Unit 9 Development Psychology

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• 1. Parent and child are alone in a room 2. Child explores the room without parental participation 3. Stranger enters the room, talks to the parent, and approaches the child 4. Parent quietly leaves the room 5. Parent then returns and comforts the child

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• As Children: able to separate from parents, seek comfort from parents when frightened, return of parents is met with positive emotions, prefers parents to strangers As Adults: Have trusting lasting relationships, tend to have goo self-esteem, comfortable sharing feelings with friends and partners, seek out social support

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• As Children: May be wary 

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• As Children: May avoid parents, does not seek much comfort for contact from parents, shows little or no preference between parent and stranger As Adults: May have problems with intimacy, invest little emotion in social and romantic relationships, unable or unwilling to share thoughts and feelings with others.

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• As Children: show a mixture of avoidant and resistant behaviors, may seem dazed, confused, or apprehensive  As Adults: May take on a parental role, some children act as a caregiver toward the parent

1. Sensorimotor

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   • Children learn: that they exist seperately from the objects and people around them, that they can cause things to happen, that tings continue to exist when they can't see them
   1. Preoperational

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      • Once they acquire language, they are able to use symbols (such as words or pictures) to represent objects. Their thinking is still very egocentric though-- they assume that everyone else sees things from the same viewpoint as they do.  They are able to understand concepts like counting, classifying according to similarity, and past-present-future but generally they are still focused primarily on the present and on the concrete, rather than the abstract
      1. Concrete Operational

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         • Children are able to see things from different viewpoints and to imagine events that occur outside their own lives. Some organized, logical thought processes are now evident and they are able to: order objects by size, color gradient, etc, understand that if 3+4=7 then 7-4=3, understand that a red square can belong to both the red and square category, etc etc however thinking still tends to be tied to concrete reality
         1. Formal Operational

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            • Around the onset of puberty, children are able to reason in much more abstract ways and to test hypotheses using systematic logic. There is a much greater focus on possibilities and on ideological issues

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• Harlow removed young monkeys from their natural mothers a few hours after birth and left them to be "raised" by these mother surrogates. The experiment demonstrated that the baby monkeys spent significantly more time with their cloth mother than with their wire mother. "These data make it obvious that contact comfort is a variable of overwhelming importance in the development of affectional response, whereas lactation is a variable of negligible importance," 

1. Contact Comfort

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   • Contact Comfort refers to the physical and emotional comfort that an infant receives from being in physical contact with its mother.

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• We are programmed by evolution to emit endearing behaviors - cooing, smiling, clinging. This triggers affectionate parental response & protection. Also Imprinting

1. Infant

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   • Trust v. Mistrust: At this stage babies learn to trust that their parents will meet their basic needs. If a child's basic needs aren't properly met at this stage, he or she might grow up with a general mistrust of the world.
   1. Toddler

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      • Autonomy v. Shame & Doubt; As toddlers, children begin to develop independence and start to learn that they can do dome things on thei own (such as going to the toilet). If a child is not encouraged properly at this age, he or she might develop shame and doubt about their abilities.
      1. Pre-schooler

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         • Initiative v. Guilt: As pre-schoolers, cchildren continue to develop more independence and start to do things of their initiative. If a child is not able to take initiative and succeed at appropriate tasks, he or she might develop guilt over their needs and desires
         1. Grade-schooler
            1. Teenager

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               • Identity v. Role Confusion: When they reach the teenage years, children start to care about how they look to others. They start forming their own identity by experimenting with who they are. If a teenager is unable to properly develop an identity at this age, his or her role confusion will probably continue on into adulthood.
               1. Young Adult

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                  • Intimacy v. isolation: During early adulthood most people fall in love, get married and start building their own family. If a person is unable to develop intimacy with others at this age (whether through marriage or close friendships), they will probably develop feelings of isolation.
                  1. Middle-age Adult

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                     • This is the longest period of a human's life. People are usually working and contributing to society in some way and perhaps raising their children. If a person does not find a proper way to be productive during this period, they will probably develop feelings of stagnation.
                     1. Older Adult

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                        • Integrity v. Despair: As senior citizens, people tend to look back on their lives and think about what they have or have not accomplished. If a person has led a productive life, they will develop a feeling of integrity. If not, they might fall into despair. 

1. Stage/Level 1. : Preconventional Morality

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   • Stage 1: Obedience and Punishment- at this stage children see rules as fixed and absolute. Obeying the rules is important because it is a means to avoid punishment. Stage 2: Individualism and Exchange- At this stage children account for individual points of view and judge actions based on how they serve individual needs. Reciprocity is possible at this point in moral development but only if it serves one's own interests
   1. Stage/Level 2. : Conventional Morality

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      • Stage 3: Interpersonal Relationships- ... is focused on living up to social expectations and roles. There is an emphasis on conformity, being"nice," and consideration of how choices influence relationships Stage 4: Maintaining Social Order- ... people begin to consider society as a whole when making judgments. The focus is on maintaining law and order by following the rules, doing one's duty and respecting authority
      1. Stage/Level 3. : Postconventional Morality

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         • Stage 5: Social Contract and Individual Rights: ... people begin to account for the differing values, opinions, and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards Stage 6: Universal Principles- based upon universal ethical principle and abstract reasoning. ... people follow these internalized principles of justice, even if they conflict with laws and rules.

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• defines the gap (difference) between what a child can do without help & what he can do only with support. 

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• An individual’s recognition of the concept of mental activity in others (in other words, a child understands his or her thoughts are private and that others have private thoughts as well). A child with a theory of mind is a child who a) recognizes that people have mental lives, beliefs, dreams, and desires and b) has an explanatory framework to account for the actions of others. Develops around age 4

1. Authoritarian

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   • set rigid rules, demand obedience and use strategies such as the withdrawal of love or approval to force a child to conform. These parents are more likely to use physical punishment or verbal insults to elicit the desired behavior. They lack the warmth of the authoritative parent and may seem aloof to their children. Children with authoritarian parents may be well-behaved, but they are also likely to be moody and anxious; they tend to be followers rather than leaders
   1. Authorative

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      • considered the “ideal” parenting style and seems to produce children with high levels of self-reliance and self-esteem, who are socially responsible, independent and achievement-oriented. Authoritative parents set clear expectations and have high standards. They monitor their children’s behavior, use discipline based on reasoning and encourage their children to make decisions and learn from their mistakes. They are also warm and nurturing, treating their children with kindness, respect and affection.
      1. Permissive-Indulgent

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         • This parent may be openly affectionate and loving but sets few or no limits, even when the child’s safety may be at risk. Permissive-indulgent parents make few demands for maturity or performance, and there are often no consequences for misbehavior. Children of permissive parents often have problems with controlling their impulses; they may display immaturity and be reluctant to accept responsibility
         1. Permissive-Uninvolved

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            • also called simply "uninvolved parenting," is characterized by the same lack of limits or demands seen in the permissive-indulgent style. However, the uninvolved parent displays little or no parental warmth. At its extreme, the uninvolved style can be neglectful or involve outright rejection of the child. Children with uninvolved parents are likely to have low levels of functioning in many areas. They tend to do poorly in school and, particularly as they move into high school, are more likely to exhibit delinquent behavior and to be depressed