1. Day 3 (Jan 30, Feb 2 ) Do Now: on a piece of paper answer the following: ◦ How is the Western half of America experiencing “Hindsight bias” right now? ◦ Which stage of Piaget’s theories of development are you in? Justify your answer with examples ◦ Based on the 3 types of parenting, which type of parenting style do your parents fall under? Why?  Authoritarian  Permissive  Authoritative

2. Goals for today Review concepts: ◦ Reflexes video (falls under birth-2 stage) ◦ A few theorists we didn’t discuss before ◦ Parenting styles (w/group activity) ◦ Gender and social development The Case of Genie (Video) 40 studies. ◦ Required: #20 ◦ Choose 1 additional from 17, 18 and 19

3. Videos Reflexes one—Mrs. Phillips’ (Dropbox) personal one (ask if you’d like guidance on finding one) Mary Ainsworth—A Strange Situation https://www.youtube.com/watch?v=s6080 77NtNI https://www.youtube.com/watch?v=s6080 77NtNI The Case of Genie: https://www.youtube.com/watch?v=7qcJfk fRWVM https://www.youtube.com/watch?v=7qcJfk fRWVM

4. - Describe the influence of temperament and other social factors on attachment and appropriate socialization. -Explain how parenting styles influence development People of interest: ◦ Attachment Theory: Harry Harlow, Konrad Lorenz, Mary Ainsworth ◦ Parenting Styles: Diana Baumrind, Temperament: a person's characteristic emotional reactivity and intensity

5. Attachment Styles Bowlby’s Attachment Theory ◦ 1. Proximity Maintenance (be near the 1 you are attached to) ◦ 2. Safe Haven Return to that attachment figure for comfort/safety in the face of fear etc. ◦ 3. Secure base: attachment figures acts as base of security from which child can explore environment. ◦ 4. Separation Distress: anxiety occurs in absences of the figure attachment Mary Ainsworth—A Strange Situation (1970)

6. 4 Attachment styles Secure Attachment: This happens when a child is very attached to the mother. Usually this child will explore and engage with others when the mother is in the room, but, when the mother leaves, this child will show negative emotions. When left alone with the stranger, the child will avoid the him. Anxious-Resistant Insecure Attachment: This child becomes irritated when the stranger appears in the room, while mother is still near by. And when mother leaves, the child cannot explore and continue play. He is very distressed. However, when mother comes back, child acts resentful and upset to the mother, he tries to move away from her. Anxious-Avoidant Insecure Attachment: This child seems careless. He doesn't show much emotions whether mother is in the room or not. He doesn't want to be played with or held. He acts the same with the stranger as well. Disorganized/Disoriented Attachment: This child might be distressed when the mother leaves the room and be relieved when she comes back. However, the child may not want to be held or may show anger once the mother approaches. He might hit or rock. Further research revealed that more than half of the mothers with a child who fell into this category had suffered a trauma immediately before the birth of the child and had developed depression because of that trauma.

7. Parenting styles (Diana Baumrind) ◦ Authoritarian ◦ Permissive ◦ Authoritative Correlation versus causation

8. Authoritarian Parents Often degrading, mean, controlling, rejecting. They set strict standards of conduct. Are very critical of children for not meeting those standards. They tell children what to do. They usually do not provide children with choices or options.

9. Their Children Kids who live with authoritarian parents tend to be more anxious, more withdrawn and unhappier than other kids. They often are successful in school because they tend to be cooperative and don’t challenge authority. However, when they get frustrated, it sometimes leads to anger. Tend to act out more later in life and are “sneaky”

10. Authoritative Parents also known as Democratic Parents Parent is warm, attentive, sensitive to the child’s needs and interests Children learn to be responsible for themselves and to think about the consequences of their behavior. Parents do this by providing clear, reasonable expectations for their children Very effective

11. Their Children These children tend to be very well- adjusted, They accept challenges readily. They are independent and cooperative with others. They stick to tasks longer than other kids their age. They have excellent communication skills.

12. Permissive Parents Set few rules and those they make are usually not consistently enforced Caring, but give too much decision making responsibility to the child. They do not set clear boundaries or expectations for their children's behavior They tend to accept in a warm and loving way however the child behaves. Not the most effective for healthy development

13. Their Children Because these children are forced to decide things for themselves at a very young age, they may make many bad decisions. These are the children you see throwing temper tantrums in the grocery store. They are often quite demanding, immature and rebellious. Many defy authority, lack interest in school and become underachievers. Due to unconditional support, they become “blamers”

14. Uninvolved Parents Emotionally detached, withdrawn, inattentive Indifferent to children and shows very little emotion toward them.

15. Their Children This group of children have the most problems dealing with the world They have little emotional control and often have trouble forming attachments. They are easily frustrated. They have more academic problems and delinquency issues. Can result in inhibited (avoid relationships) or disinhibited attachment disorder (mistake level of intimacy in relationships)

16. ParentingStylesParentingStyles

17. Group Handout With your table group, complete the parenting handout. Group that finishes first, wins a pack of Skittles.

23. LEV VYGOTSKY : Contemporary Rival of Piaget Alternative approach to cognitive development Disagreed w/Piaget that children moved through stages of cognitive development in an orderly fashion. Vygotsky: children learn according to their own schedule. Have a range of abilities under which they are able to operate. Following an adult’s example, they eventually develop the ability to do certain tasks alone. This included a cultural & language base that helped to determine individual development. Zone of Proximal Development (ZPD): Gap (difference) between what a child can do w/o help & what he can do only w/support. scaffolding: help children move their ZPD. Scaffolding: children build high level cognitive functioning by isolating ZPD & providing assistance - to solve more complex problems.

24. Vygotsky’s theory is not as structured as Piaget’s, but it provides an alternative explanation for cognitive development. Many argue that Vygotsky’s theory provides a better fit for the educational environment because of its focus on individual differences

25. Continuity and Stages

29. The Case of Genie Watch video in class. On Connect is a link to an article (read if you’d like) with 5 questions. Answer the 5 questions, in complete sentences. Answers are due Tuesday 2/3

30. HW Development Studies: ◦ On Connect, under Files, you’ll find “Famous Studies in Psychology” ◦ Download it and read 2 studies. You must read study 20, then choose 1 of either 17, 18 or 19 ◦ Write a short 5-7 sentence summary of each study. Due February 3 rd ◦ Genie response questions ◦ Studies summary (2 total) ◦ Presentations (you should be nearly ready for this if your team has been working together)

31. Gender Differences in Socialization Females Girls’ friendships are characterized by having higher levels of intimacy with an emphasis on closeness with their friends. Friendships are formed in small groups.... usually 2-3 individuals Have a physical component Males Boys express themselves intimately through shared activities such as playing basketball …not through sharing intimate conversations Groups are hierarchical in structure Friendships form in larger groups than females

32. Social Development Culture and Child-Rearing Differences in child-rearing from culture to culture

33. Gender Development Gender ◦ Influences on social development

34. Gender Development Gender Similarities and Differences Gender and aggression ◦ Aggression Aggression  Physical versus relational aggression Gender and social power Gender and social connectedness

35. Gender Development: The Nature of Gender Sex chromosomes ◦ X chromosome X chromosome ◦ Y chromosome Y chromosome Sex hormones ◦ Testosterone Testosterone

36. Gender Development The Nurture of Gender Gender Role ◦ Role Role Gender and child -rearing ◦ Gender identity ◦ Gender typing Gender typing Social learning theory

37. Gender Development The Nurture of Gender

38. “I Wish I Was A Boy” book Dropbox

39. Carol Gilligan: Believed that Kohlberg’s theory of moral development was male-centered and believed that boys are more likely to apply moral rules to all contexts where girls are more likely to consider relationships when making a decision

40. Feb 3/4, 2015 Presentations ◦ CONCEPT MAP: pick up from the podium ◦ Materials- you must upload your PowerPoint, videos etc. to the desktop before 7:35 ◦ During presentations—participate fully in any activity/ies requested ◦ Fill in Concept Map to the best of your ability. ◦ Pay attention –should I see you on your phone, leaving during a presentation, general disrespect, you will automatically lose 5 points.

41. Next Class (Feb 5 th /6 th ) DUE: Complete your CONCEPT MAP and the questions at the bottom. In class: FRQ in class w/peer grading