psychology unit 5 early childhood
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PsychologyUnit 5:Early ChildhoodBy Timothy Bradley
Lesson 1:
• Nature• Nurture• Monozygotic Twins• Dizygotic Twins• Reflex• Maturation• Imprinting• Critical Period
EQ: How is behavior impacted by the role nature and nurture play in child development?
Vocabulary
Essential Questions• How does nature and nurture play a role in the lifespan
development?
“Heredity”
“Environment
”
Twins: Monozygotic vs. Dizygotic
Physical Development: MaturationDefinition: The automatic and sequential process of development that results from genetic signals
Physical Development: Reflexes
Definition: Involuntary reaction or response
• Reflexes include:– Grasping– Rooting– Sucking– Swallowing– The Moro reflex– The Babinski reflex
Perceptual Development: Visual Cliff
Children under 9 months were unafraid
Children over 9 months (about the age of crawling) most respond with fear to the drop-off and refuse to go onto the glass.
Critical PeriodsDefinition: A time frame during which a stimulus must be experienced in order for a certain stage of development to be achieved
Imprinting: the eliciting of behavior due to exposure of a certain stimulus
Language Acquisition
Lesson 2:
• Alfred Adler• Birth Order• Inferiority Complex• Fictional Finalism• Compensation
Vocabulary
EQ 1: How does Alfred Adler explain human behavior?EQ 2: How does birth order affect behavior?
Lesson 3: Parenting
• Authoritarian Parenting• Authoritative Parenting• Permissive Parenting• Uninvolved (Rejecting-
Neglecting) Parenting• Attachment• Contact Comfort
Vocabulary
EQ: How do parenting styles affect a child’s psychological development?
Parenting Styles
Assignment: Role Play• Create a parenting role play (5 min. minimum) which displays
the characteristics associated with a parenting style (permissive, authoritarian, or authoritative) and the characteristics of the children of each style.
Parenting Role Play RubricCriteria Excellent (4) Good (3) Limited (2) Inadequate (1)
Works Cooperatively with Group
Always willing and focused during assigned tasks.
Usually willing and focused during assigned tasks.
Sometimes willing and focused during assigned tasks.
Rarely willing and focused during assigned tasks.
Presentation of Perspective
Convincing communication of understanding of the assigned role.
Competent communication of understanding of the assigned role.
Limited communication of understanding of the assigned role.
Inadequate communication of understanding of the assigned role.
Use of Non-Verbal Cues(voice, gestures, eye contact, props, costumes)
An impressive variety of non-verbal cues were used in an exemplary way.
Good variety (3 or more) verbal cues were used in a competent way.
A Limited variety of non-verbal cues were used in an adequate way.
Inadequate variety of non-verbal cues were used in a developing way.
Time > 1:15 minute 1. minute >45 seconds < 45 seconds
Rubric
Parenting Outcomes
Ainsworth on Attachment
• Definition: emotional ties that form between people
• Mary Ainsworth• Initially infants prefer being held• 4 months-attachment to primary caregiver• 6 months-cry or complain when separated• Beginning at 8 months
• Stranger Anxiety: fear of strangers. This is less when being held by those they are attached to.
• Separation Anxiety: child demonstrates distress when primary caregiver leaves
Mary Ainsworth on Attachment
SeparationAnxiety
StrangerAnxiety
ReunionBehavior
Other % ofInfants
SecureAttachment
Distressed when mother leaves.
Avoidant of stranger when alone but friendly when mother present
Positive and happy when mother returns.
Will use the mother as a safe base to explore their environment.
70
AmbivalentAttachment
Infant shows signs of intense distress when mother leaves.
Infant avoids the stranger - shows fear of stranger.
Child approaches mother but resists contact, may even push her away.
Infant cries more and explores less than the other 2 types.
15
AvoidantAttachment
Infant shows no sign of distress when mother leaves.
Infant is okay with the stranger and plays normally when stranger is present.
Infant shows little interest when mother returns.
Mother and stranger are able to comfort infant equally well.
15
HARLOW’S ATTACHMENT EXPERIMENT• Attachment: Emotional ties that form between people• Contact Comfort: the instinctual need to touch and be
touched by something soft, such as skin/fur.
What were Harlow’s findings according to the video provided? (Summarize in writing)
Self Esteem• Carl Rogers noted that there two types
of support parents give to their children.• Unconditional Positive Regard: Parents
demonstrate love and affection regardless of a child’s behavior
• Children develop high self esteem• Conditional Positive Regard: Parents
demonstrate love and affection when child behaves in an acceptable manner
• Child feels worthwhile when pleasing authority figures
• A sense of competence in cognitive, physical, and social tasks also increases self esteem.
Lesson 5: Piaget
• Jean Piaget• Cognitive• Scheme• Assimilation• Accommodatio
n
EQ: According to Piaget, how do individuals cognitively develop?
Vocabulary• Sensorimotor• Object Permanence• Conservation• Egocentrism• Concrete Thinking
Schema (According to Piaget)• Generalizations that form as people experience the world. • Basic units of knowledge• Building blocks of intellectual development• They organize past experiences and provide a framework for
understanding future experiences.• Involve
• Behaviors (sucking on fingers)• Mental Symbols (words & images)• Mental Activities (doing math in our head)
?
Cognitive Task: Assimilation
Assimilation involves taking in new information into our previously existing schemas is known as assimilation.
Cognitive Task: Accommodation
Accommodation involves altering existing schemas, or ideas, as a result of new information or new experiences. New schemas may also be developed during this process.
Child calls this four-legged animal a “cow”.
Assimilation vs. Accommodation
Schema: a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information.
Piaget’s Cognitive Development Theory
Terms:• Object Permanence: refers to a child's
ability to understand that objects still exist after they are no longer in sight.
• Conservation: the child understands that changing the form of a substance or object does not change its amount, overall volume, or mass.
• Egocentrism: refers to the belief that others see the world from the same point of view as you.
With which cognitive task is Hobbes (tiger) struggling?
Vocabulary
• Lawrence Kohlberg• Carol Gilligan• Morals• Preconventional reasoning• Conventional reasoning• Postconventional reasoning• Social Contract
EQ: According to Kohlberg, how do individuals morally develop?
Activity:
Limitations and Bias to Kohlberg’s Theory
• First four stages have appeared in twenty-seven cultures • Stages 5-6 don’t always appear in cultures• Collectivist cultures are told to consider community over the
individual• Carol Gilligan argues that gender plays a role (biased toward boys)
• Males focused on justice (taught to use reason)• Women focused on relationships and caring (taught to use empathy)• Differences in how boys are girls are raised
• Others have found there is no substantial difference in how males and females reason about hypothetical moral dilemmas
• Moral reasoning doesn’t always match moral action.• Conclusion: Moral development is an adaptation to our culture
and experience.
The End…
Study for the Early Childhood
Exam
Lesson Activator
Any questions prior to the Early Childhood Exam?
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