1. Unit 9- RG 9e

2. As you come in… 1. Be ready to stamp- do the exitticket if you haven’t yet 2. Discuss with your team: If I change my existing schema to include new info that I experience, what am I doing? Assimilating or Accommodating? What’s an example? Welcome

3. As you come in… 1. Be ready to stamp 2. Study for the quiz- Intro to Development notes through Adolescence notes → Talk about it with your team, study out loud. Welcome

4. Can you… 1. Discuss maturation and the effects of maturing too soon or too late. 2. Describe each stage of Kohlberg’s moral development theory and give examples. 3. Describe each phase of Erikson’s theory on social development and give examples.

5. ● Adolescence technically begins with puberty (between 11 and 14…sex organs mature) ● Has important implications for the way adolescents feel about themselves o Self-image can be greatly affected by when one physically matures

6. ● early maturing boys tend to do better in athletics, are generally more popular and have a more positive self- concept o yet they tend to have more difficulty in school, commit more acts of delinquency and become involved with substance abuse, seemingly due to the fact that because they “look older” they are friends with older boy o however, in the long run, it seems that early maturing boys are typically more responsible and cooperative in later life ● early maturing girls are more sought after for dates and have better self-esteem than later-maturing girls o yet early development can be a bit embarrassing for girls

7. ● late maturation can produce psychological difficulty for both boys and girls o boys who develop later are often smaller and less coordinated which often leads to ridicule and being seen as less attractive AND in time the boys may begin to view themselves in this way o girls who develop later are at a disadvantage in junior high and early high school…they hold a relatively low social status and might be overlooked in dating YET they report greater satisfaction with their bodies later in high school and college, mainly because late maturers tend to be tall and slim which is the societal idea of social beauty

8. ● Usually by adolescence in formal operational stage ● Begin to reason hypothetically and deduce consequences o which leads to greater understanding and comprehension of broad moral principles

9. ● Lawrence Kohlberg o Believed moral reasoning helps guide our judgments and behavior…proposed dilemmas to help people reason at different levels o Theory assumes that people move through levels in a fixed order  no real ages match up with the levels…but believed that one could not reach the highest level until at least 13 because cognitively couldn’t understand it before this point  Helped people progress through levels by posing moral dilemmas to solve

10. ● Preconventional – perform actions based on rewards or punishment o very selfish and self-centered morality… usually young children ● Conventional – interested in pleasing others and doing what is right by social laws o consider more than self…think of family, loved ones and society as a whole

11. ● Postconventional – use higher reasoning to guide behavior...think about terms of justice, equality, and basic human rights when making decisions o live by the golden rule…Kohlberg didn’t think that many people made it to this level of reasoning

12. ● Erik Erikson o Psychosocial development – involves our changes in our interactions and understanding of one another a well as in our knowledge and understanding of ourselves as members of society o Believed that passage through the stage required resolution of a conflict

13. ● Trust vs. Mistrust (0-18mo.) o Can I trust the world? Dependent on others to meet physical needs and need for love  If parents care and you become “attached” you’ll develop a sense of trust and predictability  Inconsistent or lacking care will cause infant to develop a sense of mistrust or paranoia

14. ● Autonomy vs. Shame and Doubt (18mo.-3) o Do I have some control over my life?  If parents set boundaries yet let child make some decisions, they will develop a “will” or a sense of independence  If overly restricted, children will be unable to assert themselves yet if parents are too lenient, children become overly demanding and controlling – child will also have a sense of shame, self- consciousness

15. ● Initiative vs. Guilt (3-6) o Am I capable of doing things for myself? Imagination developing, curious… asserting independence  If parents react positively to these items, child will feel confident to take risks and have self-confidence  If parents react negatively, child will lack self- sufficiency, have low self-esteem, and fear punishment

16. ● Industry vs. Inferiority (6-11) o Am I capable of doing things socially? Compare self with others in social and academic aspects  Feel that can do tasks, have a sense of pride and that do fit it  Feel inferior or not as good as others

17. ● Identity vs. Role Confusion (12-20) o Who am I and where is my place in this world? Going through the transition from child to adult…trying to discover who you are, what your strengths are and what kind of roles you are best suited to play  Have a sense of who you are and a commitment to future adult roles  Confusion over what role to play can lead to an unstable identity and adoption of a socially unacceptable roles

18. ● Identity vs. Role Confusion (12-20) o Pressures to identify with what one wants to do with one’s life are acutely felt  Separate selves from parents  Tend to rely more on peer group  Pivotal time period in a person’s life… paving the way for continued growth and future development of personal relationships o Erikson believed that had to “find self” and figure out role before could truly feel and express love  Do you agree or disagree?

19. ● Intimacy vs. Isolation (20-30) o Can I love and be loved? Pondering entering into a close, loving relationship  Develop intimacy and a sense of connectedness  Develop isolation – draw into self and avoid close emotional contact

20. ● Generativity vs. Stagnation (30-65) o Am I productive and giving something back to the world? Sense that making a difference through children, job, community involvement, etc.  Happy with life and feel made a difference, a sense of accomplishment  Feel worthless and preoccupation with own needs (mid-life crisis)

21. ● Integrity vs. Despair (65+) o Has it all been worth it? Review of life  Look back at life happily, have strong sense of self- acceptance  Develop a sense of despair, look back at life with frustration, regret and disappointment