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115255
LIFESPAN DEVELOPMENT
Descripción
Degree with Hons Lifespan Development - DSE 212 Mapa Mental sobre LIFESPAN DEVELOPMENT, creado por cutiemcpouty el 30/05/2013.
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lifespan development
lifespan development - dse 212
degree with hons
Mapa Mental por
cutiemcpouty
, actualizado hace más de 1 año
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Creado por
cutiemcpouty
hace casi 11 años
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Resumen del Recurso
LIFESPAN DEVELOPMENT
SOCIO -CULTURAL = RELATIONSHIPS & SOCIAL LEARNING
HUMAN RELATIONSHIPS - SIBLINGS, PEERS, PARENTS - IMPORTANT TO DEVELOPMENT
HORIZONTAL RELATIONSHIP - RECIPROCIAL- SIBLINGS AND PEERS
RECIPROCITY = A GIVE AND TAKE RELATIONSHIP - EQUAL KNOWLEDGE
OBSERVATIONAL LEARNING, INTERACTING & SHARING EXPERIENCES
RELATIONSHIP EMOTIONALLY CHARGED
NOTABLY DIFFERENT FROM PARENT CHILD RELATIONSHIPS - VERTICAL
A SIBLING WILL THINK OF THEMSELF BEFORE ANOTHERS FEELINGS
VERTICAL - PARENTS, TEACHERS, POLICE
SOMEONE WITH MORE KNOWLEDGE OR POWER THAN YOU - NEED HELP FROM
A MOTHER WILL TYPICALLY LOOK TO UNDERSTAND A CHILDS FEELINGS & THOUGHTS
RELATIONSHIPS ARE INDIVIDUAL TO EACH PERSON/PEOPLE
EVERY ONE IS DIFFERENT
DUNN - SIBLING - OBSERVATIONAL STUDY
FAIRNESS AND JUSTICE BETWEEN SIBLINGS IMPORTANT
BIGGEST ISSUE BETWEEN THEM
PLAYING TOGETHER - BRINGS SHARED MEANINGS & GOALS THAT ARE MUTUALLY AGREED
VYGOTSKY
HORIZONTAL & VERTICAL SUPPORTER
CHILDREN LEARN ABOUT ROLES AND INTERACTION BY EXPERIMENTING WITH THEM
OFFERS UNIQUE OPPORTUNITIES TO TEST OUT RULES OF SOCIAL INTERACTION
SUBSTITUTE SYMBOLS FOR REAL WORLD.. RUG - ISLAND BOX - SHIP
CONCEPT OF SELF, ROLES AND BEHAVIOUR - DEVELOPED THROUGH PLAY = LANGUAGE BEING MOST IMPORTANT.
PSYCHOANALITIC = FOCUS ON EARLY INFLUENCES = ATTACHMENT
BOWLBY'S THEORY = CHILDREN HAVE A DRIVE TO FEEL SECURE BY FORMING AN EMOTIONAL BOND WITH PRIMARY CAREGIVER
PRIMARY CAREGIVER = PERSON WHO LOOKS AFTER THEM THE MOST
BOWLBY
INTERNAL WORKING MODEL = HOW YOU AND ANOTHER WILL RELATE TO EACH OTHER
3 COMPONENTS - 1 MODEL OF SELF, 2 MODEL OF CAREGIVER AND 3 RELATIONSHIP BETWEEN THE 2 PEOPLE
AFFECTS HOW WE VIEW FUTURE RELATIONSHIPS - UNHEALTHY, STRONG ETC
ATTACHMENT = STRONG ONGOING EMOTIONAL BOND BETWEEN 2 PEOPLE
2 KEY ASSUMPTIONS - 1 PEOPLE HAVE CHARACTERISTIC STYLES IN RELATIONSHIPS THAT ARE SHOWN IN THE WAY THE BEHAVE TOWARDS OTHERS
2 THESE STYLES ORIGINATE FROM PREVIOUS RELATIONSHIPS - SO FIRST RELATIONSHIP WITH CAREGIVER HOLDS INFLUENCE
ATTACHMENTS STYLES HAVE BEEN DESCRIBED BY REASERCHERS AS 1 CATEGORIES 2 TRAITS
SECURE - INSECURE (AVOIDANT) - INSECURE (AMBIVALENT - UNSURE/INCONSISTENT)
EARNED SECURITY
SECURE ATTACHMENT TYPE - NOT NECESSARILY RELATED TO SECURE CHILDHOOD
RUTTER
EARNT SECURITY = ASSOCIATED WITH STRONG & POSITIVE MARRIAGE
MAIN & GOLDWYN
PEOPLE WHO HAVE HAD DIFFICULT CHILDHOOD BUT HAVE COME TO TERMS WITH IT AND MOVED ON.
THIS IS WHAT EARNED SECURITY IS
CHALLENGES IDEA THAT ATTACHMENT TYPE IS FIXED THROUGHOUT LIFE
AINSWORTH
STRANGE SITUATION
LAB EXPERIMENT
3 ATTACHMENT TYPES - INSECURE/ANXIOUS, SECURE, INSECURE AMBIVILENT/UNSURE
INSECURE/ANXIOUS = CHILD DOES NOT SEEK PROXIMITY ON SEEING CAREGIVER - REJECTS COMFORT
SECURE ATTACHMENT - CHILD SEEKS PROXIMITY & ACCEPTS COMFORT
INSECURE/ AMBIVALET/UNSUDE - INCONSISTANT SHOWING AVOIDANCE & CLOSENESS
DOES INFANT ATTACHMENT INFLUENCE ADULT ATTACHMENT
ZIMMERMAN
ATTACHMENT TYPE - INSECURE/SECURE/AMBIVALENT = NOT A GOOD PREDICTOR OF ADULT TYPE
LIFE EVENTS ARE SIGNIFICANT PREDICTOR
HAMILTON
STRONG CORESPONDENCE BETWEEN INFANT ATTACHMENT TYPE AND ADULT ATTACHMENT TYPE
ONLY WHEN LIFE HAS BEEN STABLE
CHILDREN WHO HAVE CHANGED ATTACHMENT TYPE ARE MORE LIKELY TO HAVE EXPERIENCED MAJOR LIFE EVENTS - DEATH, DIVORCE
HOW DO MOTHERS INFLUENCE ATTACHMENT
MOTHERS ATTACHMENT STYLE COULD PREDICT INFANTS BEHAVIOUR IN STRANGE SITUATION
ADULT ATTACHMENT TYPES PREDICT HOW A MOTHER WILL ATTEND TO HER BABY - 35%OF VARIATION IN SENSITIVITY IS PREDICTED TO ADULT TYPE
MATERNAL SENSITIVITY PREDICTS INFANT ATTACHMENT - 33% OF VARIATION
SCHAFFER ( AND FREUD) BELIEVES CAN HAVE A RELATIONSHIP WITH
OLDER SIBLING/PEERS THAT IS VERTICAL & HORIZONTAL
ON VERTICAL LEVEL 2ND CHILD RESPECTS AND FOLLOWS OLDER
ON HORIZONTAL = THEY CAN WORK TOGETHER ON A TASK
SCHAFFER - SIBLINGS CAPABLE OF BOTH
MEAD
SELF = 2 PARTS = 1 + ME
ME = WHATS KNOWN ABOUT SELF = PHYSICAL DESCRIPTIONS, CLOTHES, POSSESSIONS, MORALS
ME - PERCEIVED ATTITUDES OF YOURSELF FROM OTHERS
I = CONSCIOUS DECISSION MAKING PART OF A PERSON
MAKING YOUR OWN CHOICES
THROUGH LANGAUGE GAMES AND PLAY - CHILDREN TAKE ON VIEWS OF OTHERS ABOUT THEMSELVES & CAN SELF REFLECT
THIS LETS THEM MAKE JUDGEMENTS ABOUT HOW OTHER PEOPLE WILL REACT - EVEN IF NOONES PRESENT
THEORY OF MIND = PUTING YOURSELF IN SOMEONE ELSE POSITION
BUT - DOES NOT EXPLAIN HOW THESE ABILITIES DEVELOP
DOISE & MUGNY & PERRET-CLERMONT
SOCIO COGNITIVE CONFLICT
CHANGING OUR VIEW DUE TO OTHERS
WORKING AS A GROUP IS BETTER THAN ALONE BECAUSE YOU WORK AS A PACK
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