Reviewer (Developmental Theories & Relevant Theories) Freud'S Psychoanalytic Theory
Reviewer (Developmental Theories & Relevant Theories) Freud'S Psychoanalytic Theory
Reviewer (Developmental Theories & Relevant Theories) Freud'S Psychoanalytic Theory
ICEBERG THEORIES
SUB CONSCIOUS-
personality that can see
depends on situation NON CONSCOIUS – Personality
that doesn’t yet known
ASSIMILATION
how humans perceive and adapt to new information
Adding new concept
ACCOMMODATION
Creating new schema (providing future descriptive)
Process of taking new information in one's environment and altering pre-
existing schemas in order to fit in the new information.
EQUILIBRATION
Balance between assimilation and accommodation
COGNITIVE DISEQUILIBIRIUM
If the assimilation & accommodation doesn’t process
HUMAN DEVELOPMENT
Conception to life’s span
Takes place all time
DEVELOPMENT
Pertains of series of change
Comes together with grow
4 MAJOR PRINCIPLES OF HUMAN DEVELOPMENT
1. Development Relatively Orderly
2. Similar but the rate or the phase of vary
3. Human Development takes place gradually
4. A process is complex (biologically, cognitive & socio emotional)
2 APPROACHES OF HUMAN DEVELOPMENT
1. TRADITIONAL APPROACHES
Conception to adulthood
2. LIFE SPAN APPROACHES
Conception to death
LIFE SPAN DEVELOPMENT (CHARACTERISTIC)
1. Life-long (end when you die)
2. Multi-dimensional (late-bloomers)(flexible)
3. Contextual (change depends on situation)
4. Involves GMR (growth,maintenance,regulation)
2 TYPES OF DEVELOPMENT UNDER LIFE LONG
1. PROXIMODISTAL – from central axis to outer extremities
SERIES OF DEVELOPMENT
1. PRENATAL PERIOD (conception to birth)
2. INFANCY(birth to 2 weeks)
3. BABYHOOD(2 weeks to 2 yrs. old)
4. EARLY CHILDHOOD (2 yrs. Old to 6 yrs. Old)
- Develop gender preference
5. LATE CHILDHOOD (6 to 10/12 yrs. Old)
- Attitude, moral & values
- Interests
6. ADOLESCENCE/PUBERTY (10/12 to 13/14 yrs. old)
- Gender decision
7. ADOLESCENCE (13/14 to 18 yrs. old)
- Fully develop
- Critical socio emotional
8. EARLY ADULTHOOD (18 to 35 yrs. old)
- Expected to have a lifetime partner at age 25
9. MIDDLE ADULTHOOD (35 to 65 yrs. Old)
10.LATE ADULTHOO (65 to death)
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KOHLBERG
1. PRE CONVENTIONAL (early childhood – grade 3)
Moral reasoning is based on consequence/result of the act, not on the whether
the act itself is good or bad.
STAGE 1:
PUNISHMENT/OBEDIENCE
One is motivated fear of punishment
Act to avoid punishment
STAGE 2:
MUTUAL BENEFITS
One is motivated to act by the benefit that one may obtain later.
Both of you will benefit to each other’s act
COVENTIONAL
Moral reasoning is based on the conventions or “norms” of society.
STAGE 3:
SOCIAL APPROVAL
One is motivated by others expect in behaviour “good boy” “good girl”.
The person act because he/she values how he/she will appear to others.
He/she will give importance on what people will think or say
STAGE 4:
SOCIAL CONTRACT
Act based on SOCIAL JUSTICE and the COMMON GOOD
POST CONVENTIONAL
Moral reasoning is based on enduring or consistent principles.
It is not just recognizing the law, but the principles behind the law
STAGE 6:
UNIVERSAL PRINCIPLES
Associated with the development of one’s conscience
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PIAGETS VYGOTSKY
ECOLOGICAL THEORY
URIE BRONFENBRENNER
Russian known for “ecological system”
Theory of child development
BRONFENBRENNER’S MODEL
Known as “BIOLOGICAL SYSTEM”
CHRONOSYSTEM MACROSYSTEM
EXOSYSYTEM
MESOSYSTEM
MICROSYSTEM
INDEX
MICROSYTEM
Directly involve in our life ( parents, siblings )
Called immediate environment
Nearest layer in the child
MESOSYTEM
Layer serve as the relationship between two or more microsystem
Social institutions ( parents – teacher )
“connections”
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EXOSYSTEM
Out of control
Indirect environment ( workplace, mass media, government )
MACROSYSTEM
Culture / traditions
Doesn’t really affect child
Ex: ( manage ceremonies, outbreak of AIDS )
CHRONOSYSTEM
Change during the process of micro, meso, exo, macrosystem.
ORGANOGENESIS
Process of organ formation during the first two months of prenatal dev.
FACE CHIN
FOREHEAD UPPER AND LOWER ARMS
EYELIDS HANDS
NOSE LOWER LIMBS
CHARACTERISTIC
(4 MONTHS)
6 Inch long
Stronger prenatal reflexes
First arm and feet movement are felt
(5 MONTHS)
12 inch long
Skin have formed
Fetus is more active
(6 MONTHS)
14 inches
Eyes & eyelids are completely formed
Five layer of hair covers the head
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Fetal & neonatal deaths are higher among smoking mothers. There are also
higher preterm incidences and lower birth weights.
Maternal heroin addicts deliver smaller than average size babies with
incidences of toxaemia, premature separation of placenta, retained
placenta, haemorrhaging after birth and breech deliveries.
ENVIRONMENTAL HAZARDS
Include radiation, X-Rays environmental pollutants, toxic wastes,
prolonged exposure to heat in saunas and bath tubs.
Father exposed to high levels of radiation result to chromosal
abnormalities
X-ray affect embryo and fetus with most dangerous time being the first
several weeks after conception
Toxic wastes such as carbon monoxide mercury and head caused defects
in children’s metal development
Prolonged exposure to sauna or hot tubs raises body temperature
creating fever that endangers fetus causing birth defect or fatal death.
OTHER MATERIAL FACTORS
RUBELLA (German measles)
Syrphilis, genitals herpes and AIDS
Maternal malnutrition result to inadequate growth of the fetus
Lack of folic acid leads to birth defect of the brain and spinal cord
High anxiety and stress
PATTERNAL FACTORS
Exposure to lead radiation, certain pesticides and petrochemicals
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PHYSICAL
OBJECTIVES
1. Trace the physical development that you have gone through as
infants and toddlers
2. Draw implications of these principles and processes to parenting and
caregiving
CEPHALOCAUDAL & PROXIMODISTAL
Trend is the POSTNATAL Trend in PRENATAL
Conception to 5 months
BRAIN DEVELOPMENT
Spreading connection of dendrites in the first two years of life
MYELINATION – process which the axons are covered and isolated by
layers of fat cells. It increases the speed at which information travels
through the nervous system.
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MOTOR DEVELOPMENT
Infants and toddlers begin from reflexes to gross motor skills and fine
motor skills
REFLEXES
These are automatic and serve as survival mechanism before they have
the opportunity to learn. (sucking, rooting, gripping, curling,
startle/Moro, gal act, neck tonic)
Sense of Smelling
Requires several days of experience to recognize odor.
Sense of Taste
Sensitivity taste might be present before birth
Sensory of Touch
They do feel pain (higher level of cortisol)
INTERMODAL EXPERIENCE
Ability to connect information through various modes and sharpens
through experiences
SENSORIMOTOR STAGE
Infants construct an understanding of the world by coordinating sensory
experience with physical and motoric action.
6 Sub-stages of Sensorimotor Stage
SUB STAGE AGE DESCRIPTION
1. Simple reflexes birth to 6th weeks Coordination of
sensation and action
through reflexive
behaviours (sucking of
objects)
2. First habit and 6th weeks to 4 Coordination of
primary circular months sensation and 2 types
(self) reaction of schemes habits and
phase primary circular
functions. Primary
focus on the infant’s
body and circular
repetition of an action.
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Sometimes caused by
classical and operands
conditioning.
3. Secondary Circular 4 to 8 months Development of
Reactions Phase habits, more object-
(objects ex:kicking oriented. Associated
cribs) with development of
coordination between
vision and pretension
intentional grasping
for a desired object
4. Coordination of 8 to 12 months Coordination of vision
reaction stage and touch hand-eye
Secondary circular coordination; of
shames and
intellectually
associated
5. Tertiary circular 12 to 18 months Infants become
reactions, novelty intrigued and make
and curiosity experiment.
Associated with
discovery of new
means to meet
goals “ young
scientist”
6. Internalization of 18 to 24 months Develop the ability to
schemes(invention use symbols and forms
of new means enduring mental
through mental presentations.
combinations) Associated with
beginnings of insights
or creativity
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OBJECT PERMANENCE
Understanding that objects continue to exist even when they
cannot be seen, heard or touched (reflexive-move refined to
coordination
Reflexive to more refined to coordination
Focus on themselves to object or world-oriented, action based
to mentally-based from coordination to intentionally, novelty
and curiosity, from thinking that is sensorimotor is symbolic.
LEARNING AND REMEMBERING
Infants learn and remember! ( Pavlor’s classical conditioning and
skinner’s operant conditioning )
INFANTILE AMNESIA – Inability to recall events that happened when
very young before the age of 5
OPERANT CLASSICAL
Rewards > Unconditioned Stimulus
W/o doing anything
(Automatic)
Specific consequence are >Neutral Stimulus(no
Response)
Associated with voluntary > Unconditioned
Responses
Behaviour. > Conditioned Stimulus
Punishment introduce to
Decrease a behaviour
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LANGUAGE DEVELOPMENT
Infants are programmed to tore in to their linguistic environment.
STAGES
1. Cooing (vowels sound)
2. Babbling (consonant as well as vowel sounds)
3. One-word utterances
4. Two-word utterances and telegraphic speech
5. Basic adult sentence structure
DIFFERENT CONCEPTS
HOLOPHRASES – One word utterances to convey intentions, desires and demands
18 months – 3 to 100 words
OVEREXTENSION ERROR – the child overextends the meaning of words in his
existing lexicon to cover things for which a new word is lacking.
1.5 to 2.5 Years – 2 or 3 word utterances with syntax but w/o articles and
prepositions (telegraphic speech)
3 years – 300 to 1000 words
4 years – acquire foundations of adult syntax and language structure.
DEVELOPMENT OF EMOTIONS
INFANCY (birth to 6months)
Not clear whether they experience emotions
6-10 months smile, cooing, and mouthing
LATER INFANCY (7-12 months)
Express fear, disgust and anger
SOCIAL REFERENCING
Recognizing emotion if its right or wrong to others
TODDLERHOOD YEARS(1-2 yrs.old)
Shame, embarrassment and pride
EMOTIONAL UNDERSTANDING
TODDLERHOOD YEARS (1-2 YRS. OLD)
Acquire language is the first step in the development of emotional self – regulation
skills
INFANCY
Rely on adults to help them regulate their emotional states
TODDLERS
Develop skills to regulate emotions with emergence of language empathy start at 2.
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GROSS MOTOR
Refers to acquiring skills that involve the large muscles(locomotor, non-locomotor,
manipulative)
Level of activity is highest at 3
FINE MOTOR
Development refers to acquiring the ability to use smaller muscles in the arms,
fingers and hands (picking, squeezing, pounding & opening things, holding & writing
paraphernalia)
STAGE 1: SCRIBBLING
Large zigzag lines to circular markings to discrete shapes
STAGE 2: PRESCHEMATIC
Include early representations, prominent head with basic elements, arms, legs,
hands, facial features
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STAGE 3: SCHEMATIC
Draw from experiences and exposure, houses, trees, sun, sky and people (floating in
air)
The same drawing a hundred times “repetition”
Pre-schooler’s representations also depicts their cognitive development
PRESCHOOLER’S NUTRITION AND SLEEP
Nutrition status is the result of what nutrients he takes in 10-12 hours of sleep each
day
1. Rapid eye movement stage causes growth hormones are released
2. Blood supply to the muscles are increased
3. Increased brain activity is also attained
SYMBOLIC – preschool children show progress in their cognitive abilities by being able to
draw objects that are not present, by their dramatic increase in their language and
make-believe pay
INSTUITIVE – preschool children begin to use primitive reasoning and ask a lot of
questions
ANIMISM – belief that inanimate objects have life-like qualities and capable of action
EGOCENTRISM – inability to distinguish between one’s own perspective and someone
They are naturally positive skills as high and underestimate the task