1. Development
Physical
Cognitive
Moral
Social

2. Human Development: Major Issues
Nature/Nurture
Genes/Environment
Continuity/Discontinuity
Stage Theorists: Piaget, Kohlberg, Erikson
Stability/Change
Born Outgoing, Always Outgoing?
Is our development influenced by genes/environment?
Is our development continuous like an escalator or more characteristic of that of a ladder. Each rung marking certain developmental phenomenon.
Are shy babies going to be shy all their lives?

4. Piaget’s Theory-Cognitive Dev.
Stage Theory Organization
Sensorimotor period: Birth -2
Schemas
Assimilation/Accommodation
Categorization/Classification
Object Permanence
Rooting Reflex (physical)
Circular reaction reflexivity non reflexive motions (physical)
The infant interacts with the world thru sensory and motor activities.
Research interests-
Life course development / Developmental Processes over the life course
The unfolding of lives as lived:
- Life contexts, life experiences, life events, internal experiences, person-context interactions
-reciprocal influences of individuals and contexts
-change and continuity over time
In particular - Development of well-being and social adjustment
- Various paths to well-being over a life time.
- How individuals come to a general sense of well-being and happiness;
- Development of ability to function effectively in social world and society in general -
both behavioral and internal - behaviorally appropriate + sense of “fittin g in” somewhere - sense of social belonging.
Equilibration
First children are satisfied with their mode of thought and therefore are in a state of equilibrium.
Then, they become aware of the shortcomings in their existing thinking and are dissatisfied (i.e., are in a state of disequilibration and experience cognitive conflict).
Last, they adopt a more sophisticated mode of thought that eliminates the shortcomings of the old one (i.e., reach a more stable equilibrium).

5. Schemas & Stranger Anxiety

6. Infancy: Cognitive Development
Preferences for faces
Visual Cliff experiments
Despite his mother’s beckoning, an infant hesitates to cross the “visual cliff”—an apparently steep drop that is actually covered by transparent glass. Psychologists in the 1960s found that most infants 6 to 14 months of age were reluctant to crawl over the cliff, suggesting they had the ability to perceive depth. Most psychologists believe that the ability to perceive depth is partly innate and partly a product of early visual experience.

7. Preoperational Stage (ages 2-7)
Egocentrism
Collective monologue
Symbol Acquisition-language
Pretend Play/Social Learning Theory
The child represents objects with words and mental images

8. Pretend Play – Jack & Mason

9. Concrete Operational (ages 7-11)
Reversibility- (1+3=4, 4-3=1)
Conservation- matter doesn’t increase/decrease because it changes form.
The child shows more logical thinking.
Mathematical transformations
Child can think logically about concrete events.

10. Formal Operational (ages 11 & up)
Abstract thinking emerges
Hypothetical thinking emerges
Concrete objects no longer need to be present
Metacognition
Can take others’ perspectives/imaginary audience, personal fable
Thinking through hypotheses
Not all adolescents/adults achieve formal operational thinking.

11. Name That Stage!
Watch and listen to Jack in the video and determine which stage Jack is operating from.
Sensorimotor
Preoperational
Concrete
Formal

12. Thought in Childhood and Adolescence
Child Adolescent
Limited to what is Considers possibilities
Limited to present Considers abstract concepts and ideas
Haphazard testing Planned testing
Own view Perspective of others