LIFESPAN DEVELOPMENT

SOCIO -CULTURAL = RELATIONSHIPS & SOCIAL LEARNING
1. HUMAN RELATIONSHIPS - SIBLINGS, PEERS, PARENTS - IMPORTANT TO DEVELOPMENT
  1. HORIZONTAL RELATIONSHIP - RECIPROCIAL- SIBLINGS AND PEERS
    1. RECIPROCITY = A GIVE AND TAKE RELATIONSHIP - EQUAL KNOWLEDGE
    2. OBSERVATIONAL LEARNING, INTERACTING & SHARING EXPERIENCES
      1. RELATIONSHIP EMOTIONALLY CHARGED
        NOTABLY DIFFERENT FROM PARENT CHILD RELATIONSHIPS - VERTICAL
    3. A SIBLING WILL THINK OF THEMSELF BEFORE ANOTHERS FEELINGS
  2. VERTICAL - PARENTS, TEACHERS, POLICE
    1. SOMEONE WITH MORE KNOWLEDGE OR POWER THAN YOU - NEED HELP FROM
    2. A MOTHER WILL TYPICALLY LOOK TO UNDERSTAND A CHILDS FEELINGS & THOUGHTS
  3. RELATIONSHIPS ARE INDIVIDUAL TO EACH PERSON/PEOPLE
    1. EVERY ONE IS DIFFERENT
2. DUNN - SIBLING - OBSERVATIONAL STUDY
  1. FAIRNESS AND JUSTICE BETWEEN SIBLINGS IMPORTANT
    1. BIGGEST ISSUE BETWEEN THEM
  2. PLAYING TOGETHER - BRINGS SHARED MEANINGS & GOALS THAT ARE MUTUALLY AGREED
3. VYGOTSKY
  1. HORIZONTAL & VERTICAL SUPPORTER
    1. CHILDREN LEARN ABOUT ROLES AND INTERACTION BY EXPERIMENTING WITH THEM
      1. OFFERS UNIQUE OPPORTUNITIES TO TEST OUT RULES OF SOCIAL INTERACTION
    2. SUBSTITUTE SYMBOLS FOR REAL WORLD.. RUG - ISLAND BOX - SHIP
      1. CONCEPT OF SELF, ROLES AND BEHAVIOUR - DEVELOPED THROUGH PLAY = LANGUAGE BEING MOST IMPORTANT.
PSYCHOANALITIC = FOCUS ON EARLY INFLUENCES = ATTACHMENT
1. BOWLBY'S THEORY = CHILDREN HAVE A DRIVE TO FEEL SECURE BY FORMING AN EMOTIONAL BOND WITH PRIMARY CAREGIVER
  1. PRIMARY CAREGIVER = PERSON WHO LOOKS AFTER THEM THE MOST
2. BOWLBY
3. INTERNAL WORKING MODEL = HOW YOU AND ANOTHER WILL RELATE TO EACH OTHER
  1. 3 COMPONENTS - 1 MODEL OF SELF, 2 MODEL OF CAREGIVER AND 3 RELATIONSHIP BETWEEN THE 2 PEOPLE
    1. AFFECTS HOW WE VIEW FUTURE RELATIONSHIPS - UNHEALTHY, STRONG ETC
4. ATTACHMENT = STRONG ONGOING EMOTIONAL BOND BETWEEN 2 PEOPLE
  1. 2 KEY ASSUMPTIONS - 1 PEOPLE HAVE CHARACTERISTIC STYLES IN RELATIONSHIPS THAT ARE SHOWN IN THE WAY THE BEHAVE TOWARDS OTHERS
    1. 2 THESE STYLES ORIGINATE FROM PREVIOUS RELATIONSHIPS - SO FIRST RELATIONSHIP WITH CAREGIVER HOLDS INFLUENCE
  2. ATTACHMENTS STYLES HAVE BEEN DESCRIBED BY REASERCHERS AS 1 CATEGORIES 2 TRAITS
  3. SECURE - INSECURE (AVOIDANT) - INSECURE (AMBIVALENT - UNSURE/INCONSISTENT)
5. EARNED SECURITY
  1. SECURE ATTACHMENT TYPE - NOT NECESSARILY RELATED TO SECURE CHILDHOOD
    1. RUTTER
      1. EARNT SECURITY = ASSOCIATED WITH STRONG & POSITIVE MARRIAGE
  2. MAIN & GOLDWYN
    1. PEOPLE WHO HAVE HAD DIFFICULT CHILDHOOD BUT HAVE COME TO TERMS WITH IT AND MOVED ON.
      1. THIS IS WHAT EARNED SECURITY IS
  3. CHALLENGES IDEA THAT ATTACHMENT TYPE IS FIXED THROUGHOUT LIFE
6. AINSWORTH
  1. STRANGE SITUATION
    1. LAB EXPERIMENT
  2. 3 ATTACHMENT TYPES - INSECURE/ANXIOUS, SECURE, INSECURE AMBIVILENT/UNSURE
    1. INSECURE/ANXIOUS = CHILD DOES NOT SEEK PROXIMITY ON SEEING CAREGIVER - REJECTS COMFORT
    2. SECURE ATTACHMENT - CHILD SEEKS PROXIMITY & ACCEPTS COMFORT
      1. INSECURE/ AMBIVALET/UNSUDE - INCONSISTANT SHOWING AVOIDANCE & CLOSENESS
7. DOES INFANT ATTACHMENT INFLUENCE ADULT ATTACHMENT
  1. ZIMMERMAN
    1. ATTACHMENT TYPE - INSECURE/SECURE/AMBIVALENT = NOT A GOOD PREDICTOR OF ADULT TYPE
    2. LIFE EVENTS ARE SIGNIFICANT PREDICTOR
  2. HAMILTON
    1. STRONG CORESPONDENCE BETWEEN INFANT ATTACHMENT TYPE AND ADULT ATTACHMENT TYPE
    2. ONLY WHEN LIFE HAS BEEN STABLE
    3. CHILDREN WHO HAVE CHANGED ATTACHMENT TYPE ARE MORE LIKELY TO HAVE EXPERIENCED MAJOR LIFE EVENTS - DEATH, DIVORCE
8. HOW DO MOTHERS INFLUENCE ATTACHMENT
  1. MOTHERS ATTACHMENT STYLE COULD PREDICT INFANTS BEHAVIOUR IN STRANGE SITUATION
  2. ADULT ATTACHMENT TYPES PREDICT HOW A MOTHER WILL ATTEND TO HER BABY - 35%OF VARIATION IN SENSITIVITY IS PREDICTED TO ADULT TYPE
  3. MATERNAL SENSITIVITY PREDICTS INFANT ATTACHMENT - 33% OF VARIATION
SCHAFFER ( AND FREUD) BELIEVES CAN HAVE A RELATIONSHIP WITH
1. OLDER SIBLING/PEERS THAT IS VERTICAL & HORIZONTAL
  1. ON VERTICAL LEVEL 2ND CHILD RESPECTS AND FOLLOWS OLDER
    1. ON HORIZONTAL = THEY CAN WORK TOGETHER ON A TASK
SCHAFFER - SIBLINGS CAPABLE OF BOTH
MEAD
1. SELF = 2 PARTS = 1 + ME
  1. ME = WHATS KNOWN ABOUT SELF = PHYSICAL DESCRIPTIONS, CLOTHES, POSSESSIONS, MORALS
  2. ME - PERCEIVED ATTITUDES OF YOURSELF FROM OTHERS
2. I = CONSCIOUS DECISSION MAKING PART OF A PERSON
  1. MAKING YOUR OWN CHOICES
3. THROUGH LANGAUGE GAMES AND PLAY - CHILDREN TAKE ON VIEWS OF OTHERS ABOUT THEMSELVES & CAN SELF REFLECT
  1. THIS LETS THEM MAKE JUDGEMENTS ABOUT HOW OTHER PEOPLE WILL REACT - EVEN IF NOONES PRESENT
  2. THEORY OF MIND = PUTING YOURSELF IN SOMEONE ELSE POSITION
4. BUT - DOES NOT EXPLAIN HOW THESE ABILITIES DEVELOP
DOISE & MUGNY & PERRET-CLERMONT
1. SOCIO COGNITIVE CONFLICT
  1. CHANGING OUR VIEW DUE TO OTHERS
2. WORKING AS A GROUP IS BETTER THAN ALONE BECAUSE YOU WORK AS A PACK

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LIFESPAN DEVELOPMENT

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	Erstellt von cutiemcpouty vor fast 11 Jahre