Lifespan

 

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Story

Remember junior high?

PreTeens have mostly finished developing. Their brains have all the right parts in the right places but refinements are still being made. Mostly they think like adults…like adults with poorly functioning frontal lobes.

PreTeens are highly involved with each other. Peers are very important and treated as a separate track from parents. Basically, they are about to enter adolescence and there is no known cure.

Here’s what is included in this lesson:

• Peer groups
• Coping strategies
• Learned helplessness
• Horney
• Erikson

Mind Map

Notes

• Groups
  • Social group
    • Unity, interdependency & traditions
    • Primary group vs secondary
    • Small & close (family, BFF)
    • Work & school friends
  • Reference group
    • Refer-defer for making decisions
    • A good example: peer group
  • Peer group
    • Same age, SES, interests
    • Patterns of behavior
      • Talk with parents about school
      • Talk with friends about sex
    • Source of information
      • Teach gender roles
    • Peers groups only one sex
      • Restrictive views
    • Less dependent on parents
      • Transition to independence
    • Identity formation
      • Experiment with identities
    • Hierarchical Structure
      • Acceptance
      • Rejection
• Peers & Popularity
  • Coie & Dodge, 1988
    • Kids rated how much they like or dislike each classmates
    • Used responses to classify them into five groups
  • 5 Category Labels
  • 1. Popular children
    • Lots of positive votes
    • Few negative votes
    • Popular children (In)
  • 2. Rejected children
    • Lots of negative votes
    • Few positive votes
    • Rejected children (Out)
    • Not one of us
  • 3. Average children
    • Medium positive & negative
  • 4. Neglected children
    • Few positive votes
    • Few negative votes
    • Neither extreme; unnoticed
  • 5. Controversial children
    • Lots of positive & negative votes
    • Either love me or hate me
• Inside-Outside
  • Helps us define ourselves
  • Widely used for group cohesion
    • Us-Them
    • Good-Bad
    • Have-Not
  • Helps us define ourselves
    • Widely used for group cohesion
  • Prejudice
    • Not a real Martian
• Peers & Bullying
  • Peer Victimization
  • School shootings
  • Peer beatings
  • Suicides
  • Bullying
  • Research has looked at:
    • Bully-victim relationships
    • What leads victims to experience negative outcomes
    • How widespread problem
  • Research has proven problematic; no clear answers
    • Low & high school engagement
    • Low & high school achievement
    • Low & high self-esteem
    • Learned helplessness
• Learned Helplessness
  • Helplessness is learned
  • Don’t respond to $ when the probability of success is low
  • Don’t choose available options
  • Clinical depression?
  • Mental illness?
  • Perceived absence of control
  • Maladaptive coping strategy
• Coping strategies
  • Coping = conscious effort to reduce stress
  • Goes by many names
    • Coping mechanisms
    • Coping strategies
    • Coping skills
    • Defense mechanisms (Freud)
    • Unconscious strategies
  • 3 Coping Categories
    • Change the mix periodically
    • People use a combination
    • 1. Appraisal-focused
      • Change thinking
      • Distancing from problem
      • Reframe situation
      • Deny it exists
      • Alter goals
      • Humor
    • 2. Problem-focused
      • Reduce stressor stimulus
      • Make stressor go away
      • Focus on cause
    • 3. Emotion-focused
      • Change emotional reaction
        • Release energy
        • Meditate & relax
        • Distract
    • Proactive Coping
      • Positive techniques
      • Anticipate the problem
      • Decide how going to cope
      • Social coping (support)
      • Meaning-focused: derive meaning from situation
        • Avoid stressful thoughts
        • Avoid stressful situations; alcoholics & bars
  • Maladaptive Coping
    • Negative techniques
    • Work in short term
    • That’s why we do them
    • Examples
      • Dissociation (compartmentalize)
      • Escape (e.g., self-mediation)
      • Sensitization (numbing)
      • Anxious avoidance
  • Too much = Neurotic
• Karen Horney
  • 10 Neurotic Needs
    • Exaggerated need for ______
    • Affection, approval, power
  • Productive coping
    • Moving with (go with flow)
  • 3 Neurotic Strategies
    • Moving toward (appeasement)
    • Moving against (attack)
    • Moving away (withdraw)
• Erik Erikson (1902-1994)
  • No college degree
  • Started progressive, non-graded, Montessori style school in Vienna
  • Analyzed by Anna Freud
  • Identity Crisis
  • Ego
    • Maintains effective performance (not just avoid anxiety)
    • Organizing capacity (can reconcile discontinuities & ambiguities)
  • Sees people as:
    • Creative problem solvers
    • With adaptive defenses
  • Overview of Stages
    • Children try to understand world
    • Go through same stage
    • Each has a social dimension
    • Epigenetic (upon emergence)
    • Sequential & hierarchical
    • Personality becomes more complex
    • Critical periods; not strict time limits
    • They overlap; don’t disappear when next stage starts
    • Each has its own “life crisis” & virtue
  • Erikson’s Stages
    • 1. Trust vs distrust: Hope
    • 2. Autonomy vs shame-doubt: Will
    • 3. Initiative vs guilt: Purpose
    • 4. Industry vs inferiority: Competence
    • 5. Ego identity vs role confusion: Fidelity
      • Reconstruct roles & skills into a mature sense of identity
      • Role confusion = Don’t perceive self as productive member of society
      • Identify crisis = failure to establish stable identity
      • Negative identity
        • Opposed to dominant values of their upbringing
        • My Dad doesn’t control me
    • 6. Intimacy vs isolation: Love
    • 7. Generativity vs stagnation: Care
    • 8. Ego integrity vs despair: Wisdom

Terms

• adaptive defenses
• anxious avoidance
• appraisal-focused category
• autonomy vs shame-doubt
• average children
• blended families (reconstituted) = marriage with children from previous marriages
• bullying
• care
• competence
• controversial children
• coping
• coping mechanisms
• coping skills
• coping strategies
• coregulation = dynamic social interaction, change voice & expressions as needed
• creative problem solvers
• critical period
• defense mechanisms (Freud)
• dissociation (compartmentalize)
• divorce mediation = negotiated divorce settlement led by non-lawyer or non-representing lawyer
• ego
• ego identity vs role confusion
• ego integrity vs despair
• emotion-centered coping = reduce stress by lowering negative feelings, might not solve problem
• emotion-focused category
• epigenetic
• Erikson, Erik
• escape (e.g., self-mediation)
• fidelity
• generativity vs stagnation
• groups
• hierarchical stages
• hierarchical structure
• hope
• Horney, Karen
• identify crisis
• Identity formation
• industry versus inferiority = Erikson’s 4th stage of development; the virtue is competence
• industry vs inferiority
• initiative vs guilt
• intimacy vs isolation
• joint custody = legal status, after divorce, both parents make decisions about child’s life
• learned helplessness
• life crisis
• love
• maladaptive coping
• mastery-oriented attributions = credit success to ability & hard work
• moving against
• moving away
• moving toward
• negative identity
• neglected children
• neurotic
• neurotic needs
• neurotic strategies
• peer acceptance = quality of relationships with peeers
• peer group
• peer victimization
• perspective taking = able to understand what others might be thinking
• phobia = irrational fear
• popular children
• popular-antisocial children = accepted by peers (liked) but don’t work well with others
• popular-prosocial children = accepted by peers (liked) and work well with others
• prejudice
• primary group
• proactive coping
• problem-centered coping
• problem-focused category
• productive coping
• purpose
• reference group
• rejected children
• rejected-aggressive children = rejected by peers (not liked) and confrontational
• rejected-withdrawn children = rejected by peers (not liked) and shy
• role confusion
• school achievement
• school engagement
• secondary group
• self-care children = under 14 but mostly without parental supervision
• sensitization (numbing)
• sequential stages
• social comparisons = Festinger’s theory, drive to get accurate assessment of self
• social coping
• social group
• trust vs distrust
• unconscious strategies
• virtue
• will
• wisdom

Quiz

• 1. Who described 10 Neurotic Needs?
  • a.       Erikson
  • b.       Skinner
  • c.        Horney
  • d.       Freud
• 2. Perceived absence of control is called:
  • a.       positive reinforcement
  • b.       positive punishment
  • c.        learned helplessness
  • d.       role confusion
• 3. Children who are disliked by most of their peers are:
  • a.       preoperational children
  • b.       controversial children
  • c.        rejected children
  • d.       average children
• 4. Coping by altering your goals, thinking or cognitive frame is:
  • a.       appraisal-focused
  • b.       problem-focused
  • c.        emotion-focused
  • d.       appeasement
• 5. People you defer to when making decisions become your:
  • a.       learned helplessness
  • b.       authoritarian core
  • c.        corporate center
  • d.       reference group

Answers

• 1. Who described 10 Neurotic Needs?
  • a.       Erikson
  • b.       Skinner
  • c.        Horney
  • d.       Freud
• 2. Perceived absence of control is called:
  • a.       positive reinforcement
  • b.       positive punishment
  • c.        learned helplessness
  • d.       role confusion
• 3. Children who are disliked by most of their peers are:
  • a.       preoperational children
  • b.       controversial children
  • c.        rejected children
  • d.       average children
• 4. Coping by altering your goals, thinking or cognitive frame is:
  • a.       appraisal-focused
  • b.       problem-focused
  • c.        emotion-focused
  • d.       appeasement
• 5. People you defer to when making decisions become your:
  • a.       learned helplessness
  • b.       authoritarian core
  • c.        corporate center
  • d.       reference group

Summary

Bonus

Photo credit

Photo by Thomas Park on Unsplash

 

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[Read more…] about Grades 4-6

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Story

First day of school: a new adventure.

School is a big change for children and their parents. It’s a fun, exciting, new and scary experience. There are other children to meet, get along with, like-dislike, learn from and play with. There’s classroom learning and playground learning too.

But the biggest changes are going inside the heads of these 6, 7 and 8-year olds. Their ability to think and understand the world change. They acquire the ability to empathize and see things from other perspectives. The essential ways they think and solve problems change.

Seems like only yesterday they got a mind, now they are learning to use it.

Here’s what is included in this lesson:

• Cognitive reasoning
• Vygotsky
• Piaget

Mind Map

Notes

• Childhood
  • 6-Yr Olds
    • Catch ball with hands
    • Still be somewhat uncoordinated
    • Might learn to ride a bicycle
    • Can move in time w/ music
    • Tie shoe laces
    • Has difficulty making choices
    • Friendships are unstable
    • Needs to win
    • Change rules to suit them
    • More independent
    • Feel less secure
    • Craves affection from parents & teachers
  •  7-Yr Olds
    • Describe similarity of two objects
    • Know days, months & seasons
    • Can do somersaults
    • Can tell time
    • Understand diff btwn right-wrong
    • Want to be perfect
    • Quite self-critical
    • Avoid & withdraw from adults
    • Takes direction well
    • Rarely punished
    • Worries more
    • Waits for turn in activities
    • Better loser; less likely to place blame
  • 8-Yr Olds
    • Wants to know reason for things
    • Thinking is organized & logical
    • Converse almost at adult level
    • Reading is a major interest
    • Excellent finger control
    • Reversibility begins
    • (4+2=6 and 6–2=4)
    • Close friends of same sex
    • Makes friends easily
    • Impatient waiting, wait for special events is torturous
    • Wants to be part of a group (clubs, team sports)
    • Emotions change quickly
    • Motivated by money
• Lev Vygotsky (1896-1934)
  • Born in Orsha, Belarus
    • Then part of Russian Empire
    • Middle class Jewish family
    • Father was banker
    • Attended Moscow State U
  • Jewish Lottery
    • Anti-affirmative action (3%)
  • Holistic theory
    • Cultural-historical
    • Development & culture together
    • Reasoning comes from practical activities in a social context
    • Infants born with basic capabilities
      • perception, attention, & memory
    • During 1st 2 yrs
    • Develop because of direct contact with environment
  • How Develop
    • Child “constructs” knowledge base
    • Manipulates objects in world
    • Asks “why”
    • Culture & social influences answer
      • Socially formed mind
      • Culturally important tasks
    • Children should interact with many people
      • Help direct them
  • Effective social interactions
    • 1. Guided Participation
      • AKA, mentor facilitation
      • Present challenge
      • Provide instruction
      • Offer assistance
      • Encourage & motivate
    • 2. Scaffolding
      • Jerome Bruner’s term; not Vygotsky
      • Instructional scaffolding
      • Provide major support
      • As concept is learned, give less
    • 3. Intersubjectivity
      • 2 minds are better than 1
      • Engage in dialogue, get more than each mind separately
      • Shared understanding
      • Truth within the current context
      • Good examples:
        • Mentor-student
        • Peer learning
      • Better context for internalization
      • Extend each other’s thinking
  • 1st social interpsychological
  • Later individual intrapsychological
  • Proximal Development
    • Zone of Proximal Development
    • Distance between
    • Learn on your own
    • Learn with help
  • Education
    • Have goals & plans
    • Spend time on task
    • Individualization of process
    • Each person different
    • At different point in life
  • Principles
    • Provide immediate feedback 1:1
    • Active participation
    • Assisted discovery
    • Peer collaboration
    • Cooperative learning
  • Arrange tasks
    • Can handle by self
    • Can handle with assistance
  • Make-believe play is ideal context for cognitive development
  • Developmental Trend
    • All mental functions have external or social origins
    • Move from social to egocentric
    • Start social, move to private
    • Social mediation – interaction between mentor & learner
    • Private speech – self dialogue
  • Self-Directed Speech
    • Talk out load to self
    • Talk to self as to others
    • Used when
    • Confused
    • Make mistake
    • Solve problem
  • Private Speech
    • Silent self-directed speech
    • Learn to silently talk to self
    • Internalized dialogues
    • “Head full of people” metaphor
• Summary of Vygotsky
  • Social to private
  • Follow own route
  • Assisted discovery
  • Relies heavily on language
• Follow-up
  • Difficult to determine how much verbalization needed
  • Direct observation & practice?
    • Canoeing in Micronesia
    • Weaving in Guatemala
  • Cross-cultural differences
    • Getting dressed, use of toys
  • Middle-SES families
  • Turkey & US
    • Parents verbally instruct
    • Like school teaching
  • Mayan & Indian families
    • Children expected to observe
    • Not instructed
• Jean Piaget (1896-1980)
  • 3 months older than Vygotsy
  • Born in Neuchâte, Switzerland
    • French mother; Swiss father (professor of medieval literature)
    • After college, moved to France
  • Helped Alfred Binet develop IQ test
    • Interested in why children consistently gave wrong answers
  • Cognitive Development
    • How children use experience to develop understanding of the world
  • 4 Stages
  • 1. Sensorimotor stage
    • Birth to 2 years
    • Low competence in use of:
    • images, language & symbols
    • Develops object permanence
    • Believe disappear is not exist
    • Learn objects & people still exist, even if hidden
    • Peek-a-boo
  • 2. Preoperational stage
    • 2-7 years old
    • Egocentric thought
    • Child views world solely from own perspective
    • Magical thinking
    • Animistic thinking
      • objects have intentions; moon is following me
    • Assimilation
    • Put everything in one category
    • Learns language
    • Learns conservation
      • Quantity unrelated to appear
      • Number
      • Length
      • Substance
      • Substance (unroll)
      • Volume
      • Area
      • Weight
  • 3. Concrete operational stage
    • 7 to 12 years
    • Logical thought
    • Loss of egocentrism
    • Accommodation
    • Break into smaller categories
  • 4. Formal operational stage
    • 12 years to adulthood
    • Abstract thought
    • Thinking like a scientist
• Piaget & Education
  • Discovery learning
  • Active learning
  • Readiness to learn
  • Individual differences
  • Schema
• Piaget Summary
  • Think differently than adults
  • Different structures (schemes)
  • Learn from 3 A’s:
    • Environmental Adaptation
      • Repeated drop spoon
    • Assimilation
      • More info on current cards
    • Accommodation
      • More cards
• Processes
  • Equilibrium
    • Comfortable steady state
    • Use assimilation
  • Disequilibrium
    • Uncomfortable
    • Use accommodation
  • Culture impacts cognitive develop
  • Stages are in the right order
• Criticisms
  • Based on his children
  • Always trust data
    • Question interpretations
  • Young infants know basic physics
    • Objects can’t move thru objects
    • Drop something, it falls
  • Can be taught higher stage tasks
  • Children acquire skills sooner
    • Object permanence by 3½ month
    • Solve by analogy by 1 year
    • Limited by how ask questions
• Piaget vs Vygotsky
  • Vygotsky
    • Children go from “social speech” to inner egocentric speech
  • Piaget
    • Children go from personal dialogue to social speech

Terms

• abstract thought
• accommodation
• active learning
• active participation
• androgyny = combine male & female characteristics, sexual ambiguity
• animistic thinking
• assimilation
• assisted discovery
• associative play = playing same game but not together, everyone doing puzzles
• authoritarian child-rearing style = little warmth, strict rules & punishments
• authoritative child-rearing style = firm guidelines but flexible rules
• Bruner, Jerome
• child-rearing styles = Baummind; strategies & parent-child interaction patterns
• cognitive development
• concrete operational stage
• conservation
• conservation of area
• conservation of length
• conservation of number
• conservation of substance
• conservation of volume
• conservation of weight
• construction of knowledge
• cooperative learning
• cooperative play = taking turns, dynamic interaction with others
• cross-cultural differences
• developmental trend
• discovery learning
• disequilibrium
• education
• egocentric thought
• equilibrium
• formal operational stage
• gender constancy = Kohlberg’s extension of Piaget’s theory, create schema of own gender
• gender identity = which gender you think you are
• gender schema theory = learning about gender from the surrounding culture, mental representation
• gender typing = how girls and boys are supposed to behave
• guided participation
• head full of people metaphor
• holistic theory
• immediate feedback
• impatient
• individual differences
• induction = rite of passage, celebration of group acceptance
• initiative versus guilt = Erikson’s 3rd developmental stage, virtue is purpose
• instructional scaffolding
• internalization
• internalized dialogues
• interpsychological
• intersubjectivity
• intrapsychological
• logical thought
• magical thinking
• make-believe play
• matters of personal choice = not imperatives, matters of preference
• mentor facilitation
• mentor-student learning
• middle childhood
• moral imperatives = absolute rule of how one must act
• nonsocial activity = playing by self
• object permanence
• parallel play = play next to each other but not with each other
• peer collaboration
• peer learning
• permissive child-rearing style = parenting with indulgence, few performance demands
• physical aggression = hitting, pushing, threatening physical harm
• Piaget, Jean
• preoperational stage
• private speech
• private speech
• proactive aggression = attack, intent to harm
• prosocial behavior (altruistic behavior) = helping others of your species
• proximal development
• psychological control = intrusive manipulation of others
• reactive aggression = retaliation, intent to harm
• readiness to learn
• relational aggression = covert aggression, bullying; shun from group
• reversibility
• scaffolding
• schema
• self-concept = self-esteem plus other self-judgments
• self-critical
• self-directed speech
• self-esteem = Maslow, Rogers; self-judgment of existential worth or value
• sensorimotor stage
• social conventions = generally accepted standard, unwritten law of how to behave
• social mediation
• social speech
• somersaults
• sympathy = feeling concerned, understanding how someone else feels
• think like a scientist
• time out = negative punishment; common parenting technique, not recommended
• uninvolved child-rearing style = parental style with limited restrictions
• verbal aggression = threats, taunting, yelling, name calling
• Vygotsky, Lev
• zone of proximal development

Quiz

• 1. “Who has more rocket fuel” is a task for testing ____________.
  • a.       conservation of cognition
  • b.       conservation of volume
  • c.        conservation of energy
  • d.       conservation of space
•  2. Piaget based his theory on his observations of:
  • a.       English children
  • b.       his own children
  • c.        autistic children
  • d.       hospital patients
•  3. Which one of Vygotsky’s stages of cognitive development:
  • a.       concrete operational
  • b.       formal operational
  • c.        preoperational
  • d.       none of the above
•  4. The distance between what you can learn on your own and what you can learn with help is called the:
  • a.       intercept of nurture and nature
  • b.       zone of proximal development
  • c.        center of mediated learning
  • d.       area of formal operations
•  5. Adding more file cards of information to you mind is:
  • a.       accommodation
  • b.       crystallization
  • c.        assimilation
  • d.       innovation

Answers

• 1. “Who has more rocket fuel” is a task for testing ____________.
  • a.       conservation of cognition
  • b.       conservation of volume
  • c.        conservation of energy
  • d.       conservation of space
•  2. Piaget based his theory on his observations of:
  • a.       English children
  • b.       his own children
  • c.        autistic children
  • d.       hospital patients
•  3. Which one of Vygotsky’s stages of cognitive development:
  • a.       concrete operational
  • b.       formal operational
  • c.        preoperational
  • d.       none of the above
•  4. The distance between what you can learn on your own and what you can learn with help is called the:
  • a.       intercept of nurture and nature
  • b.       zone of proximal development
  • c.        center of mediated learning
  • d.       area of formal operations
•  5. Adding more file cards of information to you mind is:
  • a.       accommodation
  • b.       crystallization
  • c.        assimilation
  • d.       innovation

Summary

Bonus

Photo credit

Photo by Kelly Sikkema on Unsplash

 

Photo

Story

So many things to learn in such a short amount of time.

Preschoolers are quick learners. And they have a quite a wide range of skills they are trying to master. They can name four colors, can count to four, and can hop on one foot four times. They are not very good at sharing but they are better than they were.

It’s fascinating to see children develop a sense of who they are and what they can do. And somehow they obtain a mind. If you cut your finger, your nose or your toes, you describe it as MY finger, My nose and My toes. We explore where this sense of Me-My comes from.

Here’s what is included in this lesson:

• Theory of Mind
• False Belief Task
• Language Development
• Autism

Mind Map

Notes

• Theory of Mind
  • Understanding:
    • Your internal states
    • Others internal states
    • You & others might differ
  • Mental states
    • Beliefs
    • Intents
    • Knowledge
    • Mental skills
    • Pretending
• Mind
  • Not directly observable
    • Inferred
    • Experienced
      • Feel like mind & body differ
  • Assume
    • Others are like us
    • I think this way
    • Everyone thinks this way
  • Useful
    • Predict what others will do
    • Empathy (how others feel)
• False-Belief Task
  • Also called “Sally-Anne” task
  • 2 dolls
    • Sally has a basket
    • Anne has a box
  • Scene
    • Sally puts marble in basket
    • Leaves room
    • Anne takes marble, puts in box
    • Sally returns
    • Must predict behavior based on what Sally knows
      • different from what child knows
  • Basket  4+ years
  • Box  3 years or autistic
• Appearance-Reality
  • “Smarties” task
  • Box of candy but holds pencils
  • What will John say is in it?
    • Pencils
• Relational Frame Theory
  • Learn to discriminate relation
  • Multiple cues
    • Self, others, place and time
  • Verbally respond
  • More complex combos of simple
  • Based on Skinner
    • Appropriate responses rewarded
    • No higher cognitive functions
    • Operant conditioning
• Cognitive Theories
  • Direct matching hypothesis
    • Elicits similar emotion in you
    • Then you infer the meaning
  • Inverse modeling hypothesis
    • Simulates intended goal
    • Infer intention
  • Response Modeling
    • Prepare a complementary action
    • What do you have to do analysis
    • That are they likely to do
    • What will I do next
  • Simulation theory
    • Imagine how you would react
    • Create a mental representation
    • Pretend
• Interaction Theory
  • Very little cognitive processing
  • Minds of others are directly perceived
    • Second-person perspective
    • Not theoretical 3rd person
  • Process
    • Perceive actions, infer meaning
    • Intended meaning is apparent upon perception
    • Mental states like “beliefs” and “desires” are unnecessary
  • Example
    • See angry face
    • Immediate response
    • Difficult to tell if
    • Process quickly or directly
  • How it works
    • Mirror Neurons
    • Neural circuits that response to watching what others do
    • Take time to develop
• Brain Development
  • Brain metabolism
  • Maxs out at 4
  • More synaptic connections than needed
  • Synaptic pruning follows
  • By age 8 – 10
    • Plasticity reduced to adult level
• Lateralization of hemispheres
  • Develop at different rates
  • Left hemisphere
    • 3-6 years, develops quickly
    • 6+ years, levels off
  • Right hemisphere
    • Slow development
    • 8-10, sudden burst
• Body Growth
  • In general
    • Child gradually becomes thinner
    • Grows 2-3 inches per year
    • Gains 4-5 lbs per year
  • All 20 primary teeth by age 3
  • Vision is 20/20 by age 4
  • Posture & balance improve
  • Sleeps 11-13 hrs per night
    • usually without a nap
• Language Development
  • 3-year-olds:
    • Use pronouns & prepositions
    • Three-word sentences
    • Plural words
  • 4-year-olds:
    • Understand size relationships
    • Follow a three-step command
    • Enjoy rhymes & word play
    • Name four colors
    • Count to four
  • 5-year-olds:
    • Understand time (somewhat)
    • Respond to “why” questions
    • Know telephone number
    • Count to 10
  • Stuttering
    • Common in 3-4 year olds
    • Ideas come faster than words
    • Keep frustration low
    • Listen to what they say
    • Ignore stutter
    • Consult speech therapist in 6 mo
• Gross Motor Skills
  • Center of gravity shifts downward (Cephalocaudal trend)
    • Balance improves
    • Motor skills improve
  • Catching changes with age
    • 2 yrs old, catch with arms-chest
    • 3 yrs old, catch with hands-chest
    • 6 yrs old, catch with hands
    • Small balls too
  • Motor skills can’t be taught
    • Except throwing
    • 2-Yr Olds
      • Throw ball overhand (body still)
      • Kick large ball forward
      • Jump 12 inches
      • Stead gait
      • Can’t turn smoothly
      • Can’t stop suddenly
    • 3-Yr Olds
      • “Basket-catch” a ball (use body)
      • Balance on 1 foot for 1 sec
      • Broad jump 15-24 inches
      • Pedal a tricycle
      • Hop 3 times
    • 4-Yr Olds
      • Broad jump 24-34 inches
      • Catch a bounced ball
      • Hop 4 times
      • Gallop
    • 5-Yr Olds
      • Run, Turn, Stop & Skip smoothly
      • Descend stairs alternating feet
      • Hop across the room (16 feet)
      • Broad jump 28-36 inches
      • Catch a ball (hands only)
      • Walk a balance beam
      • Jump 1 foot high
• Fine Motor Skills
  • 2-Yr Olds
    • Put on clothes (no snaps or buttons)
    • Build tower of 6-8 blocks
    • Hold a glass in one hand
    • Turn pages of a book
    • Scribble
  • 3-Yr Olds
    • Pour from a pitcher
    • Draw a straight line
    • Eat with a spoon
    • Copy a circle
    • Smear paint
    • Draw person with three parts
    • Use blunt-nose scissors
    • Self-dressing (mostly)
  • 4-Yr Olds
    • Cut on a line with scissors
    • Make block buildings
    • Make letters (crudely)
    • Self-dressing (not buttons)
    • Each with spoon & fork
    • Draw a square
  • 5-Yr Olds
    • Button & zip clothes
    • Copy squares
    • String beads
    • Tie shoelaces (sort of)
    • Spreading with knife
    • Draw a triangle
  • 6-Yr Olds
    • Still be somewhat uncoordinated
    • Might learn to ride a bicycle
    • Can move in time w/ music
    • Tie shoe laces
    • Has difficulty making choices
    • Friendships are unstable
    • Needs to win
    • Change rules to suit them
    • More independent
    • Feel less secure
    • Craves affection from parents & teachers
• Autism (again)
  • Seem to lack theory of mind
  • Still operate like young children
  • Possible factors
  • Small head size
  • Extra-rapid brain growth in 1st yr
• Deficits of Mind
  • Autism spectrum disorders
  • Schizophrenia
  • ADHD
  • Sleep-deprived
  • Severe emotional pain
  • Mind-blindness: can’t see things from another perspective
• Mind before 3?
  • Difficult to assess
  • Pre-linguistic
  • Use preferential looking
    • looking time is DV
    • 9-month-old infants
    • prefer behaviors by human hand over hand-like object
• Non-Humans?
  • An open question
  • Non linguistic
  • Lack of naturalistic observations
• Best Summary
  • Theory of mind as a continuum

Terms

• academic programs = series of educational classes (program)
• ADHD
• animistic thinking = Piaget’s preoperational stage, dolls have feelings too
• appearance-reality
• autism
• autism spectrum disorders
• basket-catching
• beliefs
• body development
• brain development
• brain metabolism
• cardinality = learn ordinality first (greater than), learn last number limits set
• centration = Piaget’s preoperational stage, focus on one aspect only
• cephalocaudal trend
• cerebellum = coordinates motor control, balance
• child-centered programs = education focused on needs of children
• cognitive processing
• cognitive theories
• conservation = Piaget, develops in concrete stage, volume is constant but cup shape can change
• corpus callosum = major neural connection between brain hemispheres
• deficits of mind
• direct perception
• direct-matching hypothesis
• dominant cerebral hemisphere = left for language, right for spatial tasks
• dual representation = Piaget, acquired with age, able to use symbol and what it means
• egocentrism = Piaget, child sees only own perspective
• emergent literacy = what kids know about reading before they can read (vocabulary, sounds)
• empathy
• expansions = expanding of what child says, increasing complexity of conversation
• false-belief task
• fast-mapping = learning concepts based on only a few data points
• fine motor skills
• gross motor skills
• growth hormone (GH) = secreted by pituitary, helps regulate growth
• guided participation = Vygotsky, exploration within limits, help when needed
• hierarchical classification = Piaget, concrete thinking structures
• hippocampus = consolidates STM into LRM, needed for encoding, not retrieval
• immediate response
• intents
• interaction theory
• internal states
• inverse modeling hypothesis
• irreversibility = Piaget, preoperational stage, don’t know objects taken apart and be put together
• knowledge
• language development
• lateralization of hemispheres
• memory strategies = methods to increase recall, usually increase encoding efficiency
• mental representation
• mental skills
• mental states
• metacognition = knowing what you know, awareness of own cognitive processes
• mind
• mind-blindness
• mirror neurons
• naturalistic observation
• ordinality = Piaget, learn greater than relationsips
• overregularization = apply grammar rules in all cases; I holded the rabbit
• phonological awareness = knowing letter sounds
• pituitary gland = regulated by hypothalamus
• plasticity
• pragmatics = how context impacts word meanings
• preferential looking
• pre-linguistic
• preoperational stage = Piaget, ages 2-6, no conservation or logical thought
• pretend
• private speech = Vygotsky, self-guidance, talk to self when solving problem
• Project Head Start = summer program for preschoolers, started in 1965
• psychosocial dwarfism = extreme deprivation cause low levels of growth hormone, failure to thrive
• recasts = correcting language errors without stopping conversation, what kind of food do you want?
• relational frame theory
• response modeling
• reticular formation = brain stem, regulates awake-sleep
• Sally-Anne task
• scaffolding = Bruner’s addition to Vygotsky, we learn by building on previous knowledge
• schizophrenia
• scripts = common social interactions you can predict. Hello, hello; How are you, fine how are you
• second-person perspective
• simulation theory
• sleep-deprived
• Smarties task
• sociodramatic play = acting out scenes, using puppets, props, telling a story
• stuttering
• synaptic pruning
• theory of mind
• third-person perspective
• thyroid-stimulating hormone (TSH) = released by pituitary, regulates thyroid

Quiz

• 1. Ironically, 6 year olds become more independent but less ________.
  • a.       lateralized
  • b.       talkative
  • c.        secure
  • d.       reliant
• 2. Which allows us to learn by watching what others do:
  • a.       oligodendrocytes
  • b.       mirror neurons
  • c.        cerebellum
  • d.       attachment
• 3. Which gross motor skill can be taught:
  • a.       holding a glass in one hand
  • b.       closing snaps
  • c.        throwing
  • d.       walking
• 4. Which technique is used to test pre-linguistic children?
  • a.       preferential looking
  • b.       sleep deprivation
  • c.        false belief task
  • d.       diaries
•  5. 4-year-olds are able to:
  • a.       hop on one foot four times
  •  b.       name four colors
  •  c.        count to four
  •  d.       all of the above

Answers

• 1. Ironically, 6 year olds become more independent but less ________.
  • a.       lateralized
  • b.       talkative
  • c.        secure
  • d.       reliant
• 2. Which allows us to learn by watching what others do:
  • a.       oligodendrocytes
  • b.       mirror neurons
  • c.        cerebellum
  • d.       attachment
• 3. Which gross motor skill can be taught:
  • a.       holding a glass in one hand
  • b.       closing snaps
  • c.        throwing
  • d.       walking
• 4. Which technique is used to test pre-linguistic children?
  • a.       preferential looking
  • b.       sleep deprivation
  • c.        false belief task
  • d.       diaries
•  5. 4-year-olds are able to
  • a.       hop on one foot four times
  •  b.       name four colors
  •  c.        count to four
  • d.       all of the above

Summary

Bonus

Photo credit

Photo by Rusty Watson on Unsplash

 

Gaining control: today the toilet, tomorrow the world.

There is no one who has more fun and more pain than a toddler. And, remarkably, the highs and lows are only microseconds apart. They’re up, they’re down, and back up again. What a fascinating age.

Here’s what is included in this lesson:

• Language development
• Strange Situation task
• Attachment
• Hallmarks
• Autism

 

Photo

Story

Mind Map

Notes

• Language Development
  • First Sounds
    • 1st Mont
      • Burps, grunts, sneezes et
      • Exercise vocal cord
      • Create dialogue with caregivers
    • 2 Months
      • Coo: primarily responding to “melody” of speech
      • Laugh out loud
      • Able to roll over
    • 3-4 Months
      • Consonant sounds created
      • Buh buh buh buh
      • Dah dah dah dah
      • Sleep through night
    • By 4 months
      • Infants & adults follow each other’s gaze
      • Adults label what is seen
      • Joint attention speeds up language development
    • 6 Months
      • Babbling
      • “prune” sounds not in language
      • Sit up (supported)
      • Baby food
      • Deaf infants fall behind in producing well-formed syllables
    • 8-9 Months
      • Babbling with an accent
      • Crawl & say “dada”
      • maybe “mama”
      • Small finely cut table food
  • Mastering Language
    • Joint Attention
      • Connecting words & things
      • Referent is entire object
      • Not just action
    • 10-12 months
      • Holophrases
      • Single word sentences
      • Naming Mama
      • Requesting Milk
      • Demanding Up!
    • By 1st year
      • Influence behavior of others
      • Use preverbal gestures
      • Some words
      • Infant games show conversational turn-taking
    • 12 months
      • Stand up & single words
      • Drink from a cup
      • 50% can walk
    • 18-24 months
      • Vocabulary spurt
      • Everything has a name
      • Overextensions (dog for any animal)
      • Underextensions (Kitty for family cat only)
  • Two Words At Once
    • Vocabulary builds
    • Slowly from 12 to18 mos.
    • Quickly from 18 to 24 mos.
    • 24 months
      • 200 words
      • Walking
      • Telegraphic speech (2-3 words)
        • Omit nonessentials
        • Daddy shoe
        • More cookie
  • Over-regularization
    • Over applying rules of grammar
    • Plurals and past tenses
    • I holded the rabbit
  • 1st Grade
    • Use 4000 words
    • Understand 8000 words
    • Able to share
    • Toys, food, activities
  • Remember: Comprehension Precedes Production
  • Girls ahead in early vocabulary
  • Parental Speech
    • Child-directed speech (CDS)
      • Aids language development
      • Children prefer CDS
      • Speak in short sentences
      • Use exaggerated expression
      • Very clear pronunciation
• Attachment
  • Observe that:
    • Infants seeks to be close
    • Follow you around
    • Cry when you’re gone
    • May not be species specific
  • Psychoanalytic explanation
    • Freud’s psychosexual theory
    • Assumes
      • Personality formed in 1st 2 yrs
      • Only happens in people
      • Mother is primary care giver
  • John Bowlby’s Ethological Theory of Attachment
    • Emotional tie with mother
    • Strong biological roots
    • 4 Phases
      • 1. Pre-attachment (0-6 weeks)
        • Bond with everyone
      • 2. Attachment-in-making (1½-8mo)
        • Prefer mother’s voice
        • Prefer mother’s face
      • 3. Clear-cut attachment (8-24mo)
      • 4. Reciprocal relationship (18-24+)
  • Measuring Security of Attachment
    • Mary Ainsworth
    • Strange Situation Task
      • 1-2 year olds
    • Procedure
      • 1. Parent-infant shown room
      • 2. Left alone
        • Parent sits, infant explores
      • 3. Stranger enters
        • Talks to parent, sits & reads
        • Approaches infant
        • Parent sneaks out
      • 4. First separation episode
        • Stranger tries to interest child in toys
        • Not block searching for Mom
      • 5. Parent enters
        • Greets & comforts infant
    • Second separation episode:
      • Parent-child together
      • Mother leaves
      • Infant is alone
      • Stranger enters & comforts
      • Mother enters & comforts
  • Conclusions
    • Secure attachment
      • 65% of North American infants
      • Use parent as secure base
      • May or may not cry
      • Prefer parent over stranger
      • At reunion, seek contact
    • Avoidant attachment
      • 20% of North American infants
      • Unresponsive to parent
      • Not distressed by separation
      • React to stranger same way
      • Fail to cling
    • Resistant attachment
      • 10-15% of infants
      • Seeks closeness, fail to explore
      • Upon return, angry, resistant, hitting & pushing
      • Not easily comforted
    • Disorganized/Disoriented
      • 5-10% of infants
      • Show great insecurity
      • Confused-contradictory behavior
      • Dazed facial expression
  • Criticisms
    • Categories add up to 110%?
  • Design Problems:
    • Mothers wanted to intro child to toys & room more
    • Strangers disliked baby crying
    • Inconsistent response to child
    • Reliability of rating scales varies
• Parental Style
  • Two components
    • Parental warmth: affection vs. rejection
    • Parental control: discipline vs. unsupervised
  • 4 Parental Styles
  • 1. Authoritative
    • High in both warmth & control
    • Predictable environment
    • Has most positive effects
    • Children do well in school, self-confident, & independent
  • 2. Authoritarian
    • Low in warmth, high in control
    • Controlling & demanding
    • Threats &punishment
    • Children are aggressive
    • Have conduct problems
  • 3. Permissive
    • High in warmth, low in control
    • No structure or predictability
    • Few limits on behaviors
    • Children are impulsive & immature
  • 4. Indifferent
    • Low in both warmth & control
    • Few limits & little attention
    • Children unsocial, disobedient & demanding
• Multiple Attachments
  • Bowlby believed nfants predisposed to one attachment figure
  • Preference declines by age 3
  • Traditional
  • Mother as caregiver
  • Father as playmate
• Autism
  • Developmental disorder
    • Diagnosed 1-3 years old
    • Symptoms by 18 months
    • Seek help about 24 months
    • Social & communication skills
  • Symptoms
    • Boys more than girls
    • Difficulty with pretend play
    • Poor social interactions
    • Poor verbal & nonverbal skills
    • Lack of empathy
    • Overly sensitive to $
    • Refuse to wear “itchy” clothes
    • Distress if routines changed
    • Repeated body movements
    • Unusual attachment to objects
    • Vary from moderate to severe
    • Not startle at loud noises
    • Heightened response to sounds
    • Miss language milestones:
    • Babbling by 12 months
    • Wave bye-bye by 12 months
    • Say single words by 16 months
    • 2-word phrases by 24 months (not just echoing)
  • Causes
    • Unknown
    • Genetics
    • Identical twins are much more likely than fraternal twins
    • Relatives more like to have:
      • Language abnormalities
      • Chromosomal abnormalities
    • Diet?
      • Some parents try:
        • Gluten-free diet
        • Casein-free diet (milk-cheese)
    • Mercury poisoning?
    • Inability to properly use vitamins and minerals?
    • Vaccines
      • Not the cause
      • Can take single-dose forms
      • Don’t contain added mercury
    • Mirror Neurons in Autism
      • No empathy
  • Generally includes:
    • Asperger’s (good language skills)
    • Rett syndome (for girls)
    • Childhood disintegrative disorder
    • Learn and then lose skills
    • Atypical (misc.)

Terms

• Ainsworth, Mary
• Asperger’s syndrome
• attachment
• attachment figure
• Attachment Q-Sort = sort descriptions of child into categories of very-like to very-unlike
• attachment-in-making phase
• authoritarian parenting
• authoritative parenting
• autism
• autonomy versus shame and doubt = Erikson’s 2nd stage of development; virtue is will
• avoidant attachment
• babbling
• basic emotions = hypothetical list of simple emotions that are biologically encoded
• basic trust versus mistrust = Erikson’s 1st stage of development; virtue is hope
• Bowlby, John
• caregiver
• casein-free diet
• categorical self = Turner, assigning yourself to one of many levels of abstraction
• child-directed speech
• childhood disintegrative disorder
• chromosomal abnormalities
• clear-cut attachment phase
• compliance = immediate obedience, not to be confused with respect
• compliance category = aware of parent, can follow simple instructions
• comprehension
• consonant sounds
• conversational turn-taking
• coo
• delay of gratification = ability to delay action for larger reward
• demanding
• developmental disorder
• diet
• difficult child = Thomas & Chase; 10%, don’t like change, loud disapproval
• disorganized/disoriented attachment
• easy child = Thomas & Chase; 40%, cheerful, adapts easily
• effortful control = ability to self-regulate temperament
• emotional self-regulation = ability to adjust emotional response to environment
• empathy
• ethological theory of attachment
• first sounds
• genetics
• gluten-free diet
• goodness-of-fit model = Thomas & Chase; adapt environment to match child
• holophrases
• indifferent parenting
• inhibited, or shy, child = withdraw from novel stimuli, negative response
• interactional synchrony = caregiver & baby respond to each other’s emotional cues
• internal working model = expectations of availability of help
• itchy clothes
• joint attention
• language abnormalities
• language development
• mercury poisoning
• milestones
• mirror neurons
• multiple attachments
• naming
• overextensions
• over-regularization
• parental control
• parental styles
• parental warmth
• permissive parenting
• playmate
• pre-attachment phase
• pretend play
• preverbal gestures
• production
• pronunciation
• prune
• psychoanalytic
• reciprocal relationship phase
• requesting
• resistant attachment
• Rett syndrome
• secure attachment
• secure base = toddlers use familiar people as refuge from explorations
• self-conscious emotions = more than basic emotions: shame, pride, guilt, embarrassed
• self-recognition = see self in mirror or baby in mirror
• sensitive caregiving = prompt response to infant’s needs
• separation anxiety = upset when caregiver leaves
• separation episode
• single word sentences
• single words
• sit up (supported)
• sleep through night
• slow-to-warm-up child = Thomas & Chase; 10%, inactive, low-key reactions
• sociable child (uninhibited child) = approach novel stimuli, positive reaction
• social interaction
• social referencing = look at others to see how should react
• social smile = at 8 weeks, broad grin at parents
• species specific
• stand up & single words
• Strange Situation Task
• stranger anxiety = at 10 months, afraid of unfamiliar people, warm up to them
• telegraphic speech
• temperament = hypothesized biological reactivity, appears early, activity level
• toddlers
• two-word phrases
• underextensions
• uninhibited child (sociable child) = approach novel stimuli, positive reaction
• unusual attachment
• vaccines
• vocabulary
• vocabulary spurt
• wave bye-bye

Quiz

• 1. Who is the “father” of attachment theory?
  • a.           John Bowlby
  • b.           Carl Rogers
  • c.           Albert Ellis
  • d.           Aristotle
• 2. What are single word sentences:
  • a.           response-demand speech
  • b.           semi-globalizations
  • c.           empathic speech
  • d.           holophrases
• 3. You should consider autism if a child is not babbling by:
  • a.           3 months
  • b.           6 months
  • c.           9 months
  • d.           1 year
• 4. When parents and child are looking at the same object it’s:
  • a.           reciprocal attachment
  • b.           insecure attachment
  • c.           heart warming
  • d.           joint attention
• 5. “I holded the rabbit” is an:
  • a.           emphatic speech
  • b.           underextension
  • c.           overregulation
  • d.           overextension

Answers

• 1. Who is the “father” of attachment theory?
  • a.           John Bowlby
  • b.           Carl Rogers
  • c.           Albert Ellis
  • d.           Aristotle
• 2. What are single word sentences:
  • a.           response-demand speech
  • b.           semi-globalizations
  • c.           empathic speech
  • d.           holophrases
• 3. You should consider autism if a child is not babbling by:
  • a.           3 months
  • b.           6 months
  • c.           9 months
  • d.           1 year
• 4. When parents and child are looking at the same object it’s:
  • a.           reciprocal attachment
  • b.           insecure attachment
  • c.           heart warming
  • d.           joint attention
• 5. “I holded the rabbit” is an:
  • a.           emphatic speech
  • b.           underextension
  • c.           overregulation
  • d.           overextension

Summary

Bonus

Photo credit

 

Photo by Kelli McClintock on Unsplash

Photo

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