1 Developing Through the Life Span
Dec 16, 2015
3
Physical Development Brain Development Motor Development Maturation and Infant Memory
Cognitive Development Piaget’s Theory and Current Thinking CLOSE-UP: Autism and “Mind-blindness” Reflecting on Piaget’s Theory
5
Infancy and Childhood
Infancy and childhood span from birth to the teenage years. During these years,
the individual grows physically, cognitively, and socially.
Stage Span
Infancy Newborn to toddler
Childhood Toddler to teenager
6
At birth, most brain cells are present. After, the neural networks multiply resulting in increased
physical and mental abilities.
Physical DevelopmentBrain Development
7
Brain Development
The development of the brain unfolds based on genetic instructions, causing various bodily and mental functions to occur in sequence— standing before
walking, babbling before talking—this is called maturation.
Maturation sets the basic course of development, while experience adjusts it.
8
Motor Development
First, infants begin to roll over. Next, they sit unsupported, crawl, and finally walk. Experience has little effect on this
sequence.
9
Maturation and Infant Memory
The earliest age of conscious memory is around 3½ years (Bauer, 2002). A 5-year-old has a sense of self and an increased long-term memory, thus organization of
memory is different from 3-4 years.
Although they may not consciously
remember, babies are capable of
learning.
3-month-old infants can learn to move
a mobile by kicking. (Rovee -
Collier, 1989, 1997.) 10
Maturation and Infant Memory
11
Cognitive Development
Cognition refers to all the mental activities
associated with thinking, knowing, remembering, and communicating.
Developmental psychologist Jean Piaget
believed that children reason differently than adults and that a child’s
mind develops in a series of stages.
Jean Piaget (1896–1980)
12
Schemas
Piaget felt that the driving force behind our intellectual progression is an unceasing struggle to make sense of our experiences and that to do
this maturing brains build schemas.
Schemas are a concepts or frameworks thatorganize and interpret information.
To use our schemas Piaget proposed that we assimilate new experiences, or interpret them according to our schemas and then adjust or
accommodate our schemas accordingly.
15
Sensorimotor Stage
In the sensorimotor stage, babies take in the world by looking, hearing, touching,
mouthing, and grasping. Children younger than 6 months of age do not grasp object permanence, i.e., objects
that are out of sight are also out of mind. CD1, #15
Dou
g G
ood
man
16
Sensorimotor Stage: Criticisms
Piaget believed children in the sensorimotor stage could not think —they
do not have any abstract concepts or ideas.
However, recent research shows that children in the sensorimotor stage can
think and count.
17
Preoperational Stage
Piaget suggested that from 2 years old to about 6-7 years old, children are in the preoperational stage—
too young to perform mental operations. For example, in this stage do not understand the concept of conservation, the principle that quantity remains
the same despite changes in shape.
This preoperational child does not yet understand the principle of conservation of substance.
18
Preoperational Stage: Criticism
DeLoache (1987) showed that children as young as 3 years of age are able to use
metal operations. When shown a model of a dog’s hiding place behind the couch, a 2½-year-old could not locate the stuffed dog in an actual room, but the 3-year-old
did.
19
Egocentrism
Piaget concluded that preschool children are egocentric. They cannot perceive things
from another’s point of view.
When asked to show her picture to mommy, 2-year-old Gabriella holds the picture facing her own eyes, believing that her mother can
see it through her eyes.
Infancy and Childhood: Cognitive Development
Animism (confusion between physical and psychological events)
Confusion of external, physical objects with internal thoughts; thinking that objects think and feel.
Example: A child is afraid of the “monsters” in a dark closet and that clouds move “because they’re having fun.”
21
Theory of Mind
Preschoolers, although still egocentric, develop the ability to understand
another’s mental state when they begin forming a theory of mind.
As theory of mind develops, they seek to understand and interpret the actions
and feelings of other people.
22
Concrete Operational Stage
In the concrete operational stage, given concrete materials, 6- to 7-year-olds
grasp conservation problems and mentally pour liquids back and forth into
glasses of different shapes conserving their quantities.
Children in this stage are also able to transform mathematical functions. So, if 4 + 8 = 12, then a transformation, 12 – 4
= 8, is also easily doable.
23
Formal Operational Stage
Around age 12, our reasoning ability expands from concrete thinking to abstract thinking. We can now use symbols and imagined realities to systematically reason. Piaget called this formal
operational thinking.
Rudiments of such thinking begin earlier (age 7) than what Piaget suggested, since 7-year-olds can solve the problem below (Suppes, 1982).
If John is in school, Mary is in school. John is in school. What can you say about Mary?
24
Autism and “Mind-Blindness”
Diagnoses of autism, a disorder marked by deficient communication, social interaction, and
understanding of others’ states of mind, are increasing.
People with autism are said to have an impaired theory of mind, having difficulty reading inferring
others’ thoughts and feelings.
25
Reflecting on Piaget’s Theory
Piaget’s stage theory has been influential globally, validating a number of ideas regarding growth and development in many cultures and societies. However,
today’s researchers believe the following:
1. Development is a continuous process.2. Children express their mental abilities
and operations at an earlier age.3. Formal logic is a smaller part of
cognition.
26
Social DevelopmentStranger anxiety is the fear of strangers that
develops at around 8 months. This is the age at which infants form schemas for familiar faces
and cannot assimilate a new face.
27
Origins of Attachment
No social behavior is more striking than the
intense and mutual infant – parent bond called attachment.
Harlow (1971) showed that infants bond with
surrogate mothers because of bodily contact and not
because of nourishment.
CD1, 12a, 12b, 12c
Harlo
w P
rimate
Lab
ora
tory, U
nive
rsity of W
iscon
sin
28
Origins of AttachmentLike bodily contact, familiarity is another factor that causes attachment. In many animals, attachments based on familiarity likewise form during a critical
period—an optimal period when certain events must take place to facilitate proper development. In some
animals (goslings), imprinting is the cause of attachment.
Ala
stair M
iller
29
Attachment Differences
Placed in a strange situation, 60% of children express secure attachment, i.e., they explore their environment happily in the presence of their mothers. When their
mother leave, they show distress.
The other 30% show insecure attachment. These children cling to their mothers or caregivers and are less likely
to explore the environment.
30
Attachment Differences
Relaxed and attentive caregiving becomes the backbone of secure
attachment.
Berry H
ew
lett
31
Insecure Attachment
Harlow’s studies showed that monkeys experience great anxiety if their terry-
cloth mother is removed.
Harlo
w P
rimate
Lab
ora
tory, U
nive
rsity of W
iscon
sin
32
Separation Anxiety
Separation anxiety peaks at 13 months of age, regardless of whether the children
are home or sent to day care.
33
Attachment and Adult Relationships
Erik Erikson said that securely attached children approach life with a sense of basic trust—a sense that the world is predictable
and reliable.
Although debate continues, many researchers now believe that our early
attachments form the foundation for our adult relationships and our comfort with
affection and intimacy.
34
Parenting Styles
Practice Description
AuthoritarianParents impose rules and
expect obedience.
Permissive Parents submit to children’s demands.
Authoritative Parents are demanding but responsive to their children.
35
Parenting Styles
Research indicates that children with the highest self - esteem, self - reliance, and social competence usually have warm, concerned, authoritative parents, while children with authoritarian parents tend
to have less socialskill and self - esteem, and those with permissive parents tend to be more
aggressiveand immature.