CHAPTER 10, SECTION 1 DEVELOPMENT PSYCHOLOGY - HOW PEOPLE GROW AND CHANGE; - STUDY DIFFERENT AGES AND TYPES OF DEVELOPMENT SUCH AS PHYSICAL, SOCIAL AND COGNITIVE PSYCHOLOGIST STUDY ABOUT WHAT TYPE OF EXPERIENCES IN INFANCY AND CHILDHOOD FOSTER HEALTHY AND WELL- ADJUSTED CHILDREN AND ADULTS. PSYCHOLOGISTS STUDY 2 STAGES: 1. EARLY CHILDHOOD EXPERIENCES AFFECT ADOLESCENTS AND ADULTS 2. EARLY STAGES OF DEVELOPMENT SUCH AS: LEARNING ABOUT DEVELOPMENTAL PROBLEMS WHAT CAUSES THEM HOW TO TREAT THEM 1
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CHAPTER 10, SECTION 1
DEVELOPMENT PSYCHOLOGY
- HOW PEOPLE GROW AND CHANGE;
- STUDY DIFFERENT AGES AND TYPES OF DEVELOPMENT SUCH AS PHYSICAL, SOCIAL AND COGNITIVE
PSYCHOLOGIST STUDY ABOUT WHAT TYPE OF EXPERIENCES IN INFANCY AND CHILDHOOD FOSTER HEALTHY AND WELL-ADJUSTED CHILDREN AND ADULTS.
PSYCHOLOGISTS STUDY 2 STAGES:
1. EARLY CHILDHOOD EXPERIENCES AFFECT ADOLESCENTS AND ADULTS
2. EARLY STAGES OF DEVELOPMENT SUCH AS:
LEARNING ABOUT DEVELOPMENTAL PROBLEMS
WHAT CAUSES THEM
HOW TO TREAT THEM
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CHAPTER 10, SECTION 1
TWO METHODS PSYCHOLOGIST USE TO STUDY CHANGE
1. LONGITUDINAL
2. CROSS-SECTIONAL
PSYCHOLOGISTS ARE CONCERNED WITH
1. HEREDITY AND ENVIRONMENT (NATURE V. NURTURE)
HOW CONTRIBUTE TO DEVELOPMENT
2. DOES DEVELOPMENT OCCUR
GRADUALLY OR IN STAGES
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CHAPTER 10, SECTION 1
HEREDITY MANIFESTS ITSELF PRIMARY IN THE PROCESS CALLED MATURATION
MATURATION IS DEVELOPMENTAL CHANGES THAT OCCUR AS A RESULT OF AUTOMATIC AND SEQUENTIAL PROCESS OF DEVELOPMENTAL THAT RESULTS FROM GENETIC SIGNALS
CRITICAL PERIOD - BEST TIME TO LEARN A PARTICULAR SKILL OR BEHAVIOR
EX. LEARNING A LANGUAGE
ARNOLD GESELL
BELIEVED IN MATURATION AND STAGES
PLAYED IMPORTANT ROLE IN DEVELOPMENT
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CHAPTER 10, SECTION 1
JOHN LOCKE - “TABULA RASA” - BLANK SLATE
WATSON - BEHAVIORISTS EXPLAINED NURTURE (ENVIRONMENT) HAS GREATEST EFFECT.
EX. NUTRITION, FAMILY BACKGROUND, CULTURE, LEARNING EXPERIENCE AT HOME, COMMUNITY, SCHOOL
DOES DEVELOPMENT OCCUR IN STAGES OR CONTINUOUS PROCESS?
STAGE - PERIOD DISTINCT FROM OTHER LEVELS.
GESELL AND PIAGET BELIEVE COGNITIVE DEVELOPMENT OCCUR IN STAGES.
FLAVELL BELIEVES COGNITIVE DEVELOPMENT - GRADUAL PROCESS
HAPPENS SLOWLY CAN OCCUR UNNOTICED
EX. CHILD’S WEIGHT
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CHAPTER 10, SECTION 2
PHYSICAL DEVELOPMENT
4 EXAMPLES OF PHYSICAL DEVELOPMENT
1. CHANGES IN REFLEXES ; SOME ARE KEPT OTHERS
DISAPPEAR (MORO & BABINSKI)
2. GAINS IN HEIGHT/WEIGHT
3. MOTOR DEVELOPMENT
4. PERCEPTUAL DEVELOPMENT
MORO – “STARTLE”; REFLEX IF IN PAIN OR RESPONSE TO SUDDEN SOUNDS
BABINSKI – FAN THEIR TOES WHEN SOLES OF FEET ARE TOUCHED
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CHAPTER 10, SECTION 3
SOCIAL DEVELOPMENT
ATTACHMENT
STRANGER ANXIETY
SEPARATION ANXIETY
2 FACTORS WHY CHILDREN/ANIMALS ARE SO ATTACHED TO PRIMARY CARE GIVERS?
1. CONTACT COMFORT
2. IMPRINTING
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CHAPTER 10, SECTION 3
SECURE VS. INSECURE ATTACHMENT
-PRIMARY CARE GIVERS -PRIMARY CARE GIVERS
SHOW AFFECTION AND ARE UNRESPONSIVE OR ARE RELIABLE UNRELIABLE
-CHILDREN ARE HAPPIER -CHILDREN DON’T MIND
AND FRIENDLIER WHEN PARENTS LEAVE
MORE COOPERATIVE WITH MAKE NO EFFORT TO SEEK
PARENTS AND TEACHERS CONTACT WITH THEM
GET ALONG WITH OTHERS
PERFORM BETTER IN SCHOOL
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CHAPTER 10, SECTION 3
STYLES OF PARENTING
WARM-------COLD
WARM - PARENTS SHOW AFFECTION
EX. HUG, KISS, SMILE
COLD - NOT AFFECTIONATE
DON’T APPEAR TO ENJOY THEIR CHILDREN
CHILDREN’S BEHAVIOR WITH:
WARM STYLE COLD STYLE
-WELL-ADJUSTED -ESCAPE PUNISHMENT
-DEVELOP CONSCIENCE -RATHER THAN DOING THE RIGHT
-HAVE A SENSE OF MORAL THING FOR ITS OWN SAKE
GOODNESS
-RESPONSIBLE WHEN DO
SOMETHING WRONG
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CHAPTER 10, SECTION 3
STRICT---PERMISSIVE
STRICT
-CAN BE POSITIVE/NEGATIVE DEPENDING HOW USED
-CONSISTENT AND FIRM ENFORCEMENT OF RULES
FOSTER ACHIEVEMENT AND SELF-CONTROL ESPECIALLY
WHEN COMBINED WITH WARMTH AND SUPPORT
-IMPOSE MANY RULES, SUPERVISE CLOSELY
PERMISSIVE
-IMPOSE FEWER RULES AND WATCH CHILDREN LESS
CLOSELY
-LESS CONCERNED ABOUT NEATNESS & CLEANLINESS
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CHAPTER 10, SECTION 3
AUTHORITATIVE AUTHORITARIAN
-PARENTS COMBINE -PARENTS BELIEVE IN
WARM AND POSITIVE OBEDIENCE FOR ITS
KINDS OF STRICTNESS OWN SAKE
-PARENTS HAVE STRICT
GUIDELINES
-FOLLOW INSTRUCTIONS
WITHOUT QUESTION
-PARENTS ARE OFTEN
REJECTING AND COLD
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CHAPTER 10, SECTION 3
AUTHORITATIVE
CHILDREN USUALLY:
MORE INDEPENDENT
ACHIEVEMENT ORIENTED
FEEL BETTER ABOUT THEMSELVES
AUTHORITARIAN
CHILDREN USUALLY:
DO NOT DO WELL IN SCHOOL
LESS FRIENDLY
LESS SPONTANEOUS
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CHAPTER 10, SECTION 3
CHILD CARE
(2 PARENTS WORK IN TODAY’S SOCIETY)
POSITIVE
TEND TO BE LESS UPSET WHEN MOM LEAVES TEMPORARILY
LESS LIKELY TO RUN TO THEIR MOTHER WHEN THEY RETURN
DOES THIS MEAN THAT THE CHILDREN WHO ARE IN CHILD CARE ARE LESS ATTACHED TO THEIR MOTHERS?
-SIGNS OF POSITIVE ADJUSTMENT
-FULL-TIME NON PARENT CHILD CARE APPEAR TO BE
SECURELY ATTACHED TO THEIR MOTHERS
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CHAPTER 10, SECTION 3
CHILD CARE HAS MIXED EFFECTS
ON SOCIAL CHILD DEVELOPMENT
POSITIVE NEGATIVE
• MORE SOCIAL -LESS COOPERATIVE
• LIKELY TO SHARE -MORE AGGRESSIVE
• MORE INDEPENDENT -MAY RECEIVE LESS ATTENTION
• SELF-CONFIDENT -COMPETE WITH OTHER CHILDREN
• MORE OUTGOING FOR ATTENTION AND RESOURCES
CHILDREN DO BETTER IN ENVIRONMENTS THAT ARE STIMULATING.
