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Monday, august 26 th. Quick Quiz- 10 minutes tops Starting attachment and parenting today . This week:. M- Piaget Activity T-Attachment and Parenting Styles W/TR- Freud and Psychosocial Development/Study F-Jeopardy T- Test Three Day weekend!!! Then start the BRAIN!!!!. Create a toy….

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monday august 26 th
Monday, august 26th
  • Quick Quiz- 10 minutes tops
  • Starting attachment and parenting today
this week
This week:
  • M- Piaget Activity
  • T-Attachment and Parenting Styles
  • W/TR- Freud and Psychosocial Development/Study
  • F-Jeopardy
  • T- Test
  • Three Day weekend!!!
  • Then start the BRAIN!!!!
create a toy
Create a toy…
  • Jean Piaget developed a theory of intellectual developed based on several stages. According to Piaget, children develop skills when they are mentally ready to do so. Piaget believed that all people go through 4 stages:
  • *Sensorimotor *Preoperational
  • *Concrete Operational *Formal Operational
  • Using what you learned from our advertising unit, and from last weeks lessons…
your task
Your Task
  • Break into groups of 2 people
  • Research your assigned stage of development (see pp. 72-75 in your book, and your notes).
  • Your group is to create a two-page (front/back) flyer that includes the following:
    • A stunning attention getter or phrase to entice people to buy your product.
    • A summary of your assigned stage of development using bulleted points.
    • A drawing/diagram of the toy you created that is appropriate for your assigned stage. Your toy should specifically address the needs of children in your age group.
    • A short written description of the toy
    • A written explanation of why the toy is appropriate for this stage of intellectual development ON A SEPARATE SHEET OF PAPER!!!!
  • Emotional tie with another person shown by seeking closeness to the caregiver and showing distress on separation
    • Body contact, familiarity, and responsiveness all contribute to attachment.
harry harlow
Harry Harlow
  • Did research with infant monkeys on how body contact relates to attachment
  • What makes the mother so important?
    • Took the monkeys away from their mother
    • The monkeys had to chose between a cloth mother or a wire mother that provided food.
harry harlow results
Harry Harlow-Results
  • The monkeys spent most of their time by the cloth mother, even though it did not have food!
harlow conclusions
Harlow conclusions
  • It was the touching, and physical response that mattered, not the feeding
  • This is called contact comfort, or tactile touch
  • Monkeys cling to their mothers because of the need for contact comfort
  • Sense of contentment with that which is already known.
    • Infants form attachments to parents at 6 months when they can recognize them from one person to another
      • 6 months- 3 years attachment is strong
stranger anxiety
Stranger Anxiety
  • The fear of strangers that infants commonly display, even when the mother is present
  • Begins around 8 months of age
separation anxiety
Separation Anxiety
  • When the child is suddenly separated from the mother and is anxious.
  • If separation persists, the child may develop psychological disorders
  • A process by which certain animals form attachments during a critical period early in life
    • Konrad Lorenz studied imprinting with geese
    • Found that they attached themselves to whatever moved first
critical period
Critical Period
  • A specific time in development when certain skills or abilities are most easily learned
    • If the goslings imprinted on a human, they would later learn to follow their mother
    • Important for survival purposes
  • Responsive parents are aware of what their children are doing.
  • Unresponsive parents ignore their children--helping only when they want to.
securely or insecurely attached
Securely or Insecurely Attached
  • Securely attached – children will explore their environment when primary caregiver is present
  • Insecurely attached – children will appear distressed and cry when caregiver leaves. Will cling to them when they return
effects of attachment
Effects of Attachment
  • Secure attachment predicts social competence.
  • Deprivation of attachment is linked to negative outcome.
  • A responsive environment helps most infants recover from attachment disruption.
parental patterns
Parental Patterns
  • Daumrind’s three main parenting styles
    • Authoritarian parenting
    • Permissive parenting
    • Authoritative parenting
authoritarian limits without freedom
Authoritarian: Limits without Freedom.
  • Definition: Parents’ word is law, parents have absolute control.
    • Misconduct is punished
    • Affection and praise are rarely given
    • Parents try to control children's’ behavior and attitudes
outcomes of authoritarian style






Not High Achievers

Often Rebel

Outcomes of Authoritarian Style
permissive freedom without limits
Permissive: Freedom without limits.
  • Definition: Parents allow their children to do their own thing.
  • Little respect for order and routine.
  • Parents make few demands on children.
  • Parents are resources rather than standard makers
    • Rarely punish
  • Children walk all over the parents
outcome of permissive parenting

Least self—reliant

Least self-controlled

Least exploratory

Most unhappy

Outcome of Permissive Parenting
democratic authoritative freedom within limits
Democratic/Authoritative: Freedom within limits.
  • Definition: Middle ground between the two above
    • Parents set limits and enforce rules
    • Willing to listen receptively to child’s requests and questions.
    • Exert firm control when necessary, but explain reasoning behind it.
    • Respect children’s interest, opinions, unique personalities.
    • Loving, consistent, demanding
outcomes of democratic style

Mostly self-reliant

Mostly self-controlled

Content, friendly, generous



Less likely to be seriously disruptive or delinquent

Outcomes of Democratic Style
  • In groups of three or four have student develop a case study or story that fits each parenting style.
  • Have group pass their stories to other group and have them read them to see if they can identify the parenting style.
Example: 
  • Jada really wants to go on a boating trip with her friends for the weekend. She knows that if she talks to her parents about the trip, they may or may not let her go. After dinner, she asks her parents if they would let her go or not. Her parents ask if there will be adults there, the phone numbers of the adults, if there will be boys there, and who of Jada’s friends are going. They tell Jada that after talking to her and her friends parents, they will make a decision. After finding out that no adults will be on the trip, they decided not to let her go. Jada understands, and although she is disappointed, she understands their worries and why they are not letting her go.
  • What parenting style am I?
  • What would the reaction be for the other parents?
another example
Another Example:
  • Brian asked his parents for $200 for a new pair of shoes today, and even though they are in debt, they gave it to him anyway. When his brother begged for McDonald’s for dinner by having a temper tantrum, the parents gave in and got what he wanted. When Brian’s sister did not come home until 3am last night, his parents did nothing about it. Brian is not very happy, and finds that all the things that he wants are making his parents miserable.
  • What parenting style am I?
  • What would the reaction be for the other parents?
wednesday thursday
  • Get out those parent case studies
  • Spend 10 minutes with your group finishing them up
  • Prepare to share them with the class 
  • Freud today/study for the test
  • Socialization- learning the rules and behavior of the culture in which in individual is born and will live
    • Includes learning to live with yourself and with other people
      • Learning to share and play with others at an early age
      • Adapting the rules of your family to the rules of society
can be flexible
Can be flexible
  • Can be clear or flexible, changing from situation to situation and person to person or over time
    • Boys – express aggression but not fear
    • Girls – express emotion but not ambition
freud psychosexual development
Freud- Psychosexual Development
  • All children are born with powerful sexual and aggressive urges
  • By learning to control these impulses one develops a sense of what is right and wrong
stage 1 oral stage
Stage 1- Oral stage
  • Pleasure seeking is focused on the mouth- eating , sucking, biting
  • Weaning a child from nursing is frustrating and a source of conflict- first experience with not getting what he or she wants
  • Up until about 18 months old
stage 2 anal stage
Stage 2- Anal Stage
  • Pleasure seeking centered on functions of elimination-going to the bathroom
  • Toilet training teaches a child to curb their freedom and social control, first experience with discipline and authority
  • 1 ½- 3 years
stage 3 phallic stage
Stage 3- Phallic Stage
  • Children become aware of the differences between themselves and members of the opposite sex
  • The child become a rival for the affections of the parent of the opposite sex
  • Electra Complex-The boy wants to win his mother and wants to kill his father with his father
  • Oedipus Complex-The girl wants her father and tries to kill her mother
  • Unconscious level
stage 4 latency stage
Stage 4- Latency Stage
  • Sexual thoughts are repressed and the child focuses on developing social and intellectual skills, the beginnings of concern for others
  • Sublimation- redirecting sexual impulses into learning tasks
  • Ages 6-puberty
stage 5 genital stage
Stage 5- Genital Stage
  • Adulthood
  • Sexual desires and renewed and the individual seeks relationships with others, deriving satisfaction from giving and receiving pleasure, adoption of adult responsibilities
    • According to Freud, personality development is complete
trust vs mistrust
Trust vs. Mistrust
  • Birth to Year 1
  • Children either build trust or mistrust through the care, comfort, and love provided by caregivers.
  • Feeding
autonomy vs shame doubt
Autonomy vs. Shame/Doubt
  • 1-3 Years
  • Children become more independent and either learn to feel confident and self-sufficient or insecure and filled with doubt.
  • Toilet Training
initiative vs guilt
Initiative vs. Guilt
  • 3-6 years
  • Children begin to assert power and control of their environment.
  • Success leads to feelings of productivity, while failure can result in guilt.
  • Example:Exploration/reading
industry vs inferiority
Industry vs. Inferiority
  • 7-11 years
  • Children begin to establish competence in school and other areas.
  • Failure at this stage leads to feelings of inferiority and helplessness.
  • School
identity vs role confusion
Identity vs. Role Confusion
  • Adolescence
  • Teens try to establish a sense of personal identity.
  • Those who are successful gain a strong sense of self, while those who fail experience role confusion and poor self-identity.
  • Social Relationships
intimacy vs isolation
Intimacy vs. Isolation
  • AdulthoodRomantic and other close relationships are the focus of this stage.
  • The ability to form loving relationships leads to long-term healthy relationships.
    • Failure at this stage can result in loneliness and isolation.
  • Personal Relationships
generativity vs stagnation
Generativity vs. Stagnation
  • Adulthood
  • Adults feel the need to contribute to the future and create things that will outlast them.
  • Success at this stage leads to feelings of accomplishment, while failure results in stagnation.
  • Work and Parenthood
integrity vs despair
Integrity vs. Despair
  • AdulthoodSuccess at this stage leaders to feelings of contentment and peace with the life one has lived, while failure leads to bitterness, regret, and despair.
  • Reflection on Life
this week1
This Week
  • three day weekend!!!!
  • Tuesday- Test!!!