Human growth dev study guide PDF PDF

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Human Growth & Development •

Ch 1: The Life-Span Perspective o The life-span perspective views development as lifelong, multidimensional, multidirectional, plastic, multidisciplinary and contextual.  Lifelong- early adulthood is not the endpoint of development, no age period dominates development  Multidimensional- has biological, cognitive, socioemotional dimensions  Multidirectional- some dimensions expand and others shrink  Plastic- the capacity for change  Multidisciplinary- various areas of study have an interest in the field of development through the life span  Contextual- all development occurs within a context or setting (social/cultural/historic) o The nature of development  Biological, cognitive, and socioemotional processes are involved in development. • Biological processes- change in physical appearance • Cognitive processes- changes in intelligence, thought, language • Socioemotional processes- changes in relationships with other people, personality, emotions.  Nature vs Nurture • Nature- biological inheritance, always occurs the same way, ie a sunflower always grows in the same way. • Nurture- environmental experiences, nutrition, social environment, culture, etc.  Stability vs Change • Stability- result of heredity or an early experience in life, remain the same kind of person we were from childhood • Change- develop into someone different later in life from earlier  Continuity vs Discontinuity • Continuity- gradual cumulative change • Discontinuity- distinct stages of development

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Theories of Development •

Psychoanalytic and Psychosocial theories o

Freud’s Theory- Psychosexual development- Freud believed that people’s problems were the result of experiences early in life. One stage must be completed before moving onto the next. If not, the child would have problems later on in life associated with those incomplete stages.  “Old Age Parrots Love Grapes”

Stage

Age

Development

Adult Fixation

0-1yr

Focus of Libido Mouth

Oral

Feeding

Anal

1-3yr

Anus

Toilet training

Smoke, over eat, bite nails Orderliness, messiness

Phallic

3-6yr

Genital

Oedipus/electra

Sexual dysfunction

Latent

6yr-puberty

None

Social skills

None

Genital

Puberty on

Genital

Sexual maturity

Mentally healthy

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Erikson’s Theory- eight stages of development unfold as we go through life. At each stage, a unique crisis must be resolved. If the person can resolve each one, the healthier their personality will be. Failure to complete a stage can result in the inability to move into other stages.

Stage 1

Age 1yr

Crisis Trust vs mistrust

2

2yr

Autonomy vs shame/doubt

3

3-5yr

Initiative vs guilt

4

6-12yr

Industry vs inferiority

5

1020yr 20s30s 40s50s

Identity vs role confusion Intimacy vs isolation

>60

Integrity vs despair

6 7

8

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Generative vs stagnation

Virtue Negative Outcome Hope, warm consistent care, the Fear, suspicion world will be a good place to live Sense of independence, will If punished too harshly, likely to develop sense of shame/doubt, Lack self esteem Uses skills to make things Sense of guilt/inadequacy, anxious happen, sense of purpose, responsibility Mastering skills, building things, Inferiority, lack of competence, confidence failure Figuring out their identity, Role confusion, rebellion unique Partnership Loneliness, isolation Unproductive Contribution to younger generations, legacy, mentoring, new hobby Sense of accomplishment with Regrets, despair, dissatisfaction their life, wisdom, accept death without fear

Eriskson vs Freud o Freud’s theory was sexual in nature, Erikson’s focused on social and human interaction. o Freud believed that our basic personality was formed within the first five years of our life. Erikson believed change occurred throughout lifespan.

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Cognitive theories o

Piaget’s Theory- children actively construct their understanding of the world and go through four stages of cognitive development.

Age

Stage

Characteristics

0-2yrs

Sensorimotor

Uses senses, Object permanence

2-7yrs

Preoperational

7-11yrs

Concrete Operational

Symbolic function substage (2-4yrs): Pretend play, symbolization, mentally represent an object that is not present • Intuitive thought substage (4-7yrs): Primitive reasoning, have many questions Conservation, can understand math, reason logically

11-adult

Formal Operational

Logical, understand consequences, moral reasoning

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Vygotsky’s Theory (sociocultural)- a child’s culture and social activities plays a role in his/her development. Ex: a child might learn to count using a computer in one culture but may learn with beads in another. Therefore, they learn to use the tools of their culture to help them adapt.  Social interactions = cognition Information processing theory- people manipulate information, monitor it and strategize about it, ie memory storage/retrieval and thinking.

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Behavioral and Social Cognitive Theories o Skinner’s Operant conditioning- the consequences of a behavior changes the probability of the behavior’s occurrence again, i.e. rewarding a good behavior, punishing a bad one. o Bandura’s Social cognitive model- Behavior, environment, and cognition are the key factors in development.

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Ecological Theories o Ethology- behavior is strongly influenced by biology, is tied to evolution, and is characterized by critical periods. o Ethological Theory- development reflects the influence of several environmental systems.  Microsystem- setting in which the person lives  Mesosystem- involves the relations between people in their life and their microsystem (ie family experiences in relation to school)  Exosystem- links between social settings that the person doesn’t have an active role in (ie mom’s job)  Macrosystem- culture in which the person lives in

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Research o Descriptive- aims to observe and record behavior. By itself, descriptive research cannot prove what causes something, but it can reveal important information. o Correlational- Describe the strength of a relationship between two or more things. o Experimental- a carefully regulated procedure in which one or more of the factors believed to influence behavior being studied are manipulated while all other factors are constant. Cause and effect. o Case study- an in depth look at a single individual when other aspects of life cannot be duplicated or tested on other people o Cross-sectional- different ages are compared in a short time. Focuses on the average of age. o Longitudinal- the same people are studied over a period of a time, usually several years. Focuses on change in development. Ch 2: Beginnings o Genotype- a person’s genes o Phenotype- a person’s genes expressed; physical appearance o Dominant- takes dominance over the other gene o Recessive- only appears if both pairs of the gene are recessive. o Chromosomal abnormalities:

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Gene-linked abnormalities:

Behavioral genetics- seeks to discover the influence of heredity and environment on individual differences in human traits and development.

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Ch 3: Prenatal Development •

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Prenatal stages o The Germinal period (first two weeks)- zygote, cell division, zygote attaches to uterine wall o The Embryonic period (weeks 2-8)- support systems for cells form, organs develop o Fetal Period (2mo-birth)- Growth & development occurs Teratogen- any agent that can potentially cause a birth defect. o Psychoactive drugs- caffeine, alcohol, nicotine, cocaine, meth, marijuana, heroin  Alcohol- facial deformities, defective limbs, face and heart. Below average in intelligence.  Nicotine- low birth weight, fetal and neonatal deaths, SIDS, respiratory problems, ADHD, etc.  Cocaine- reduced birth weight, length and head circumference, less self-regulation, decreased reflexes, higher excitability, slower rate of growth, etc.

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Ch 4: Infancy •

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Patterns of growth o Cephalocaudal pattern- earliest growth occurs at the head, and other physical growth happens gradually from top to bottom. The tops of the head also grows faster than the bottom/jaw. Motor development will precede this (babies can use their fingers before they can crawl) o Proximodistal pattern- growth starts at the center of the body and moves towards the extremities (babies will use their whole hand before their fingers) o In the first several days of life, newborns lose 5-7% of body weight, then rapidly gain 5-6oz a week during the first month.  By four months, they double their birth weight  They triple their weight by their first birthday  They grow 1in per month during the first year. Reflexes o Dynamic systems theory- explains that motor behaviors are assembled by perceiving and then acting. The infant must see something in their environment and then be motivated to act in order to learn something new. For example, a baby will not walk unless both his legs are strong enough and he has the desire to do so. o Reflexes that disappear several months after birth: rooting, moro, grasping reflexes. o Reflexes that persist throughout life: coughing, sneezing, blinking, shivering, yawning Age 3 months 6 months 9 months 12 months

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Gross Motor Developments Prone, chest up, use arms for support, roll over Support some weight with legs, sit without support Stand with support, pull self to stand

Fine Motor Developments Grip with whole hand (palmer grip) Reach for objects Grip with thumb and forefinger (pincer grip)

Stand alone easily, walking

Sensory o Sensation- occurs when information interacts with sensory receptors o Perception- the interpretation of what is sensed o Ecological view- perception brings us in contact with the environment to increase adaptation o Visual preference method- the study of whether infants can distinguish one stimulus from another  Found that infants prefer to look at at patterned stimuli ,such as a face or bullseye compared to a plain circle.  Color vision seems to develop as early as 4 weeks. o Hearing  Fetuses can hear in the womb as early as 33-34wks  Infants preferred to hear something familiar to what they heard in the womb, such as a book “The Cat in the Hat” o Intermodal perception- the ability to relate and integrate two or more senses.

Ch 5: Cognitive development infancy • • • •

Schemes- In Piaget’s theory, actions or mental representations that organize knowledge within the brain. Assimilation (Piaget) occurs when children use their existing schemes to deal with new information or experiences. Accommodation (Piaget) occurs when children adjust their schemes to take new information and experiences into account. Equilibration- when children shift from one stage of thought to the next Page 9 of 20

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Object permanence- the understanding that objects continue to exist even when they cannot be seen. According to Piaget, from birth to 24mo infants are in the sensorimotor stage. Communication behaviors o Birth- crying o 2-4mo- cooing o 6mo- babbling o 7-14mo- gestures o 18mo- spoken words Universal linguist vs language specific listener o Universal linguist refers to crying, cooing, babbling, which all occur within the first 6mo of life. Infants are “citizens of the world” and can recognize when sounds change, no matter what language the syllables are from. o Language specific listeners occurs after 6mo, when the infant gets better at perceiving the changes in sounds from their own language and they gradually lose the ability to recognize the differences that are not important to their own language.

Ch 6: Infancy- Psychosocial Development •

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Temperament- individual differences in behavioral styles, emotions, and characterstic ways of responding o Factors that influence temperament: biological foundations and experiences, gender, culture, goodness of fit and parenting. Attachment patterns o Secure attachment- children use the mother as a home based and are at ease when she is present. Will play as long as parent is present. When she leaves, they become upset and go to her as soon as she returns. o Insecure-avoidant- infant avoids connection with caregiver, seems to not care about the caregiver’s presence, departure or return. In a strange situation, does not interact with caregiver. o Insecure-resistant- often cling to the caregiver and then resist her by fighting against the closeness. In a strange situation, these babies often cling anxiously to the caregiver and don’t explore the playroom. When the caregiver leaves, they often cry loudly and then push away if she tries to comfort them on her return. o Insecure-disorganized- appear disoriented. In a strange situation, these babies might seem dazed, confused, and fearful. To be classified as disorganized, babies must show strong patterns of avoidance and resistance or display certain specified behaviors, such as extreme fearfulness around the caregiver.

Ch 7: Early childhood development • • •

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Recommended hours of sleep for young children are 11-13hrs. Recommended exercise is 2 hours a day, one hour structured and one hour unstructured. Cognitive changes o Animism- the belief that inanimate objects have lifelike qualities and are capable of action. o Centration- centering of attention on one characteristic, excluding all others o Egocentrism- inability to distinguish between ones own perspective and someone else’s o Conservation (Piaget)- the awareness that altering appearance does not change its basic properties. Vygotsky proposed that speech serves not only a communicative purpose but also serves to help solve tasks. Scaffolding- changing level of support over the course of a teaching session to fit the child’s performance level The phrase “theory of mind” is defined as the awareness of ones own mental processes and the mental processes of others. Gender role acquisition Page 10 of 20

Evolutionary view- biological dispositions, males and females involved in a way that benefitted them. Males who have more sex partners have increased chance of having more offspring. Males evolved to be violent, competitive and risk takers. Females focused on having a mate that could provide for their offspring. o Social role theory- a theory that gender differences result from he contrasting roles of men and women o Psychoanalytic theory- children first identify with opposite sex parent, and then same sex parent o Social cognitive theory- children’s gender development occurs through observation and imitation of other people, and through being rewarded/punished for gender appropriate/inappropriate behavior. Parenting styles o Authoritative parenting- encourages independence but within limits, warm and nurturing, respect for child’s own decisions. o Authoritarian parenting- parents are demanding, expect obedience, are not responsive to children’s own desires, communicate poorly with children o Indulgent parenting- parents are low on control, have few rules and avoid controlling their children. Children never learn to control their own behavior and they get whatever they want. o Neglectful parenting- parent is uninvolved in child’s life, feel that their own life is more important. Children tent to be socially incompetent, truant and delinquent. Types of abuse o Physical abuse- the infliction of physical injury o Child neglect- failure to provide for basic needs o Sexual abuse- when an adult uses a child for sexual purposes o Emotional abuse- acts by caregivers that cause serious behavioral/cognitive/emotional problems o Most common maltreatment is neglect. Play in early childhood o The role of play is to provide advances in cognitive development, affiliation with peers, tension release, exploration and provision of a safe haven. o The role of sensorimotor play- behavior engaged in by infants that lets them derive pleasure from exercising their existing sensorimotor schemas. o Practice play- repetition of behavior that allows new skills to be learned o Pretense/symbolic play- when a child transforms aspects of the physical environment into symbols. Reflects child’s advancements in cognitive development. o

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Ch 9: Middle Childhood- physical and cognitive development Stage of Development Infancy Early/Middle Childhood

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Height 20in long

Weight 7 lbs

Grow 2-3 in/yr Age 11 girls are 4ft 10in, boys are 4ft 9in

Gain 5-7 pounds a year

Cognitive changes- children in the concrete operational stage o Can consider several characteristics rather than focusing on a single property of an object. o Classify or divide things into different sets or subsets and consider their irrelationship Information processing approach o Short term memory- a passive store house with shelves to store info until it is moved into long term memory o Working memory- mental workbench where people manipulate and assemble info o Long term memory- permanent and unlimited type of memory, increases with age during middle and late childhood. Page 11 of 20

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Sternburg’s theory- intelligence consists of analytical intelligence, creative intelligence, and practical intelligence. Component of Intelligence Analytical intelligence

Creative intelligence

Practical intelligence

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Description Ability to analyze, judge, evaluate, compare, contrast. Tend to be favored in conventional schooling. Have good grades, go to good colleges Ability to create, design, invent, organize, imagine. Not the top of their class, may not learn according to teacher’s specific construction, find their own unique ways to learn Ability to use, apply, implement, and put ideas into practice Do not relate well to demands of school, but do well outside of school. Have excellent social skills and common sense. Often become managers, politicians.

Gardner’s Theory of Multiple Intelligences- suggests there are eight types of intelligence, or “frames of mind.” Name of Intelligence Verbal

Students high in this might like: Writing, speaking, word puzzles

Mathematical

Math games, numbers, logic puzzles

Spatial

Maps, charts, drawing, sculpture

Body kinesthetic

Movement, dance, sports

Musical

Musical instruments, singing, listening to sounds

Interpersonal

Cooperative games, peer tutoring, interacting with others

Intrapersonal

Self-reflection, journaling, setting goals for self

Naturalist

Outdoors, plants, bugs, environmental topics

Giftedness is defined as having above average intelligence (IQ 130 or higher) and/or superior talent for something. o A gifted child may face challenges such as not enough programs in school to help them expand their talent. May cause ...