Developmental Tasks of Early Adulthood:
|
|
- Marian Gallagher
- 7 years ago
- Views:
Transcription
1 Theories of Developmental Stages Havighurst s Developmental Task Theory Robert Havighurst emphasized that learning is basic and that it continues throughout life span. Growth and Development occurs in six stages. Developmental Tasks of Infancy and Early Childhood: 1. Learning to walk 2. Learning to take solid foods 3. Learning to talk 4. Learning to control the elimination of body wastes 5. Learning sex differences and sexual modesty 6. Forming concepts and learning language to describe social and physical reality 7. Getting ready to read Middle Childhood: 1. Learning physical skills necessary for ordinary games 2. Building wholesome attitudes toward oneself as a growing organism 3. Learning to get along with age-mates 4. Learning an appropriate masculine or feminine social role 5. Developing fundamental skills in reading, writing, and calculating 6. Developing concepts necessary for everyday living 7. Developing conscience, morality, and a scale of values 8. Achieving personal independence 9. Developing attitudes toward social groups and institutions Developmental Tasks of Adolescence: 1. Achieving new and more mature relations with age-mates of both sexes 2. Achieving a masculine or feminine social role 3. Accepting one's physique and using the body effectively 4. Achieving emotional independence of parents and other adults 5. Preparing for marriage and family life 6. Preparing for an economic career 7. Acquiring a set of values and an ethical system as a guide to behavior; developing an ideology 8. Desiring and achieving socially responsible behavior Developmental Tasks of Early Adulthood: 1. Selecting a mate 2. Achieving a masculine or feminine social role 3. Learning to live with a marriage partner 4. Starting a family
2 5. Rearing children 6. Managing a home 7. Getting started in an occupation 8. Taking on civic responsibility 9. Finding a congenial social group Developmental Tasks of Middle Age: 1. Achieving adult civic and social responsibility 2. Establishing and maintaining an economic standard of living 3. Assisting teenage children to become responsible and happy adults 4. Developing adult leisure-time activities 5. Relating oneself to one s spouse as a person 6. Accepting and adjusting to the physiologic changes or middle age 7. Adjusting to aging parents. Developmental Tasks of Later Maturity: 1. Adjusting to decreasing physical strength and health 2. Adjusting to retirement and reduced income 3. Adjusting to death of a spouse 4. Establishing an explicit affiliation with one s age group 5. Meeting social and civil obligations 6. Establishing satisfactory physical living arrangement ( Psychosocial Stages of Development Eric Erikson Erik Erikson s theory of psychosocial development is one of the best-known theories of personality in psychology. Erikson believed that personality develops in a series of stages. Erikson s theory describes the impact of social experience across the whole lifespan. One of the main elements of Erikson s psychosocial stage theory is the development of ego identity. Ego identity is the conscious sense of self that we develop through social interaction. According to Erikson, our ego identity is constantly changing due to new experience and information we acquire in our daily interactions with others. In addition to ego identity, Erikson also believed that a sense of competence also motivates behaviors and actions. Each stage in Erikson s theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery. If the stage is managed poorly, the person will emerge with a sense of inadequacy.
3 In each stage, Erikson believed people experience a conflict that serves as a turning point in development. In Erikson s view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure. Psychosocial Stage 1 - Trust vs. Mistrust. The first stage of Erikson s theory of psychosocial development occurs between birth and one year of age and is the most fundamental stage in life. Because an infant is utterly dependent, the development of trust is based on the dependability and quality of the child s caregivers. If a child successfully develops trust, he or she will feel safe and secure in the world. Caregivers who are inconsistent, emotionally unavailable, or rejecting contribute to feelings of mistrust in the children they care for. Failure to develop trust will result in fear and a belief that the world is inconsistent and unpredictable. Psychosocial Stage 2 - Autonomy vs. Shame and Doubt The second stage of Erikson's theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control. Erikson believed that toilet training was a vital part of this process. Erikson believe that learning to control one s body functions leads to a feeling of control and a sense of independence. Other important events include gaining more control over food choices, toy preferences, and clothing selection. Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt. Psychosocial Stage 3 - Initiative vs. Guilt During the preschool years, children begin to assert their power and control over the world through directing play and other social interaction. Children who are successful at this stage feel capable and able to lead others. Those who fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative. Psychosocial Stage 4 - Industry vs. Inferiority This stage covers the early school years from approximately age 5 to 11. Through social interactions, children begin to develop a sense of pride in their accomplishments and abilities. Children who are encouraged and commended by parents and teachers develop a
4 feeling of competence and belief in their skills. Those who receive little or no encouragement from parents, teachers, or peers will doubt their ability to be successful. Psychosocial Stage 5 - Identity vs. Confusion During adolescence, children are exploring their independence and developing a sense of self. Those who receive proper encouragement and reinforcement through personal exploration will emerge from this stage with a strong sense of self and a feeling of independence and control. Those who remain unsure of their beliefs and desires will insecure and confused about themselves and the future. Psychosocial Stage 6 - Intimacy vs. Isolation This stage covers the period of early adulthood when people are exploring personal relationships. Erikson believed it was vital that people develop close, committed relationships with other people. Those who are successful at this step will develop relationships that are committed and secure. Remember that each step builds on skills learned in previous steps. Erikson believed that a strong sense of personal identity was important to developing intimate relationships. Studies have demonstrated that those with a poor sense of self tend to have less committed relationships and are more likely to suffer emotional isolation, loneliness, and depression. Psychosocial Stage 7 - Generativity vs. Stagnation During adulthood, we continue to build our lives, focusing on our career and family. Those who are successful during this phase will feel that they are contributing to the world by being active in their home and community. Those who fail to attain this skill will feel unproductive and uninvolved in the world. Psychosocial Stage 8 - Integrity vs. Despair This phase occurs during old age and is focused on reflecting back on life. Those who are unsuccessful during this phase will feel that their life has been wasted and will experience many regrets. The individual will be left with feelings of bitterness and despair. Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. These individuals will attain wisdom, even when confronting death ( 2008).
5 Psychosexual Stages of Development Sigmund Freud According to Sigmund Freud, personality is mostly established by the age of five. Early experiences play a large role in personality development and continue to influence behavior later in life. Freud's theory of personality development is one of the best known, but also one of the most controversial. Freud believed that personality develops through a series of childhood stages during which the pleasure-seeking energies of the id become focused on certain erogenous areas. This psychosexual energy, or libido, was described as the driving force behind behavior. If the stages are completed successfully, the result is a healthy personality. If certain issues are not resolved at the appropriate stage, fixation can occur. A fixation is a persistent focus on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain "stuck" in this stage. For example, a person who is fixated at the oral stage may be over-dependent on others and may seek oral stimulation through smoking, drinking, or eating. Oral stage During the oral stage, the infant's primary source of interaction occurs through the mouth, so the rooting and sucking reflex is especially important. The mouth is vital for eating, and the infant derives pleasure from oral stimulation through gratifying activities such as tasting and sucking. Because the infant is entirely dependent upon caretakers (who are responsible for feeding the child), the infant also develops a sense of trust and comfort through this oral stimulation. The primary conflict at this stage is the weaning process--the child must become less dependent upon caretakers. If fixation occurs at this stage, Freud believed the individual would have issues with dependency or aggression. Oral fixation can result in problems with drinking, eating, smoking, or nail biting. Anal stage During the anal stage, Freud believed that the primary focus of the libido was on controlling bladder and bowel movements. The major conflict at this stage is toilet training--the child has to learn to control his or her bodily needs. Developing this control leads to a sense of accomplishment and independence. According to Freud, success at this stage is dependent upon the way in which parents approach toilet training. Parents who utilize praise and rewards for using the toilet at the appropriate time encourage positive outcomes and help children feel capable and
6 productive. Freud believed that positive experiences during this stage served as the basis for people to become competent, productive, and creative adults. However, not all parents provide the support and encouragement that children need during this stage. Some parents' instead punish, ridicule, or shame a child for accidents. According to Freud, inappropriate parental responses can result in negative outcomes. If parents take an approach that is too lenient, Freud suggested that an anal-expulsive personality could develop in which the individual has a messy, wasteful, or destructive personality. If parents are too strict or begin toilet training too early, Freud believed that an anal-retentive personality develops in which the individual is stringent, orderly, rigid, and obsessive. Phallic stage During the phallic stage, the primary focus of the libido is on the genitals. Children also discover the differences between males and females. Freud also believed that boys begin to view their fathers as a rival for the mother s affections. The Oedipus complex describes these feelings of wanting to possess the mother and the desire to replace the father. However, the child also fears that he will be punished by the father for these feelings, a fear Freud termed castration anxiety. The term Electra complex has been used to describe a similar set of feelings experienced by young girls. Freud, however, believed that girls instead experience penis envy. Eventually, the child realizes begins to identify with the same-sex parent as a means of vicariously possessing the other parent. For girls, however, Freud believed that penis envy was never fully resolved and that all women remain somewhat fixated on this stage. Psychologists such as Karen Horney disputed this theory, calling it both inaccurate and demeaning to women. Instead, Horney proposed that men experience feelings of inferiority because they cannot give birth to children. Latent period During the latent period, the libido interests are suppressed. The development of the ego and superego contribute to this period of calm. The stage begins around the time that children enter into school and become more concerned with peer relationships, hobbies, and other interests. The latent period is a time of exploration in which the sexual energy is still present, but it is directed into other areas such as intellectual pursuits and social interactions. This stage is important in the development of social and communication skills and selfconfidence.
7 During the final stage of psychosexual development, the individual develops a strong sexual interest in the opposite sex. Where in earlier stages the focus was solely on individual needs and, interest in the welfare of others grows during this stage. If the other stages have been completed successfully, the individual should now be wellbalanced, warm, and caring. The goal of this stage is to establish a balance between the various life areas ( 2008). Stages of Cognitive Development Jean Piaget The theory of cognitive development, one of the most historically influential theories was developed by Jean Piaget, a Swiss Philosopher ( ). His genetic epistemological theory provided many central concepts in the field of developmental psychology and concerned the growth of intelligence, which for Piaget, meant the ability to more accurately represent the world and perform logical operations on representations of concepts grounded in interactions with the world. The theory concerns the emergence and construction of schemata schemes of how one perceives the world in developmental stages, times when children are acquiring new ways of mentally representing information. The theory is considered "constructivist", meaning that, unlike nativist theories (which describe cognitive development as the unfolding of innate knowledge and abilities) or empiricist theories (which describe cognitive development as the gradual acquisition of knowledge through experience), it asserts that we construct our cognitive abilities through self-motivated action in the world. For his development of the theory, Piaget was awarded the Erasmus Prize Piaget divided schemes that children use to understand the world through four main periods, roughly correlated with and becoming increasingly sophisticated with age: Sensorimotor period (years 0 2) Preoperational period (years 2 7) Concrete operational period (years 7 11) Formal operational period (years 11 and up) Piaget's four stages Sensorimotor period Infants are born with a set of congenital reflexes that allow them to float in the heavily dense world, according to Piaget, in addition to a drive to explore their world. Their initial schemes are formed through differentiation of the congenital reflexes. The sensorimotor period is the first of the four periods. According to Piaget, this stage marks the development of essential spatial abilities and understanding of the world in six substages: 1. The first sub-stage, known as the reflex scheme stage, occurs from birth to one month and is associated primarily with the development of reflexes. 2. The second sub-stage, primary circular reaction phase, occurs from one month to four months and is associated primarily with the development of habits. 3. The third sub-stage, the secondary circular reactions phase, occurs from four to eight
8 months and is associated primarily with the development of coordination between vision and prehension (aka, "hand-eye coordination"). 4. The fourth sub-stage; called the co-ordination of secondary course round modest circular reactions stage, which occurs from eight to twelve months, is when Piaget (1954) thought that object permanence developed. 5. The fifth sub-stage; the tertiary circular reactions phase, occurs from twelve to eighteen months. New means through active experimentation and creativity in the actions of the "little scientist". 6. The sixth sub-stage, considered "beginnings of symbolic representation", from eighteen months to twenty four months. New means through mental combinations considering before doing provides the child with new ways of achieving a goal without resorting to trial-and-error experiments. Preoperational stage (Pre)Operatory Thought in Piagetian theory is any procedure for mentally acting on objects. The hallmark of the preoperational stage is sparse and logically inadequate mental operations. During this stage the child learns to use and to represent objects by images and words, in other words they learn to use symbolic thinking. Thinking is still egocentric: The child has difficulty taking the viewpoint of others. The child can classify objects by a single feature: e.g. groups together all the red blocks regardless of shape or all the square blocks regardless of color. According to Piaget, the Pre-Operational stage of development follows the Sensorimotor stage and occurs between 2 7 years of age. In this stage, children develop their language skills. They begin representing things with words and images. However, they still use intuitive rather than logical reasoning. At the beginning of this stage, they tend to be egocentric, that is, they are not aware that other people do not think, know and perceive the same as them. Children have highly imaginative minds at this time and actually assign emotions to inanimate objects. The theory of mind is also critical to this stage. The Preoperational Stage can be further broken down into the Preconceptual Stage and the Intuitive Stage. The Preconceptual stage (2-4 years) is marked by egocentric thinking and animistic thought. A child who displays animistic thought tends to assign living attributes to inanimate objects, for example that a glass would feel pain if it were broken. The Intuitive(4-7 years) stage is when children start employing mental activities to solve problems and obtain goals but they are unaware of how they came to their conclusions. For example a child is shown 7 dogs and 3 cats and asked if there are more dogs than cats. The child would respond positively. However when asked if there are more dogs than animals the child would once again respond positively. Such fundamental errors in
9 logic show the transition between intuitiveness in solving problems and true logical reasoning acquired in later years when the child grows up. Piaget considered that children primarily learn through imitation and play throughout these first two stages, as they build up symbolic images through internalized activity. Concrete operational stage The Concrete operational stage is the third of four stages of cognitive development in Piaget's theory. This stage, which follows the Preoperational stage, occurs between the ages of 7 and 11 years and is characterized by the appropriate use of logic. Important processes during this stage are: Seriation the ability to sort objects in an order according to size, shape, or any other characteristic. For example, if given different-shaded objects they may make a color gradient. Classification the ability to name and identify sets of objects according to appearance, size or other characteristic, including the idea that one set of objects can include another. Decentering where the child takes into account multiple aspects of a problem to solve it. For example, the child will no longer perceive an exceptionally wide but short cup to contain less than a normally-wide, taller cup. Reversibility where the child understands that numbers or objects can be changed, then returned to their original state. For this reason, a child will be able to rapidly determine that if 4+4 equals 8, 8 4 will equal 4, the original quantity. Conservation understanding that quantity, length or number of items is unrelated to the arrangement or appearance of the object or items. For instance, when a child is presented with two equally-sized, full cups they will be able to discern that if water is transferred to a pitcher it will conserve the quantity and be equal to the other filled cup. Elimination of Egocentrism the ability to view things from another's perspective (even if they think incorrectly). For instance, show a child a comic in which Jane puts a doll under a box leaves the room, and then Melissa moves the doll to a drawer, and Jane comes back. A child in the concrete operations stage will say that Jane will still think it's under the box even though the child knows it is in the drawer. Children in this stage can, however, only solve problems that apply to actual (concrete) objects or events, and not abstract concepts or hypothetical tasks.
10 Formal operational stage The formal operational period is the fourth and final of the periods of cognitive development in Piaget's theory. This stage, which follows the Concrete Operational stage, commences at around 12 years of age (puberty) and continues into adulthood. It is characterized by acquisition of the ability to think abstractly, reason logically and draw conclusions from the information available. During this stage the young adult is able to understand such things as love, "shades of gray", logical proofs, and values. Lucidly, biological factors may be traced to this stage as it occurs during puberty (the time at which another period of neural pruning occurs), marking the entry to adulthood in Physiology, cognition, moral judgement, psychosexual development, and psychosocial development. Some two-thirds of people do not develop this form of reasoning fully enough that it becomes their normal mode for cognition, and so they remain, even as adults, concrete operational thinkers (W://en.wikipedia.org. 2008) Kohlberg's Stages of Moral Development Kohlberg's stages of moral development are planes of moral adequacy conceived by Lawrence Kohlberg to explain the development of moral reasoning. Created while studying psychology at the University of Chicago, the theory was inspired by the work of Jean Piaget and a fascination with children's reactions to moral dilemmas. He wrote his doctoral dissertation at the university in 1958, outlining what are now known as his stages of moral development. His theory holds that moral reasoning, which is the basis for ethical behavior, has six identifiable developmental constructive stages - each more adequate at responding to moral dilemmas than the last. In studying these, Kohlberg followed the development of moral judgment far beyond the ages originally studied earlier by Piaget, who also claimed that logic and morality develop through constructive stages. Expanding considerably upon this groundwork, it was determined that the process of moral development was principally concerned with and that its development continued throughout the lifespan, even spawning dialogue of philosophical implications of such research. Kohlberg used stories about moral dilemmas in his studies, and was interested in how people would justify their actions if they were put in a similar moral crux. He would then categorize and classify evoked responses into one of six distinct stages. These six stages are grouped into three levels: pre-conventional, conventional and postconventional. Kohlberg's six stages were grouped into three levels: pre-conventional, conventional, and post-conventional. Following Piaget's constructivist requirements for a stage model (see his theory of cognitive development), it is extremely rare to regress backward in
11 stages - to lose functionality of higher stage abilities. Even so, no one functions at their highest stage at all times. It is also not possible to 'jump' forward stages; each stage provides a new yet necessary perspective, and is more comprehensive, differentiated, and integrated than its predecessors. Level 1 (Pre-Conventional) 1. Obedience and punishment orientation (How can I avoid punishment?) 2. Self-interest orientation (What's in it for me?) Level 2 (Conventional) 3. Interpersonal accord and conformity (The good boy/good girl attitude) 4. Authority and social-order maintaining orientation (Law and order morality) Level 3 (Post-Conventional) 5. Social contract orientation 6. Universal ethical principles (Principled conscience) Pre-Conventional The pre-conventional level of moral reasoning is especially common in children, although adults can also exhibit this level of reasoning. Reasoners in the pre-conventional level judge the morality of an action by its direct consequences. The pre-conventional level consists of the first and second stages of moral development, and is purely concerned with the self in an egocentric manner. In Stage one (obedience and punishment driven), individuals focus on the direct consequences that their actions will have for themselves. For example, an action is perceived as morally wrong if the person who commits it gets punished. The worse the punishment for the act is, the more 'bad' the act is perceived to be. In addition, there is no recognition that others' points of view are any different from one's own view. This stage may be viewed as a kind of authoritarianism. Stage two (self-interest driven) espouses the what s in it for me position, right behavior being defined by what is in one's own best interest. Stage two reasoning shows a limited interest in the needs of others, but only to a point where it might further one's own interests, such as you scratch my back, and I'll scratch yours. In stage two concerns for others is not based on loyalty or intrinsic respect. Lacking a perspective of society in the pre-conventional level, this should not be confused with social contract (stage five), as all actions are performed to serve one's own needs or interests. For the stage two theorists, the perspective of the world is often seen as morally relative.
12 Conventional The conventional level of moral reasoning is typical of adolescents and adults. Persons who reason in a conventional way judge the morality of actions by comparing these actions to societal views and expectations. The conventional level consists of the third and fourth stages of moral development. In Stage three (interpersonal accord and conformity driven), the self enters society by filling social roles. Individuals are receptive of approval or disapproval from other people as it reflects society's accordance with the perceived role. They try to be a good boy or good girl to live up to these expectations, having learned that there is inherent value in doing so. Stage three reasoning may judge the morality of an action by evaluating its consequences in terms of a person's relationships, which now begin to include things like respect, gratitude and the 'golden rule'. Desire to maintain rules and authority exists only to further support these stereotypical social roles. The intentions of actions play a more significant role in reasoning at this stage; 'they mean well...' In Stage four (authority and social order obedience driven), it is important to obey laws, dictums and social conventions because of their importance in maintaining a functioning society. Moral reasoning in stage four is thus beyond the need for individual approval exhibited in stage three; society must learn to transcend individual needs. A central ideal or ideals often prescribe what is right and wrong, such as in the case of fundamentalism. If one person violates a law, perhaps everyone would - thus there is an obligation and a duty to uphold laws and rules. When someone does violate a law, it is morally wrong; culpability is thus a significant factor in this stage as it separates the bad domains from the good ones. Post-Conventional The post-conventional level, also known as the principled level, consists of stages five and six of moral development. Realization that individuals are separate entities from society now becomes salient. One's own perspective should be viewed before the society. It is due to this 'nature of self before others' that the post-conventional level, especially stage six, is sometimes mistaken for pre-conventional behaviors. In Stage five (social contract driven), individuals are viewed as holding different opinions and values. Along a similar vein, laws are regarded as social contracts rather than rigid dictums. Those that do not promote the general welfare should be changed when necessary to meet the greatest good for the greatest number of people. This is attained through majority decision, and inevitably compromise. In this way democratic government is ostensibly based on stage five reasoning.
13 In Stage six (universal ethical principles driven), moral reasoning is based on abstract reasoning using universal ethical principles. Laws are valid only insofar as they are grounded in justice, and that a commitment to justice carries with it an obligation to disobey unjust laws. Rights are unnecessary as social contracts are not essential for deontic moral action. Decisions are not met hypothetically in a conditional way but rather categorically in an absolute way (see Immanuel Kant's categorical imperative). This can be done by imagining what one would do being in anyone's shoes, who imagined what anyone would do thinking the same. The resulting consensus is the action taken. In this way action is never a means but always an end in itself; one acts because it is right, and not because it is instrumental, expected, legal or previously agreed upon. While Kohlberg insisted that stage six exists, he had difficulty finding participants who consistently used it. It appears that people rarely if ever reach stage six of Kohlberg's model (
Socialization is the process whereby the helpless infant gradually becomes a self aware, knowledgeable person, skilled in the ways of the culture
Socialization is the process whereby the helpless infant gradually becomes a self aware, knowledgeable person, skilled in the ways of the culture into which he or she was born. Genie - the feral child
More informationChapter 5. Socialization
Chapter 5 Socialization I. Social Experience: The Key to Our Humanity. A. Socialization is the lifelong social experience by which individuals develop their human potential and learn culture. B. Social
More informationErik Erikson (1950, 1963) does not talk about psychosexual Stages, he discusses psychosocial stages.
Psychodynamic Psyche Psychosexual Stages Unconscious Mind Home Developmental Psychology Erik Erikson Erik Erikson by Saul McLeod published 2008, updated 2013 Erik Erikson (1950, 1963) does not talk about
More information4/8/2012. Prof. Adnan Farah
BAHRAIN TEACHERS COLLEGE UNIVERSITY OF BAHRAIN Psychosocial development Erikson s theory Professor Adnan Farah ERIKSON THEORY OF PSYCHO SOCIAL DEVELOPMENT THEORY Erikson's stages of psychosocial developmentas
More informationSocialization From Infancy to Old Age A. Socialization and the Self self a. Self-identity Socialization
I. Socialization From Infancy to Old Age A. Socialization and the Self 1. Over our lives, we develop a sense of self: a perception of being a distinct personality with a distinct identity. a. Self-identity:
More informationEnriching Knowledge for the Health Management and Social Care Curriculum Series (16): Understanding Theories of Development (New)
Enriching Knowledge for the Health Management and Social Care Curriculum Series (16): Understanding Theories of Development (New) Speaker:Dr. Chan Shing Kun Department of Psychological Studies The Hong
More informationPsychoanalytic Theory Sigmund Freud (1856-1939)
Psychoanalytic Theory Sigmund Freud (1856-1939) Psychic determinism This principle holds that in all mental functioning nothing happens by chance. Everything a person feels, thinks, fantasizes, dreams,
More informationCognitive and Motor Development. Four Domains. Interaction. Affective Cognitive Motor Physical. Why organize into domains?
Cognitive and Motor Development There is a strong relationship between human intellectual function and movement: Any intellectual change is also accompanied by a change in motor function Four Domains Interaction
More informationChapter Five Socialization. Human Development: Biology and Society. Social Isolation
Chapter Five Socialization Socialization is the lifelong process of social interaction through which individuals acquire a self-identify and the physical, mental, and social skills needed for survival
More informationCamden County Technical School Hudson County Career Academy Matawan Regional High School Sterling Regional High School Winslow Township High School
A SPOTLIGHT LESSONS FROM NEW JERSEY EARLY CHILDHOOD DEVELOPMENT & SERVICES PILOTS SUMMER CURRICULUM INSTITUTE AUGUST 6,2014 HUMAN SERVICES CAREER CLUSTER EARLY CHILDHOOD DEVELOPMENT & SERVICES PATHWAY
More informationPhysical and Cognitive Development. Cognitive Development. Physical and Cognitive Development. Physical and Cognitive Development
Physical and Cognitive Cognitive Intro Psychology Georgia Tech Instructor: Dr. Bruce Walker Changes in behavior and structure from womb to tomb We focus on childhood because more is known about that stage
More informationAge Appropriate Care Through the Life Span
Age Appropriate Care Through the Life Span The Joint Commission on the Accreditation of Healthcare Organizations (JCAHO) requires that any healthcare providers who have patient contact be competent in
More informationErik Erikson s 8 Stages of Psychosocial Development
Erik Erikson s 8 Stages of Psychosocial Development Each stage presents a task which Erikson believes must be completed for a positive outcome. The resolution of one task lays the foundation for growth
More informationCognitive Development
Cognitive Chapter 2 Piaget s Approach to Cognitive Jean Piaget (1896-1980) A Swiss Psychologist credited with one of the most influential theories of cognitive development. Carefully observed children
More informationA literature review of Erikson s Psychosocial Development theory.
1 A literature review of Erikson s Psychosocial Development theory. Student Name: Dannielle Brown Student No.: n5990769 Word Count: Unit: SWB102 Human Development and Behaviour Due Date: 26 th April 2012
More informationTheories of Moral Development
Theories of Moral Development Moral development = children s reasoning about morality, their attitudes toward moral lapses, and their behavior when faced with moral issues. Several theoretical approaches
More informationOverview of Child Development
Overview of Child Development Child Development Definition: Change in the child that occurs over time. Changes follow an orderly pattern that moves toward greater complexity and enhances survival. Periods
More informationI have no desire at all to leave psychology hanging in the air with no organic basis. But, beyond a feeling of conviction [that there must be such a
I have no desire at all to leave psychology hanging in the air with no organic basis. But, beyond a feeling of conviction [that there must be such a basis], I have nothing, either theoretical or therapeutic,
More informationJames is a five year old boy and spends his days at the. spends time with each individually. One of activities James loves is to sit down on the
Sarah Neuhalfen Case Study Child Development May 12, 2006 James is a five year old boy and spends his days at the Manchester Early Learning Center. He is the average size for his age and has blond hair
More informationWhat is Personality? How do you define personality? CLASS OBJECTIVES 4/10/2009. Chapter 12 Personality and its assessment. What is personality?
What is Personality? Chapter 12 Personality and its assessment CLASS OBJECTIVES What is personality? How does our personality develop? What would Freud say? Other theories of personality How do you define
More informationGCSE PSYCHOLOGY UNIT 2 SEX AND GENDER REVISION
GCSE PSYCHOLOGY UNIT 2 SEX AND GENDER REVISION GCSE PSYCHOLOGY UNIT 2 SEX AND GENDER IDENTITY SEX IDENTITY AND GENDER IDENTITY SEX IDENTITY = a biological term. A child s sex can be identified by their
More informationRunning head: DEVELOPMENTAL THEORIES AND CHILDREN S LITERATURE 1
Running head: DEVELOPMENTAL THEORIES AND CHILDREN S LITERATURE 1 Using Developmental Theories When Choosing Children s Books Joseph Smith Excelsior College DEVELOPMENTAL THEORIES AND CHILDREN S LITERATURE
More informationChapter 2. Theories of Psychosocial and Cognitive Development
Chapter 2 Theories of Psychosocial and Cognitive Development Overview Erikson: Psychosocial Development Piaget: Cognitive Development Vygotsky: Cognitive Development Using Technology to Promote Cognitive
More informationCognitive Development in Infancy and Childhood
Chapter 4, The Developing Person 1 Prenatal Development and the Newborn Prenatal Development Developmental psychologists examine how we develop physically, cognitively, and socially, from conception to
More informationCHAPTER 1 Understanding Ethics
CHAPTER 1 Understanding Ethics Chapter Summary This chapter begins by defining ethics and how people decipher between right and wrong or good and bad behavior. It explores how people live their lives according
More informationWhat Is Personality?
What Is Personality? Personality is an individual s unique constellation of consistent behavioral traits. A personality trait is a durable disposition to behave in a particular way in a variety of situations.
More informationPSYC-102 COURSE SYLLABUS FOR DEVELOPMENTAL PSYCHOLOGY
Coffeyville Community College PSYC-102 COURSE SYLLABUS FOR DEVELOPMENTAL PSYCHOLOGY Kansas Regents Shared Number Courses Syllabus Statement Reapproved by the Kansas Council of Instructional Administrators,
More informationOkami Study Guide: Chapter 12
1 Chapter Test 1. People are not merely a random collection of traits, meaning that people s personalities are a. integrated b. organized c. enduring d. transient Answer: B difficulty: 1 conceptual 2.
More informationContinuous vs. Discontinuous Nature vs. Nurture
Piaget s Theory The first cognitive theory, developed by Jean Piaget beginning about 1920. Piaget observed and described children at different ages. His theory is very broad, from birth adolescence, and
More informationTheories, models and perspectives - Cheat sheet for field instructors
Theories, models and perspectives - Cheat sheet for field instructors Major Theories Used in Social Work Practice Systems Theory Psychodynamic Social Learning Conflict Developmental Theories Theories of
More informationCognitive Development
LP 9C Piaget 1 Cognitive Development Piaget was intrigued by the errors in thinking children made. To investigate how these errors and how thinking changes as we grow older, Jean Piaget carefully observed
More informationPsychological Models of Abnormality
Several Different Models Psychological Models of Abnormality Psychoanalytic Models Learning Models Cognitive Models Psychology 311 Abnormal Psychology Listen to the audio lecture while viewing these slides
More informationTuesday in Lifespan Development. Complete the study guide using your books and your notes. Study for test
Monday Notes Tuesday in Lifespan Development Complete the study guide using your books and your notes. Study for test Things you need to know about Child Development Review Child development Changes over
More informationRestorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW
Restorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW RP Activities 1. Framework of Resourcefulness 2. Identifying the Broken Contract Articles 3. The Process of
More informationVirtual Child Written Project Assignment. Four-Assignment Version of Reflective Questions
Virtual Child Written Project Assignment Four-Assignment Version of Reflective Questions Virtual Child Report (Assignment) 1: Infants and Toddlers (20 points) Choose 7 or 8 questions whose total point
More informationJean Piaget: Cognitive Theorist 1. Theorists from centuries ago have provided support and research about the growth of
Jean Piaget: Cognitive Theorist 1 Theorists from centuries ago have provided support and research about the growth of children in many different developmental areas. Theorists have played and still play
More informationHow Does Our Thinking Change With Age?
How Does Our Thinking Change With Age? Chapter 6: Cognitive Developmental Approaches Get out some paper class survey! What would you do? If you were given a third eye to put anywhere on your body where
More informationWhat is the Humanist Perspective? What are the key ideas in the Humanistic perspective of personality?
What is the Humanist Perspective? LP 13C Humanist Perspective 1 What are the key ideas in the Humanistic perspective of personality? Differences with the Psychoanalysts: Humanists focus on the healthy
More informationIdentifying Family and Relationship Theories in Family Life Education Materials
Identifying Family and Relationship Theories in Family Life Education Materials Brief Descriptions of Major Family and Relationship Theories/Philosophies Note that there are many grand and smaller theories
More informationDevelopment Through the Lifespan. Psychosocial Stages During Infancy and Toddlerhood. First Appearance of Basic Emotions
Development Through the Lifespan Chapter 6 Emotional and Social Development in Infancy and Toddlerhood This multimedia product and its contents are protected under copyright law. The following are prohibited
More informationChapter 10: Emotional and Social Development in Middle Childhood
Chapter 10: Emotional and Social Development in Middle Childhood After reading this chapter, you should be able to: 10.1 Explain Erikson s stage of industry versus inferiority, noting major personality
More informationAge Developmental Characteristics:
6 Year Old: 1. Good supply of energy. 2. Muscular control becoming more effective with large objects. 3. There is a noticeable change in the eye-hand behavior. 4. Legs lengthening rapidly. 5. Big muscles
More informationPersonality: Vive la Difference!
Personality: Vive la Difference! 11 What Is Personality? A set of behavioral, emotional, and cognitive tendencies that people display over time and across situations What are some terms you use to describe
More informationInfants: (0-18 months)
Handout: Developmental Milestones Infants: (0-18 months) Developmental Milestones : 0-3 months Sucking, grasping reflexes Lifts head when held at shoulder Moves arms actively Is able to follow objects
More informationErikson s Theory: Intimacy versus Isolation. Vaillant s Adaptation to Life. Social Clock. Selecting a Mate
Erikson s Theory: Intimacy versus Isolation Intimacy Making a permanent commitment to intimate partner Other close relationships: friends, work Involves giving up some newfound independence, redefining
More informationAutonomy versus shame and doubt 1-3 years Autonomy is nurtured when children can use their skills to make their own decisions
Human Development through the Life Span The Life Span Perspective Life is a journey, with each developmental stage posing a new set of challenges and opportunities. As professional counselors, we are in
More informationPERSONALITY. Fast Track Chapter 10 (Bernstein Chapter 14)
PERSONALITY Fast Track Chapter 10 (Bernstein Chapter 14) PERSONALITY the unique and consistent pattern of behavior, thinking, and feeling that makes up an individual Major Research Approaches Psychodynamic
More informationPiaget s Theory. Piaget s Assumptions About Children
Piaget s Theory The first cognitive theory, developed by Jean Piaget beginning about 1920. Piaget observed and described children at different ages. His theory is very broad, from birth through adolescence,
More informationEthical Theories ETHICAL THEORIES. presents NOTES:
ETHICAL THEORIES SLIDE 1 INTRODUCTORY SLIDE Ethical theories provide part of the decision-making foundation for Decision Making When Ethics Are In Play because these theories represent the viewpoints from
More informationCourse Correlation to Virginia Standards of Learning
Course Correlation to Virginia Standards of Learning Name of Provider: York County School Division Name of Course: Psychology URL for Course Syllabus: http://yorkcountyschools.org/virtuallearning/coursecatalog.aspx
More informationStages of development
112 Chapter 8: Cognitive development Jean Piaget, 1896 1980. An example of the dominance in play of assimilation over accommodation pretending that an old packing case, a box, and a tube are a tank. The
More informationSigmund Freud versus George Kelly: Comparison of Psychoanalysis. and Phenomenology in the Case Study of Niko. Sarah Student
Sigmund Freud versus George Kelly 1 Running Head: SIGMUND FREUD VERSUS GEORGE KELLY Sigmund Freud versus George Kelly: Comparison of Psychoanalysis and Phenomenology in the Case Study of Niko Sarah Student
More informationInformation Pack. Created : Summer 2002. Contents: Introduction Page 2. Cognitive Development.. Pages 3-6. Physical Development Pages 7-8
Barnardos Training & Resource Service Information Pack Child Development Created : Summer 2002 Contents: Introduction Page 2 Cognitive Development.. Pages 3-6 Physical Development Pages 7-8 Social and
More information9. Stranger anxiety develops soon after: A) the concept of conservation. B) egocentrism. C) a theory of mind. D) the concept of object permanence.
Name: Date: 1. In Piaget's stage of concrete operational intelligence, the child acquires an understanding of the principle of: A) conservation. B) abstract logic. C) attachment D) object permanence. 2.
More informationMaking the Case for Family Recovery in Addiction Treatment Ariella Goodwine Fisher, MFT
Making the Case for Family Recovery in Addiction Treatment Ariella Goodwine Fisher, MFT Ariella Goodwine Fisher, MFT Psychotherapist Addictions Institute Program Management/ Clinical Director for The Women
More informationRunning Head: THE LIFE AND WORK OF JEAN PIAGET 1
Running Head: THE LIFE AND WORK OF JEAN PIAGET 1 The Life and Work of Jean Piaget in Relation to Developmental Psychology Taylor C. Valnion Jacob Hespeler Secondary School THE LIFE AND WORK OF JEAN PIAGET
More informationUnderstanding healthy childhood sexual development plays a key role in child sexual abuse
Awareness Month 2013 An overview of healthy childhood sexual Understanding healthy childhood sexual plays a key role in child sexual abuse prevention. Many adults are never taught what to expect as children
More informationVisualizing Psychology
Visualizing Psychology by Siri Carpenter & Karen Huffman PowerPoint Lecture Notes Presentation Chapter 12: Personality Siri Carpenter, Yale University Karen Huffman, Palomar College Lecture Overview Trait
More informationGeneral Psychology Notes - Theories of Personality
General Psychology Notes - Theories of Personality These are general notes designed to assist students who are regularly attending class and reading assigned material: they are supplemental rather than
More informationNAME: East Carolina University PSYC 3206 -- Developmental Psychology Dr. Eppler & Dr. Ironsmith
Module 2 1 NAME: East Carolina University PSYC 3206 -- Developmental Psychology Dr. Eppler & Dr. Ironsmith Study Questions for Chapter 2: Theories of Human Development Sigelman & Rider (2009). Life-span
More informationPersonality & Its Assessment
Personality & Its Assessment Dr Elena Gregoria Chai Chin Fern Faculty of Social Sciences Universiti Malaysia Sarawak This OpenCourseWare@UNIMAS and its related course materials are licensed under a Creative
More informationPiaget's Stages of Cognitive Development
Piaget's Stages Piaget's Stages of Cognitive Development Kay C. Wood, Harlan Smith, Daurice Grossniklaus Department of Educational Psychology and Instructional Technology, University of Georgia Contents
More information(( Typical Personality in University Lecturer ))
(( Typical Personality in University Lecturer )) Prof. Yousif Hama Salih Mustafa Ph.D. in psychology (personality and mental health) Salahaddin university E-mail: yousifhsm@gmail.com Mob: 07504514924 June
More informationThis historical document is derived from a 1990 APA presidential task force (revised in 1997).
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A Framework for School Reform & Redesign TABLE OF CONTENTS: Background Learner-Centered Principles Prepared by the Learner-Centered Principles Work Group of the
More informationPsychodynamic Workbook
Psychodynamic Workbook Name: Group: Exam Dates: King Edward VI Psychology Department 1 Contents Specification... 3 Psychodynamic Approach... 5 Content Personality... 8 Content Psychosexual development...
More informationAn Overview of Psychological Theories of Crime Causation. Professor James Byrne Nov.2, 2010 Lecture Graduate Criminology Seminar
An Overview of Psychological Theories of Crime Causation Professor James Byrne Nov.2, 2010 Lecture Graduate Criminology Seminar The Psychology of Crime Psychologically-based criminologists explain criminal
More informationTheories for Child Development: What are they and why should you care? Lifespan Developmental Theory
Theories for Child Development: What are they and why should you care? Wednesday, August 24 th, 2005 Covering: Lifespan Developmental Theory, Psychoanalytic Theory, Erikson, Behavioral and Social Learning,
More informationThe Wisconsin Comprehensive School Counseling Model Student Content Standards. Student Content Standards
The Wisconsin Comprehensive School Counseling Model Student Content Standards The Wisconsin Comprehensive School Counseling Model builds the content of developmental school counseling programs around nine
More informationWhat is this thing we call psychology? Science of the mind; Science of behavior. Biological mechanisms and psychological phenomena
Psychology Introduction What is psychology? The range and major schools Disciplines Conclusion YRG @ Department of Epileptology University of Bonn Medical Centre, Germany * christian.hoppe@ukb.uni-bonn.de
More informationPsychology 305A: Lecture 5. Freud Part 2
Psychology 305A: Lecture 5 Freud Part 2 1 Freudian Theory of Personality 2 Psychoanalytic Theory: Basic Assumptions 1. Psychological Determinism Life/sex instinct Death/aggression instinct 2. Importance
More information9.85 Cognition in Infancy and Early Childhood. Lecture 2: Theoretical perspectives in developmental psychology: Piaget
9.85 Cognition in Infancy and Early Childhood Lecture 2: Theoretical perspectives in developmental psychology: Piaget 1 Today CI-M instructors: Partner lectures Piagetian theory and stages Challenges to
More informationChapter 10 Personality Name Period Date. MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question.
Chapter 10 Personality Name Period Date MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) The BEST kind of personality test is one that is. A) both
More informationReferences to Play in NAEYC Position Statements
References to Play in NAEYC Position Statements Developmentally Appropriate Practice Guidelines http://www.naeyc.org/positionstatements/dap From: Principles of Child Development and Learning that Inform
More informationLEARNING THEORIES Ausubel's Learning Theory
LEARNING THEORIES Ausubel's Learning Theory David Paul Ausubel was an American psychologist whose most significant contribution to the fields of educational psychology, cognitive science, and science education.
More informationFreud and Personality
Psychology Psychoanalysis 01 Notes Freud and Personality The psychoanalytical perspective in psychology examines personality traits and disorders in terms of sexual and/or aggressive drives or unfilled
More informationSigmund Freud (1856-1939) PSY 3360 / CGS 3325 Historical Perspectives on Psychology Minds and Machines since 1600. Dynamics of the Personality
PSY 3360 / CGS 3325 Historical Perspectives on Psychology Minds and Machines since 1600 Dr. Peter Assmann Spring 2015 Sigmund Freud (1856-1939) When a member of my family complains to me of having bitten
More informationNote: Research from other sources inserted where applicable
Human Development & Learning Part 1 A review of Psychology Applied to Teaching With permission by Dr. Jack Snowman Professor Emeritus Southern Illinois University Note: Research from other sources inserted
More informationTypes of Psychology. Alex Thompson. Psychology Class. Professor Phelps
Running Head: PSYCHOLOGY 1 Types of Psychology Alex Thompson Psychology Class Professor Phelps March 4, 2014 PSYCHOLOGY 2 Types of Psychology Developmental psychology Developmental psychology entails the
More informationSAMPLE 2 WORKSHEET - Child Growth and Development
SAMPLE 2 WORKSHEET - Child Growth and Development CAP Samples and Recommendation Your Campus Course Information Course Title: Course Title: Child Growth and Development Child Development Explanation of
More informationGROWTH AND DEVELOPMENT
GROWTH AND DEVELOPMENT January 2008 Page 1 GROWTH AND DEVELOPMENT Having a positive and effective relationship with your players is necessary to ensure that they receive the most out of their hockey participation.
More informationBeing & Becoming: The Early Years Learning Framework for Australia
Social and emotional learning and development: KidsMatter and Belonging, Being & Becoming: The Early Years Learning Framework for Australia This document is part of the reading for Module 2: Social and
More informationMS 102- PROFESSIONAL & BUSINESS ETHICS 2 MARKS QUESTIONS AND ANSWERS UNIT I
1. Define Ethics? MS 102- PROFESSIONAL & BUSINESS ETHICS 2 MARKS QUESTIONS AND ANSWERS UNIT I * Study of right or wrong. * Good and evil. * Obligations & rights. * Justice. * Social & Political deals.
More informationDevelopmental Psychology. Cognitive Development
Developmental Psychology Cognitive Development Unit Two: Cognitive Development Key concepts describe how cognitive development occurs in invariant and universal stages; outline the stages of cognitive
More informationPsychoanalytic Social Theory Karen Horney
Psychoanalytic Social Theory Karen Horney Psychoanalytic Social Theory is built on the assumption that social and cultural conditions, especially childhood experiences, are largely responsible for shaping
More information4 Possessive/Jealous. Men in Relationships
4 Possessive/Jealous Men in Relationships A possessive/jealous man will: Tell you how to dress; Be overly concerned about where you are going when socializing; Insist on escorting you to mundane places;
More informationScottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST
Scottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST February 2013 For over 125 years CHILDREN 1 ST has been working to build a better
More informationNormal toddler, school age and adolescent neurocognitive development and measurements in these age groups
Normal toddler, school age and adolescent neurocognitive development and measurements in these age groups Gahan J. Pandina, PhD Janssen Research & Development April 17, 2015 Presented at FDA, Center for
More informationJean Piaget: A Cognitive Account of Development
Jean Piaget: A Cognitive Account of Development My central aim has always been the search for the mechanisms of biological adaptation and the analysis and epistemological interpretation of that higher
More informationPsychosexual Development: Freudian Concept
180 Introduction to Social Work 23 Psychosexual Development: Freudian Concept Introduction * Tomy Philip The theory of psychosexual development, also known as theory of libidinal development, is one of
More informationChild s Developmental Stages: A Challenge to Relevancy and Curriculum Development in Children s Church
Child s Developmental Stages: A Challenge to Relevancy and Curriculum Development in Children s Church DR. K. A. KORB FACULTY OF EDUCATION U NIVERSITY OF JOS Let the little children come to me, and do
More informationTEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES
TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES The topics that will be addressed during these webinars include: 1. The General Overview: Curriculum
More informationPRESCHOOL. Curriculum for the Preschool Lpfö 98
PRESCHOOL Curriculum for the Preschool Lpfö 98 Revised 2010 Orders to: Fritzes kundservice SE-106 47 Stockholm Telephone: +46 (0)8 598 191 90 Fax: +46 (0)8 598 191 91 E-mail: order.fritzes@nj.se www.fritzes.se
More informationPsychodynamic Approach
Psychodynamic Approach LP 12D Freud/defense mech 1 Psychodynamic: An approach that regards personality as formed by needs, strivings and desires largely operating outside of awareness motives that can
More informationWhat Can I Do To Help Myself Deal with Loss and Grief?
What Can I Do To Help Myself Deal with Loss and Grief? There are certain tasks that help people adjust to a loss. Every person will complete these tasks in his or her own time and in his/her own way. The
More informationCLEP Human Growth and Development: At a Glance
Description of the Examination The Human Growth and Development examination (Infancy, Childhood, Adolescence, Adulthood and Aging) covers material that is generally taught in a one-semester introductory
More informationDesigning for Children - With focus on Play + Learn
Designing for Children - With focus on Play + Learn The role of toys in early childhood Gayatri Menon, Faculty and Coordinator, Toy and Game design program, National Institute of Design,India, gayatri@nid.edu,menon.gayatri@gmail.com
More informationPsychology. Kansas Course Code # 04254
High School Psychology Kansas Course Code # 04254 The American Psychological Association defines Psychology as the study of the mind and behavior. The discipline embraces all aspects of the human experience
More informationHoover City Schools Secondary Curriculum Social Studies, 2005-06
Course Information: HCS Curriculum: Social Studies 6 12 Hoover City Schools Secondary Curriculum Social Studies, 2005-06 Course Title: Psychology, IB Grade Level: 11-12 Course Description: This course
More informationChild Development. Caseworker Core Training Module VII: Child Development: Implications for Family-Centered Child Protective Services
Child Development P R E - T R A I N I N G A S S I G N M E N T Caseworker Core Training Module VII: Child Development: Implications for Family-Centered Child Protective Services Developed by the Institute
More information6864 NE 14th Street, Suite 5 Ankeny, IA 50023 800.277.8145 Toll free 515.289.4567 Dsm area www.ifapa.org Website ifapa@ifapa.
About IFAPA The Iowa Foster and Adoptive Parents Association (IFAPA) is a non profit organization serving as a resource to foster, adoptive and kinship families in Iowa. Membership with IFAPA is free for
More information