Warm Up l Pick up warm up off

Warm Up l Pick up warm up off of front desk, find a spot to roll out your timeline and answer the questions using SFI l You have 30 mins

Warm up- page 6 l Id these words in your own words X chromosome l Testosterone l Gender role l Gender Identity l Gender typing l Norm l Social Learning Theory l Gender Schema Theory l

Chapter 4: Developmental Psychology pt. 1

Developmental Psychology l Branch of psychology that studies physical, cognitive, and social changes through out the life span. l Look for commonalities between us. l Look at issues of: l. Nature/nurture l. Continuity/Stages l. Stability/Change

Prenatal Development l Zygote: fertilized egg…eventually develops into a embryo after 2 weeks. l Cells rapidly start dividing to create a multicellular organism and differentiate to create organs. l Fewer than half survive to become embryos.

Prenatal Development l Embryo: developing human organism. Considered embryo from 2 weeks to 2 nd month. l This stage is when pregnancy is officially established…woman will miss period. l Week 4 -8 are when all major organs begin functioning. When teratogens have greatest effect.

Prenatal Development l Fetus: developing human organism from 9 weeks after conception until birth. l After 12 weeks most of major development is “finished” except for brain and lungs. l Responsive to sound l After 6 months…premature babies’ organs sufficiently formed to allow chance of survival. Week 16 Week 20

Teratogens l Agents such as chemicals and viruses that can reach the embryo or fetus during prenatal development and cause harm. l. Examples: AIDS virus, drugs, alcohol can all be passed onto baby and cause damage. Fetal Alcohol Syndrome

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Fetal Alcohol Syndrome l No safe amount of alcohol l 1 in 750 infants l Small, misproportioned head, brain abnormalities l Leading cause of mental retardation

Newborn Capacities l Come equipped with reflexes ideally suited for survival. Ex: rooting reflex: baby’s tendency when touched on the cheek to open the mouth and search for food.

Newborn Capacities l Habituation: describes infants’ decreasing responsiveness to repeated stimuli. Infer that newborns have cognitive ability to differentiate between different visual stimuli.

l Biological Maturation growth processes that enable orderly changes in behavior, relatively uninfluenced by experience. l. Genetic blueprint unfolding l. Stand before walking l In terms of brain development, natural maturation causes neural interconnection to multiply rapidly after birth. l However, severe deprivation and abuse will retard development. Furthermore, increased stimulation will cause early neural connections. l Maturation sets the basic course of development; experience adjusts it.

Maturation and Memory l Earliest memory is hardly before age 3 l After age ¾ we organize memories different

Normal Maturation

Maturation and Motor Skills l Maturation also influences motor development. l The sequence of complex physical skills, from sitting, standing, walking, are nearly universal are across the world. l Overall, experience has a limited effect until certain muscular or neural maturation occurs. Ex: Potty Training.

Cognitive Development

Jean Piaget l Developed stages of cognitive development l Mental activities associated with thinking, knowing, remembering and communicating l Schemas: concepts of phenomena developed by humans that increase with development. Adjusted by: l Assimilation: interpreting one’s new experience in terms of one’s existing schemas. Ex: kids and “doggies” l Accommodation: adapting one’s current understandings (schemas) to incorporate new information. Ex: new schema for groundhog.

Know This Chart

Piaget’s Stage 1: Sensorimotor: birth to 2, experience world mostly through your senses and movement. Major Development During this stage: A. Stranger Anxiety B. Object Permanence: awareness that things continue to exist even when not perceived. Why Babies like peek-a-boo. l

Piaget’s Stage 2: Preoperational: 2 -6, child learns to represent things with language but does not understand concrete logic. Major Development During this stage: 1. Pretend Play 2. Language Development 3. Egocentrism: inability to take another point of view. l

Theory Of Mind l Although still egocentric they begin to form a theory of mind l Realizing that people have minds and think l Ask Why? l Begin to empathize, tease, take another perspective

Autism l. A disorder characterized by deficient communication and social interaction l http: //www. youtube. com/watc h? v=Jnyl. M 1 h. I 2 jc l

Lev Vygotsky l Age 7 children no longer need to always think out loud l Pre operational and operational l Use inner speech

l Stage Piaget’s Stages 3: Concrete Operational: 7 to 11, child begins to think concretely and complete math operations. Major Development During this Stage: 1. Conservation: principle that mass, volume, and number remain the same despite their form.

Piaget’s Stage 4: Formal Operational: 12 to adulthood, ability to abstractly reason and use abstract logic. Major Developments During This Stage: 1. Abstract Logic: hypothetical situations, ideas like communism 2. Mature Moral Reasoning: ideas like “right to life, ” “right to liberty, ” Etc. l

Current Thinking l Piaget’s sequence is right but timing is not exact. l Some cognitive events occur earlier than he thought and process as a whole is more continuous. l Did not give children enough credit

Warm up pick up warm up off of the overhead. Work in groups to complete it l All work must be complete in 10 minuets l

Social Development

Attachment l Emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.

Harlow’s Theory of Attachment is based on: Body Contact 2. Familiarity 3. Responsive Parenting 1.

Body Contact l Infants become intensely attached to entitities that provide comfortable body contact to them. Things like rocking, warmth, and feeding make attachment stronger. l IMPORTANCE: NOT nourishment that provides attachment as originally thought.

l Also Familiarity key in understanding attachment. l A. ) Critical Period: optimal period shortly after birth when certain events must take place to facilitate proper development. Ex: First moving object a duckling sees it will attach to as its mother…would follow person, moving ball, etc. l B. ) Imprinting: process by which certain animals form attachments during a critical period very early in life. NOT FOR HUMANS. However do become attached to what they know.

Responsive Parenting leads to secure attachment. l Secure Attachment: in mother’s presence will explore new territories and play comfortably. When mother leaves will become distressed, when returns will seek contact with her. l 60 % of all infants

Responsive Parenting l Insecure Attachment: in mother’s presence are less likely to explore their surroundings; cling to mother. When leaves, cry loudly and remain upset or seem indifferent to their mother’s comings and goings.

Why Secure or Insecure l Mary Ainsworth l Studied 1 year olds in “strange situations” without mothers l Found- sensitive, responsive mothers had secure children l Found- insensitive, unresponsive mothers, mothers who respond when convenient, had insecurely attached children

Secure Attachment predicts social competency l Securely attached children approach life with basic trust l. A sense that the world is predictable and reliable l Attachment also reflects romance styles

Consequences of Insecure Attachment l Under conditions of abuse and neglect, humans are often withdrawn, frightened, even speechless. l Harlow’s monkeys often incapable of mating or extremely abusive, neglectful, or murderous towards first-born. l Most abusers were abused; abused are more likely to abuse…even though the majority of them don’t.

Disruption of Attachment l Separation from loved ones can have devastating results l If removed and placed in a more stable environment most effects of the separation disappear l Adults also suffer when attachment bonds are severed

Daycare and Attachment l Children need consistent, warm relationships with people they can trust l Daycare has both good and bad effects

Self –Concept l Self- Concept- a sense of their own identity and personal worth l Develops by age 12 l The next big step after attachment

Parental Authority Questionnaire 1. Permissive- relatively warm, non demanding, noncontrolling parent l #s- 1, 6, 10, 13, 14, 17, 19, 21, 24, 28 2. Authoritarian- parents who value unquestioning obedience and attempt to control their children’s behaviors, often through punitive disciplinary practices l#’s- 2, 3, 7, 9, 12, 16, 18, 25, 26, 29 3. Authoritative- parents who use firm , clear but flexible and rational modes of child rearing l#’s- 4, 5, 8, 11, 15, 20, 22, 23, 27, 30 4. Total them up

Social Development: Child Rearing Practices- Baumrind l Authoritarian l parents impose rules and expect obedience l “Don’t interrupt” l “Why? Because I said so. ” l Permissive: l submit to children’s desires l make few demands l use little punishment

Social Development. Child-Rearing Practices l Authoritative l parents are both demanding and responsive l set rules, but explain reasons l encourage discussion l Children have highest self esteem and social competence l Rejecting-neglecting l disengaged l expect little l invest little