fetal Vulnerability • Mothers can pass on addiction to babies • Many medications & drugs are harmful to fetus (page 96) • Fetal Alcohol Syndrome caused by Repeated heavy drinking • Low birth-weight • Small head • Bodily defects • Facial Malformation • Emotional, behavioral, mental disabilities

13. Smoking is Bad • Mothers who smoke • Babies have lower scores on language and mental ability • Teratogens- anything that can cause birth defects • List of chemical teratogens

14. Healthy Pregnancy • Education • Nutrition • Relaxation- stress reduction • Avoid teratogens • Exercise • Education

15. Childbirth • Lamaze Lamaze Classes- Ferdinand Lemaze Learn about what to expect and how it works Coping + emotional support • General Anesthesia= medication introduced to the blood stream of the mother, to reduce painmay cause lag in muscular & neural development • Epidural Block- blocks the channels of pain (video)

16. New Born Brain • Brain has fewer- dendrites + synapses • During first 3 years Brain Density increases • Stimulation causes brain growth • Deprivation = lack of stimulation

17. Deprivation vs. Enrichment • Enrichment • Complex Environment • Intellectually Stimulating • *Extra Enhanced Stimulation- increases brain size • So enriched complex, stimulating environment is good. • Parents open kids to experiences- colors, music, people, things to see, taste, smell, touch • Deprivation • Lack of stimulation • IQ down • Emotional Scaring • Poverty can impact development- • Lower IQ- Fearful, unhappy • Prone to hostile- aggressive behavior

18. Developmental Periods: • Neonates= New Born Infant • Very Responsive • Interest in Human Face • Inborn Behaviors • Grasping Reflex- object pressed for the palm of neonate • Rooting Reflex= head turning & Nursing • Caused by touching babies cheek • Sucking Reflex= to obtain food • Moro Reflex= baby clings to mom when fear/sounds Neonate Vision • Mimic Facial Expressions • Can see 1 foot away • Drawn to Familiar faces • Babies can see large patterns & shapes • Adult vision is 30 times sharper • See curves, circles, bright lights • At 6 months different shapes • At 9 months differentiates between animals • Age 2 unusual objects interest kids

19. Maturation • Concept of physical growth + Body-Brain System • There is an ordered sequence of development

20. Emotional Development (see chart) • Patterns exist • Basics of Anger, Fear, Joy • All basic emotions appear before age 2 • They appear in an order • Social Smile: • By age of 10 months- infants smile when someone is nearby • Early growth is extremely rapid

21. Social Attachments (key aspect) • Self Awareness • 1. Depends on brain maturation • 2. Self recognition- • Occurs usually 15 months • Social Referencing: • End of first year • Babies use social referencing • Observing others to obtain information or guidance • Helps tell us how to respond

22. Imprinting (Animals/some birds only) • Rapid early learning of permanent behavior patterns • Konrad Lorenz • Ethologist (Studied animal behavior patterns) • Study of Imprinting • Geese follow first large moving object they see • Geese- imprinted on Lorenz • Imprinting applied to humans = Emotional Attachment

23. Emotional Attachment (bonding) • During first year of life • Attachment by infant to caregivers • Separation Anxiety (evidence of emotional attachment) • When babies exhibit behavior of crying, fear, • When left alone or with strangers • Intense Separation Anxiety is a problem

24. Separations Anxiety Disorder 5% of all children (1 in 20) Children manifest misery when separated Excessive fear Reluctant to leave home Reluctant to sleep at friends house Reluctant to go to school

25. Attachment Qualities: • 1. Securely Attached: • When mothers leave and return • Stable positive emotional bonds • Upset by mom’s absence but seek to be near when returned • Secure Attached by year 1 is good • More resilient- show curiosity • Problem solving ability • Social Competence in preschool • 2. Insecure-Avoidant: • Anxious emotional bond • Turn away from mother • When they return • 3. Insecure Ambivalent • Anxious emotional bond • Seek to be near returning mom • Resist contact with mom

26. Harry Harlow- • Baby Monkey Studies: Baby Monkey Separated from mothers Surrogate mothers- Wire and Soft Monkeys went to soft mom • Contact Comfort • Babies cling to soft mothers for Security + Comfort in fearful situations • Babies/kids get reassured feelings • Relates to sensitivity of brain development

27. Breast Feeding • Colostrum- Rich protein produced by breast first days after birth • Prevents disease includes anti-bodies • Includes lots of touching • IQ: Study showed average of 6 point IQ Boost • For babies fed for 7-9 months • Why?: • Brain nourishment + more touching • Close to mother infant relationship

28. Authoritarian: Expectations stay out of trouble Rigid rules Strict obedience Put responsibilities on kids Kids have few rights Children- usually obedient, self controlled Must accept parent view of right and wrong Emotionally stiff Withdrawn Higher rates of drug abuse Overly Permissive: Little guidance Too much freedom Low accountability Rights but few responsibilities Rules not enforced Spoiled kids = poorly behaved child Authoritative Firm consistent guidance With love & affection Not harsh Not rigid Encourage child: To act responsibility To think To make good decisions Children are competent Independent Self controlled Assertive Researchers Diana Baumrind found 3 styles Parenting Styles

29. Spanking:Studies say no • Most kids show no signs of long term damage • If spanking is used with supportive parenting • Problem: Frequent spanking = aggression • Could cause emotional damage • Problem: spanking doesn’t change behavior by itself.

30. 1. Power Assertion: Physical Punishment Force Take away privileges Effects: Defiance, rebellious, fear, hatred of parents 2. Withdrawal of Love Withholding affection Refusing to speak to a child Rejecting Threatening to leave Effects: Self –Esteem= Self Regard High Self Esteem = worthwhile= is important Low Self Esteem = connected to physical punishment and withholding of love Anxious Insecure, dependent on adults for approval 3. Management Techniques: Combine Praise Recognition Approval Rules Reasoning Related to self-esteem Problem: Need to adjust to kids level Types of Discipline:

31. Psychology in Action= Effective Parenting *Most people parent the way they were parented. Thus more mistakes are made. 2 Ingredients of Effective Parenting: 1 Communication 2 Discipline What to do: Set Boundaries of behavior for kids Be consistent= stable rules of conduct- creates security Problems Saying one thing and doing something else Making statements you don’t mean Overstating consequences Not checking to see if the child has done something wrong Contradicting rules set by spouse Mean what you say Responding differently to same behavior

32. Piaget • Cognitive Development • Jean Piaget (Swiss 1950s) • Theory & Insight into how kids develop thinking • Found cognition progresses through stages • Children’s thinking is concrete (less abstract) • Need examples- objects to see or touch • Piaget believed learning occurs through • Assimilation: • Kids use existing knowledge to new situations • Accommodation: • Ideas + knowledge are modified to fit new requirements • “New ideas are created to accommodate new experiences.”

33. Piaget Stages: • Age 0-2 Sensorimotor Stage • Non-verbal intellect • Learning Coordination • Senses • Object permanence • Objects continue to exist when out of sight

34. Age 2-7 Pre-Operational Stage • Before 6-7 children think concretely • Age 7 more logical thinking • Begin to think symbolically • Still intuitive beginning logic • Language developing • Egocentric= unable to see the viewpoint of others – self concerned • Selfish

35. Age 7-11 Concrete Operational Stage • Concept of conservation developed • Idea that objects have mass and volume constancy • Proportions • Children begin to use time, space and number • Logical Thinking • Concrete objects • Categories • Principles

36. Age 11 and up Formal Operational: Abstract • Abstract Principles develop • Less egocentric • Adolescent • Can consider Hypothetical Possibilities • Adult abilities • Inductive Reasoning • Deductive Reasoning • Formal thinking needs and enhanced by (not just maturity) • Environment • Knowledge • Experience • Wisdom

37. BloomsTaxonomy

38. Vygotsky and Socio-Cultural Theory of Cognition • Children’s thinking develops through dialogues with expert others (more skilled) • Children are guided by experts = Tutors= parents=teachers • Zone of Proximal (close) Development (Learning) • Children can achieve more complex/higher levels with support working with expert others or skilled partners • Scaffolding= • Temporary Support to help kids learn • Must be responsive to children’s needs • Mental bridges