Transcript Introduction to Psychology - MCS4Kids

Infancy and Childhood
Module 8
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Infancy and Childhood
Infancy and Childhood
 Physical Development
 Cognitive Development
 Social Development
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Infancy and Childhood
Infancy and childhood span from birth to the
teenage years. During these years, the
individual grows physically, cognitively, and
socially.
Stage
Span
Infancy
Newborn to toddler
Childhood
Toddler to teenager
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Maturation
Biological growth processes that enable
orderly changes in behavior Preprogrammed
Maturation sets the basic course of
development, while experience adjusts it.
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Motor Development
First, infants begin to roll over. Next, they sit
unsupported, crawl, and finally walk.
Experience has little effect on this sequence.
Profimedia.CZ s.r.o./ Alamy
Phototake Inc./ Alamy Images
Jim Craigmyle/ Corbis
Renee Altier for Worth Publishers
Link
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Maturation and Infant Memory
The earliest age of conscious memory is around
3½ years (Bauer, 2002). A 5-year-old has a sense
of self and an increased long-term memory, thus
organization of memory is different from 3-4
years.
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Infancy and Childhood:
Physical Development
 Babies only 3
months old can
learn that
kicking moves
a mobile--and
can retain that
learning for a
month (RoveeCollier, 1989,
1997).
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© Michael Newman/PhotoEdit
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Infancy and Childhood:
Cognitive Development
 Cognition
 all the mental activities associated
with thinking, knowing,
remembering, and communicating
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Cognitive Development
Piaget understood that cognitive processes
followed a series of stages, and even though
certain children may reach stages before other
children, the order of stages is invariable.
Both photos: Courtesy of Judy DeLoache
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Infancy and Childhood:
Cognitive Development
 Schema
 a concept or framework that
organizes and interprets
information, they are building
blocks of intellectual development
 Schema example 2:23
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Schemas
Schemas are mental molds into which we pour
our experiences.
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Figure 8.4 An impossible object
Myers: Exploring Psychology, Seventh Edition In14
Modules
Copyright © 2008 by Worth Publishers
Infancy and Childhood:
Cognitive Development
 Assimilation
 interpreting one’s new
experience in terms of
one’s existing schemas
 Accommodation
 changing one’s current
understandings (schemas)
to incorporate new information
or experiences
Flash animation of schema development:
http://projects.coe.uga.edu/epltt/index.php?title=Piaget's_Stages#Criticisms_of_Piaget.27s_Theory
Jean Piaget with a subject
Example link 1:16
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Jean Piaget
Piaget’s cognitive development personality
theory was based upon the premises of
constructivism, and his interest in the root
of knowledge drove him to focus his
attention on the psychology of
children. According to Piaget, people
developed deliberate cognitive
representations of their environment,
which they could then manipulate.
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Piaget’s Stages
Typical Age
Range
Description
of Stage
Developmental
Phenomena
Sensorimotor
Birth to nearly 2 years
Experiencing the world through
senses and actions (looking,
touching, mouthing)
•Object permanence
•Stranger anxiety
•Some cause and effect
Preoperational
About 2 to 6 years
Representing things
with words and images
but lacking logical reasoning
•Pretend play
•Egocentrism
•Language development
•Think in symbols
Concrete operational
About 7 to 11 years
Thinking logically about concrete
•Conservation
events; grasping concrete analogies
•Mathematical
and performing arithmetical operations transformations
Formal operational
About 12 through
adulthood
Abstract reasoning, speculation
•Abstract logic
•Potential for
moral reasoning 17
Piaget Stages Mnemonic
Smart
People Cook
Fish
Sensorimotor,
Pre-operational,
Concreteoperational,
Formal-
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Sensorimotor Stage
In the sensorimotor stage, babies take in the
world by looking, hearing, touching, mouthing,
and grasping. Children younger than 6 months
of age do not grasp object permanence, i.e.,
objects that are out of sight are also out of mind.
Doug Goodman
Object permanence in dogs 15:20
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Sensorimotor
 Stranger Anxiety
 fear of strangers that
infants commonly
display
 beginning by about
8 months of age
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Sensorimotor Stage: Criticisms
Piaget believed children in the sensorimotor
stage could not think —they do not have any
abstract concepts or ideas.
However, recent research shows that children in
the sensorimotor stage can think and count.
1. Children understand the basic laws of
physics. They are amazed at how a ball can
stop in midair or disappear.
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Sensorimotor Stage: Criticisms
2. Children can also count. Wynn (1992, 2000)
showed that children stared longer at the wrong
number of objects than the right ones.
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Impossible
Display
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Preoperational Stage
Piaget suggested that from 2 years old to about
6-7 years old, children are in the preoperational
stage—too young to perform mental operations.
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Infancy and Childhood:
Cognitive Development
 Conservation
 the principle that properties such as mass,
volume, and number remain the same despite
changes in the forms of objects
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Conservation
Number
In conservation of number tests, two equivalent rows of coins
are placed side by side and the child says that there is the same
number in each row. Then one row is spread apart and the child
is again asked if there is the same number in each.
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Conservation
 Length
In conservation of length tests, two same-length sticks are
placed side by side and the child says that they are the same
length. Then one is moved and the child is again asked
if they are the same length.
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Conservation
 Substance
In conservation of substance tests, two identical amounts of clay
are rolled into similar-appearing balls and the child says that they
both have the same amount of clay. Then one ball is rolled out and
the child is again asked if they have the same amount.
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Egocentrism
Piaget concluded that preoperational children
are egocentric. They cannot perceive things
from another’s point of view.
When asked to show her picture to mommy, 2year-old Gabriella holds the picture facing her
own eyes, believing that her mother can see it
through her eyes.
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Preoperational Stage: Criticism
DeLoache (1987) showed that children as young
as 3 years of age are able to use mental
operations.
When shown a model of a dog’s hiding place
behind the couch, a 2½-year-old could not
locate the stuffed dog in an actual room, but the
3-year-old did.
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Theory of Mind
Preschoolers, although
still egocentric,
develop the ability to
understand another’s
mental state or
perspective when they
begin forming a theory
of mind.
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Concrete Operational Stage
In concrete operational stage, given concrete
materials, 6- to 7-year-olds grasp conservation
problems and mentally pour liquids back and
forth into glasses of different shapes conserving
their quantities.
Children in this stage are also able to transform
mathematical functions. So, if 4 + 8 = 12, then a
transformation, 12 – 4 = 8, is also easily doable.
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Formal Operational Stage
Around age 12, our reasoning
ability expands from concrete
thinking to abstract thinking.
We can now use symbols and
imagined realities to
systematically reason.
Piaget called this formal
operational thinking.
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Formal Operational Stage: Criticism
Rudiments of such thinking begin earlier (age 7)
than what Piaget suggested, since 7-year-olds
can solve the problem below (Suppes, 1982).
If John is in school, Mary is in school. John is in
school. What can you say about Mary?
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Reflecting on Piaget’s Theory
Today’s researchers believe the following:
1. Development is a continuous process.
2. Children express their mental abilities and
operations at an earlier age, changes
between stages less consistent than Piaget
thought.
3. Formal logic is a smaller part of cognition
than Piaget thought.
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Personality Development
 Freud’s Psychosexual Stages
 the childhood stages of development
during which the id’s pleasure-seeking
energies focus on distinct erogenous
zones
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Personality Development
Freud’s Psychosexual Stages
Stage
Focus
Oral
(0-18 months)
Pleasure centers on the mouth-sucking, biting, chewing
Anal
(18-36 months)
Pleasure focuses on bowel and bladder
elimination; coping with demands for
control
Phallic
(3-6 years)
Pleasure zone is the genitals; coping with
incestuous sexual feelings
Latency
(6 to puberty)
Dormant sexual feelings
Genital
(puberty on)
Maturation of sexual interests
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Octapuses Always Play Love
Games
Oral
Anal
Phallic
Latency
Genital
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Social Development
 Critical Period
 an optimal period shortly after birth
when an organism’s exposure to certain
stimuli or experiences produces proper
development
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Social Development
 Attachment
 an emotional tie with another person
 shown in young children by their seeking
closeness to the caregiver and displaying
distress on separation
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Harlow and Attachment
 Harlow’s Surrogate
Mother Experiments
 Monkeys preferred
contact with the
comfortable cloth
mother, even while
feeding from the
nourishing wire
mother
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Link 2:59
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Harlow’s Methodology and
Results
FED ON WIRE MOTHER
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MEAN HOURS
PER DAY
MEAN HOURS
PER DAY
FED ON CLOTH MOTHER
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12
6
0
1-5
6-10
11-15
16-20
21-25
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18
12
6
0
1-5
DAYS OF AGE
- cloth mother
6-10
11-15
16-20
21-25
DAYS OF AGE
- wire mother
Monkeys separated from their mothers in
early infancy and raised in their own cages
Two artificial mothers: one wire and wood,
one cloth
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Harlow’s Legacy
 The bond of attachment is between parent
and child (not child and food)
 A secure base from which to explore
 The need for security remains with us
throughout our lives
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Origins of Attachment
Like bodily contact, familiarity is another factor
that causes attachment.
Alastair Miller
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Social Development
 Imprinting
 the process by which certain animals
form attachments during a critical
period very early in life
Link 1:39
Link :40
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Separation Anxiety
Separation anxiety peaks at 13 months of age,
regardless of whether the children are home or
sent to day care.
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Attachment
 Mary Ainsworth – Strange situation
Unfamiliar playroom
Mother and unfamiliar woman
Women play with baby – leave briefly
How to the babies respond?
Link 3:15
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Secure Attachment
Most children have secure attachment
Use mom as a home base and return
periodically
Happy to see mom upon return
Most common in US. 60%
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Insecure Attachment
Some have insecure attachment, 30%
Avoidant – avoid or ignore mother on
return
Ambivalent –upset when mom leaves,
but vacillate between clingy and angry
on return
Disorganized – inconsistent, disturbed,
disturbing – may reach out for mom
while looking away (Moss 2004)
Link 2:10
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Deprivation of Attachment
What happens when circumstances prevent a
child from forming attachments?
In such circumstances children become:
1. Withdrawn
2. Frightened
3. Unable to develop speech
Link 13:20 Attachment Disorder
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Social Development
 Basic Trust (Erik Erikson)
 a sense that the world is predictable and
trustworthy
 said to be formed during infancy by
appropriate experiences with responsive
caregivers
 Self-Concept
 a sense of one’s identity and personal
worth
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Social Development:
Parenting Styles
 Authoritarian
 parents impose rules and expect obedience
 “Don’t interrupt.” “Why? Because I said so.”
 Permissive
 submit to children’s desires, make few demands, use
little punishment
 Authoritative
 both demanding and responsive
 set rules, but explain reasons and encourage open
discussion
 Rejecting-Neglecting
 completely uninvolved; disengaged. Expect little and
invest little
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Parenting Styles
Parental Acceptance
High
High
Authoritarian
Authoritative
Low
Parental Control
Low
Neglectful
Permissive
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Social Development:
Child-Rearing Practices
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Star wars according to a 3 yo.
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Myers PSYCHOLOGY
Seventh Edition in Modules
Module 8
Infancy and Childhood
James A. McCubbin, Ph.D.
Clemson University & Aneeq Ahmad,
Henderson State University & Amy Jones
w/ Garber edits
Worth Publishers
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References erikson stuff

http://www.alanchapman.com/erik_erikson_psychosocial_theory.htm

http://www.childdevelopmentinfo.com/development/erickson.shtml

http://childstudy.net/erikson.php

http://webspace.ship.edu/cgboer/erikson.html

http://www.nndb.com/people/151/000097857/

http://www.nytimes.com/books/99/08/22/specials/erikson-obit.html

http://www.phillwebb.net/History/TwentiethCentury/Continental/Psychoanalysis/Erikson/Erickson.htm

http://www.nytimes.com/books/99/08/22/specials/erikson.html

http://education.stateuniversity.com/pages/1960/Erikson-Erik-1902-1994.html

Educational Psychology: Theory and Practice
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