Chapter 3

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Chapter 3 Development
Infancy and Childhood

• PHYSICAL,PERCEPTIAL AND LANGUAGE DEVELOPMENT
• CHAPTER 31 AND 32

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What is developmental psychology?

• The study of changes that occur as an individual
  matures.

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Nature vs. Nurture

• What makes us who we are?
• Genes or environment?
• Brainstorm with neighbor

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NATURE

• biological dispositions that were born with
  (genes)

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NURTURE

• our surroundings, upbringing, social influences
• Example Rats in a deprived environment had less
  brain development.

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• How do the brain andmotor skills develop during
  infancy and childhood?

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NEWBORNS

• REFLEXES- inherited automatic responses.
• Grasping reflex-an infants response to touch on
  palm of hand.
• Rooting reflex- if an infant is near the mouth he
  will move his head and mouth toward the source of
  the touch.
• Hence..breast feeding and the sucking motion.

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PHYSICAL DEVELOPMENT

• In the womb neural cells develop one-quarter
  million per minute.
• When born you have most of the brain cells you
  will ever have.
• Ages 3 to 6 most rapid growth is in the frontal
  lobes (rational planning).

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• Areas linked with thinking, memory, and language
  are the last to develop.
• Severe deprivation and abuse can retard
  development.
• Maturation sets the basic course of development
  and experience adjusts it.

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MATURATION

• the internally programmed growth of a child

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MOTOR DEVELOPMENT

• The sequence of physical (motor) development is
  universal.
• Babies roll over, sit unsupported, creep on all
  fours, and then walk these developmental
  milestones are the same around the world.
• Blind children do too.
• Genes play a major role in motor development.
• Identical twins typically begin sitting up and
  walking on nearly the same day.

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MOTOR DEVELOPMENT

• The rapidly developing cerebellum creates our
  readiness to learn walking around age 1.
• The wonderchild began walking at 9 months.. I
  wonder what happened since then

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INFANT MEMORY

• Can you recall your first day of preschool or
  your third birthday party?
• Earliest memories seldom predate our third
  birthdays.
• Babies only 3 months old can learn to move a
  mobile by kicking it and can retain that learning
  for a month.
• What the conscious mind does not know and cannot
  express in words, the nervous system somehow
  remembers.

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NEURAL DEVELOPMENT
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PERCEPTUAL DEVELOPMENT

• Besides grasping and sucking newborns
• have mature perception skills.
• Perception- recognition and interpretation of
  sensory stimuli based chiefly on memory.
• Hmmm is that possible?

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LANGUAGE DEVELPOMENT

1. any set or system of such symbols as used in a
   more or less uniform fashion by a number of
   people, who are thus enabled to communicate
   intelligibly with one another.
2. any system of formalized symbols, signs, sounds,
   gestures, or the like used or conceived as a
   means of communicating thought, emotion, etc.

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LANGUAGE AQUISITION

• How do we acquire language?
• Is there a window for this learning?
• Why is it harder for adults as opposed to kids??
• Telegraphic speech-

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CH 32 COGNITIVE DEVELOPMENT

• Jean Piaget (1896-1980)
• His interest in cognitive development began in
  1920 while developing questions for intelligence
  tests.
• REVIEW- COGNITION all the mental activities
  associated with thinking, knowing, remembering,
  and communicating
• Core idea Children are active thinkers,
  constantly
• trying to construct more
• advanced
  understandings.

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• PIAGET proposed that a childs mind develops
  through a series of stages.
• The driving force between our intellectual
  progression is our unceasing struggle to make
  sense of our experiences.

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• COMPLETE G.O. ON PIAGETS STAGES OF COGNITIVE
  DEVELOPMENT
• PP. 75
• YOUR OWN WORDS

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Piagets Stages of Cognitive Development
Typical Age Range Description of Stage Developmental Phenomena
Birth to nearly 2 years Sensor motor Experiencing the world through senses and actions (looking, hearing, touching, mouthing, and grasping Object permanence Stranger anxiety Schema/ball does not exist
2 to about 6 or 7 years Preoperational Representing things with words and images using intuitive rather than logical reasoning Pretend play Egocentrism Schema/exist when I do not see it. If I flatten the ball it has less clay.
About 7 to 11 years Concrete operational Thinking logically about concrete events grasping concrete analogies and performing arithmetical operations Conversation Mathematical transformations Schema/flatten ball it has same mass
About 12 through adulthood Formal operational Abstract reasoning Abstract logic Potential for mature moral reasoning Schema/cut ball 2 balls w/same amount of clay
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HOW KNOWING CHANGES

• How do we make sense of the world?
• How do we make sense of random unrelated events
  to understand them?
• How to we understand anything?
• FIRST WE

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PIAGET

• Sensorimotor touching, tasting, moving
• Pre-Operational pretend play, object permanence
  (knowing an object continues to exist even when
  out of sight)
• Concrete Operational understand conservation
  (quantity does not change despite changes in
  shape), math
• Formal Operational abstract thinking,
  hypothetical situations, moral reasoning

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• CREATE schemas
• Schema a concept or framework that organizes and
  interprets information. By adulthood we have
  built countless schemas, ranging from cats and
  dogs to our concept of love.

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• Then we try to understand new objects by using
  one of our preexisting schemas..
• HOW??? Through..
• Assimilation interpreting ones new experience
  in terms of ones existing schemas.
• Accommodation adapting ones current
  understandings (schemas) to incorporate new
  information. We change OUR schema to fit and
  adapt to the NEW situation

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Cognitive Development
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Impossible Objects
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Piagets Cognitive Development

• Infants are smarter than Piaget appreciated.
• Before reaching the concrete operational stage,
  children have trouble with conservation.
• Conservation the principle that properties such
  as mass, volume, and numbers remain the same
  despite changes in the forms of objects.

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Piagets Cognitive Development

• Theory of the mind people have ideas about
  their own and others mental states about their
  feelings, perceptions, and thoughts, and
  behaviors
• Between 3 to 4 years old, children come to
  realize that others may hold false beliefs.
  Children with autism have an impaired ability to
  infer others states of mind.

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• Autism a disorder that appears in childhood and
  is marked by deficient communication, social
  interaction, and understanding of others states
  of mind.

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Social Development/Emotional Development

• E.Q. How do the bonds of attachment form between
  caregivers and infants?
• Stranger Anxiety A babies ability to evaluate
  people as unfamiliar and possibly threatening
  helps protect babies 8 months and older.
• Children have schemas for familiar faces when
  they cannot assimilate the new face into these
  remembered schema, they become distressed.

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Origins of Attachment

• The attachment bond is a powerful survival
  impulse that keeps infants close to their
  parents/caregivers.
• 1. Contact is one key to attachment.

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• At 12 months, many infants cling tightly to a
  parent when they are frightened or expect
  separation.
• 2. Familiarity is another key to attachment.
• Attachments based on familiarity formed during
  a critical period-(LORENZ) an optimal period
  shortly after birth when an organisms exposure
  to certain stimuli or experiences produces proper
  
• development.

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• For some animals attachment happens with the
  first moving object they see. This rigid
  attachment process is called imprinting.
• MEET CHIRPIN CHARLIE
• AND
• LA QUISHA

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• Once formed this attachment is difficult to
  reverse.
• Children do not imprint.
• Children do become attached to what theyve
  known.
• Mere exposure fosters fondness
• Familiarity is a safety signal.
• Familiarity breeds contentment

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• What accounts for childrens attachment
  differences?
• Is attachment style the result of parenting or is
  it influenced genetically?
• A fathers love and acceptance have been
  comparable to a mothers love in predicting
  offsprings health and well-being.
• Anxiety over separation from parents peaks at
  around 13 months, then gradually declines.

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Deprivation of Attachment

• Individuals are often withdrawn, freighted, even
  speechless.
• If institutionalized more than 8 months,
  individuals often bear lasting emotional scars.
• Harlows Monkeys females often were neglectful,
  abusive, and even murderous.
• The unloved often become the unloving.
• Most abusive parents and many condemned murders
  report having been neglected or battered as
  children.

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Attachment Differences

• Erik Erikson (1902 -1994) Developmental
  psychologist

Out of the conflict between trust and mistrust,
the infant develops hope, which is the earliest
form of what gradually becomes faith in adults.
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Attachment and Erik Erikson

• Securely attached children approach life with a
  sense of basic trust.
• Basic trust a sense that the world is
  predictable and trustworthy formed during
  infancy by appropriate experiences with
  responsive caregivers.
• Basic trust is attributed to early parenting.
• Infants blessed with sensitive, loving caregivers
  form a lifelong attitude of trust rather than
  fear.

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Attachment and Erik Erikson

• Attachment
• Affects our adult styles of romantic love
  secure, trusting attachment, anxious attachment,
  or avoidance of attachment.
• Early attachments form the foundation for our
  adult relationships.
• What is learned in the cradle, lasts to the
  grave. French proverb

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AINSWORTH STUDY

• 3 types of attachment
• Secure a healthy bond with caregivers
• Ambivalent child is unsure, lacks trust in
  caregivers
• Avoidant child is insecure and distant, caused
  by neglect (ignoring the babys cries of
  distress)

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PARENTING

• Are LIMITS important?
• WHY?

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Parenting Styles

• Researchers have identified three parenting
  styles
• Authoritarian parents impose rules and expect
  obedience.
• Permissive parents submit to their childrens
  desires, make few demands, and use little
  punishment.
• Authoritative parents are both demanding and
  responsive. They exert control not only by
  setting rules and enforcing them but also by
  explaining the reasons for choices.

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Child-Rearing Practices cont.

• Children with the highest self-esteem,
  self-reliance, and social competence usually have
  warm, concerned, authoritative parents.
• Children with authoritarian parents tend to have
  less social skill and self-esteem..

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• Children with permissive parents tend to be more
  aggressive and immature.

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• When is a parenting style abuse?

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• Most abused children do not later become violent
  criminals or abusive parents.
• Most children growing up under adversity are
  resilient and become normal adults.
• 30 of those abused do become abusers four
  times the U.S. national rate of child abuse.

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• Extreme childhood trauma can leave footprints on
  the brain.
• Show changes in the brain chemical serotonin
  which calms aggressive impulse

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• Children terrorized by abuse or war suffer other
  lasting wounds nightmares, depression.
• In the teens years there are troubles with
  substance abuse, binge eating, or aggression.
• Child sexual abuse, if severe and prolonged,
  increases the risk for health
• problems, psychological
• disorders, substance abuse, and
• criminality.

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SUMMARY OF PARENTING

1. Effective parenting sets limits for the child in
   an atmosphere of love and acceptance.
2. The limits change and lessen as the child grows
   older and becomes a part of the decision making
   process of the family.
3. The child learns to assume responsibility
   gradually, to exercise judgment in appropriate
   situations, and to identify with parents as role
   models.
4. Effective parenting helps a child become
   independent, confident, cooperative, and
   responsible.

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SOCIAL DEVELOPMENT 33

• SOCIALIZATION-
• Process of learning the rules of a culture in
  which an individual is born and will live.
• Its more than just the rules..
• its what is meaningful, valuable, beautiful,
  worth fighting for, its knowing the value of a
  work ethic, ect, ect.
• its about acquiring an identity and learning to
  live with others.

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• Sigmund Freud Freuds Psychosexual
  Development
• Erik Erikson Theory of Psychosocial
  Development
• Lawrence Kohlberg Theory of Moral
  Development

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Freud

• Freud's definition of SEX is  "Any process
  that involves the build up of tension, followed
  by some action or event that releases that
  tension"    So Freud is discussing our focus on
  the tension created in each stage the process
  to reduce it.

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Freud's Theory

• We do what we do because of our childhood
  experiences related to our sexual drive. We go
  through five stages with different areas of our
  body being the focus in each stage.
• Personality disorders are due to being stuck in
  a certain stage

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1. Oral Stage, 0-1.5

• Erogenous Zone Mouth
• of, relating to, or the arousing of sexual
  feelings
• Gratifying Activities nursing, sucking, gumming,
  biting swallowing
• nursing represents love.
• Controlled by id.
• Symptoms of Oral Fixation smoking, nail
  biting, overeating, chewing

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Anal Stage, 1.5-3

• Erogenous Zone Anus
• Gratifying Activities Potty Training
• Can be good/bad experience depending on parents.
• Anal Personality sloppy, reckless, defiant
• Anal Retentive Personality obsessively clean
  intolerant of those who arent.

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3. Phallic Stage, 4-5

• Erogenous Zone Genitals
• Gratifying Activities Fondling
• Most challenging stage
• Oedipus Complex - castration anxiety
• Electra Complex - penis envy
• Fixation for men anxiety about sex, narcissistic
  personality
• Fixation for women no certainty of acceptance

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LATENCY STAGE 6 TO PUBERTY

• Erogenous Zone None
• Sexual feelings are suppressed
• School, activities

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GENITAL STAGEPUBERTY TO ADULTHOOD

• Erogenous Zone genital
• Gratifying activities masturbation
  heterosexual relationships
• Pursuit of relationships
• No fixations. Problems at this stage were caused
  by issues in earlier stages.

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ERIKSON

• Infants and children must develop trust,
  autonomy, initiative, and competence in order to
  become healthy adults/
• Erikson believes SOCIAL APPROVAL is a key
  component of development

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LEARNING THEORIES

• Freud and Erikson stress the emotional dynamics
  of social development.
• Both believe learning the social rules is
  different from learning to ride a bike. Others
  disagree.
• They believe children learn the social rules
  through rewards by CONFORMING to please adults
  in hopes of gaining rewards. In short
• CONDITIONING. Hmmmm.

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COGNITIVE DEVELOPMENTAL APPROACH

• Role Taking/Play.. Important?
• Wearing different hats teaches children to know
  what is expected when they assume/take on that
  role.

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IMPORTANCE OF PLAYAND ROLE TAKING

1. Games allow children to try on different roles
2. Taking on the roles of adults by acting
   accordingly helps them understand the rules of
   the gameso to speak
3. Games teach us how to make up rules
4. Games teach us to work and negotiate with others
   in the group,
5. Games teach us how to gain acceptance from the
   group
6. Games teach us to to see different points of
   view.

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MORAL DEVELOPEMENT

• Heinz steals the drug