1. Development Psychology how people grow and change;
Chapter 10, section 1
Development Psychology
how people grow and change;
study different ages and types of development such as Physical, Social and Cognitive
Psychologist study about what type of experiences in infancy and childhood foster healthy and well-adjusted children and adults.
Psychologists study 2 stages:
Early childhood experiences affect adolescents and adults
2. Early stages of development such as:
learning about developmental problems
what causes them
how to treat them

2. Two methods psychologist use to study change 1. Longitudinal
Chapter 10, section 1
Two methods psychologist use to study change
1. Longitudinal
2. Cross-sectional
Psychologists are concerned with
1. Heredity and environment (nature v. nurture)
how contribute to development
2. Does development occur
gradually or in stages

3. Heredity manifests itself primary in the process called MATURATION
Chapter 10, section 1
Heredity manifests itself primary in the process called MATURATION
Maturation is developmental changes that occur as a result of automatic and sequential process of developmental that results from genetic signals
Critical Period - best time to learn a particular skill or behavior
ex. Learning a language
Arnold Gesell
Believed in MATURATION and STAGES
Played important role in development

4. John Locke - “tabula rasa” - blank slate
Chapter 10, section 1
John Locke - “tabula rasa” - blank slate
Watson - behaviorists explained NURTURE (environment) has greatest effect.
Ex. Nutrition, family background, culture, learning experience at home, community, school
Does development occur in STAGES or CONTINUOUS PROCESS?
Stage - period distinct from other levels.
Gesell and Piaget believe Cognitive Development occur in Stages.
Flavell believes COGNITIVE DEVELOPMENT - gradual process
happens slowly can occur unnoticed
ex. Child’s weight

5. 4 Examples of Physical Development
Chapter 10, Section 2
Physical Development
4 Examples of Physical Development
Changes in reflexes ; some are kept others
disappear (moro & babinski)
2. Gains in height/weight
3. Motor Development
4. Perceptual Development
Moro – “startle”; reflex if in pain or response to sudden sounds
Babinski – fan their toes when soles of feet are touched

6. 2 factors why children/animals are so attached to primary care givers?
Chapter 10, Section 3
Social Development
Attachment
stranger anxiety
separation anxiety
2 factors why children/animals are so attached to primary care givers?
1. Contact Comfort
2. Imprinting

7. Chapter 10, Section 3
Secure vs. Insecure Attachment
-Primary Care givers -Primary Care givers
show affection And are unresponsive or are reliable Unreliable
-children are happier -children don’t mind
and friendlier when parents leave
more cooperative with make no effort to seek
parents and teachers contact with them
get along with others
perform better in school

8. WARM - parents show affection Ex. Hug, kiss, smile
Chapter 10, Section 3
Styles of Parenting
wARM COLD
WARM - parents show affection
Ex. Hug, kiss, smile
COLD - not affectionate
don’t appear to enjoy their children
Children’s behavior with:
WARM STYLE COLD STYLE
-well-adjusted -Escape punishment
-develop conscience -Rather than doing the right
-Have a sense of moral thing for its own sake
goodness
-responsible when do
something wrong

9. STRICT---PERMISSIVE
Chapter 10, Section 3
STRICT---PERMISSIVE
STRICT
-can be positive/negative depending how used
-consistent and firm enforcement of rules
foster achievement and self-control especially
when combined with warmth and support
-impose many rules, supervise closely
Permissive
-Impose fewer rules and watch children less
closely
-less concerned about neatness & cleanliness

10. AUTHORITATIVE AUTHORITARIAN -parents combine -parents believe in
Chapter 10, Section 3
AUTHORITATIVE AUTHORITARIAN
-parents combine -parents believe in
WARM and POSITIVE obedience for its
Kinds of strictness own sake
-Parents have strict
guidelines
-Follow instructions
without question
-Parents are often
rejecting and cold

11. Feel better about themselves
Chapter 10, Section 3
authoritative
Children usually:
More independent
Achievement oriented
Feel better about themselves
Authoritarian
Do NOT do well in school
Less friendly
Less spontaneous

12. (2 parents work in today’s society)
Chapter 10, Section 3
CHILD CARE
(2 parents work in today’s society)
Positive
tend to be less upset when mom leaves temporarily
less likely to run to their mother when they return
Does this mean that the children who are in child care are less attached to their mothers?
-signs of positive adjustment
-full-time non parent child care appear to be
securely attached to their mothers

13. CHILD CARE HAS MIXED EFFECTS ON SOCIAL CHILD DEVELOPMENT
Chapter 10, Section 3
CHILD CARE HAS MIXED EFFECTS
ON SOCIAL CHILD DEVELOPMENT
Positive Negative
more social -Less cooperative
likely to share -More aggressive
more independent -May receive less attention
self-confident -Compete with other children
More outgoing for attention and resources
Children do better in environments that are stimulating.

14. CHILD ABUSE and NEGLECT Physical and Psychological
Chapter 10, Section 3
CHILD ABUSE and NEGLECT
Physical and Psychological
Physical Abuse
beating, hitting, kicking, resulting in bodily injury (bruises, burns, broken bones)
Child Neglect
failure to give child adequate
-food
-shelter
-clothing
-emotional support
-schooling

15. Why are parents abusive/neglectful?
Chapter 10, Section 3
More injuries, illnesses, and deaths result from NEGLECT than from ABUSE
Why are parents abusive/neglectful?
1. Stress (unemployment/poverty)
2. History of child abuse from at least one parent’s
family
3. Acceptance of Violence - coping with stress
4. Lack of attachment to the children
5. Substance abuse
6. Rigid attitudes about child rearing

16. Carl Rogers – self esteem
Chapter 10, Section 3
Carl Rogers – self esteem
Parents give children two types of support:
1. UNCONDITIONAL POSITIVE REGARD
parents love and accept children for who they
are Children development high self-esteem even
if do something wrong
2. CONDITIONAL POSITIVE REGARD
-parents show love when children behave in
acceptable ways
-children also continue to seek approval of
others
-children who know they are good at something
usually have higher self-esteem

17. GENDER and SELF-ESTEEM
Chapter 10, Section 2
GENDER and SELF-ESTEEM
5-7 years children value themselves on basis of physical appearance and performance
Girls - greater competence - reading/academic
Boys - greater competence - math/physical skills
Society suggests what gender is suppose to be good at
AGE and SELF-ESTEEM
Children gain in competence as grow older, they gain more skills and are better at them
Self-esteem reaches LOW POINT at age 12-13
increases during adolescence

18. Cognitive Development
Chapter 10, Section 4
Cognitive Development
Jean Piaget thinking development sequence in stages
Humans organize information in 2 ways:
Assimilation - process new information is placed into
categories that already exist
ex. Doggie - see another kind of dog identifies as dog
2. Accommodation - change brought about because of new
information
ex. See CAT and says DOGGIE; child corrected does NOT
belong to that category
Piaget identifies 4 stages in sequence
1. Sensorimotor
2. Preoperational
3. Concrete Operational
4. Formal Operational

19. Chapter 10, Section 4
1. Sensorimotor – newborn – 2 yrs.
spends a great deal of time learning to coordinate sensory experiences with motor activities
coordinates looking, tasting, touching, hearing, sucking, reaching, grasping
Newborns spend much of time looking around
as get older, touch everything they can. Only way to coordinate their senses and their muscles
Infants go from trial and error reflexes to more deliberate manipulation of the environment
ex. Peek a boo
OBJECT PERMANENCE - understanding that objects exist even when they cannot be seen or touched

20. Chapter 10, Section 4
2. Pre-Operational – 2 -7 yrs.
acquire language and learn to represent their environment with objects and symbols
Display one dimensional thinking
ANIMISM - enjoy playing with stuff animals or dolls because believe the play things are real animals or friends called ANIMISM
ex. Child says sun is sleeping for the night
LAW OF CONSERVATION - recognize that properties of objects don’t change even though their appearance may
ex. Glass containers - p. 243
EGOCENTRISM - center of universe
focus on own pleasures, pain, desires
see world from 1 perspective - theirs

21. Chapter 10, Section 4
3. Concrete - Operational Stage – 7-11 yrs.
children’s ability to solve problems with reasoning and ability to think symbolically with words and numbers greatly increases
-can solve problems of classification which objects are ordered into hierarchies of different classes.
-can focus on 2 dimensional
10p = 10 cents 10 dimes = $1.00
LAW OF CONSERVATION understood
4. Formal Operational – 11 yrs. on
Begin to understand how abstract scientific moral religious and political ideas work and to see their local implications usually mastered by 15
Deduce rules of behavior from moral principles
Deal with hypothetical situations; solve for x in algebra

22. Chapter 10, Section 4 KOHLBERG’s THEORY of MORAL DEVELOPMENT
3 levels + 2 stages in each level
LEVEL 1 - Preconventional
Moral reasoning based on consequences of behavior (rewards/punishments)
Stage 1 - obeys rules avoids punishment
Stage 2 - Individual conforms to society’s rules in
order to receive rewards
LEVEL 2 - Conventional
based on conformity and social standards
Stage 3 - individuals behaves morally in order to gain approval of others
Stage 4 - conformity to authority to avoid censure
and guilt

23. Chapter 10, Section 4
LEVEL 3 - Postconventional
highest level of moral thinking based on personal standards and beliefs
Stage 5 - individual concerned with individual
rights and democratically decided laws
Stage 6 - individual entirely guided by his or her
own conscience