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NAU PSY 101 - Human Development part 2
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PSY 101 1st Edition Lecture 17Outline of Last Lecture I. Human Development part 1Outline of Current Lecture II. Human Development part 2a. Vygotsky’s Sociocultural approach i. Definition of Zone of Proximal Development ii. Definition of Scaffolding b. Social Development c. Parenting Styles d. Erikson’s stages of development e. Adolescencef. Kohlberg’s Theory of Moral Development i. Definition of pre-conventional level]ii. Definition of conventional leveliii. Definition of Post-conventional level Current Lecture Human Development part 2 o Vygotsky’s Sociocultural approach  Cognitive abilities development through interactions with others  Zone of Proximal development - The difference between what a child can do and what they can dowith help from others  Scaffolding - A style of teaching in which the teacher adjusts the level of help inrelation to the child’s level of performanceo Social Development  Imprinting- Lorenz - Instinctive form of attachment - Critical Period  Attachment - Deep (affectionate) emotional bond - Harry Harlow (1950’s)These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.o Contract or nourishment o Monkeys spent more time the terrycloth “mother” than the wire “mother” - Emotional ties formed between organisms o Vital to infant survival, but tends to endure o Characterized by: Attempts to maintain contact/ nearness  Anxiety at separation- Types of attachment o Secure attachment  Childs general state of being is secure, explorative, and happy Mother’s responsiveness to their child is quick, sensitive and consistent. Childs believes and trust that his/her needs will be met o Insecure avoidant  Child’s state of being is not very explorative, and emotionally distant  Mother’s responsiveness is distant and disengaged  Subconsciously believes his or her needs probably won’t be met o Insecure resistant / ambivalent  Child’s state of being is anxious, insecure, and angry. Mother’s responsiveness is inconsistent, sometimessensitive, and sometimes neglecting  Cannot rely on his/her needs being meto Insecure disorganized  Child’s state of being is depressed and angry  Mother’s responsiveness is extreme erratic Severely confused with weather his/her needs will be meto Parenting Styles  Authoritarian - Autocratic - Obedience - Status- Because I said so - I’m the boss - Rules- Directive - Structure  Uninvolved - Distance - Uninterested - Neglectful - Absent - Passive  Permissive - You’re the boss- Appeasement - No guidelines - Non-directive - Over-involved- Lenient - Blurred rules - Indulgent  Authoritative- Guidelines - Supportive - Flexible - Assertive - Self-regulation - Democratico Erikson’s stages of psychosocial development  Trust vs mistrust - Infant  Autonomy vs shame and doubt- Toddler Initiative vs guilt - Pre-schooler Industry vs inferiority - Grade-schooler Identity vs role confusion - Teenager Intimacy vs isolation - Young adult  Generativity vs stagnation - Middle adult  Integrity vs Despair - Older adult o Adolescence Brain - The adolescent brain is going through ‘explosive change’ as the quantity of white matter dramatically increases while gray matter is decreasing. - Prefrontal cortex is the last area to develop while the limbic system experiences these changes in early adolescence  Social- Increased influence of peers rather than parents. - In fact, teens spend more time interacting with friends than any other activity (other than schoolwork). o Kohlberg’s theory of moral development  Pre-conventional level- Morality of self-interest: to avoid punishment or gain concrete rewards Conventional level - Morality law and social rules: to gain approval or avoid disproval  Post-conventional level - Morality of abstract principles: to affirm agreed-upon rights and personal ethical principles  As moral development progresses, the focus of concern moves from the self to the wider social


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