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Week2 (Domains of development (genetics, information processing,…
Week2
Domains of development
genetics
information processing
humanistic
learning
cognition
behaviour
personality
social
stages of development
Prenatal
Perinatal
RISKS
Drugs, stress, folate, bacteria
effects of each risk
infancy &toddlerhood
APGAR test for newborns
preloaded abilities for first 6 months
large head
reflexes
moro, palmar, swimming, rooting
attachment & emotional development
preschool period
middle childhood
adolescence
emerging adulthood
distinctive from both..
early adulthood
physical development
cognitive
social
middle adulthood
physical
cognitive
social
late adulthood
physical
cognitive
social
Developmental Issues
Nature/nuture
activity/passivity
Continuity/discontinuity
Universality/context specificity
approaches/aspects
Biological Development
Cognitive Development
Development of knowledge: Piagets Theory
cognitive development stages
aim for equilibrium (reduce cognitive conflict)
mainly assimilation and a little accomodation
inability to change schemas - lack of social skills (autism)
sensorimotor period (0-2)
achieved through the senses
actions become deliberate (8months)
anticipate consequences instead of needing to experience (18-24 months)
Major gain: object permanence (18 mo)
Preoperational (2-7)
egocentrism
animism
appearance is reality
centration
Lack conservation
Major Gain: imagination flourishes& use of symbolic thinking (e.g. language)
concrete operational period(7-11)
Major Gain: basic concepts- number, classification, conservation
reason about what is, not whats possible
development language- error logic not language
simple mental operations
appearance no longer dominate thinking
formal operational period (11 &up)
Major gains: Abstract reasoning, theory of mind
hypothetical thinking
better at applying rules
thinks about world as it might/ought to be
(Dialective thinking) - not PIAGETS
brain responds to exploration
Schemas
Assimilation
Accomodation
Vygotsky: adapting piaget
more like aprentices
learn by watching
playing with others = developing cognition
Zone of Proximal development (best way to learn)
Scaffolding (help with things that can't do without assistance)
criticisms
underestimates infants, overestimates adolescents
vague about processes of change
last stage is very broad
does not account for variability in performance of children
new theory: information processing - gradual changes
moral reasoning (Kohlberg) in adolescences
Preconventional
personal consequences
Avoiding punishment (infancy)
self interest (preschool)
conventional
authority
good boy/girl attitude (school)
law and order morality (school)
postconventional
ethics
social contract (teens)
principle (adulthood)
Social-emotional Development
Eriksons Psychosocial development