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Human Development > unit 1 > Flashcards

unit 1 Flashcards

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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
Cognitive Theories
beliefs that describe how children learn
26
Systems Theory
the belief that development cant be explained by a single concept, but rather by a complex system
27
Humanistic Theories
beliefs that humans were born with the desire to grow
28
Sigmund Freud
Theory: he emphasized that a child's personality is formed by his childhood experiences | based on his therapy with troubled adults
29
Erik Erikson
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
30
Jean Piaget
Theory: cognitive development - children construct their understanding of the world through their active involvement and interactions | studied his children
31
Konrad Lorenz
Theory: attachment/imprinting | experimented on geese
32
Albert Bandura
Theory: social learning - children learn form observing each other and observing their environment | children copies their parents
33
Lev Vygotsky
Theory: social interactions influence cognitive development - children learn better when they have social interaction and guidance | zone of proximal development
34
B.F Skinner
Theory: operant conditioning | experimented on rats
35
Urie Bronfenbrenner
Theory: human ecology | children's development in relation to environmental factors
36
George Miller
Theory: information processing | compared the brain's processing to a computer
37
Abraham Maslow
Theory: Hierarchy of Needs
38
John Bowlby
Theory: Attachment theory - separation anxiety
39
Erik Erikson Studies
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
Stage #1: Trust vs Mistrust (0-1)
- 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
Stage #2: Autonomy vs Shame and Doubt (1-3)
- 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
Stage #3: Initiative vs Guilt (3-5)
- 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
Stage #4: Industriousness vs Inferiority (6-11)
- 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
Stage #5: Identity vs Role Confusion (12-18)
- 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
Stage #6: Intimacy vs Isolation (18-35)
- 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
Stage #7: Generativity vs Stagnation (35-55)
- 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
Stage #8: Ego Integrity vs Despair (55+)
- 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
What is resiliency?
the capacity to withstand or to recover quickly from difficulties; toughness
49
Abraham Maslow - Hierarchy of Needs
1. physiological 2. safety 3. belonging and love 4. esteem 5. self-actualization
50
#1. physiological
- needs that are essential for human survival ex. food, shelter, and clothing - ready and motivated to raise money for food
51
#2. safety
- need to feel safe and secure ex. job security, homes in secure, neighborhoods
52
3. belonging and love
- having a sense of belonging and feeling loved ex. part of a community, friendship ad romantic attachments
53
4. esteem
- chasing esteem needs ex. respect, appreciation, achievments
54
5. self-actualiation
- living to their fullest potential ex. celebrities, athletes
55
Why is Maslow's theory helpful?
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
The Conscious Mind
the small amount of mental activity we know about ex. thoughts and perception
57
The Preconscious Mind
things we could be aware of if we wanted or tried ex. memories, stored knowledge
58
The Unconscious Mind
things we are unaware of and cannot become aware of ex. fears, unacceptable desires, violent motive, traumatic and shameful experiences
59
Psychoanalysis
method for treating mental illness and also a theory which explains human behavior - founded by Sigmund Freud
60
Eros (life instinct)
helps individuals to survive ex. respiration, eating and sex
61
Thanatos (death instinct)
set of destructive forces present in all human beings ex. aggression and violence
62
Ego
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
Superego
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
Repression
keeps disturbing thoughts from becoming conscious ex. during the Oedipus Complex, aggressive thoughts about the same sex parents are repressed
65
Denial
blocks external events from awareness ex. smokers refuse to admit to themselves that smoking is bad for their health
66
Projection
individuals attributing their own unacceptable thoughts, feeling and motives to another person ex. projecting hate onto someone else
67
Displacement
satisfying an impulse with a substitute object ex. someone who is frustrated by his boss may go home and kick the dog
68
Sublimation
satisfying an impulse with a substitute object in a socially acceptable way ex. sports
69
Psychosexual Stages
believes that children are born with a sexual urge
70
Oral
the mouth→ sucking, swallowing
71
Anal
the anus → withholding or expelling feces
72
Phallic
the penis or clitoris → masturbation
73
Latent
little or no sexual motivation present
74
Genital
the penis or vagina → sexual intercourse
75
Oedipius Complex
→ 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
Electra Complex
→ 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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