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developmental - Coggle Diagram
developmental
social learning
Bandura (1986) for social learning to take place one must first model a behaviour; a model is someone who displays a behaviour or attitude that can be observed and later copied.
imitation: the next step of SLT is imitation, the individual who has observed the behaviour goes through the imitation process whereby they copied the observed behaviour, this is most likely to occur when identification takes place.
identification: Shutts et al (2010) identified that children are more likely to imitate a behaviour if they identify with the model displaying the behaviour- additionally Bandura and Walter found that children are also more likely to imitate a model behaviour if they are rewarded for their behaviour(1963)
experiement: Bodo Doll experiment, Bandura 1961 children observed aggressive and non aggressive behaviours towards a doll
strengths - help to explain criminal behaviours Akers found that the probability of someone engaging in criminal activity increases when they are exposed to models who commits crimes. AND there is also research support for SLT Fox and Bailenson found that humans are more likely to imitate characters that look like them engaging in excersise
limitations - problem with causality, Sigel 2006 argues that children who have deviant and criminal tendencies are more likely to seek out peers who display similar traits, therefore set may not be the cause of delinquent behaviour but may just be that they display their own
Piaget - according to Piaget children's behavioural and mental capacities expand as their cognitive skills develop with age. children construct schemas of social reaction just as they construct schemas relating to the world of objects. his theory suggests that social motivations are there from infancy onwards.
stages of piagets theory -
- sensorimotor 0-2 years - coordination of the senses with motor response, sensory curiosity about the world -
- preoperational 2-7 years- symbolic thinking, use of proper syntax and grammar to express full concepts, imagination and intuition are strong but complex abstract thoughts still difficult,
- concrete operational 7-11 years concepts attached to concrete situations, time, space and quantity are understood and can be applied but not as independent concepts
- formal operations 11+ - theoretical hypothesis, counterfactual thinking, abstract logical reasoning, strategy and planning become possible, concepts learned in one context can be applied to another
vygotsky - children behavioural and mental capacities develop through social interaction as it provided the tools of learning and thinking. social learning is the primary form of knowledge production
Bandura - claimed that gender. related behaviours are socially learnt, later empirical studies partially supported his theory, children are influences by what the observe and imitate however children also act in line with their social identity and gender schemes
cultural factors - culture specific learning through social observation, Swedish infants fixate on there mouth if spoons are used not chopsticks, Chinese infants visa verse
play
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Piaget - play helps to develop cognitive development, play can consolidate existing by repeated execution meaning continuous play of known schemas, developing cognitive skills, play has practical implications to research as we can understand how play provides children with confidence and a sense of mastery over their senses
vygotsky - pretend play is a leading source of development in pre-school, separate meaning and concept from a contrete object, enhancing their ability its to separate real life situations from play
types of play:
- rough and tumble: originates between toddlers and parents, play fighting in peers os common from 3 to adolesnece.
- play with objects: play vs exploration, Piaget suggests that behaviours begin as exploration but become playful, by 2/3 constructive activities start
- pretend play: starts from around 12-15 momths, starts to incorporate othersby 2 uses toys as agents and by 3 has the ability to represent objects as other objects
- sociodramatic: language is an important factor in structuring play, role in emotional regulations
- imaginary friends: retreat, emotional regulation and entertainment
attatchment
Ainsworth and Bell (1970) aimed to produce a method for assessing the quality of attachments through the strange situation study. they placed an infant in a midl stress situation to encourage the infant to seek comformt and novelty.
cultural vibrations- Van Iljezendoorn and Kroonenberg 1988 - conducted a meta analysis from 32 studies of attachment behaviour altogether the study identified over 2000 strange situation studies in 8 differenent countries. Findings - most common attachment type was secure changed across cultures
bowlbys attachment theory - bond that keeps infants safe, it is characterised by proximity and feelings of being comforted and content. this bond can take different forms these are called attachment styles.
the universality hypothesis - when given an opportunity, most infants will become attached to at least one specific caregiver
the normality hypothesis - most infants are securely attached in contexts that are not inherently threatening to human health and survival
the sensitivity hypothesis - attachment security depends on sensitive and prompt responses to the infant signals
the competence hypothesis - secure attachment leads to positive child outcomes