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EDUP3103 Developmental Psychology for Children and Adolescents - Coggle…
EDUP3103 Developmental Psychology for Children and Adolescents
TOPIC 3: DEVELOPMENTAL THEORIES
*Theory of Developmental Task: Robert James Havighurst
Defines one that OCCURS at a certain period in our lives, the successful achievement of which leads to happiness and success with later tasks
BUT the failure to complete the task will leads to unhappiness, social disapproval, and difficulty with later tasks.
The stages in Havighurst’s Theory include:
Infancy and early childhood (0-6 years old) ; These are babies who are just learning to walk and talk and figuring out the world around them.
Later childhood (6–13 years old) ; During this time, children become more self-sufficient as they go to school and make friends.
Adolescence (13–18 years old) ; comes with hormonal changes and learning about who you are as an individual. Acquiring wholesome attitudes toward self and others.
Early Adulthood (19–30 years old) ; involves finding an occupation and often finding a life partner as well
Middle Age (30–60 years old) ; the time when most people start a family and settle into their adult lives.
Later maturity (60 years old and over) ; people adjust to life after work and begin to prepare themselves for death.
THREE SOURCES OF DEVELOPMENTAL TASK
Tasks that cause from physical development, For example, learning to walk, talk, and behave acceptably with the opposite sex during adolescence; adjusting to menopause during middle age
Tasks that come from personal sources. For example, those that develop from the maturing personality and take the form of personal values and aspirations, such as learning the necessary skills for job success,
Tasks that results from social expectations, For example, learning to read or learning the role of a responsible citizen
IMPLICATION
They are guidelines to enable this individual to know what society expects from him at a given age.
Developmental tasks motivate the individual to do what the social group expects him to do certain things during his life.
Developmental tasks serve to show the individual what liest ahead and what he will expected to do when he reaches the next stage of development in the life span.
MATURATION THEORY: ARNOLD GESELL
The maturational theory is biologically based and assumes that children mature at rates according to their biological clock
Learning depends on development and is not changed or effected by environment, experience or teaching
children cannot be rushed through any stage
. For example, children are able to walk when
their neurological system is
IMPORTANCE OF MATURATION THEORY
The role of maturation and learning helps the parents or the teacher to know what and when to begin training.
The understanding of the function that maturation has in learning says that if a child is not old or developed enough to benefit from learning, it has little value for him and that the teacher's time and effort are wasted.
Thus if learning comes before maturation, there is more waste of time and energy. Learning should begin when the child is ready to learn. If the child is ready to learn and is not given guidance or training, his interest is likely to fade.
TOPIC 6: Theory and stages of moral development
Moral development is the process by which people develop the differentiate between right and wrong (morality) and engage in reasoning between the two (moral reasoning).
Lawrence Kohlberg*
extended Piaget's theory, proposing that moral development is a continual process that occurs throughout the lifespan.
Preconventional Morality (0 to 9) - shaped by the expectations of adults and the consequences of breaking the rules
Stage 1 (Obedience and Punishment): Obeying the rules is important to avoid punishment.
Stage 2 (Individualism and Exchange): Children think about different points of view and analyze acts in terms of how well they meet different needs. Acts to get a reward. eg; If she helps Tom now, he might help her in the future.
Conventional Morality (Early adolescence to adulthood) - marked by the acceptance of social rules regarding what is good and moral.
Stage 3 (Developing Good Interpersonal Relationships): Often referred to as the "good boy-good girl" orientation, The child/individual is good in order to be seen as being a good person by others. focused on living up to social expectations and roles.
Stage 4 (Maintaining Social Order): The focus is on maintaining law and order by following the rules, doing one’s duty, and respecting authority.
Postconventional Morality (Some adults; rare) - What Is Universally Good
Stage 5 (Social Contract and Individual Rights): Wants other people to be safe and happy; willing to change law if necessary
Stage 6 (Universal Principles): Even when they are at conflict with laws and norms, people adhere to these basic ideals of justice.
IMPLICATIONS
By understanding this theory of moral development, teachers can help to guide the moral characters of their students and help them to become the best that they can be.
TOPIC 8 : Personality & Self Concepts
GORDON ALLPORT
CARDINAL TRAITS
rare, and dominate, usually developing
later in life.
master controller of one’s personality
dominate one’s personality to such an extent that the person becomes known for those traits only.
CENTRAL TRAITS
They outline the key traits that you might utilise to describe someone else.
People around the person can easily notice these kinds of traits.
responsible for shaping our personality
SECONDARY TRAITS
Sometimes related to attitudes or preferences
often appear only in certain situations or under specific circumstances.
SIGMUND FREUD
PSYCHOANALYTIC THEORY
that our childhood experiences and unconscious desires shape our behavior.
personality is structured into three parts
Id: The Pleasure Principle
aims to satisfy our natural needs and urges.
Ego
partly conscious and partly
unconscious
By differentiating between the reality and the imaginary, it tries to help the id in getting what it desires.
strives to satisfy the id's desires in realistic and socially appropriate ways.
Superego
gives people feelings of pride when they do something correct (the ego ideal) and feelings of guilt when they do something they consider to be morally wrong (the conscience).
The superego is the sense of morality of the personality, upholding a sense of right and wrong.
the superego continues to grow over time, enabling children to adopt moral standards from other people they admire, like teachers.
model of the human mind
Preconscious (sometimes called the subconscious): This is the home of everything we can recall or retrieve from our memory;
is not conscious but is easily retrievable into conscious awareness
Unconscious minds; We are not aware of these thoughts, wishes, etc., but they exert great influence over our conscious thoughts and behaviours. Can also surface as "slips of the tongue" or Freudian Slips.
Conscious: This is where our current thoughts, feelings, and focus live;
CARL JUNG
INTROVERT
being quiet and reserved
EXTROVERT
sociable and crave excitement and
change, and thus can become bored easily.
Jungian Archetypes
THE PERSONA
The persona is how we present ourselves to the world.
derived from a Latin word that literally means "mask."
THE SHADOW
The shadow exists as part of the unconscious mind and is composed of hidden ideas, weaknesses, desires, instincts, and shortcomings.
THE SELF
The self is an archetype that represents the unified unconsciousness and consciousness of an individual.
THE ANIMA/ANIMUS
The anima is a feminine image in the male psyche, and the animus is a male image in the female psyche.
dalam diri seseorang, akan ada sedikit characteristic yg berlainan jantina
Personality refers to individual differences in characteristic patterns of thinking, feeling, and behaving.
TOPIC 9: SELF CONCEPT
Our self-concept is the way we see ourselves. The culture we are brought up in, our emotional development, and even our education all affect our self-concept. Self concept impacts on indivduals because it is what they think about themselves
CARL ROGERS
Self-image: Self-image refers to how you see yourself at this moment in time.
Self-esteem: How much you like, accept, and value yourself all contribute to your self-concept
Ideal self: The ideal self is the person you want to be.
According to Rogers, the self is the key component of human identity and personal growth.
-ve SC
sensitive, anti-social, MOODY
+ve SC
confident, open-minded, optimistic,
how a self-concept is developed
Self-Concept is organized.
it categorizes our experiences and “fits” them in a way that will make sense to our development.
Self-Concept is dynamic.
Self-concepts are actively shaped based on one’s experiences, which means that they are dynamic. The self-concept can be seen as a guidance system directing your behaviors to match up with your beliefs.
Self-concept is learned.
a self-concept gradually emerges early in one’s life and is constantly shaped throughout life by one’s perceived experiences.
