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Flashcards in Developmental Models Deck (26)
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1
Q

Piaget’s 4 Stages of Development

A

1) Sensorimotor
2) Preoperational
3) Concrete Operational
4) Formal Operational

2
Q

Rousseau’s Theory

A
  • First described the “natural innately good growth of the child if not mislead by a corrupt social environment.”
3
Q

Kohlberg’s Theory of Development

A

1) Pre-conventional
2) Conventional
3) Post-Conventional

4
Q

Vygotsky’s Theory

A
  • Children learn via interaction and within a cultural context.
  • Zone of proximal development: the difference b/n what a child can do on his/her own and what he/she can do with help from others
  • Children learn by watching adults in the child’s zone of proximal development via language, play, and social interaction
5
Q

Freudian Theory

A
  • Id: basic instincts; not in the conscious realm
  • Ego: conscious reasoning and common sense
  • Superego: regulates sense of right and wrong
  • Using psychoanalytic theory parents could gain insight into potential harm done to children in critical years of development by the manner in which their needs are met
6
Q

Erikson’s 8 Stages of Development

A

1) 0-2yrs. Trust vs. mistrust
2) 2-4yrs. Autonomy vs. Shame and doubt
3) 4-5 Initiative vs. Guilt
4) 5-12yrs. Industry vs. inferiority
5) 13-19yrs. Identity vs. role confusion
6) 20-24 Intimacy vs. isolation
7) 25-64 Generativity vs. stagnation
8) 65+ Ego integrity vs. despair

7
Q

Skinner

A
  • Operant conditioning/Behavior modification
  • Development is considered a reaction to rewards, punishments, stimuli, and reinforcement
  • This theory differs considerably from other theories because it gives no consideration to internal thoughts or feelings
8
Q

Bandura

A
  • Social Learning Theory
  • Children learn new behaviors from observing other people
  • External reinforcement is not the only way that people learn new things
  • Intrinsic reinforcements such as a sense of pride, satisfaction, and accomplishment could also lead to learning
9
Q

Maslow

A
  • Hierarchy of needs
    1) Physiological
    2) Safety
    3) Love/belonging
    4) Esteem
    5) Self-actualization
10
Q

Chess and Thomas

A
  • Goodness of fit
  • Describes the degree to which the child’s environment and parents’ characteristics are congruous with the child’s natural temperamental characteristics
11
Q

Cognitive-Structural Theory

A
  • Based on the maturation of the CNS with environmental influences
  • Piaget: explained how children used environment to modify themselves, their behavior depending on age related to competency level
12
Q

Piaget: 1) Sensorimotor

A
  • Birth-2yr
  • Children learn through sensory and motor movements
  • Self is most important
  • Learn spatial relationships, object permanence, causality
13
Q

Piaget: 2) Preoperational

A
  • 2-7yr
  • Ego centric perspective
  • Cannot understand cause and effect
  • Reasoning is flawed
  • Focus is on the here and now; some intuitive reasoning starts to develop
14
Q

Piaget: 3) Concrete Operational

A
  • 7-12yr
  • Use symbols to represent concrete objects
  • Perform mental operations in their head
  • Declining egocentrism
  • Complex school work, logical reasoning
  • Good social cognition
15
Q

Piaget: 4) Formal Operational

A
  • 13+yr
  • Abstract thinking
  • Can problem solve with different solutions and outcomes
  • Appreciation of differences in individuals, cultures, and societies
  • Can think about politics, law, abstract principles
16
Q

Kohlberg: 1) Pre-Conventional

A

1) Obedience and punishment orientation (how can I avoid punishment?)
2) Self-Interest orientation (what’s in it for me?; may recognize others’ needs if own needs are met)

17
Q

Kohlberg: 2) Conventional

A

3) Interpersonal accord and conformity (the good boy/girl attitudde; does not want relatonship with others harmed
4) Authority and social order maintaining orientation (law and order morality; rules are NOT flexible)

18
Q

Kohlberg: 3) Post-Conventional

A

5) Social contract orientation (rules can be changed)

6) Universal ethical principles (principle conscience where ethical orientation is developed)

19
Q

Erikson: 1) Trust vs. mistrust (0-2yr)

A
  • Can I trust the world?
  • Significant relationship: mother
  • Virtue: hopes
  • Freudian: oral
20
Q

Erikson: 2) Autonomy vs. shame and doubt (2-4yr)

A
  • Virtue: Will
  • Significant relationship: Parents
  • Is it OK to be me?
  • Freudian: Anal
21
Q

Erikson: 3) Initiative vs. guilt (4-5yr)

A
  • Virtue: Purpose
  • Significant relationship: family
  • Is it OK for me to do, move, and act?
  • Freudian: Phallic
22
Q

Erikson: 4) Industry vs. inferiority (5-12yr)

A
  • Virtue: Competence
  • Significant relationship: school, neighbors
  • Can I make it in the world of people and things?
  • Freudian: Latency
23
Q

Erikson: 5) Identity vs. role confusion (13-19yr)

A
  • Virtue: Fidelity
  • Significant relationship: Peers, role model
  • Who am I? What can I be?
  • Freudian: puberty and genitalia
24
Q

Erikson: 6) Intimacy vs. isolation (20-24yr)

A
  • Virtue: love
  • Significant relationship: friends, partners
  • Can I love?
  • Freudian: Genitalia
25
Q

Erikson: 7) Generativity vs. Stagnation (25-64yr)

A
  • Virtue: Care
  • Significant relationship: household, workmates
  • Can I make my life count?
26
Q

Erikson: 8) Ego integrity vs. despair (65+yr)

A
  • Virtue: Wisdom
  • Significant relationship: Mankind, my kind
  • Is it OK to have been me?