lesson 2

• FOUR MAJOR TYPES OF THEORY OF DEVELOPMENT

  • BIOLOGICALLY BASED
  • PSYCHODYNAMIC THEORIES
  • BEHAVIORAL THEORIES
  • COGNITIVE THEORIES
• BIOLOGICALLY BASED


  • Genetics - Fundamental biological instructions for development are stored within each individual's genetic code
  • Developmental Neuroscience - Attempts to study the links between brain function, observable behavior and mental experiences such as thought and emotion
  • Evolution - The process by which species change across generation
• Psychoanalytic Theory


  Sigmund Freud's theory that human development was determined by unconscious process and adult personality was heavily influenced by events that occurred in early childhood

  
• THREE STRUCTURES OF PERSONALITY

  • ID - The id houses our instincts, operates from raw and irrational impulses
  • EGO - Develops soon after birth and is ruled by the reality principle as it tries to deal logically and rationally with the world
  • SUPEREGO - Develops during and soon after ego development and is responsible for the development of one's moral code and conscience
• PSYCHOSEXUAL STAGES OF DEVELOPMENT

  • ORAL STAGE - Between birth and 18 months, withholding the breast and/or bottle and food greatly affects the child's sense of self and sense of trust and security in the world
  • ANAL STAGE - Obtaining control over bowel movements is the major task of this stage, which occurs between 18 months and 3 years
  • PHALLIC STAGE - Experiencing pleasurable genital sensations is the major focus during this stage, which occurs between ages 3 and 5 or 6 years
  • LATENCY STAGE - Strictly speaking, not a psychosexual stage, the latency stage occurs between the ages of 5 or 6 years and puberty, when there is a repression of the libido
  • GENITAL STAGE - Resulting patterns of behavior from the oral, anal, and phallic stages become evident as the young adult and adult exhibit behavior, which is influenced by conscious and unconscious motivations
• Anal Retentive Personality

  
  

  Parents were too harsh and strict, early potty training - Orderly, obsession with cleanliness, perfectionist, and stubborn
• Anal Expulsive Personality

  Parents were too lenient, late potty training - Disorganized, messy, wasteful and has a lack of self-control
• Oedipus complex


  Boys' feelings of guilt and fear of punishment over sexual desire for mother and feelings of hostility toward mother
• Electra complex


  Girls' feelings of guilt and fear of punishment over sexual desire for their father and hostility toward mother
• Penis envy


  Girls' realization that they don't have a penis
• Castration anxiety


  Boys' fear of penis removal by father
• Psychosocial theory: Erik Erikson (called as a neo-Freudian) - His view centers mainly on the effects of social interactions in shaping personality. Social forces continue to shape personality throughout the lifespan as the individual experiences relationship with others.

  
• THE EIGHT STAGES OF PSYCHOSOCIAL DEVELOPMENT

  • BASIC TRUST VS. MISTRUST
  • AUTONOMY VS. SHAME & DOUBT
  • INITIATIVE VS. GUILT
  • INDUSTRY VS. INFERIORITY
  • IDENTITY VS. CONFUSION
  • INTIMACY VS. ISOLATION
  • GENERATIVITY VS. STAGNATION
  • INTEGRITY VS. DESPAIR
• Basic trust


  A child's expectation that his needs would be met by caregivers and the world is a safe place
• Distrust


  The result of unmet needs whereby the impression is formed that the world is difficult or unreliable
• Autonomy vs. shame & doubt


  The child should learn to control his/her bodily needs that will lead to feelings of independence and self-control. If the primary caregiver is overprotective, overcontrol, and aren't giving the child the opportunity to do things on their own, that will result to feelings of shame and doubt; on the other hand, if the child is encouraged and supported, they will become more confident and secure in their own abilities.
• Initiative vs. guilt


  The child is starting to assert themselves, to take control or power over their environment, through direct play and other social interactions. Those children that are too controlling or exerting too much power, they often experience disapproval which results to guilt.
• Industry vs. inferiority


  Children need to cope up with the social and academic demands
• Identity vs. confusion


  Ego identity is the conscious sense of self that we develop through social interaction and becomes a central focus during this stage of psychosocial development
• Intimacy vs. isolation


  During this stage of development, a person starts to form intimate and long term relationships. If the person is able to make meaningful and happy relationships, that will also build his/her sense of commitment.
• Generativity vs. stagnation


  Being proud of your accomplishments, watching your children grow into adults, and developing a sense of unity with your life partner are important accomplishments of this stage.
• Integrity vs. despair


  Older adult achieves acceptance of own life, allowing acceptance of death, or else despairs over inability to relive life. Virtue: wisdom.
• BEHAVIORAL THEORIES


  • CLASSICAL CONDITIONING: IVAN PAVLOV - A type of learning in which an association is learned between an environmental event and the stimulus-response reflex that follows
  • OPERANT CONDITIONING: B.F SKINNER - A type of learning that occurs when an organism is rewarded or punished; specific consequence are associated with a voluntary behavior
  • SOCIAL LEARNING THEORY: ALBERT BANDURA - The fact that we can learn by observing the behavior of others forms the basis of this theory. Imitation or Observational Learning- people learn much by simply watching those around them.
• Unconditioned stimulus


  Automatically triggers a response
• Unconditioned response


  Occurs naturally in response to the unconditioned stimulus
• Neutral stimulus


  Produces no effect
• Conditioned stimulus


  A neutral stimulus which produces or triggers the same response after being paired with the Unconditioned stimulus
• Conditioned response


  A learned response to a previously neutral stimulus (Conditioned stimulus)
• COGNITIVE THEORIES


  • SENSORIMOTOR - Infants are only aware of what is right in front of them, they're constantly experimenting, and they learn through trial and error
  • PRE-OPERATIONAL - The child cannot use logic or transform, combine or separate ideas, but they are able to think about things symbolically and their thinking is based on intuition and still not completely logical
  • CONCRETE OPERATIONAL - Elementary-age and preadolescent children -- ages 7 to 11 -- show logical, concrete reasoning and display skills of reversibility and conservation
  • FORMAL OPERATIONAL - The child/adolescent can do mathematical calculations, think creatively, use abstract reasoning, and imagine the outcome of particular actions
• Object permanence


  An object exists even though they can no longer see it
• Egocentrism


  The egocentric child assumes that other people see, hear, and feel exactly the same as the child does
• Lack of conservation


  Children struggle with understanding the idea of constancy
• Fantasy play


  The kid pretends to be something or does an activity which is nearly impossible
• Zone of proximal development (ZPD)


  Vygotsky's term for the difference between what a child can do alone and what the child can do with help
• Scaffolding


  The temporary support that parents, teachers, or others give a child in doing a task until the child can do it alone