Introduction to Psychology Child Development Chapter 3.

Introduction to PsychologyChild DevelopmentChapter 3

DevelopmentStudy of growth and change:

PhysicalCognitiveSocial-emotional

Central Issues in DevelopmentIs development continuous or discontinuous?

Are developmental processes universal, or particular to certain cultures?

Nature vs. Nurture: What is the role of genetics and environment in development?

Developmental LevelAn individuals current state of physical, emotional, and intellectual development

Developmental level may be different from chronological age

Nature vs. NurtureWhat is nature?

Genes, biology, heredity

How does nature impact development?

Nature vs. NurtureNurture:Environment, external conditions

What are some nurture factors that impact development?

Perspectives on Nature/NurtureGenes alone view:

Nature alone shapes our development

Perspectives on Nature/NurtureNurture factors:

Which nurture factors impact our development most?

Example: Group socialization theory

Interactionist PerspectiveBoth nature and nurture play a role

Nurture factors may determine whether or not certain genes are turned on

Heredity and environment interact dynamically at all points in development

Attachment TheoryBowlby/Ainsworth

Attachments with primary caregivers impact our attachment styles and relationships as we develop

Attachment TheoryThe securely attached infant:

Caregivers are responsive

Use the caregiver as a secure base as they explore and become more independent

The Strange SituationAinsworth study

Infants are left in a room with an unfamiliar adult

How do they respond to the mother upon her return?

Attachment CategoriesInsecure disorganizedSecurely attachedInsecure avoidantInsecure resistantShows insecurity by being disorganized, disorientedCaregiver is secure base to explore environment fromShows insecurity by avoiding the caregiverClings to caregiver, then resists by fighting against the closeness

Attachment: Implications and CritiqueAttachment in infancy/early childhood is a protective factor1st year of life: a sensitive period for attachment

Too deterministic?Not relevant to some cultures?

Harlow: Monkey StudyBaby monkeys separated from mother at birth

Surrogate mother monkeysWire monkey with foodSoft, terrycloth monkey

Harlow StudyMonkeys clung to the terrycloth monkeyEven though wire monkey had foodClung to cloth monkey when afraid

Contact comfort

Abnormal development when socialized

Parenting Styles: ActivityThink about the different parenting styles. Which parenting styles do you have experience with?

Is there an ideal parenting style?How might parenting styles affect developing children?

Parenting Styles

Goodness of fit: does the parenting style match the childs needs and temperament?

Baumrind: Parenting StylesAuthoritarian: rigid rules, demands obedience; children have few rights, many responsibilities

Outcomes: children are obedient, controlled, emotionally stiff, apprehensive, lacking in curiosity

Potential drug use and violence in adulthood

Baumrind: Parenting StylesAuthoritative: firm and consistent, loving and affectionate. Responsive, willing to explain their reactions.

Outcomes: children are competent, independent, assertive, inquiring

Baumrind: Parenting Styles Overly Permissive: children are given little guidance, lots of freedom; no accountability; children have rights of adults, but few responsibilities

Outcomes: children are dependent, immature, and have behavior issues

Recent ResearchMore nuanced explanations:

Does the child believe the punishment fits the crime

Goodness of fit

Is the approach developmentally appropriate

Critique of BaumrindNot culturally relevant:African-American families: emphasis on loyalty and independence Hispanic families: strict discipline, cooperation and respect emphasized

Asian families: interdependence

Arab: conformity and interdependence

Daycare and AttachmentHigh Quality Daycare:

Doesnt affect attachment with parents

May improve social and cognitive skillsLow Quality Daycare:

Detrimental to attachment

Correlated with behavioral problems

TemperamentOnes typical mood

Temperaments:Easy (40%)Difficult (10%)Slow-to-warm up (15%)

Evidence for the impact of genetics; may also be modified by learning and the environment

Jean Piaget (1896-1980)Studied his three children

Child-as-scientist

Learning through discovery: independent learning

Stage theory of cognitive development

SchemasMental framework: How do we think about different concepts? How do we classify/organize our knowledge?

mammalsdoctor

To organize knowledge

Assimilation and Accommodation

Assimilation incorporate new information into existing knowledge schemes

Accommodation adjust schemes to fit new information and experiences

AssimilationUsing an existing mental framework in new situations

A childs schema for dog= furry, four legged animal; sees a cat and calls it dog

AccomodationChanging the schema to accommodate new information

The child comes to realize that four legged creatures can be cats or dogs

The schema was altered to accommodate this new knowledge

Four Stages of Cognitive Development

Sensorimotor: age 0-2 Preoperational: age 2-7 Concrete Operational: age 7-11 Formal Operational: age 11-adulthood

Stages are universal

Sensorimotor StageAge 0-2

Child uses the senses to explore surroundings

Largely non-verbal

Toward the end, object permanence

Sensorimotor StageObject Permanence: Understanding that objects and events continue to exist even when they cannot directly be seen, heard, or touched

Preoperational StageAge 2-7

Language

Symbolic thinking- symbols can represent ideas

Make-believe play

Egocentrism: unable to perspective-take

Preoperational StageEgocentrism: the child sees himself as the center of the universe

Cannot take the perspectives of others

Example: three mountains task

The Three Mountains TaskFig. 6.6

Concrete Operational StageAge 7-11

Logical abilities

Reversibility of thought

Ability to classify (i.e. mammals, reptiles)

Ability to conserve

Piagets Conservation TaskFig. 6.8

Formal Operational StageAge 11+Abstract thoughtHypothetical examplesFull adult intellectual abilities

Research: most adults do not progress to this stage

Peer RelationsDownplayed social interaction except for peer relations

Conflicts between peers enhance cognitive development

Perspective taking

Piaget and Education Facilitate rather than direct learning

Turn classroom into setting of exploration and discovery

Evaluating Piagets TheoryContributions:

Children- active thinkers

Comprehensive theory of cognitive development

Critique:

Underestimates or overestimates abilities

Development not uniformly stage-like Downplays social interaction and culture

Lev Vygotsky (1896-1934)Sociocultural theory

Importance of social interaction

Culture as a context for development

Social InteractionChildren develop through social interaction

InterpersonalIntrapersonal

We learn through interaction, and then we internalize this information

Socio-cultural ContextsRole of various contexts

Culture as a context for development

Through social interaction, children become members of a culture

The Zone of Proximal DevelopmentZone of Proximal Development (ZPD)Difference between Actual vs. Potential Level of Development

Tasks children cannot master alone, but can master with the help of a more skilled person

What I can do now vs What I can do with help

Vygotskys Zone of Proximal DevelopmentFig. 6.11

Scaffolding

Changing level of support over course of a teaching session to fit childs current performance level

As the child learns, he/she requires less help

Private Speech: Vygotsky

Private speech: Self talk: promotes development as children work through their ideas

Contrast with Piaget: egocentric speech

Evaluating Vygotskys TheoryContributionsShift from individual to collaborative learning

Importance of culture and social interaction

Teachers facilitate and guide, not direct and mold

CritiqueMay overemphasize languages role in thinking

Not individualistic enough?

Theory not fully developed