Human development 2
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This document provides an overview of topics discussed in a human development psychology class, including: 1. A review of social psychology experiments and key terms, as well as a discussion of community psychology principles. 2. An exploration of various aspects of human development such as physical, cognitive, socioemotional, and moral development across the lifespan. Milestones, theories, and influential researchers are discussed. 3. Additional topics of interest are highlighted like the influence of family and peers on development. The document aims to both review past material and introduce new areas of human development to students. A wide range of developmental perspectives and issues are concisely summarized.
Human development 2
- 1. Human Development Skyline College Psych 100 Meghan Fraley, PhD
- 2. Objectives for Day • Review & Reflect on Social Psychology Topics • Community Psychology & Psychology in Action Project • Human Development – What interests you about human development?
- 3. REVIEW & REFLECT Social Psychology
- 4. Group Check-In 1. Discuss Assignments: 1. Journal on implicit bias 2. Articles on Milgram and Zimbardo 2. Review Social Psychology Key Terms 1. Help each other complete the main list 2. Strategize way to complete and master key term list with group
- 5. Revisiting Milgram and Zimbardo question science more and that not everything that is said by scientist is true. question authority and how I see figures with powers. It makes me think for myself before listening to a command. It made me think more critically; maybe authority figures today do not have the best ideas or intentions, and we must question why. To me, it can exemplify how easily authoritative power can be greatly abused and how people can be ruthless. This makes me slightly more suspicious of authority figures (sometimes).
- 7. Community Psychology • Expand “helping” beyond psychotherapy • Action-oriented • Collaborative relationship with community • Fight oppression, promote empowerment
- 8. Community Psychology Social justice. Action-oriented research. Global in nature. Influencing public policy. Working for empowerment. Multidisciplinary in focus. Celebrating culture. Preventing harm. Behavior in context. Social action. Supporting community strengths. Reducing oppression. Promoting well-being.
- 9. Promoting Social Change • First-order change: – Changing individuals in the environment to promote change • Second-order change: – Attending to systems and structures to adjust the person- environment fit
- 10. WORKING IN COMMUNITY CREATING AND MAINTAINING PARTNERSHIPS ASSESSING COMMUNITY NEEDS AND RESOURCES EMPOWER EFFORTS BUILDING LEADERSHIP INCREASING PARTICIPATION AND MEMBERSHIP ENHANCING CULTURAL COMPETENCE MODELING CHANGE AND SOLUTION FINDING ANALYZING PROBLEMS AND GOALS DEVELOPING A FRAMEWORK OR MODEL OF CHANGE DEVELOPING STRATEGIC AND ACTION PLANS DEVELOPING AN INTERVENTION POLICY WORK ADVOCATING FOR CHANGE INFLUENCING POLICY DEVELOPMENT EVALUATING THE INITIATIVE IMPLEMENTING A SOCIAL MARKETING EFFORT SUSTAINING THE WORK WRITING A GRANT APPLICATION FOR FUNDING IMPROVING ORGANIZATIONAL MANAGEMENT AND DEVELOPMENT SUSTAINING THE WORK OR INITIATIVE COMMUNITY PSYCHOLOGY TOOLS
- 11. Strategic Planning VMOSA V • Vision M • Mission O • Objectives S • Strategies A • Action Plans
- 13. What’s so Interesting about Human Development? • 1. Studying development helps you better understand yourself. • 2. It also helps you learn more about your children. • 3. You'll better understand how to interact with kids. • 4. And you'll gain a greater appreciation of development throughout life. • 5. It allows us to understand what's normal, and what's not.
- 14. MILESTONES
- 15. How do we develop? Nature vs. Nurture •Is it nature or nurture? Or is the question, itself, misleading? Individual Differences •How come we begin life as babies, who are so similar to one another, and yet we grow into such distinct adults? Social Context •How do we come to understand ourselves and our relationships with others? Is our social learning experience different from the way we learn about the physical world? Passive vs. Active Child •Are children passive recipients of experience, or do we actively construct the way we develop? Quantitatve Change vs. Qualitative Stages •Are we almost different people at different phases of our lives, or are we always about the same with more experience to go by?
- 16. Developmental Psychology • Who are we? • Why are we the way we are? Physical Socio- emotional Cognitive Moral • The three goals of developmental psychology are to describe, explain, and to optimize development (Baltes, Reese, & Lipsitt, 1980).
- 18. Teratogens & Prenatal Development • Agents that can cause birth defects. – May cause birth defects most during which period? • Maternal disease – Environmental hazards: radiation, pollution – Alcohol, meth, cocaine
- 19. Reflexes • Moro – Extending limbs, arching back • Rooting – Turning head, sucking movements • Babinski – Spreading toes, twisting foot • Grasp – Firm fist
- 20. Studying Perceptual Development Preference technique Study how long baby attends to a particular stimulus. Habituation/dishabituation Study loss of interest in particular stimulus after repeated exposures. Operant conditioning Vary the stimulus and study the learned responses.
- 21. Depth Perception A Walk on the Wild Side—Almost Visual Cliff: Gibson and Walk (1960) Initial findings: 6-month- old babies would not cross the visual cliff. Recent findings: 3- month-olds have some depth perception.
- 22. Cognitive Development How does your mind grow over time?
- 23. What is the Goal of Education?
- 24. The Growth of Knowledge
- 25. How does knowledge grow? • 1. Organization: – Organize knowledge with schemata, mental representations/organized patterns of behavior • 2. Adaptation – Assimilation: Incorporate new into existing cognitive structure – Accommodation: Adjust reality demands by modfiying existing cognitive structure • 3. Equilibration – Need/striving toward equilibrium
- 26. Piaget’s Constructivist Approach Assimilation and Accommodation: Horizontal Decalage • Progressive acquisition of related skills within same stage of development. Predictable order
- 27. Piaget’s Stages of Cognitive Development
- 28. Achieving Concrete Operational Thought Operational Thought • Reason • Follow Rules Conservation • Ability to recognize that even when form and shape change, objects conserve characteristics
- 29. Theory of Mind
- 30. We Become Ourselves Through Others Vygotsky: Scaffolding & The Zone of Proximal Development
- 32. Emotions: Early emotions BIRTH PrimaryEmotions Interest Sadness Disgust Distress HALFYEAR 6-8Months Anger Joy Surprise Fear 2YEARS 18-24Months:Self-ConsciousEmotions Use social standards Jealousy Empathy Embarassment 3YEARS: 30-36months Shame Guilt Pride At 3 months can imitate caregiver expressions,Emotional Contagion: Detect emotions first few weeks
- 33. Attachment
- 34. How important is attachment?
- 35. Early Bonds are an Integral Part of Human Nature
- 36. Harlow’s Monkeys Important for development of attachment Infant monkeys attached to terrycloth mums over mother that produced food
- 37. Harlow and Contact Comfort • Important for development of attachment • Infant monkeys attached to terrycloth mums over mother that produced food
- 38. Internal Working Model (Bowlby) – Understanding of the availability of attachment figures and their likelihood of providing support during times of stress
- 39. What Creates Secure Attachment? The Strange Situation
- 40. Signs of Attachment Social Referencing • 6months Separation anxiety • 6-8months • Peaks at 14-18 months • Decline over next 2 to 3 years Stranger Anxiety • 8 to 10 months • Negative reaction to strangers • Peaks at 18mo • Declines over next year
- 42. Social Dev: Parenting • Patterns of Parenting • Working Mothers • Gay and Lesbian Parents • Single Parents
- 43. Baumrind’s Parenting Styles What kind of style and what kind of child? Authoritarian • Parents: Low responsivity and high in demandingness • Children: Timid, insecure, socially incompetent, lacking in motivation and curiosity. Most detrimental for white middle class boys Authoritative • Parents: High in responsivity and demandingness • Children: Popular, better in school Permissive • Parents: high in responsivity, low in demandingness • Children: Difficult controlling impulses, uninvolved in school Rejecting/Neglecting • Parents: low in responsivity and low in demandingness • Children: Juvenile delinquency, hostile/indifferent parent child relationship, attachment is broke, low self esteem, moody, impulsive, and aggressive
- 44. Perfect Parents, Perfect Kids? Which of the following factors do you think would show a strong correlation (positive OR negative!) with academic test scores between kindergarten and fifth grade? •From Freakonomics by Steven D. Levitt and Stephen J. Dubner, William Morrow, 2005) Which correlate with academic scores? •The child has highly educated parents. •The child’s family is intact. •The child’s parents have high socioeconomic status. •The child’s parents recently moved into a better neighborhood. •The child’s mother was thirty or older at the time of her first child’s birth. •The child’s mother didn’t work between birth and kindergarten. •The child had low birthweight. •The child attended Head Start. •The child’s parents speak English in the home. •The child’s parents regularly take him to museums. •The child is adopted. •The child is regularly spanked. •The child’s parents are involved in the PTA. •The child frequently watches television. •The child has many books in his home. •The child’s parents read to him nearly every day.
- 45. Social Dev: Development of Racial Awareness • Age 3 to 4 children become aware of differences based on racial or ethnic background • By age four, realize differences have social meaning • Age 10, social connotations of racial differences
- 47. Morality
- 48. Moral Development • Main theorists: – Piaget – Kohlberg – Gilligan
- 50. Moral Reasoning Preconventional: Avoid punishments, get rewards 1. Punishment and Obedience 2. Instrumental Hedonism Conventional: Social approval 1. Good Boy/Good Girl 2. Law and Order Postconventional: What’s Right, Fair, & Just 1. Morality of Contract, Individual Rights, and Democratically Accepted Laws 2. Morality of Individual Principles of Conscience
- 51. Discuss • Does moral judgment match moral behavior? • Is justice the most fundamental moral principle?
- 52. Gilligan emphasizes compassion as a moral value • Gilligan criticized Kohlberg for giving higher moral place to male values • Justice Perspective (Kohlberg, men) • Women: Compassion, responsibility for others • Caring Perspective – Level 1: Orientation of Individual Survival – Level 2: Goodness as self-sacrifice – Level 3: Morality of nonviolence
- 53. FAMILY AND PEERS
- 54. Bullying Non-normative Aggression in child predicts future violent behavior Victim also more likely to be violent Victims are peer rejected
- 55. School Issues: Rosenthal Effect • Rosenthal Effect: Self-fulfilling prophecy Effect – Told teachers some of their students were “bloomers” • or inadequate performance
- 56. Teachers and Student Gender • Teachers tend to attribute poor performance of boys to low effort and poor performance of girls to low aptitude
- 57. THE END