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Human Development > unit 1 > Flashcards

unit 1 Flashcards

1
Q

Definition of Development

A

growing up and maturing with age

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2
Q

P.I.E.S Development

A

Physical, Intellectual, Emotional, Social

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3
Q

Physical Development

A

includes growth and maturation of bones, motor skills and senses

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4
Q

Intellectual Development

A

includes the maturation of mental processes like learning, imagination, memory and perception

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5
Q

Emotional Development

A

the maturation and evolution of emotions, social skills, identity, personality and morals

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6
Q

Social Development

A

includes the evolution of knowledge of how people interact, play, share, take turns or talk socially

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7
Q

Growth vs. Maturation

A

Growth: physical changes: size, height, and weight
Maturation: a series of biological changes in a child providing new abilities

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8
Q

Prenatal Period

A

physical: development happens in the womb, rapid cell division and organ information

intellectual:
emotional: dependent on mothers

social:

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9
Q

Infancy
(0-2)

A

physical: rapid physical growth: bones, hair, nails, eyesight

intellectual: exploring the world through sensory experiences limited communication

emotional: dependent on caregivers for basic needs, attached to caregivers

social: surrounded by (mostly) family

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10
Q

Toddler
(2-3)

A

physical: grows taller, teeth starts to come in
intellectual: increase in mobility and independence, language skills develop, curiosity and exploration of the environment

emotional: detachments from caregivers start, begans to become their own person with their own emotions

social: self-identity

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11
Q

Early Childhood
(3-7)

A

physical: grows in height and weight, loses baby teeth

intellectual: develpment of motor skills and cognitive abilities, continued language development, expanding vocabularies

emotional: more independent

social: school, play-based learning

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12
Q

Childhood
(8-12)

A

physical:

intellectual: education continues to play a central role, advanced cognitive development: logical thinking

emotional: independence and responsibility

social: hobbies become more defined, develop deeper friendships

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13
Q

Adolescence
(13-18)

A

physical: puberty: body hair, breast development, periods, hormonal changes, personal styles

intellectual: more abstract thinking, transition to higher education or career planning

emotional: exploration of personal values, depression and anxiety can form

social: peer influences becomes strong, school events, deeper friendships

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14
Q

Early Adulthood
(18-35)

A

physical: physical peak and overall health, pregnancy, dad bods

intellectual: pursuit of education, career, and independence, financial independence

emotional: exploration of personal values and goals, hormonal imbalance (during pregnancy)

social: formation of intimate relationships and families, kids kids kids

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15
Q

Middle Adulthood
(35-50)

A

physical: wrinkles start to form, back pains, sagging, hair loss

intellectual:

emotional: midlife crisis, caring and nurturing the next generation

social: career stability

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16
Q

Late Adulthood
(50-70)

A

physical: wrinkles, health declines

intellectual: lost of memory

emotional: reevaluation of life goals and accomplishments, loneliness, close minded

social: loss of peers, losing social circles, friendships aren’t as powerful, retirement

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17
Q

Aging
(70+)

A

physical: physical health declines, slow, mobility is limited, losing your teeth, gray hair, (could be) hunched over, shorter, hearing loss

intellectual: cognitive declines, frustration, forgetfulness

emotional: always thinking about death, reflection on the meaning and purpose of life, dependence on caregivers or assistance

social: loss of peers, continued pursuit of personal interests and hobbies when possible

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18
Q

What is a theory?

A

a set of ideas which describes, explain, and predict behavior

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19
Q

Medieval Period (6th-15th century)

A

children were treated like adults (jobs, marriage)

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20
Q

Reformation Period (16th century)

A
  • children were born evil and must be civilized
  • a goal emerged to raise children effectively
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21
Q

20th century

A
  • laws were passed to protect children
  • childhood was seen as worthy of special attention
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22
Q

Psychoanalytical Theories

A

beliefs focused on the formation of personality; children move through various stages, confronting conflicts between biological drives and social expectation

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23
Q

Behavioral and Social Learning Theories

A

beliefs that environment plays a big role in the growth of a child

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24
Q

Biological Theories

A

belief that a child’s biological factors influence a child

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25
Q

Cognitive Theories

A

beliefs that describe how children learn

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26
Q

Systems Theory

A

the belief that development cant be explained by a single concept, but rather by a complex system

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27
Q

Humanistic Theories

A

beliefs that humans were born with the desire to grow

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28
Q

Sigmund Freud

A

Theory: he emphasized that a child’s personality is formed by his childhood experiences

based on his therapy with troubled adults

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29
Q

Erik Erikson

A

Theory: development is a lifelong process. At each stage, the child acquires attitudes ad skills resulting from the successful negotiation of a psychological conflict

expanded on Freud’s theories

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30
Q

Jean Piaget

A

Theory: cognitive development
- children construct their understanding of the world through their active involvement and interactions

studied his children

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31
Q

Konrad Lorenz

A

Theory: attachment/imprinting

experimented on geese

32
Q

Albert Bandura

A

Theory: social learning
- children learn form observing each other and observing their environment

children copies their parents

33
Q

Lev Vygotsky

A

Theory: social interactions influence cognitive development
- children learn better when they have social interaction and guidance

zone of proximal development

34
Q

B.F Skinner

A

Theory: operant conditioning

experimented on rats

35
Q

Urie Bronfenbrenner

A

Theory: human ecology

children’s development in relation to environmental factors

36
Q

George Miller

A

Theory: information processing

compared the brain’s processing to a computer

37
Q

Abraham Maslow

A

Theory: Hierarchy of Needs

38
Q

John Bowlby

A

Theory: Attachment theory
- separation anxiety

39
Q

Erik Erikson Studies

A

Crisis: must adaptively or maladaptively cope with task in each developmennt stage

Responds adaptively: acquire strengths needed for next development stage.

Responds maladaptively: less likely to be able to adapt to later problems

Basic strengths: motivating characteristics and beliefs that desire from successful of crisis in each stage

40
Q

Stage #1: Trust vs Mistrust
(0-1)

A
  • totally dependent on others
  • caregivers meets needs: child develops trust
  • caregiver does not meet needs: child develops mistrust

Basic strength: hope
- believes our system will be satisfied

41
Q

Stage #2: Autonomy vs Shame and Doubt
(1-3)

A
  • child able to exercise some degree of choice
  • child’s independent is thwarted: child developes feelings of self-doubt, shame in dealing with others
    Basic strength: will
  • determination to exercise freedom of choice in face of socitey’s demand
42
Q

Stage #3: Initiative vs Guilt
(3-5)

A
  • child expresses desire to take initiative in activities
  • parents punish child for initiative: child develops feelings of guilt that will affect self-directed activity throughout life
    Basic strength: purpose
  • courage to envision and pursue goals
43
Q

Stage #4: Industriousness vs Inferiority
(6-11)

A
  • child develops cognitive abilities enable in task completion (school work, playing)
  • parents/teachers do not support child’s efforts: child develops feelings of inferiority and inadequacy
    Basic strength: competence
  • exertion of skill and intelligence in pursuing and completing task
44
Q

Stage #5: Identity vs Role Confusion
(12-18)

A
  • form ego identity: self-image
  • strong sense of identity: face adulthood with certainty and confidence
  • identity crisis: confusion of ego identity
    Basic strength: fidelity
  • emerges from cohesive ego identity
  • sinceruty, genuineness, sense of duty in relationship with others
45
Q

Stage #6: Intimacy vs Isolation
(18-35)

A
  • undertake productive work and establish intimate relationships
  • inability to establish intimacy leads to social isolation
    Basic strength: love
  • mutual devotion in a shared identity
  • fusing of oneself with another person
46
Q

Stage #7: Generativity vs Stagnation
(35-55)

A
  • active involement in teaching/guiding the next generation stagnation involves not seekig outlets for generavity
    Basing strength: care
  • broad concern for others
  • need to teach others
47
Q

Stage #8: Ego Integrity vs Despair
(55+)

A
  • evaluation of entire life
  • looks back with satisfaction = integrity
  • review with anger and frustration = despair
    Basic strength: wisdom
  • detached concern with the whole life
48
Q

What is resiliency?

A

the capacity to withstand or to recover quickly from difficulties; toughness

49
Q

Abraham Maslow - Hierarchy of Needs

A
  1. physiological
  2. safety
  3. belonging and love
  4. esteem
  5. self-actualization
50
Q

1. physiological

A
  • needs that are essential for human survival
    ex. food, shelter, and clothing
  • ready and motivated to raise money for food
51
Q

2. safety

A
  • need to feel safe and secure
    ex. job security, homes in secure, neighborhoods
52
Q
  1. belonging and love
A
  • having a sense of belonging and feeling loved
    ex. part of a community, friendship ad romantic attachments
53
Q
  1. esteem
A
  • chasing esteem needs
    ex. respect, appreciation, achievments
54
Q
  1. self-actualiation
A
  • living to their fullest potential
    ex. celebrities, athletes
55
Q

Why is Maslow’s theory helpful?

A

Maslow’s theory helps individual understand what drived their actions at given stages. It helps you motivate yourself when feeling stuck in one place

56
Q

The Conscious Mind

A

the small amount of mental activity we know about
ex. thoughts and perception

57
Q

The Preconscious Mind

A

things we could be aware of if we wanted or tried
ex. memories, stored knowledge

58
Q

The Unconscious Mind

A

things we are unaware of and cannot become aware of
ex. fears, unacceptable desires, violent motive, traumatic and shameful experiences

59
Q

Psychoanalysis

A

method for treating mental illness and also a theory which explains human behavior
- founded by Sigmund Freud

60
Q

Eros (life instinct)

A

helps individuals to survive
ex. respiration, eating and sex

61
Q

Thanatos (death instinct)

A

set of destructive forces present in all human beings
ex. aggression and violence

62
Q

Ego

A

develops during infancy. Satisfies the demands of the id in a safe and socially acceptable way → follows the reality principle as it operates in both the conscious and unconscious mind

63
Q

Superego

A

develops during early childhood. Responsible for ensuring that moral standards are followed → operates in the morality principle and motivates us to behave in a socially responsible and acceptable way.

↳ can make people feel guilty if rules are not being followed

64
Q

Repression

A

keeps disturbing thoughts from becoming conscious

ex. during the Oedipus Complex, aggressive thoughts about the same sex parents are repressed

65
Q

Denial

A

blocks external events from awareness

ex. smokers refuse to admit to themselves that smoking is bad for their health

66
Q

Projection

A

individuals attributing their own unacceptable thoughts, feeling and motives to another person

ex. projecting hate onto someone else

67
Q

Displacement

A

satisfying an impulse with a substitute object

ex. someone who is frustrated by his boss may go home and kick the dog

68
Q

Sublimation

A

satisfying an impulse with a substitute object in a socially acceptable way

ex. sports

69
Q

Psychosexual Stages

A

believes that children are born with a sexual urge

70
Q

Oral

A

the mouth→ sucking, swallowing

71
Q

Anal

A

the anus → withholding or expelling feces

72
Q

Phallic

A

the penis or clitoris → masturbation

73
Q

Latent

A

little or no sexual motivation present

74
Q

Genital

A

the penis or vagina → sexual intercourse

75
Q

Oedipius Complex

A

→ occurs during the phallic stage

→ boys are sexually attracted to their mothers and their fathers are their rivals

→ envy and rage are aimed at the father

↳ leads to castration anxiety → an irrational fear that the father will castrate him as punishment

76
Q

Electra Complex

A

→ girls becomes sexually attracted to their fathers and find their mothers as a rival

→ begins with the belief that she’s already been castrated and blames the mother for this

Human Development (1 decks)

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