Cognition, psychosocial, and perception Flashcards
Types of developmental theories
Stage specific - progression of skills building on one another, not influenced by environment
Ecological - Play interactions with environment are influential
Acquisitional learning - Behavior is a child’s response to their environment
Piaget’s cognition philosophy
Development must happen before learning can occur
Broke it up into 4 stages
Sensorimotor stage
Birth to 2 years
Engaging in learning through sensory systems
Object permanence
Object permanence
Understanding that something still exists even if you can’t see it (for ex if something is covered up by a blanket, you know it’s still there)
This is why babies who don’t have this developed yet are so fascinated by peek a boo
Substages of sensorimotor
Reflexive - birth to 1 month
Primary circular reactions - 1-4 months
Secondary circular reactions - 4-8 months
Coordination of secondary schemas occur - 8-12 months
Tertiary circular reactions - 12-18 months
Symbolic language emerges - 18-24 months
Preoperational
2-7 years Increase in pretend play Egocentric Symbolic function Centration
Egocentric
Can only think about their own perspective
Symbolic function
Able to understand that symbols have a function (for ex knowing a hairbrush is used to brush hair)
Centration
Can’t think about multiple aspects to describe something, can only focus on one aspect
Concrete Operational
7-11 years Organized cognitive structure Understands reversibility of actions Identity Conservation
Identity
Things can be the same despite different shapes, sizes, formations of it
Conservation
Opposite of centration
They can differentiate and focus on both aspects of something
Formal Operational
12+ Can think abstractly, understand word problems, justice, equality, etc. Start to think about future Higher level cognitive thinking Logical thought Deductive reasoning Systematic planning
Vygotsky’s cognition philosphy
Learning precedes development
Social-cultural influence
Zone of Proximal Development
Scaffolding
Gain skills in the “what I can’t do” by doing “what I can do with help” using the just right challenge
Erikson’s psychosocial development
Resolutions of conflict - experience conflict and have either positive or negative reactions to it
Dynamic influence of culture and society
Erikson’s stages of development
Trust vs Mistrust Autonomy vs Shame and Doubt Initiative vs Guilt Industry vs Inferiority Identity vs Role confusion
Trust vs Mistrust
infant to 18 months
They are completely dependent on others so they either trust that their needs will be met by someone else or they may become fearful towards others if their needs are not met
Autonomy vs Shame and Doubt
18 months - 3 years
They are motivated to develop functional movements
If they gain autonomy it means they are in control of what they do (self control) but if there’s a negative reaction they may feel shameful and insecure
Initiative vs Guilt
3 -5 years
They start to have control over their actions so they can take the initiative, they are more confident and understand control over actions vs a negative resolution of believing their thoughts and actions are wrong, inferior, and bad
Industry vs Inferiority
5 - 13 years
Now in school, they are going to be proud of their accomplishments and what they can do on their own but can be easier to compare to others and feel less than and compensate to show what you can do
Identity vs Role confusion
13 - 21 years
Peer relationships are important, separation from parents, trying out new roles they may find self-identity and awareness or they may have inability to identify roles
Maslow’s hierarchy of needs
Physiological - breathing, food, water, sleep, etc
Safety - security of body, employment, morality, family, etc.
Love/belonging - friendship, family, etc.
Esteem - confidence, respect, achievement, etc.
Self actualization - morality, creativity, spontaneity, problem solving - becoming everything that one can become
Temperament
Stable traits that influence how individuals process and respond to their environment
