midterm from quizlet Flashcards
What are 5 theories on Normal Child and Youth Development?
- Erikson Psychosocial Theory
- BF Skinner’s Behaviourism
- Piaget’s Cognitive Developmental Theory
- Kohlberg’s Moral Development Theory
- Bronfenbrenner’s Ecological System Theory
Erikson’s Psychosocial Theory
- believed that humans develop in stages
- each stage involves new developmental tasks and a struggle/crisis to overcome
- each crisis must be faces to move to the next stage
Infancy Stage (age, conflict, events, outcome)
- 0-18 months
- basic conflict: trust vs mistrust
- important events: feeding
- outcome: develop sense of trust when given reliability, care and affection
Early Childhood stage (age, conflict, events, outcome)
2-3 years
- basic conflict: autonomy vs Shame and doubt
- important events: toilet training
- outcome: success leads to feelings of autonomy, however failure results in feelings of shame and doub
Preschool Stage (age, conflict, events, outcome)
3-5 years
- basic conflict: initiative vs guilt
- important events: exploration
- outcome: assert control, power, over environment. Success leads to a sense of purpose, while failure leads to disapproval
School Age Stage (age, conflict, events, outcome)
- 6-11 years
- basic conflict: industry vs inferiority
- important events: school
- outcome: cope with new social and academic demands. Success = sense of competence. Fail = feelings of inferiority
Adolescents Stage (age, conflict, events, outcome)
12-18 years
- basic conflict: identity vs role confusion
- important events: social relationships
- outcome: develop sense of self
Young Adulthood Stage (age, conflict, events, outcome)
- 19-40 years
- basic conflict: intimacy vs isolation
- important events: relationships
- outcome: needs to form intimate loving relationships
Middle Adulthood Stage (age, conflict, events, outcome)
40-65 years
- basic conflict: generativity vs stagnation
- important events: work and parent hood
- outcome: create or nurture things
Maturity (age, conflict, events, outcome)
65-death
- basic conflict: ego integrity vs despair
- important events: reflection of life
- outcome: look back on life, sense of fulfilment, feelings of wisdom
BF Skinner’s Behaviourism
- children’s behaviour that is positively reinforced will reoccur, reinforcing these behaviours intermittently is very effective in order for the behaviour to keep reoccurring
- information should be consistently presented to children in small amounts so that response can be reinforced (this is called “shaping”)
- basic learning techniques, such as conditioning, reinforcement, and aversion therapy can be used to alter children’s behaviours (behaviour modification)**
Piaget’s Cognitive Developmental Theory
- goal of this theory is to explain the mechanisms and processes by which the infant, and then the child, develops into an individual who can reason and think using hypotheses
Sensimotor
0-2 years (infancy)
- intelligence is demonstrated through motor activity without the use of symbols
- knowledge of world is limited (but developing) because it’s based on physical interactions and experiences
- lack of object permanence, which means children at this stage have little-no ability to see things as existing outside their immediate environment (ex, when you place a barrier such as a toy in front of an object an infant will believe that object is non existent)
- some language abilities are developed
Preoperational
2-6 years (toddler and early childhood)
- child uses symbols (words and images) to represent objects but does not reason logically
- child also has the ability to pretend
- during this stage, the child is egocentric (thinking only about themselves)
Concrete Operational
7-12 years (elementary and early adolescence)
- intelligence is demonstrated through thinking logically about objects and events
- operational thinking develops
- egocentric thinking diminishes
Formal operational
12years-adult (adolescence and adulthood)
- intelligence is demonstrated though the logical use of symbols r/t abstract concepts
- adolescent is capable of formulating hypotheses and then testing them again reality
- thinking is abstract, where adolescent can formulate all possible outcomes before beginning the problem
- capable of deductive reasoning
- thoughts include concerns about future and ideological problems (only 35% of high school graduates obtain formal operations; many people don’t think formally during adulthood)
Kholberg’s moral development theory
- found out that children are faced with different moral issues, and their judgments on whether they are to act positively or negatively over each dilemma are influenced by several different factors
- he wanted to find out the reasons why these children think that the character is morally right or not
Level 1: Pre-conventional morality (punishment and reward)
STAGE 1: Obedience Orientation: children and adolescents believe that adults know what is right and wrong and should do what they say in order to avoid being punished
STAGE 2: Instrumental Orientation: children and adolescents enjoy rewards. Subsequently, some are nice and do favours for others, as they expect that the favour will be returned to them in the future (reward)
Level 2: Conventional morality (social norms)
STAGE 3: Interpersonal Norms: adolescents believe that they should act and behave in accordance with others’ and society’s expectations. They have a goal to be a “good girl/boy”
STAGE 4: Social System Morality: Adolescents and adults believe that social roles, expectations and laws exist to maintain order within society and promote the good of all people
Level 3: Post-conventional morality (Moral Codes)
STAGE 5: Social contract orientation: adults believe that members of cultural groups abide by a “social contract” because a common set of expectations and laws benefits all group members. on the other hand if these expectations and laws no longer promote the welfare of the group members, they become invalid
STAGE 6: Universal Ethical Principles: ethical principles such as justice, compassion and equality form the basis of one’s personal moral code. Sometimes, these principles may conflict with society’s expectations and laws
Bronfenbrenner’s Ecological System’s Theory
- believed that a child’s biological disposition and environmental forces come together to shape the child’s development
(environment plays a huge role, not just genes) - includes microsystem, mesosystem, exosystem, macrosystem, and chronosystem
Conceptual model
series of system - each is contained within the child
- the child is affected by all system but some are more immediate to the child and have more influence
- need to expand nursing care and to look beyond just the child, need to look at other influences
Microsystem
- within this system the child has direct interactions with parents, teachers, peers and others
Ex: mother, brother, father, peers, foster parents, police, teacher
Mesosytem
- this system involves the linkages between microsystems such as the relationship between parents and school
