final Flashcards
developmental vs non-developmental theorists
developmental: Piaget, Vygotsky, Erikson, Kohlberg, Damon, froyd
non-developmental: Skinner and Bandura
differences in developmental vs non-developmental theories. give two examples.
non-developmental tends to be wide-ranging and not associated with age. developmental is focused on age and often identifies stimulants for successive development.
beliefs of skinner
came up with operant conditioning
he believed children must perform behavior before learning it
understood the world through behavior (mind is a black box)
believed in reinforcement and punishment
beliefs of bandura
learning can occur through watching behaviors
understood the world through cognition AND behavior (the mind is not a black box)
believed in imitation
what are the differences and similarities between skinner and bandura
they both looked at behavior and how behavior developed. the ways they differed was the how in behavior.
Piaget stages of development
he believed in sensorimotor development in children. kids go from sensorimotor to pre-operational intelligence, to concrete operational intelligence and lastly formal.
Piaget veiw of cognitive development
intelligence needs to be developed in a slow manner
Piaget’s beliefs on heteronomy and autonomy.
heteronomy: early childhood. unilateral respect. kids are dependent on adults. there is built-in power. relationships have the ability to change but rules don’t.
autonomy: middle childhood: mutual respect. driven by relationships with peers. rules can and should be changed if consensus warrants it.
developmental beliefs of Vygotsky
development is shown through speech
Vygotsky’s three stages of development
social speech
private speech
inner speech
Vygotsky’s beliefs on scaffolding and proximal zones of development
scaffolding: support provided by a more knowledgeable other to help a learner move beyond their current level of knowledge or ability. it involves providing just enough support and guidance to help a learner achieve a task that they could not have accomplished independently.
proximal zones of development: the space between what a learner can do independently and with guidance and assistance. shows that learning occurs best in social situations.
Erikson beliefs on development
trust vs mistrust (infancy)
autonomy vs shame (toddlerhood)
initiative vs guilt (preschool)
Industry vs. Inferiority (elementary school)
Kohlberg’s three levels of moral reasoning
three levels of moral development
pre-conventional Level: At this level, moral reasoning is based on self-interest and the avoidance of punishment.
Conventional Level: At this level, moral reasoning is based on social norms and the approval of others.
Postconventional Level: At this level, moral reasoning is based on abstract principles and values that transcend specific laws and cultural norms.
Damon’s levels of moral reasoning
level zero: self-interest, egocentric
level one: equality, merit
level two: balancing multiple considerations, using situational ethic
define pruning
eliminates unused neurons and misconnected dendrites
strengthens existing connections and aids in the development of more complete connections
define affordances and give example
an opportunity for perception and interaction that is offered by a person, place, or object in the environment. example: when you see a door handle, it is a prompt you can use it to open the door
define myelination
Myelination refers to the process of forming a myelin sheath around the axons of neurons in the nervous system. Myelin is a fatty substance that acts as an insulator, speeding up the transmission of electrical signals along the axons.
define lateralization
Lateralization refers to the specialization of certain functions or processes in one hemisphere of the brain, typically the left or right hemisphere.
define temperament
the biologically based core of individual differences in style of approach and response to environment that is stable across time and situations
define attachment
an affectional tie an infant forms with a caregiver - a tie that binds them together in space and endures over time
what is the role of nature and nurture in attachment
Nature refers to the genetic and biological factors that contribute to the development of attachment, while nurture refers to the environmental and social factors that shape attachment. there is a genetic basis for attachment, as certain genetic variations can affect the production of hormones like oxytocin and vasopressin, which play a role in bonding and social behavior. Moreover, cultural and societal factors can also influence attachment development. Cultural differences in parenting practices, such as the emphasis on independence versus interdependence, can shape attachment patterns. Similarly, social support networks and community resources can provide caregivers with the resources and support they need to promote healthy attachment.
what are the four kinds of attachment
secure
anxious/ambivalent
avoidant
disorganized
define gross motor skills
physical abilities involving large body movements
gross motor skills for infancy
sitting
crawling
standing
walking
running
gross motor skills for early childhood
climbing
jumping
kicking, throwing, and catching balls
gross motor skills for middle childhood
strong and consistent skill coordination
sports
define fine motor skills
physical abilities involving small body movements, especially of the hands and fingers
fine motor skills in infancy
grasping
reaching
stacking
self-feeding with a spoon
fine motor skills in early childhood
drawing shapes
writing
self-feeding with a fork
using a knife to cut
pour without spilling
fine motor skills in middle childhood
write/draw/paint
games
instruments
hobbies
household responsibilities
define self-awareness. what age should you expect to see it developed?
person’s realization that he or she is a distinct individual whose body, mind, and actions are separate from those of other people. expected around 18 months
define self-righting. what age do kids begin to show this?
an inborn drive to compensate and overcome problems. shown around 6 to 8 months
define pragmatics. when do kids understand it?
the practical use of language that includes the ability to adjust language communication according to audience and context. understood starting at about age 4
define object permanence. when is it developed?
the realization that objects and people still exist when they can no longer be seen, touched, or heard. developed between 18 and 24 months.
define selective attention. when do kids begin to show it?
the ability to concentrate on some stimuli while ignoring others. shown around age 7.
define experience-expectant.
what every child around the world should go through and the expected milestones
ex: when kids walk
define experience-dependent.
depended on particularly relatable experiences. culture and environment play a role in development
define separation anxiety. when do kids begin to show it?
an infant’s distress when a familiar caregiver leaves. most obvious between 9 and 14 months. intensifies at 2
what is stranger wariness? when do kids begin to show it?
an infant’s expression of concern - a quiet stare while clinging to a familiar person, or a look of fear - when a stranger appears. peaks between 12 and 18 months.
define synchrony? why is it important?
an infant-caregiver exchange that is coordinated, rapid, and smooth. it promotes biological and psychological development. important because it shows connection between child and caregiver
what is Theory of Mind (TOM)?
personal theories about others mental and emotional states
what is the role of nature and nurture in TOM
things you naturally pick up on because its apart of who you are and things your parents taught you that help you understand the mental state of other people.
how would you expect a child to demonstrate TOM
beginning to see and understand that other people do not think as they do. people all have feelings and thoughts that are different.
when does a child demonstrate a transition from a more “copy” view of the mind to a more “interpretive” view?
age 4
what are the major differences in brain maturation between infancy, early childhood, and middle childhood?
infancy: major growth (25-75%), pruning, little brain coordination
early childhood: brain growth (75-90%), brain region coordination, and diversification
middle childhood: slow and steady brain growth
what are the major differences in memory between infancy, early childhood, and middle childhood?
infancy: remembering actions and routines that involve themselves
early childhood: the beginning of explicit memory and the use of words to encode and retrieve information. use repetition as a strategy.
middle childhood: learn new strategies and organize information. very adaptive
what are the major differences in and between the language of infancy, early childhood, middle childhood?
infancy: social speech
early childhood: private speech
middle childhood: inner speech
