CHAPTER 3 INFANCY CHILDHOOD Section 1 Physical Perceptual

CHAPTER 3: INFANCY & CHILDHOOD Section 1: Physical, Perceptual, and Language Development Section 2: Cognitive & Emotional Development Section 3: Parenting Styles & Social Development

2 SECTION 1: PHYSICAL, PERCEPTUAL, AND LANGUAGE DEVELOPMENT • Developmental psychology: the study of changes that occur as an individual matures • Nature and Nurture • Newborns • Capacities • Grasping reflex: an infant’s clinging response to a touch on the palm of the hand • Rooting reflex: an infant’s response in turning toward the source o touching that occurs anywhere around the mouth

3 • Physical Development • Infant average birth weight = 7. 3 pounds • Maturation: the internally programmed growth of a child • Learning: a relatively permanent change in behavior that happens as a result o experience • Perceptual Development • Visual cliff

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5 • Language Development • Can animals use language? • chimps • Grammar • How do children acquire language? • • Must learn signs Must learn meaning of signs Must learn grammar 2 years old - Telegraphic speech: the kind of verbal utterances in which words are left out, but the meaning is usually clear • Where my doll • I goed to school (c) 2007 brainybetty. com ALL RIGHTS RESERVED.

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SECTION 2: COGNITIVE & EMOTIONAL DEVELOPMENT 8 • Cognitive Development • How does knowing change? • Schema: a conceptual framework a person uses to make sense of the world • Assimilation: the process of fitting objects and experiences into one’s schemas • Accommodation: the adjustment of one’s schemas to include newly observed events and experiences • Object permanence: a child’s realization that an object exisits even when he/she cannot see or touch it • Representational thought: the intellectual ability of a child to picture something in his/her mind

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JEAN PIAGET & THE STAGES OF COGNITIVE DEVELOPMENT 10 • Sensorimotor(Birth – 2) – • Simple motor responses, lacks concept of object permanence • Preoperational(2 -7) • Egocentric thinking, lacks concept of conservation, uses symbols • Concrete operations(7 -11) • Understands conservation, trouble with abstract ideas, classification ideas improve • Formal operations(11+) • Understands abstract and hypothetical ideas, capable of logical and deductive reasoning

11 • The principle of conservation • Conservation: the principle that a given quality does not change when its appearance changes • Egocentric: a young child’s inability to understand another person’s perspective

12 • Emotional Development • Experiments on animals • Imprinting: inherited tendency of some newborns to follow the first moving object they see • Konrad Lorenz and his Geese • Critical period: a specific time in development when certain skills or abilities are most easily learned

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WHAT MAKES A MOTHER SO IMPORTANT? 15 • Surrogate Mothers • Wire vs. cloth • Harry Harlow and the rhesus monkey • Human Infants • Attachment at 6 months – 3 years • Separation anxiety • Stranger situation • Secure attachment • Avoidant attachment • Resistant attachment (c) 2007 brainybetty. com ALL RIGHTS RESERVED.

16 SECTION 3: PARENTING STYLES & SOCIAL DEVELOPMENT • Parenting Styles • Authoritarian: parents attempt to control and evaluate the behavior and attitudes of children and adolescents in accordance with a set code of conduct • Democratic/Authoritative: children and adolescents participate in decisions affecting their lives • Permissive/Laissez-Faire: children and adolescents have the final say; parents are less controlling and have a non-punishing, accepting attitude toward children

17 • Effects of Parenting Styles • • Establishment of limits-Authoritarian Assuming responsibility-Democratic/Authoritative Indentifying with parents-Dem/Auth Independence-

CHILD ABUSE • The physical or mental injury, sexual abuse, negligent treatment, or mistreatment of children under the age of 18 by adults entrusted with their care • 906, 000 confirmed cases in 2003 • Why is there child abuse? • Who is abused most often? • Children of overburdened or stressed parents • Hyperactive children • Mentally or physically disadvantaged • What constitutes child abuse? • Spanking? • Yelling? • Effects-loss of trust, self esteem, depression 18

19 • Social Development • Socialization: the process of learning the rules of behavior of the culture within which an individual is born and will live • How can we describe socialization? • What is the reason for socialization? • Give examples of how we learn socialization in school…

20 FREUD’S THEORY OF PSYCHOSEXUAL DEVELOPMENT • Oral Stage –infant seeks pleasure around mouth (0 -18 months) • Anal Stage – infant seeks pleasure centered on functions of elimination (18 months- 3 years) • Phallic Stage – infant seeks pleasure centered around genitals (3 – 6 years) • Latency Stage – sexual thoughts repressed; focus on developing social and intellectual skills (6 years – puberty) • Genital Stage – sexual desires renewed; individual seeks relationships with others (puberty through adulthood) • Identification – the process by which a child adopts the values and principles of the same gender parent • Sublimation – the process of redirecting sexual impulses into learning tasks

21 Oral fixation has two possible outcomes. • The Oral receptive personality is preoccupied with eating/drinking and reduces tension through oral activity such as eating, drinking, smoking, biting nails. They are generally passive, needy and sensitive to rejection. They will easily 'swallow' other people's ideas. • The Oral aggressive personality is hostile and verbally abusive to others, using mouth-based aggression.

22 • Anal fixation, which may be caused by too much punishment during toilet training, has two possible outcomes. • The Anal retentive personality is stingy, with a compulsive seeking of order and tidiness. The person is generally stubborn and perfectionist. • The Anal expulsive personality is an opposite of the Anal retentive personality, and has a lack of self control, being generally messy and careless.

23 • Phallic fixation • At the age of 5 or 6, near the end of the phallic stage, boys experience the Oedipus Complex whilst girls experience the Electra conflict, which is a process through which they learn to identify with the same gender parent by acting as much like that parent as possible. • Boys suffer a castration anxiety, where the son believes his father knows about his desire for his mother and hence fears his father will castrate him. • Girls suffer a penis envy, where the daughter is initially attached to her mother, but then a shift of attachment occurs when she realizes she lacks a penis. She desires her father whom she sees as a means to obtain a penis substitute (a child). She then represses her desire for her father and incorporates the values of her mother and accepts her inherent 'inferiority' in society.

ERIKSON’S THEORY OF PSYCHOSOCIAL DEVELOPMENT • Life periods in which an individual’s goal is to satisfy desires associated with social needs • Stages • • 1 –trust versus mistrust (early infancy) 2 –autonomy versus shame and doubt (1 -3) 3 –initiative versus guilt (3 -6) 4 –industry versus inferiority (6 -12) 5 –identity versus role confusion (early teens) 6 –intimacy versus isolation (young adult) 7 –generality versus stagnation (middle adult) 8 –ego integrity versus despair (older adult)

25 TRUST V MISTRUST • Early Infancy • Virtue – Hope • Significant Relationship – Mother • Can I trust the world • Feeding, abandonment (c) 2007 brainybetty. com ALL RIGHTS RESERVED.

26 AUTONOMY V SHAME AND DOUBT • 1 -3 years old • Virtue – Will • Significant Relationship – Parents • Is it ok to be me? • Toilet training, clothing themselves (c) 2007 brainybetty. com ALL RIGHTS RESERVED.

27 INITIATIVE V SHAME AND GUILT • 3 -6 years old • Virtue – Purpose • Significant Relationship – Family • Is it okay for me to do, move, and act • Exploring, using tools or making art (c) 2007 brainybetty. com ALL RIGHTS RESERVED.

28 INDUSTRY V INFERIORITY • 6 -12 years old • Virtue – Competence • Significant Relationship – Neighbors, School • Can I make it in the world of people and things • School, sports (c) 2007 brainybetty. com ALL RIGHTS RESERVED.

29 IDENTITY V ROLE CONFUSION • 13 -19 years old • Virtue – Fidelity • Significant relationship – • Peers, role model • Who am I? Who can I be? • Social relationships (c) 2007 brainybetty. com ALL RIGHTS RESERVED.

30 INTIMACY V ISOLATION • 20 -39 years old • Virtue – Love • Significant Relationship – Friends, Partners • Can I love? • Romantic Relationships (c) 2007 brainybetty. com ALL RIGHTS RESERVED.

31 GENERATIVITY V STAGNATION • 40 -64 years old • Virtue – Care • Significant Relationship – Household, workmates • Can I make my life count • Work, parenthood (c) 2007 brainybetty. com ALL RIGHTS RESERVED.

32 EGO INTEGRITY V DESPAIR • 65 -death • Virtue – Wisdom • Significant Relationship – Mankind, my kind • Is it okay to have been me? • Reflection on life (c) 2007 brainybetty. com ALL RIGHTS RESERVED.

33 COGNITIVE-DEVELOPMENT APPROACH • Games and Play • Role taking: children’s play that involves assuming adult roles, thus enabling the child to experience different points of view • • Teacher Storekeeper Ninja Parent • So how do these prepare the child for later life?

34 MORAL DEVELOPMENT • Moral reasoning: deciding what is right or wrong • The dying wife and the robbery • What is a moral dilemma? • Stealing a loaf of bread for a hungry child • Is that a moral dilemma? • Examples • Kohlberg’s Stages of Moral Development • Pre-conventional • Obedience and punishment • Instrumental relativist • Conventional • Good/bad • Law and order • Post-Conventional • Social contract • Universal ethics principle

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