1 infancy and childhood module 8. 2 infancy and childhood physical development cognitive...
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Infancy and Childhood
Module 8
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Infancy and Childhood
Infancy and Childhood Physical Development
Cognitive Development
Social Development
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Infancy and Childhood
Infancy and childhood span from birth to the teenage years. During these years,
the individual grows physically, cognitively, and socially.
Stage Span
Infancy Newborn to toddler
Childhood Toddler to teenager
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Maturation
Biological growth processes that enable orderly changes in behavior - Preprogrammed
Maturation sets the basic course of development, while experience adjusts it.
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Motor Development
First, infants begin to roll over. Next, they sit unsupported, crawl, and finally walk. Experience has little effect on this
sequence.
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Maturation and Infant Memory
The earliest age of conscious memory is around 3½ years (Bauer, 2002). A 5-year-old has a sense of self and an increased long-term memory, thus organization of
memory is different from 3-4 years.
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Infancy and Childhood: Physical Development
Babies only 3 months old can learn that kicking moves a mobile--and can retain that learning for a month (Rovee-Collier, 1989, 1997).
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© Michael Newman/PhotoEdit
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Infancy and Childhood: Cognitive Development
Cognitionall the mental activities associated with thinking, knowing, remembering, and communicating
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Cognitive Development
Piaget understood that cognitive processes followed a series of stages, and even though
certain children may reach stages before other children, the order of stages is invariable.
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Infancy and Childhood: Cognitive Development
Schemaa concept or framework that organizes and interprets information, they are building blocks of intellectual development
Schema example 2:23
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Schemas
Schemas are mental molds into which we pour our experiences.
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14Figure 8.4 An impossible objectMyers: Exploring Psychology, Seventh Edition In ModulesCopyright © 2008 by Worth Publishers
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Infancy and Childhood: Cognitive Development
Assimilation interpreting one’s new
experience in terms of one’s existing schemas
Accommodation changing one’s current
understandings (schemas) to incorporate new informationor experiences
Flash animation of schema development:http://projects.coe.uga.edu/epltt/index.php?title=Piaget's_Stages#Criticisms_of_Piaget.27s_Theory
Jean Piaget with a subject
Example link 1:16
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Jean Piaget
Piaget’s cognitive development personality theory was based upon the premises of constructivism, and his interest in the root of knowledge drove him to focus his attention on the psychology of children. According to Piaget, people developed deliberate cognitive representations of their environment, which they could then manipulate.
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Typical Age Range
Description of Stage
Developmental Phenomena
SensorimotorBirth to nearly 2 years
Experiencing the world through senses and actions (looking, touching, mouthing)
•Object permanence•Stranger anxiety•Some cause and effect
PreoperationalAbout 2 to 6 years
Concrete operationalAbout 7 to 11 years
Formal operationalAbout 12 through adulthood
Representing things with words and images but lacking logical reasoning
•Pretend play•Egocentrism•Language development•Think in symbols
Thinking logically about concrete events; grasping concrete analogies and performing arithmetical operations
•Conservation •Mathematical transformations
Abstract reasoning, speculation •Abstract logic•Potential for moral reasoning
Piaget’s Stages
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Piaget Stages Mnemonic
Smart People Cook Fish
Sensorimotor, Pre-operational, Concrete-operational, Formal-operational
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Sensorimotor Stage
In the sensorimotor stage, babies take in the world by looking, hearing, touching,
mouthing, and grasping. Children younger than 6 months of age do not grasp object permanence, i.e., objects that are out of
sight are also out of mind.
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Object permanence in dogs 15:20
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Sensorimotor
Stranger Anxiety fear of strangers that
infants commonly display
beginning by about 8 months of age
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Sensorimotor Stage: Criticisms
Piaget believed children in the sensorimotor stage could not think —they
do not have any abstract concepts or ideas.
However, recent research shows that children in the sensorimotor stage can think and count.
1. Children understand the basic laws of physics. They are amazed at how a ball can stop in midair or disappear.
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Sensorimotor Stage: Criticisms
2. Children can also count. Wynn (1992, 2000) showed that children stared longer at the wrong number of objects than the right ones.
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Impossible Display
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Preoperational Stage
Piaget suggested that from 2 years old to about 6-7 years old, children are in the
preoperational stage—too young to perform mental operations.
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Infancy and Childhood: Cognitive Development
Conservation the principle that properties such as
mass, volume, and number remain the same despite changes in the forms of objects
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Conservation
Number
In conservation of number tests, two equivalent rows of coins are placed side by side and the child says that there is the same number in each row. Then one row is spread apart and the child is again asked if there is the same number in each.
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Conservation
Length
In conservation of length tests, two same-length sticks are placed side by side and the child says that they are the same length. Then one is moved and the child is again asked if they are the same length.
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Conservation
Substance
In conservation of substance tests, two identical amounts of clay are rolled into similar-appearing balls and the child says that they both have the same amount of clay. Then one ball is rolled out and the child is again asked if they have the same amount.
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Egocentrism
Piaget concluded that preoperational children are egocentric. They cannot
perceive things from another’s point of view.
When asked to show her picture to mommy, 2-year-old Gabriella holds the
picture facing her own eyes, believing that her mother can see it through her eyes.
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Preoperational Stage: Criticism
DeLoache (1987) showed that children as young as 3 years of age are able to use mental operations.
When shown a model of a dog’s hiding place behind the couch, a 2½-year-old could not locate the stuffed dog in an actual room, but the 3-year-
old did.
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Theory of Mind
Preschoolers, although still
egocentric, develop the ability to understand
another’s mental state or perspective
when they begin forming a theory of
mind.
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Concrete Operational Stage
In concrete operational stage, given concrete materials, 6- to 7-year-olds grasp conservation problems and mentally pour
liquids back and forth into glasses of different shapes conserving their quantities.
Children in this stage are also able to transform mathematical functions. So, if 4 + 8 = 12, then a transformation, 12 – 4 = 8, is also easily doable.
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Formal Operational Stage
Around age 12, our reasoning ability expands from concrete thinking to abstract thinking. We can
now use symbols and imagined realities to
systematically reason.
Piaget called this formal operational thinking.
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Formal Operational Stage: Criticism
Rudiments of such thinking begin earlier (age 7) than what Piaget suggested, since 7-year-olds can solve the problem below
(Suppes, 1982).
If John is in school, Mary is in school. John is in school. What can you say about Mary?
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Reflecting on Piaget’s TheoryToday’s researchers believe the
following:
1. Development is a continuous process.2. Children express their mental abilities
and operations at an earlier age, changes between stages less consistent than Piaget thought.
3. Formal logic is a smaller part of cognition than Piaget thought.
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Personality Development
Freud’s Psychosexual Stages the childhood stages of
development during which the id’s pleasure-seeking energies focus on distinct erogenous zones
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Personality DevelopmentFreud’s Psychosexual Stages
Stage FocusOral Pleasure centers on the mouth--(0-18 months) sucking, biting, chewing
Anal Pleasure focuses on bowel and bladder (18-36 months) elimination; coping with demands for
control
Phallic Pleasure zone is the genitals; coping with (3-6 years) incestuous sexual feelings
Latency Dormant sexual feelings(6 to puberty)
Genital Maturation of sexual interests(puberty on)
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Octapuses Always Play Love Games
OralAnalPhallicLatencyGenital
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Social Development
Critical Period an optimal period shortly after birth
when an organism’s exposure to certain stimuli or experiences produces proper development
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Social Development
Attachment an emotional tie with another person shown in young children by their seeking
closeness to the caregiver and displaying distress on separation
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Harlow and Attachment
Harlow’s Surrogate Mother Experiments Monkeys preferred
contact with the comfortable cloth mother, even while feeding from the nourishing wire mother
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Link 2:59
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Harlow’s Methodology and Results
Monkeys separated from their mothers in early infancy and raised in their own cages
Two artificial mothers: one wire and wood, one cloth
FED ON CLOTH MOTHER
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1-5 6-10 11-15 16-20 21-25
DAYS OF AGE
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- cloth mother
- wire mother
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Harlow’s Legacy
The bond of attachment is between parent and child (not child and food)
A secure base from which to explore The need for security remains with us
throughout our lives
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Origins of AttachmentLike bodily contact, familiarity is another
factor that causes attachment.A
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Social Development Imprinting
the process by which certain animals form attachments during a critical period very early in life
Link 1:39
Link :40
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Separation Anxiety
Separation anxiety peaks at 13 months of age, regardless of whether the children
are home or sent to day care.
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Attachment
Mary Ainsworth – Strange situation Unfamiliar playroom Mother and unfamiliar woman Women play with baby – leave briefly
How to the babies respond?
Link 3:15
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Secure Attachment
Most children have secure attachment Use mom as a home base and return
periodically Happy to see mom upon return Most common in US. 60%
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Insecure Attachment
Some have insecure attachment, 30% Avoidant – avoid or ignore mother on return Ambivalent –upset when mom leaves, but
vacillate between clingy and angry on return
Disorganized – inconsistent, disturbed, disturbing – may reach out for mom while looking away (Moss 2004)
Link 2:10
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Deprivation of Attachment
What happens when circumstances prevent a child from forming attachments?
In such circumstances children become:
1. Withdrawn2. Frightened3. Unable to develop speech
Link 13:20 Attachment Disorder
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Social Development
Basic Trust (Erik Erikson) a sense that the world is
predictable and trustworthy said to be formed during infancy by
appropriate experiences with responsive caregivers
Self-Concept a sense of one’s identity and
personal worth
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Social Development: Parenting Styles Authoritarian
parents impose rules and expect obedience “Don’t interrupt.” “Why? Because I said so.”
Permissive submit to children’s desires, make few
demands, use little punishment Authoritative
both demanding and responsive set rules, but explain reasons and encourage
open discussion Rejecting-Neglecting
completely uninvolved; disengaged. Expect little and invest little
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Parenting Styles
Parental Acceptance
Par
enta
l Con
trol
Low
Hig
h
Low High
Authoritarian Authoritative
Neglectful Permissive
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Social Development: Child-Rearing Practices
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Star wars according to a 3 yo.
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Myers PSYCHOLOGY
Seventh Edition in Modules
Module 8 Infancy and Childhood
James A. McCubbin, Ph.D.Clemson University & Aneeq Ahmad, Henderson State University & Amy
Jones w/ Garber edits
Worth Publishers
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References erikson stuffReferences erikson stuff
http://www.alanchapman.com/erik_erikson_psychosocial_theory.htm
http://www.childdevelopmentinfo.com/development/erickson.shtml
http://childstudy.net/erikson.php
http://webspace.ship.edu/cgboer/erikson.html
http://www.nndb.com/people/151/000097857/
http://www.nytimes.com/books/99/08/22/specials/erikson-obit.html
http://www.phillwebb.net/History/TwentiethCentury/Continental/Psychoanalysis/Erikson/Erickson.htm
http://www.nytimes.com/books/99/08/22/specials/erikson.html
http://education.stateuniversity.com/pages/1960/Erikson-Erik-1902-1994.htmlhttp://education.stateuniversity.com/pages/1960/Erikson-Erik-1902-1994.html
Educational Psychology: Theory and PracticeEducational Psychology: Theory and Practice