test 1 Flashcards
(200 cards)
1
Q
What are the 3 domains of development
A
- Physical
- Social/Emotional
- Cognitive
2
Q
what is physical development
A
body, brain, senses, motor skills, health
3
Q
what is social/emotional learning
A
emotions, personality, social relationships
4
Q
what is cognitive development
A
learning, attention, memory, language, thinking, reasoning, creativity
5
Q
as they develop, children…
A
work out their place in the world
6
Q
Children are part of a family, community, social systems, but also…
A
an individual being
7
Q
what are the two reasons to study development?
A
- it improves understanding of internal/external factors that influence growth
- leads to better understanding of why some children have delays
8
Q
a combined understanding of development leads to…
A
better teaching
9
Q
as teachers, what does develop allow for?
A
effective interactions w/ children at their development level
10
Q
what are some ways teachers can effectively interact with children at their developmental level
A
- communicate in age appropriate ways
- encourage appropriate play
- help them express/understand emotions
- reinforce appropriate behaviours
11
Q
define development
A
systemic continuities and changes between conception and death
12
Q
what two factors drive development
A
- Maturation (hereditary)
- Learning (behaviour)
13
Q
there are typical pathways of development, yet…
A
no two people follow the exact same patterns
14
Q
what are typical patterns of development called
A
normative development
15
Q
what are individual variations in patterns of development called
A
ideographic development
16
Q
define a developmentalist
A
any scholar who seeks to understand the human developmental process
17
Q
what are the three goals of a developmentalist
A
- describe development
- explain development
- optimize development
18
Q
what is used to classify developmental phases
A
age-ranges
19
Q
what differs from developmentalist to developmentalist
A
age ranges for phases
20
Q
how were children viewed in the preformationism era
A
miniature adults
21
Q
in preformationism, how was childhood seen?
A
not as a unique phase of life
22
Q
what did preformationists believe children were born with?
A
all their sensory capabilities, emotions, and mental aptitude
23
Q
what was the pre-natal view of preformationism
A
that the fetus was fully formed at point of conception
24
Q
what was significant in the first 7 years of life in the preformationism view
A
the child was cared for for the first 7 years of life, then expected to care for themselves
25
what occurred at 7 in the preformationism era
"treated as adults
- could be married
- could be hanged
- had to learn trade skills/apprenticeship
- interacted and socialized with adults"
26
how do preformationist views still exist?
adults just expect mature/adult behaviour patterns from children
- knowing how to sit still
- understanding budgets/money
27
what occurred in the 16th-17th century that shifted preformationism?
the rise of the middle class
28
what was the rise of the middle class?
white collar occupations began to arise (lawyers, bankers, etc), thus a new demand for academic instruction
29
what new status arose for children with the rise of the middle class
they were know seen as future adults (reading, math, writing became the goal for children's learning until 12)
30
what occurred in the 18th century in relation to preformationism?
a decline of belief that human embryos is fully formed due to advances in scientific understanding
31
what did John Locke believe all humans are born with
a Blank Slate
32
What did John Locke believe ideas come from
experiences
33
what did John Locke think molded the mind
environments
34
what are the Locke's learning principles
1. Association
2. Repetition
3. Imitation
4. Rewards/Punishments
35
explain association of the blank slate
thoughts/feelings develop through association
36
explain repetition of the blank slate
practice of something becomes a habit that child feels uneasy about if they don't repeat it
37
explain imitation of the blank slate
child does what they see others doing
38
explain rewards/punishment of the blank slate
engage in or refrain from doing things based on the reward or consequences
39
what two things did Lock believe in the importance of
1. character development
2. academic learning
40
what did Locke state the main goal of education was
self control
41
what was the name of the book Locke wrote in 1693
Some Thoughts Concerning Education
42
what did Locke think adults should instil in children
self-discipline
43
what 3 things did Locke recommend for children
1. give plenty of exercise
2. keep them outdoors in all seasons
3. do not coddle
44
what 2 things did Locke oppose for rewards and punishments
1. physical punishment
2. sweets/money as reward
45
what did Locke believe was the best rewards
flattery and praise
46
what did Locke think was the best punishment
disapproval
47
for learning to be effective, Locke said it needed to be...
enjoyable and practiced
48
what did Locke think children learned most from
example as opposed to rules
49
what type of situations did Locke think we learned through
game-type of situations
50
how did Locke think instruction needed to be arranged
in steps
51
what did Locke's learning principles become the cornerstone for
Learning Theory
52
what did Locke say the importance of education lies within
the ability to shape a persons character from childhood to adulthood and to tame desire with reason
53
What did Jean-Jacques Rousseau not agree with
Locke's blank slate
54
what did Rousseau believe children have
their own modes of thinking and feeling
55
what did Rousseau believe guided a child's growth
nature
56
what did Rousseau believe adults couldn't do
trust their own judgement; dependent on opinions and reactions
57
what could have accounted to Rousseau's resistance to environmental influences
his complex personal life (mother died giving birth to him and was extremely isolated)
58
what did Rousseau do due to his isolation
read a lot; his friends were the characters from the stories
59
who was the father of developmental psychology
Jean-Jacques Rousseau
60
what was Jean-Jacques Rousseau the father of
Developmental Psychology
61
why did others question Rousseau's suitability
he was the father of many children and gave them to orphanages
62
what was Rousseau's most notable contribution to development
Emile
63
what was Emile
a fictitious story of a boy who is raised according to nature's plan for healthy development
64
how many chapters were there in Emile
5; called Book i, ii, iii, vi, v
65
what did Rousseau write about
the difficulty of being a good individual with an inherently corrupt society
66
what did Emile deal with in Rousseau's book
education and outlines a system which would allow for human goodness
67
what happened in Emile Book ii
- children study the lessons of nature
- learn rules of the physical universe
- will result in them having good judgement
- ideal classroom (outdoors)
- learn through experiences
- natures necessities over commands of society
68
what did Rousseau believe was childhood was according to
natures design
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what did Rousseau believe was the hidden tutor and what did it do
nature; prompts child to develop different capacities at different stages of growth
70
what are the 4 stages of development according to Rousseau
1. Infancy (0-2)
2. Childhood (2-12)
3. Late Childhood (12-15)
4. Adolescence (15-18)
71
what did Rousseau feel society did to children
rushed them into becoming adults
72
how did Rousseau feel children learn
on their own from nature's inner promptings
73
what did Rousseau think was the longest stage
childhood
74
what did Rousseau think nature's inner promptings were (4)
1. a tutor provides guidance only
2. a tutor never corrects answers for the child
3. goal was to help children learn to independently solve problems
4. don't teach, discover
75
what did Rousseau's theory offer
clear contrasting perspectives from Locke
76
Who was Arnold Gesell influenced by
Rousseau
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what did Gesell feel development was
genetically determined
78
what was Gesell's theory
Maturational Theory
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who created Maturational Theory
Arnold Gesell
80
what are the 2 primary views of maturational theory
1. child develops biologically in a predetermined order, unfolding in a fixed and predictable way
2. every child goes through the same series of fixed sequences but each has its own unique rate/pace
81
what are the 2 components of maturational theory
1. Genes/Biology and time
2. Heredity
82
what did Gesell carry out
the first large-scale detailed study of children's movements and behaviours
83
what did Gesell's research reveal
consistent patterns of development
84
What did Gesell believe environment did in development
provides only minor variations in age when skill might emerge and does not effect sequence of pattern
85
what did Gesell's research produce
Norms of Development
86
what were the two observational techniques Gesell created
1. one-way viewing screens
2. recording methods that didn't disturb a child
87
... vary but .... do not
growth rates; growth sequences
88
Rousseau said sequences happen...
naturally
89
what are the fixed developmental norms
prenatal sequence (development of the heart, central system, arms, and legs)
90
what are the after birth developmental norms
cephalocaudal sequence (lip and tongue control, eye control, neck, shoulder, arms, hands)
91
what was Gesell opposed to
efforts to teach children things a head of schedule
92
when will children walk and talk according to Gesell
when they're ready (when their nervous systems have sufficiently matured)
93
what did Gesell study and example
Patterns (vision and hand-eye coordination)
94
what were the 6 patterns of vision and hand-eye coordination (Gesell)
1. aimless movement at birth
2. gradual ability to stop and stare after a few days
3. one month: focus on object near the face
4. four months: coordination of visual focus and hand actions with large objects
5. six months: coordination of visual focus and hand actions with small objects
6. ten months: ability to see and pick up small objects with a pincer grasp
95
what did Gesell children display
a range of behaviour in cycles
96
explain the ranges of behaviour cycles (Gesell)
18 months - 4 1/2 years child experiences tantrums, becomes more easy-going over time with biological maturation, then in future cycle, emotional outburst appear again
97
Gesell felt there were.... times
optimal times when specific types of learning is most effective when the child is ready to learn
98
when did Gesell think teaching should take place
during optimal period that is directed by the child's maturational schedule
99
what could incorrect interpretation of readiness do (Gesell)
wasted effort and unjustified responses to child
100
what were 3 educational applications of Gesell's theory
1. development of individual learning plans
2. recognition of readiness for new experiences
3. planning for developmental progression
101
Dr. Gesell was the first director of...
The Yale Child Study Center and the nations first School Psychologist
102
definition of Ethology
the study of animal and human behaviour with an evolutionary context
103
what is the purpose of ethology
to identify behaviour that we have and and may continue to have significant impact on survival of species
104
what did ethology arise from
evolution of man
105
what theory did Darwin create
theory of evolution
106
what did Darwin suggest was not correct
that origin of species from a theological view
107
where did Darwin think humans came from
descended from common ancestors; branched off from ape-like species
108
what does greater diversity in traits among members of a species increase (darwin)
the likelihood that adaptive traits are available to overcome any risk of survival
109
adaptive traits are...
selected into species across generations
110
what did Darwin say species survival was dependant on
natural selection
111
what did ethologists say was the only way to understand a species
in their natural settings
112
what are the three components of natural settings (Darwin)
1. Reflexes
2. Fixed Actions
3. Instinctive Behaviour
113
explain reflexes (natural settings)
wired-in responses to specific forms of stimulation
(ex. human infants grasp your finger when you press it to their palm)
114
explain fixed actions (natural settings)
more complex behaviours necessary for survival (ex. foraging for food)
115
explain instinctive behaviour (natural settings)
special class of unlearned behaviours released by specific external stimulus (ex. distress class from baby chicks elicits rescuing behaviour in mother)
116
what can occur when there is a gap in the knowledge (Darwin)
imprinting
117
when does imprinting occur (Darwin)
when there is a gap in knowledge, the info can get filled in during that critical period
118
what did Lorenz focus on
critical periods when imprinting occurs
119
ethologists didnt agree with a critical period, they believed in...
a sensitive period for attachments to form
120
what did Lorenz's work lead to
social attachments in human development
121
Bowlby and Ainsworth applied...
insights of ethology to their views of human development
122
who did Bowlby study
children in orphanages and children going into hospitals for treatment/operations
123
what was Bowlby's developed theory
Human Attachment Theory
124
what did Bowlby feel about attachment
humans attached to their parents in similar ways that animal did
125
what did Bowlby say occurred after imprinting
an instinctual need to stay close to the parent/caregiver on whom they imprinted
126
how many phases of attachment did Bowlby say there were
4
127
what are the four phases of attachment (Bowlby)
1. Birth - 12 weeks
2. 3-6 months
3. 6 months - 3 years
4. 3+ years
128
what is phase one of Bowlby's attachment theory
Indiscriminate Responsiveness to Humans
129
explain Indiscriminate Responsiveness to Humans
PHASE ONE
infants orient to persons in their environment, visually, grasping, smiling, that sustain the attentions of others and thus keeping proximity
130
What is Phase two of Bowlby's attachment theory
Focusing on Familiar People
131
explain focusing on familiar people of Bowlbys phases
PHASE TWO
behaviour directed towards mother/father; principle attachment figure emerges; social responses become more selective and reserved for familiar people only
132
what is phase three of Bowlby's attachment theory
Active Proximity Seeking
133
explain Active Proximity Seeking of Bowlby's phases
PHASE THREE
infants show greater discrimination in their interactions; monitor attachment figures; followed when departing and warmly greeted upon return
134
during phase three of Bowlby's attachment theory, what emerged
two predictable fears
1. Separation Anxiety
2. Stranger Anxiety"
135
what is phase four of Bowlby's attachment theory
Partnership Behaviour
136
explain partnership behaviour of Bowlby's attachment theory
"PHASE FOUR
child has developed greater understanding of parental intent (can envision parental behaviour when separated) and the child is more flexible and more willing and able to let go"
137
what is Proximity Maintenance
"Bowlby's Term
desire to always be near primary caregiver"
138
What is Safe Haven
"Bowlby's Term
being able to return to primary caregiver whenever scared"
139
define attachment
lasting psycholgical connectedness between human beings
140
what concepts is attachment considered interchangeable with
"affectional bond
emotional bond"
141
what sensitive period did Bowbly say was the most vital for attachment
6-9 months
142
what did Bowlby say may occur if no attachment is formed within the vital period
may have missed the window for developing bonds
143
what did Bowlby say may occur if separation is repeated or prolonged from primary caregiver
child may give up and become affection-less
144
who was one of Bowlby's main followers
Mary Ainsworth
145
who was Mary Ainsworth
an american-canadain developmental psychologist
146
who was Lorenz
a zoologist
147
where and what did Ainsworth do additional research
spent time conducting research on mother-child interactions in Uganda
148
what was Ainsworth's biggest study
the strange situation study
149
what did the strange situation study reveal
effects of attachment on behaviour
150
what age ranges did the strange situation study
12-18 months
151
what did the strange situation investigate
how children responded to a situation in which they were briefly left alone, stranger introduced, and reunited with their mother
152
how many steps were there in the strange situation study
8 steps
153
explain the 8 steps of the strange situation study
1. mother and child are introduced to the room
2. mother and child are left alone and child investigates the toys
3. a stranger enters the room and talks with the mother and gradually approaches infant
4. mother leaves the child alone with the stranger and stranger interacts
5. mother returns to comfort the child
6. the child is left completely alone
7. stranger returns and tries to engage with child
8. mother returns, greets, and comforts child and the stranger leaves
154
what did Ainsworth produce from the observations of the strange situation study
3 main styles of attachment
155
what are Ainsworth's 3 main styles of attachment
1. Secure attachment
2. Insecure-Ambivalent attachment
3. Insecure-Avoidant attachment
156
explain secure attachment
explores and plays freely while caregiver is present using them as a secure base; may exhibit distress when separated but happy upon return; feels assured they will return
157
what would a child with secure attachment do when frightened
will seek comfort from other caregivers to get their needs met and feel settled
158
explain insecure-ambivalent attachment
exhibit clingy/dependant behaviour but rejecting of the attachment figure when they engage in interaction; become very distressed when figure leaves
159
what is ambivalent attachment a result of
sporadic parental availability during key attachment period
160
explain insecure-avoidant attachment
do not orient to attachment figure while investigating environment; do not seek contact with attachment figure when distressed; avoids primary caregiver
161
what will a child with avoidant attachment style respond to a choice between parent and stranger
they will show no preference between the two
162
what is avoidant attachment a result of
neglectful and/or absent caregivers during the sensitive period of attachment
163
what was the importance of Ainsworth's theory
many follow-up studies have supported her attachment styles and indicate that these have an impact on later life behaviours
164
what does Attachment styles represent
expecting people to develop relationships with other based on relationships they had with their primary caregiver when they are infants
165
what can failure to form secure attachment have a negative impact on
1. inability to form close relationships with others
2. lack of trust in others
3. uncaring traits of others
166
in a present view, what other factors play a formative role in attachment
1. genetics and temperament
2. abuse and trauma
167
what did Ainsworth propose about adoption
children adopted after the age of 6 months have a higher risk of insecure attachment and every month after the sixth increases risk
168
Secure vs Insecure Attachment
SECURE: theorized to result from provision of sensitive and responsive caregiving
INSECURE: theorized to result from lack of sensitive and responsive caregiving
169
children who have securely attached by 6 months to a primary caregiver will...
have good self-esteem, strong relationships, and more caring overall
170
lack of ... impacts ability to attach in a healthy and secure way
consistent responsive care
171
what did Ainsworth say in regards to orphanages
it is not the orphanages or lack of biological parents that impacts secure attachement, it is lack of consistent responsive care
172
in cases of severe neglect or mistreatment, a child may develop...
Reactive Attachment Disorder
173
define RAD
consistent patterns of inhibited and emotionally withdrawn behaviour toward caregivers; only occasional signs of seeking or responding to comfort
174
what have children with RAD experienced
extremely insufficient care
175
what causes Insufficient Care
1. social neglect or deprivation with basic needs
2. repeated change of primary caregivers that limits opportunities for stable attachment
3. growing up in an environment that limits opportunities
176
Risk of developing RAD is high in babies that... (5)
1. have a mother with postpartum depression
2. live in orphanages and other institutions
3. live in multiple foster-care situations
4. are separated from parents for extended periods
5. have very neglectful caregivers
177
what are 4 early indicators of RAD
1. difficulty forming emotional bonds with primary people
2. avoidance of touch
3. limited positive emotions
4. with drawl from social interactions
178
what are the 3 RAD effects on emotional and social development
1. emotional instability
2. social withdrawal
3. behavioural issues
179
what are some RAD behaviours (3)
1. not smiling in happy situations
2. becoming irritable for no reason
3. not laughing or playing interactive games
180
what will a child with RAD do with their teacher
get close but then pull away
181
what are examples of ways that children with RAD may pull away
ignoring totally
sabotaging
182
what's a specific example of a child with RAD will pull away
child spend time building something, teacher praises, they turn around and ruin it
183
what is the teacher student cycle of RAD
child with RAD has a negative interaction leading them to negatively react which then leads to teacher reaction that only worsens the child's behaviour
184
what is the teacher student cycle of RAD fueled by
treating/intervening like the student with RAD, doesn't have it
185
what do children with RAD need to see
that adults are in control and are safe to be with
186
how can a teacher avoid increasing distress for students with RAD
creating an environment that is highly structured
187
what type of student-teacher relationship is beneficial for a student with RAD
positive business-like relationship that does not engage in the negative cycle
188
how does the teacher want to remain when interacting with students with RAD
neutral
189
what negative outcomes come from RAD being very complex
misdiagnoses and misunderstood
190
who was Maria Montessori
the first woman in Italy to qualify as a physician
191
what was Maria Montessori's focus
disease of children
192
what was Montessori intrigued with
trying to educate children with very low intelligence
193
how did Montessori refer to children with very low intelligence
Unhappy Little Ones OR Uneducable Ones
194
what about Montessori's personal life effected her research
she had a son in complete secret that she never told anyone about
195
what concept did Montessori support
sensitive time periods
196
what did Montessori say sensitive time periods were
genetically programmed blocks of time during which the child is especially eager/able to master certain tasks
197
what did Montessori say children must be allowed to do
enjoy the experiences at the time nature planned
198
what was Montessori's basic principle
follow the child
199
when did Montessori say children learn best
when they are free to explore and interact with their environment
200
what did Montessori say was important to consider
the whole child (their cognitive, social, emotional, and physical development)
