Copyright © Allyn and Bacon 2006 DEVELOPMENTAL THEORIES 1 AP PSYCH

Copyright © Allyn and Bacon 2006 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT 2 AP PSYCH Sensorimotor Preoperational Concrete Operational Formal Operational

Copyright © Allyn and Bacon 2006 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT 3 AP PSYCH Sensorimotor Preoperational Concrete Operational Formal Operational Birth to about age 2 Child relies heavily on innate motor responses to stimuli Sensorimotor intelligence Mental representations Object permanence

Copyright © Allyn and Bacon 2006 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT 4 AP PSYCH Sensorimotor Preoperational Concrete Operational Formal Operational About age 2 to age 6 or 7 Marked by well- developed mental representation and the use of language Egocentrism Animalistic thinking Centration

Copyright © Allyn and Bacon 2006 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT 5 AP PSYCH Sensorimotor Preoperational Concrete Operational Formal Operational About age 7 to about age 11 Child understands conservation but is incapable of abstract thought Conservation Mental operations

Copyright © Allyn and Bacon 2006 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT 6 AP PSYCH Sensorimotor Preoperational Concrete Operational Formal Operational From about age 12 on Abstract thought appears

Copyright © Allyn and Bacon 2006 S OCIAL AND E MOTIONAL D EVELOPMENT Theory of Mind – An awareness that other people’s behavior may be influenced by beliefs, desires, and emotions that differ from one’s own Temperament – An individual’s characteristic manner of behavior or reaction 7 AP PSYCH

Copyright © Allyn and Bacon 2006 S OCIAL AND E MOTIONAL D EVELOPMENT Zone of proximal development – The difference between what a child can do with help and what the child can do without any help or guidance Socialization – The lifelong process of shaping an individual’s behavior patterns, values, standards, skills, attitudes and motives to conform to those regarded as desirable in a particular society 8 AP PSYCH

Copyright © Allyn and Bacon 2006 S OCIAL AND E MOTIONAL D EVELOPMENT Factors influencing a child’s development may include: 9 AP PSYCH Effects of day care School influences Leisure influences Parents Styles A great example of good parenting.

Copyright © Allyn and Bacon 2006 ERIKSON’S PSYCHOSOCIAL STAGES 10 AP PSYCH Age/Period Principal Challenge 0 to 1 1/2 years Trust vs. mistrust 1 1/2 to 3 years Autonomy vs. self doubt 3 to 6 years Initiative vs. guilt 6 years to puberty Confidence vs. inferiority Adolescence Identity vs. role confusion Early adulthood Intimacy vs. isolation Middle adulthood Generativity vs. stagnation Late adulthood Ego-integrity vs. despair

Copyright © Allyn and Bacon 2006 STAGE 1: INFANCY (TO 1 YEAR) Trust VS. Mistrust If needs are met, infants develop basic trust To much parenting: Sensory maladjustment: Child develops an over trusting behavior EX: Gullible and do no harm mentality To little parenting: Withdrawal: Child develops antitrust behavior EX: Paranoia, depression, and psychosis

Copyright © Allyn and Bacon 2006 STAGE 2: TODDLERHOOD (1-2 YEARS) Autonomy VS. Shame and Doubt Allowed to explore Child can develop a sense of independence Shame and Doubt Created through 1. Unrestricted freedom 2. Help children to much  Stage requires a balance of parenting

Copyright © Allyn and Bacon 2006 STAGE 3: PRESCHOOLER (3-5 YEARS) Initiative VS. Guilt Learn innate tasks and carry out plans or they can feel guilty about their efforts Ex: cell phone down the toilet A good balance of both can create purpose To much Initiative = Ruthlessness (I don’t care!) To much Guilt = inhibition (Whatever!)

Copyright © Allyn and Bacon 2006 STAGE 4: ELEMENTARY SCHOOL (6- PUBERTY) Competence VS. Inferiority Children learn the pleasure of allying themselves or they begin to feel inferior To much confidence = Narrow Virtuosity Child Stars: narrow focus leads to an empty existence To much inferiority = Inferiority Complex Give up if its too hard

Copyright © Allyn and Bacon 2006 STAGE 5: ADOLESCENCE (TEENS- 20’S) Identity VS. Role Who am I What is my role in the world? The basis for thinking about all other stages To Mush Ego= Black and white thinking Lack of Identity= Repudiation Prone to cults and other organizations (looking for an identity)

Copyright © Allyn and Bacon 2006 STAGE 6: YOUNG ADULTHOOD (20-40 YEARS) Intimacy VS. Isolation Gain the capacity for intimate love or Isolation To much Intimacy = Promiscuity Fast to love with out depth To much Isolation = exclusion Can develop hate for relationships and community Balance = Love

Copyright © Allyn and Bacon 2006 STAGE 7: MIDDLE ADULTHOOD ( YEARS) Generativity VS. Stagnation Contribute to the world or a feeling a lack of purpose. To Much Generativity = Overextension To much Stagnation = Rejectivity The stage of the midlife crisis

Copyright © Allyn and Bacon 2006 STAGE 8: LATE ADULTHOOD (60S AND UP) Integrity VS. Despair A sense of satisfaction or despair To much Integrity = Presumption To much Despair = distain for life A stage of deep inward contemplation A balance = Wisdom

Copyright © Allyn and Bacon 2006 KOHLBERG’S STAGES OF MORAL REASONING I. Preconventional morality Stage 1: Pleasure/pain orientation Avoid pain or getting caught Stage 2: Cost/benefit orientation; reciprocity Achieve/receive rewards or mutual benefits “I’ll scratch your back if you scratch mine” 19 AP PSYCH

Copyright © Allyn and Bacon 2006 KOHLBERG’S STAGES OF MORAL REASONING II. Conventional morality 20 AP PSYCH Stage 3: “Good child” orientation Gain acceptance, avoid disapproval Stage 4: Law-and-order orientation Follow rules, avoid penalties

Copyright © Allyn and Bacon 2006 KOHLBERG’S STAGES OF MORAL REASONING III. Postconventional (principled) morality 21 AP PSYCH Stage 5: Social contract orientation Promote the welfare of society Stage 6: Ethical principle orientation Achieve justice, be consistent with one’s principles, avoid self- condemnation. Ex. Gandhi, Jesus, Mohammed

Copyright © Allyn and Bacon 2006 KOHLBERG’S STAGES OF MORAL REASONING In Europe a woman was near death from a very special type of cancer. There was one drug that the doctors thought might save her. It was a form a radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging 10x the cost of manufacturing it. He paid $200 for the radium and was charging $2000 for a small dose of the drug. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $1000, which was half of the cost. He told the druggist that his wife was dying, and asked him to sell it cheaper or let him pay later. But the druggist said, “No, I discovered the drug and I’m going to make money from it.” So Heinz got desperate and broke into the man’s store to steal the drug for his wife. Should Heinz have done that? Why? 22 AP PSYCH