Piaget's Theory of Child Development: Concepts, Learning, and Early Sensory Capacities, Apuntes de Memoria Humana

¡Descarga Piaget's Theory of Child Development: Concepts, Learning, and Early Sensory Capacities y más Apuntes en PDF de Memoria Humana solo en Docsity! BASIC PARTS PART 1 CONCEPTUAL FOUNDATION AND THEORETICAL PERSPECTIVES ● Group these examples up in terms of: •Biological changes •Psychological changes •Social changes ● Sequence of change: Setup – Upset- Setdown ● 3 types of change in DBM ● Domains of the development •Physical development •Cognitive development •Psycho-social development hormonal changes → relationship with others → mood changes 1 experiences 2 interpretation of the experience 3 go back to the reality and check We need to focus in the real experience misinterpretation of our reality → most of the problems despite my experience is no really good I feel secure when I know something -someone - that I know. People want to find their biological parents not because instinct, just because identity to know their physical features and where they are from, their personality. Process of verification ands process of falsification in order to see if a theory is true or not Theory → Adopted children have a biological necessity to know who their parent are (false cause there are people who don't need that) (if I find ony one example that goes against that theory my theory does not work) The environments affects our personality not our parents genes Inside the insecurity people find security, the correct thing should be the opposite if we don't have any insecurity is not good either ● Timing or Influences: Critical or Sensitive Periods implinting: Instinctive form of learning in which during a critical period in early development a young animal forms attachment to the first moving object it sees, mother usually critical period :Specific time when a given event or its absence has a specific impact on development plasticity: Range of modifiability of performance sensitive periods: Times in development when a person is particularly open to certain kinds of experience GENIE WILEY DOCUMENTARY When you don't stimulate the brain as a child it deteriorates and will not work properly . ● Age-Graded → 6 years old we have It happens to me individually not to my to start mandatory education and retire (social generation ( house is on fire) age- graded normative factor) (winning the lottery) (artificial insemination) (homosexuallity) Im 75 my bones might have lost density, Stress→ common thing in the normati first menstruation, menopause(Biological ve factors because we don't have age-graded normative factor) other people going through the same situation - an individual experience ma ● History-Graded→ A war like the civil kes you develop more social skills it affected the whole country / economic crisis Technology /democraci *_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_*_ * PART 2 Mechanistic model Environmental influences shape the development. All our development is based on our environment. Authors: Skinner and Paulov In this development, change is continuous. Because change is quantitative, research is as well. Organismic model The person (organism) goes through stages during their development ● Organized structure of development ● Internal driving force for change. Thanks to it, we go through all our stages, so environment does not. Use development. ● The individual chooses in which environment to be (which could delay or accelerate the development) ● Environment does not cause development In this development, change is discontinuous. It is also qualitative (type, structure and organisation). Change from “not talking” to “talking” is qualitative. There are stages in development. Authors: Piaget and Freud •Mechanistic Model: - Change is continuous, gradual, incremental. - Quantitative Change - Quantitative Research •Organismic Model: - Change is discontinuous - Change is qualitative: type, structure, and organization. - Change from “Not talking” to “Talking” is a qualitative change. - Stages in development. Freud documental • Who was Freud and where did he live Freud (1856-1939) was a psychologist born in Freiberg. He realised his studies between the 20 and 21 century. He lived in Austria but had to move to London because of the Second World War. • Regarding Freud historical context, what was it like He was born in times of the Victorian era (1837 –. 1901). In these years, morality was one of the most important things and people had no freedom in terms of talking about what were considered more private topics (such as sex or feelings). • What theory was developed He developed the theory of the unconscious. He thought that trough the unconscious state; people were more willing to share their psychological issues. He also considered that most of these issues were caused by some kind of sexual abuse during childhood. • What metaphor did he rate for his famous theory? How accurate is it? He used terms as ego, super-ego… to explain the relationship between what our unconscious person wants and what society accepts as valid or morally correct • What did his theory include? It includes our childhood as the origin of any trauma in adulthood traumas. It also included a huge importance of the subconscious and the meaning of dreams and a more sexual approach • What did his theory exclude He didn’t take into account that hysteria could be caused by other reasons. His theory didn’t regard the environmental day by day situation of the subject. He didn't include the scientific method of verification and falsification, his method was interpretation . • How would you improve his theory Taking into account the scientific method and other reasons for hysteria and focusing more on the conscious apart from the unconscious. He was a psychologist who died in 1938 who by psychoanalysis opened the door to unconscious. The Victorian age ending in 1800 was a time of extreme repression. In 1868 Freud started listening to patients (that, entail patients were always abused) He had their patients on a couch giving him back to make them more comfortable. Unconscious for him was very important and revealed the reasons of our conscious problems. He though unconscious drove us. Of patients could reveal their problems they had to confront them. They called him radical and revolutionary. He grow up in a poor Jewish hood in Vienna. At 17 he entered in university of Vienna to study medicine. He led on cocoa; for patients, he started using it and giving. Little to Marta. He went to Paris to study hysteria. Charcot was really important for Freud. Talking with patients and bringing them to previous experiences makes him better. New technique based on talking: free association. Bold conclusion: all hysteria is caused by sexual abuse in childhood. The times did not favour discussions about s3x. In 1986, when his father died he started his own self analysis. He discovered dreams to investigate the unconscious. 1899 “the interpretation of dreams” was his major book. Freud theories were regarded as repugnant. Freud new science, psychoanalysis was interesting to few men in the earlier 1900. Fiood and the Freudian Slip. He had cancer of mouth while the Nazis were arising. He had to move from Austria because the masks considered their theories as Jewish pornography. He went to London and died because of his illness. ● FREUD PSYCHOANALYSIS -Development is shaped by subconscious drive which motivates our behaviour. -“Digging” the past -Discover emotional subconscious conflicts - Biological drive → Redirect in order to adapt to society ● PARTS OF THE PERSONALITY ID ● What did his theory excluded? Sexual development is not as important in this theory as in Freud's theory. His theory is almost all based in men and the woman is not included because of the historical period it was created; the woman was in some way ‘completed’ when she became the wife of someone and the mother of someone. When the parents meet the babies needs the baby learns that that he can trust people → Basic trust vs mistrust → birth to 12-18 months → virtue :hope The eight key stages he described were: 1. Trust vs. Mistrust: This stage occurs between the ages of birth and 2 years and is centered on developing a sense of trust in caregivers and the world. Children who receive responsive care are able to develop the psychological quality of hope. 2. Autonomy vs. Shame and Doubt: This stage takes place between the ages of 2 and 3 years and involves gaining a sense of independence and personal control. Success in this stage allows people to develop will and determination. 3. Initiative vs. Guilt: Between the ages of 3 and 6 years, children begin to explore their environment and exert more control over their choices. By successfully completing this stage, children are able to develop a sense of purpose. 4. Industry vs. Inferiority: The stage that takes place between the ages of about 5 and 11 years is focused on developing a sense of personal pride and accomplishment. Success at this point in development leads to a sense of competence. 5. Identity vs. Confusion: The teen years are a time of personal exploration. Those who are able to successfully forge a healthy identity develop a sense of fidelity. Those who do not complete this stage well may be left feeling confused about their role and place in life. 6. Intimacy vs. Isolation: The stage that takes place in early adulthood is all about forging healthy relationships with others. Success leads to the ability to form committed, lasting, and nurturing relationships with others. 7. Generativity vs. Stagnation: At the stage occurring during middle adulthood, people become concerned with contributing something to society and leaving their mark on the world. Raising a family and having a career are two key activities that contribute to success at this stage. 8. Integrity vs. Despair: The final stage of psychosocial development takes place in late adulthood and involves reflecting back on life. Those who look back and feel a sense of satisfaction develop a sense of integrity and wisdom, while those who are left with regrets may experience bitterness and despair. LEARNING THEORIES 1. What is the difference between Pavlov/ Skinner/ Bandura Piaget does not add on his theory the possibility of learning from role models 2. What is the difference between these authors and Piaget? 3. How does Piaget defines himself? What is he not? What is he? 4. How does demonstrate that the human beings construct their own knowledge of the world ? 5. How does the experiment on conservation works? 6. What are Piaget’s cognitive stages? 7. How does the experiment on seriation works? 8. How does the child develop seriation?what are the differences through the stages 9. Describe how Piaget illustrates the stages by showing the sequence of reactions to the same problem : the problem of reproduction of a volume whose base changes LEARNING THEORIES 1: BEHAVIOURISM PAVLOV'S EXPERIMENT : ● CLASSICAL CONDITIONING ● Unconditional Stimulus ( food) → Unconditional Response (salivation) ● Unconditioned stimulus+something that was previously neutral (bell), that neutral stimulus becomes a conditioned stimulus ● Conditional Stimulus → Conditional response ● Associative Learning ● OPERANT CONDITIONING SKINNER`S EXPERIMENT: ● Accidental response ● Individual operates on their environment unintentionally ● And they receive rewards or punishments from the environment ● Voluntary behaviour ● Associative behaviour The more I´m electrocuted the more i`m increasing my behaviour of avoiding that place If I wait for the accidental response Explain how consequences lead to changes in voluntary behaviour 2 main components: Reinforcement → make more likely that you make something again punishment -- not doing it gain They can be : positive; addition of a stimulus ; getting chuches negative; removal of a stimulus : no homework CONCRETE OPERATIONS : 7-11 years - Solve problems focused on here and now - No abstract thinking ( deductive thinking ) FORMAL OPERATIONS : 11 years through adulthood - Abstract thinking - deal with hypothetical situations - think about possibilities PIAGET’S INSIGHTS: centrism→ I base my conclusions only on one dimension ● It seems there are more flowers when the are in a row than in a bunch → same quantity so the child will say that there is more in a row PIAGET'S LIMITATIONS: ● some psychologist question his distinct stages ● development is more gradual and continuous ● no universal stages ● children are not on their own : specific content / context of the problem / culture PIAGET ON PIAGET VIDEO He is a constructivist because ● each os uf is creating our own knowledge , structuring and restructuring it ● Knowledge is an assimilation or interpretation of the reality ● operations → transformations that are reversible ● structure → we only build a structure when we have previously method, ● development of the structure of seriation → it is important to have a previous method, we do it with try and error (ejemplo de decidir qué palo es más grande) when you master the structure you don't need try and error . Once you have the structure is easier to apply deductive thinking example: kids draw → his interpretation of the object, not what it is empiricist sais that we copy reality as it is, that is why he is not empiricist. INFORMATION PROCESSING APPROACH: Interested in what do we do in order to solve a problem? what do we think? What happens between stimulus and response? Metaphore: Our brain is like a computer, the hardware → our brain our thinking processes → software However is our mind our brain? → In order to think we need our brain but all our body too, thinking is a behaviour and it cant be reduced to our mind. for example → legs are not the same as walking. There are parts in our brains in which specific information is stored and I need to retrieve that information to remember it. When we remember something we create associations ( nemotecnic strategies) NEO-PIAGETIAN THEORIES: People who continued investigated on how people think after Piaget. Adults caracterize for Post-Formal thinking more mature way of thinking about the world. In our society we deal with uncertainty, things are not clear, because of this we need to build security inside of insecurity to maintain the stability inside the instability. We need to learn to adapt to changes. BIO-ECOLOGICAL THEORY: ● Bronfenbrenner's ecological Theory 1. First me 2. Microsystem : Family, school.. 3. Mesosystem : Interlocking of various microsystems ( direct influence) 4. Exosystem : Mass media, legal services ( changes in the street, in the lamps..) ( not as influencial es the family) 5. Macrosystem : Dominant beliefs ideologies,economical and political systems of a culture political instability, stable society..) 6. ChronoSystem : Time. Changes in a person and the environment RESEARCH METHODS: Ways to gather data ● Self- reports: diaries, interviews, questioners ● Naturalistic and laboratory observation ● Behavioural and performative measures Basic research designs ● Case study ● Ethnographic studies ● Correlational studies ● Experiments: ▪ Groups (Experimental, control) ▪ Variables (independent, dependent) ● Parasite harboured in cattle, pigs, sheep, and intestinal tracts of cats ● Symptoms like common cold ● Foetal brain damage, severely impaired eyesight or blindness, seizures, miscarriage, stillbirth or death of the baby. 5. MATERNAL ANXIETY AND STRESS: ● No problem with low or moderate anxiety ● High stress: inattentiveness, preschoolers negative emotionality or behavioural disorders. 6. MATERNAL AGE: ● Older mothers: more chances of miscarriage or stillbirth, premature delivery, retarded foetal growth, birth defects and chromosomal abnormalities (Down syndrome) ● Adolescent mothers: premature or underweight babies, death in the first month of life, disabilities or health problems. 7. OUTSIDE ENVIRONMENTAL HAZARDS: ● Risk factors: air pollution, chemicals, radiation extremes of heat and humidity. ● Lead, mercury, dioxin, nicotine, ethanol: more asthma, allergies, and autoimmune groundwater: child with cancer (leukmia) ● X-ray during pregnancy: low-birth-weight babies, mental retardation, small head size, Down syndrome, seizures and poor performance in IQ tests STAGES OF PRENATAL DEVELOPMENT: Germinal stage → first 2 weeks of prenatal development ● rapid cell division ● blastocyst formation ● Implantation in the wall of the uterus Embryonic stage → Between 2 weeks and 8 of gestation ● Rapid growth and development of major body systems and organs: Respiratory, digestive and nervous ● Critical period: More vulnerable to teratogenic factors ● Teratogenic factors Environmental influences on the foetus capable of causing birth defects The most defective embryos usually do not survive beyond the first trimester • Miscarriage: Natural expulsion from the uterus of an embryo that cannot survive outside the womb • Males are more likely than females to a miscarriage or to be stillborn • Stillborn = Dead at or after the 20th week of gestation Fetal Stage → From 8 weeks to birth ● Increased differentiation of body parts ● Greatly enlarged body size ● Mature taste cells appear at about 14 weeks of gestation ● Olfactory system is well developed before birth ● Responses to sound start at 26 weeks Do foetuses learn and remember? → Foetuses exhibited changes in their movements when played a tune heard previously during pregnancy, there is a difference in heart rate and movements. There is evidence of learning. In order to remember we need an experiential background. Teratogenic factors : Nutrition and material weight → 1. Eating for two? • Eating too much large baby (cesarean delivery) • Eating too little growth retardation, born prematurely or very small, or die 2. Before pregnancy: • Obese women risk birth defects, miscarriage, difficulty inducing labour, caesarean delivery 3. What the mother eats: • Omega-3: better sleeping patterns • Low folic acid: Anencephaly a baby is born without parts of the brain and skull Spina bifida Split spine Teratogenic factors: Drug intakes 1. Dangerous medical drugs • Antibiotic tetracycline, certain barbiturics, opiates, central nervous system depressants… 2. Alcohol: • Foetal alcohol syndrome (FAS) retarded growth, face and body malformations, disorders of the central nervous system • Disturb an infant’s neurological and behavioural functioning • Affects social interaction with the mother and emotional development • Reduced skulls and brain growth 3. Nicotine: • Low birth weight, miscarriage, growth retardation, stillbirth, sudden infant death, hyperkinetic disorder • long-term respiratory, neurological, cognitive and behavioural problems 4. Caffeine • Mixed results. • However, the more caffeine the mother consumes the more risk of miscarriage, and sudden death in infancy 5. Marijuana, Cocaine: • Birth defects, low birth weight, withdrawal-like symptoms (excessive crying and tremors) at birth • Increased risk of attention disorders and learning problems later in life • May affect frontal lobes Teratogenic factors: Maternal illnesses 1. Common illnesses • Colds, flu, urinary and vaginal infections should be treated immediately 2. AIDS – Adquired immune deficiency syndrome: 3. Rubella or German measles: • Deafness and heart defects in baby • A problem in developing countries 4. Toxoplasmosis: • Parasite harboured in cattle, pigs, sheep, and intestinal tracts of cats • Symptoms like a common cold • Foetal brain damage, severely impaired eyesight or blindness, seizures, miscarriage, stillbirth or death of the baby 5. Maternal anxiety and stress • No problem with low or moderate anxiety • High stress Inattentiveness, preschooler’s negative emotionality or behavioural disorders 6. Maternal age • Older mothers: More chances of miscarriage or stillbirth, premature delivery, retarded foetal growth, birth defects and chromosomal abnormalities (Down syndrome) • Adolescent mothers: premature or underweight babies, death in the first month of life, disabilities or health problems 7. Outside environmental hazards • Risk factors: air pollution, chemicals, radiation, extremes of heat and humidity • Lead, mercury, dioxin, nicotine, ethanol More asthma, allergies, and autoimmune disorders (lupus) • Mother drinking contaminated groundwater Child with cancer (leukemia) ● This is a white greasy cheese like substance that covers the skin of many babies at birth ● it is formed by secretions from the baby’s oil glands and protects the baby's skin in the amniotic fluid during pregnancy ● vernix may not be present in babies who are born post-term ( after 41 weeks) ● it does not need to be cleaned up, t is reabsorbed Lanugo → ● Soft hair on a baby's body especially on the shoulders back forehead and cheek ● more noticeable in premature babies Newborn breast swelling → ● Breast enlargement may occur in newborn boys and girls around the third day of life Baby acne → ● About one- fifth of newborns develop pimples in the 1st month ● the usually appears on the cheeks and forehead ● because of maternal hormones they disappear within a few months ● don't break or open the pimples as this can lead to infection Neonatal jaundice → ● Yellowish appearance ● condition in many newborn babies caused by immaturity of lier ● may cause brain damage if not treated properly ● sun is really good Video → OB Nursing: Apgar assessment Is applied 1 min after the birth and 5 min later, then if it does not go well 15 min later till see everything is alright. Brazelton Scale → More psychological test helps seeing if something is wrong with the central nervous system ● Assess neonates responsiveness to their physical and social environment ● Identifies strengths and possible vulnerabilities in neurological functioning ● Predicts future development Brazelton Scale assess→ • Motor organization: activity level and the ability to bring a hand to their mouth • Reflexes: state changes such as irritability, excitability and the ability to quiet down after being upset • Attention and interactive capacities: general alertness and response to visual and auditory stimuli • Indications of central nervous system instability: tremors and changes in skin colour States of arousal or degree of alertness ● Babies have internal clock that regulates eating sleeping and elimination ● Periodic cycles are inborn and highly individual ● Newborns wake up every 3-4 hours ● Quite sleep = regular sleep ● Active sleep = irregular sleep REM → Rapid eye movement → Decrease throughout life Newborn states of arousal: Regular sleep →Infant at full rest , body completely still and heart rate,breathing,brain activity are slow and even, eyes closed with no movement Irregular sleep →Brain activity similar to when the child is at waking state , heart rate, blood pressure are uneven, slight body motions occur, eyes darting under the lids. Drowsiness → The infant is either just waking up or just about to fall asleep , body activity between the irregular and regular stage , eyes opened or closed and breathing quick. Quiet alertness → The infant body is quiet motionless while the eyes are open ad alert, breathing remains even. Waking activity and crying → The infants has random bursts of uncoordinated motions and the breathing is very irregular , the face can be relaxed or tense. PRINCIPLES OF DEVELOPMENT Cephalocaudal principle: ● Development proceeds in a head-to-tail direction. ● Upper parts of the body develop before lower parts of the trunki Proximodistal principle: ● Development proceeds from within to without ● Parts of the body near the centre develop before the extremities BRAIN CELLS: FOETAL DEVELOPMENT Neuronal differentiation: Through differentiation, a given population of neurons gives rise to populations that are specific to the various parts of the nervous system • Move her arms together and apart • Bring his hands to his mouth, and possibly suck on his own hands or fingers • By 4 months, lift his head and shoulders off the floor when laying on his tummy Between the ages of 4-8 months, your baby will: • Grab onto objects within her reach (grasping a rattle) • Roll over to explore and get to objects • Prop himself up on his arms when laying on his tummy • Sit independently for brief periods • Pass objects from one hand to the other hand Between the ages of 8-12 months, your baby will: • Reach, grab, and put objects in her mouth • Grasp small objects with thumb and pointer finger • Move objects from one hand to the other • Drop and pick up toys • Bang two objects together • Let go of objects on purpose • Put things into containers (with large openings) and take them out again Between the ages of 12-18 months, your child will: • Point to pictures in books • Build a tower using 2 blocks • Use her hands together to hold a toy at the middle of her body • Scribble with a crayon • Point with his pointer finger • Hold her own cup and drink, with some spilling • Feed himself using a spoon, with some spilling • Remove his own socks • Put her hat on her head Cognitive Development during the First Three Years Developmental tests → compare a baby’s performance on a series of tasks with norms established on the basis of observation of what large numbers of infants and toddlers can do at particular ages. Bayley Scales of Infant and Toddler Development → is designed to assess children from 1 month to 31/2 years. Shows a child’s strengths and weaknesses in 5 developmental areas • Cognitive scale → Includes items regarding attention to familiar and unfamiliar objects, looking for a fallen object and pretend play • Language scale → Assesses understanding and expression of language I.e. Recognition of objects and people, following simple directions, and naming objects and pictures • Motor scale → Includes gross and fine motor skills, such as grasping, sitting, stacking blocks, and climbing stairs 2 additional scales depend on parental report • Socio-emotional → Asks caregivers about behaviours such as ease of calming, social responsiveness, and imitation in play • Adaptive → Asks about adaptation to the demands of daily life, including communication, self-control, following rules, and getting along with others Piaget: Sensorio Motor stage • Schemes • Piaget’s term for organized patterns of thought and behaviour used in particular situation • Circular reactions • Piaget’s term for processes by which an infant learns to reproduce desired occurrences originally discovered by chance. 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Difficulty vall e Sitting: S cuchas lara ina chale. Soles, surbs, eleps, SUPINE FLEXIÓN FRONE LONGLEGSITTING AXTFNSTON Al +-AQINT 2-POINT QUADRUPED QUADRUPED : i READ ENTIR SIMELYING ¿DESIT e *- SQUAT e KNECL LF KNEEL STANDING ONE-HAI q = 5 aa ● use a wider range of consonant sounds and tones of voice. Baby talk at 12-18 months. ● Most babies say a few simple words like "mama" and "dadda" ● They respond to -- or at least understand, your short, requests such as, "Please put that down. Baby talk at 12-18 months. ● Most babies say a few simple words like "mama" and "dadda" ● They respond to -- or at least understand, your short, requests such as, "Please put that down. Baby talk at 18 months. ● Can say several simple words ● can point to people, objects, and body parts Baby talk at 2 years. ● They're learning that words mean more than objects like "cup" ● They also mean abstract ideas like "mine." Baby talk at 3 years ● his or her vocabulary expands rapidly. understanding of symbolic and abstract feelings like "sad," GESTURES By 9 months: start to pull to stand, enjoy bouncing up and down, use both hands to explore... By 12 months: wave, shake hands, grab or pull on you, point, clap… By 18 months: nodding, culturally-relevant gestures By 24 months: symbolic gestures Classic Theories of Language: The Nature-Nurture Debate Learning Theory: Skinner • Operant conditioning • Observation, imitation and reinforcement Problems: • Word combinations and nuances are many and complex • They cannot be explained by specific imitation and reinforcement • Caregivers reinforce utterances that are not strictly grammatical I.e. Telegraphic speech • Can’t explain overextension, underextension, overregularization Classic Theories of Language: The Nature-Nurture Debate Nativism: Chomsky : *Active role of the learner *Language acquisition debate (LAD) It programs children’s brains to analyse the language they hear and to figure out their rules PSYCHOLOGICAL DEVELOPMENT DURING THE FIRST 3 YEARS Temperament A person's characteristics, biologically based way of approaching and reacting to people situations. Temperament : ● Is the how of the behaviour ● How people go about doing something: one person is quicker, more willing , less distracted. TEMPERAMENTAL PATTERNS 1. Easy children (40%) • Generally happy • Rhythmic in biological functioning • Accepting of news experiences 2. Difficult children (10%) • More irritable and hardly to please • Irregular in biological rhythms • More intense in expressing emotion 3. Slow-to-warm-up children (15%) • Mild but slow to adapt to new situations and people BOWLBY AND AINSWORTH ATTACHMENT STUDIES Attachment: Bowlby Reciprocal, enduring tie between two people –especially between infant and caregiver- each of whom contributes to the quality of the relationship. Strange situation: Ainsworth Laboratory technique used to study infant attachment. AINSWORTH : 3 TYPES OF ATTACHMENT Secure attachment Pattern in which an infant cries or protests when the primary caregiver leaves and actively seeks out the caregiver on his or her return. Avoidant attachment Pattern in which an infant rarely cries when separated from the primary caregiver and avoids contact on his or her return. Ambivalent/Resistant attachment Pattern in which an infant rarely becomes anxious before the primary caregiver leaves, is extremely upset during his or her absence, and both seeks and resists contact on his or her return. PIAGET CAUSALITY • Cannot reason logically. No cause-effect • Transduction = Mentally link particular phenomena, whether or not there is logically a causal relationship RECENT STUDIES • Infants and preschoolers show causal reasoning: “The scissors have to be clean so I can cut the butter” PIAGET: IDENTITY AND CATEGORIZATION CATEGORIZATION 4-5 year-olds can classify by colour and shape • Animism = Tendency to attribute life to objects that are not alive “The clouds blow so we have wind” Thinks about causal things that happen because of magic as long as I understand there are boundaries between magic and the real world my mental health is okay. If not ( psychopathology, disconnection from reallity) we need to show them there are boundaries between the two worlds. RECENT STUDIES 3-4 year-olds understood that people are alive and rocks and dolls are not INMATURE ASPECTS OF PREOPERATIONAL THOUGT CENTRATION Tendency of preoperational children to focus on one aspect of a situation and neglect others a feature of my egocentrism (cognitive caracteristic) DECENTER To think simultaneously about several aspects of a situation Example: teacher sees pc but she can sais that we can see a keyboard this kids can not decenter , they are center in their point of view EGOCENTRISM • Is a form of centration • Inability to consider another person’s point of view • The Three Mountain Task CONSERVATION • A type of centration • Awareness that two objects that are equal according to a certain measure remain equal in the face of perceptual alteration so long IRREVERSIBILITY Failure to understand that an operation can go in two or more directions DO YOUNG CHILDREN HAVE THEORIES OF MIND? THEORIES OF MIND Awareness and understanding of mental processes the way I understand my mind works PIAGET • Piaget asked children very abstract questions: “Where do dreams come from?” • Children did not know what to answer • Piaget thought that preoperational children did not have theories of mind MORE RECENT STUDIES • Ask concrete questions, everyday life questions: “Which boy has a cookie?” Which boy is thinking about the cookie?” • Yes, preoperational children have theories of mind KNOWING ABOUT THINKING AND MENTAL STATES imp 3-5 YEARS OLD KNOW • They can deal with real and imaginary things • They know I can be thinking about one thing while looking or doing something else • They know that if I cover my eyes and ears I can still be thinking 3-5 YEARS OLD DO NOT KNOW • Mind is continuously active (it doesn’t stop) • People think in words, talk to themselves • We think while we are listening, reading or talking FALSE BELIEVES=MENTAL REPRESENTATIONS OF REALITY WHICH ARE WRONG 3 YEARS OLD • Fail to recognise false beliefs • Reason: Egocentrism • Children think: “everybody think as I think; everybody believes what I do” • Trouble in understanding that their own beliefs can be false 5 YEARS OLD Understand that people who hear different versions of the same thing may come away with different beliefs 6 YEARS OLD Understand that two people who hear the same thing may interpret it differently DECEPTION= AN EFFORT TO PLANT A FALSE BELIEF IN SOMEONE’S MIND Children could NOT play the trick if they pointed out the wrong box with their finger Children are accustomed to point out truthfully postconventional stage → would i steal her toy? → no , if I were her I would feel bad MAGICAL THINKING 3 year-olds Do not confuse magic and reality • Magical thinking is a way to explain the reality • Children don’t know how the reality works and they use magical explanations • The more they know about the world the less they use magic to explain TEACHING BASED ON VYGOTSKY LEARNING Children internalise the results of interactions with adults By using scaffolding: • Children become aware and monitor their own learning • They take responsibility of their own learning • They regulate their own learning LANGUAGE DEVELOPMENT VOCABULARY From 3 to 6 years of age Rapid expansion of vocabulary • How: Via Fast Mapping FAST MAPPING • Process by which a child absorbs the meaning of a new word after hearing it once or twice in conversation • They pick up the meaning from the context GRAMMAR AND SYNTAX 3 year-olds • Use plurals, possessives, and past tense • Know the difference between I, You, We • Ask What and Where questions • Sentences: Short, simple and declarative “Kitty wants milk” Post formal thinking ( comes after formal operations) We need to solve crisis and important decisions, but we can solve these crisis later too. emerging adulthood → people who are not adolescence ,sexually mature but they can not live on their own for financial reasons ERIKSON :IDENTITY VS CONFUSION OF IDENTITY An adolescent Seeks to develop a coherent sense of self. Identity crisis.--> Erikson’s life experience: Seeks to develop the role she or he is to play in society. • Jewish mother from Denmark • Illegitimate child • Raised in Germany • German Jewish stepfather • Adult Immigrant in USA It needs to be resolved: • Choice of an occupation • Adoption of values to live by • Development of a satisfying sexual identity If it is not resolved: Danger: Criminal behaviour or early pregnancy Virtue :FIDELITY ● sustained loyalty, faith or a sense of belonging to a loved one or to friends ● identification with a set of values, an ideology, a religion, apolitical movement, a creative pursuit or an ethnic group. IN ERIKSON’S TIMES : Men 1. Firstly develop identity 2. Later develop intimacy Women Develop Identity through Intimacy differences formal operational : I might solve future problems , i can predict what can happen in the future applying my theory, involve deductive thinking according to piaget → theory, hypothesis, observation and confirmation → all dogs bark, spot is a dog ( observation) spot barks (confirmation) concrete operational : real observations and examples ● not all adolescents develop deductive thinking , we need to learn about it , sometimes that thinking is not in their cultures as in western society . Piaget sais that not everybody develops the conservation of mass, volume … deductive thinking involves scientific thinking post formal thinking for interpersonal thinking is really important Marcia: Identity Status – Crisis and Commitment exam Identity Statuses 1. States of ego development 2. States depend on the presence of absence of crisis and commitment FORMAL OPERATIONS: CAPACITY TO THINK ABSTRACTLY Abstract thought: ● Flexible way to manipulate information ● Not limited to hee and now ● Use of symbols to represent other symbols ( i.e X stand for an unknown numeral) ● Understand metaphors and allegory ● They can think in terms of WHAT IT MIGHT BE (bases of anxiety disorders, panic attacks because im reacting to those bad future possibilities as if they were happening in really ) creativity → compare 2 principles that are different and you are able to find similarities between those systems you create something different, a new theory 1. inductive ( create theory), 2. fortifying the theory with examples,3. process of abductioN CONSERVTION / CENTRATION / IRREVERSIBILITY / REVERSIBILITY/piaget/erikson/age related influences /type of influences CHILD REFLEXES EGOCENTRISM IN ADOLESCENCE ( DAVID ELKIND 1967) Imaginary Audience and Personal fable Imaginary audience 1. Adolescents believe that their behaviour or actions are the main focus of other people attention 2. Belief that a person is under constant, close observation by peers, family and strangers 3. Related to : ● Heightened self-consciousness ● distortions of others views of the self ● a tendency toward conformity and faddisms (non durable fashions) 1. Adolescents think they are the centre of attention 2. special and unique 3. feelings of invulnerability ( what happens to others does not happens to me) 4. believe their thoughts or experiences are completely novel and unique 5. overdifferentiate their feelings from others ( egocentrism) 6. inability to differentiate between their thoughts from the thoughts of tohers 7. everybody else is as concerned of her=him as he/she is of himself exam QUESTIONS 1. Type of attachment → John has a secure attachment , he cries when his parents leave him but when they return he stops it and then he gets used to it. 2. Describe the other types of attachment → Avoidant Attachment Pattern in which an infant rarely cries when separated from the primary caregiver and avoids contact on his or her return. Ambivalen/Resistant Attachment Pattern in which an infant rarely becomes ansious before the primary caregiver leaves, is extremely upset during his or her absence, and both seeks and resists contact on his or her return.