Child Development Exam Two CHAPTER TWO Psychoanalytic Theory I Freud s Psychoanalytic Theory instead were psychological His success with hypnosis convinced him that his patients symptoms were not physiological and Believed the basis of mental illness could be found in first five years of a child s development A The Structure of Personality From birth the individual is endowed with biologically based sexual and aggressive instincts that unconsciously motivate everything we think do or say Libido a form of energy which drives all thinking and behavior Id where libido is stored invest libido in activities that give us pleasure can be in reality or in our dreams all activities of id are unconscious Pleasure principle demands instant gratification seen largely in infants Ego developed by socialization to delay gratification the component of personality that uses conscious perception to find pleasure in a world where needs are not met on demand Reality principle frustrations are inherent in living in the real world Super ego emerges during fifth or sixth year of life made up of conscience and ego ideal Conscience a collect of beliefs attitudes and rules for behavior that function as an internalized standard for the appropriateness of behavior Edo ideal an internalized image of human form that the child and later adult strives to become Super ego is formed by identification with the same sex parent and to a lesser extent the opposite sex parent and together are incorporated into the child s personality B Psychodynamics Unconscious anxiety results from the ego s failure and undermines its ability to function Unconscious guilt when the ego does too well and rules in the super ego are violated Defense mechanisms unconscious mental strategies that provide temporary relief from anxiety and guilt o Repression stifles the desire for an object o Denial wipes out memories of traumatic events o Rationalization reduces the desire for an object be depreciating its value C Psychosexual Development Psychosexual stages of development personality emerges gradually over the first five or six years of life defined by the presence of libido in a particular part of the body Erogenous zone libido s presence highly sensitive to sexual stimulation and a focus of pleasure Oral stage first 18 months of life pleasure is derived from sucking behavior Anal stage pleasure is experienced in act of defecation Phallic stage libido is centered in genitals o Oedipal complex Electra complex child desires opposite sex parent sexually relinquishes this by identifying with same sex parent Latency repression of sexual desires during middle school Genital stage a rebirth of sexual and aggressive feelings extends through adulthood Trauma extreme anxiety during the first five years of life may cause individual to be permanently vulnerable o Ex those who experience anxiety in the oral stage may eventually develop eating disorders as adults II Erikson s Psychosocial Theory of Development Believed that Freudian theory had limitations o Did not account for the effect of family and culture on personality o Underestimated the ego s role is physiological adjustment o Did not account for development of ego in later years Believes that development resulted from the resolution of an intense conflict known as a psychosocial crisis resulted in permanent change in the ego Trust vs mistrust a healthy resolution fosters trust a belief that the world is potentially satisfying but also frustrating Autonomy vs shame healthy resolution results in a sense of autonomy or the ability to deal effectively with power and decision making Mutual regulation sensitive reciprocal caring and emotional sharing between parent and child III Critique of Psychoanalytic Theory Not verified by scientific method and relies exclusively on case studies Overemphasis on the important of early sexuality in personal development Piaget s Cognitive Developmental Theory I II Focuses on cognitive development how children develop knowledge how they think and solve problems and how these cognitive processes change from birth to maturity The Active Nature of the Child Action is done by children to their environment in an effort to develop cognitively Children actively seek problems to solve intrinsically motivated to improve their understanding of the world around them Mental Structures and Adaptation Structure all aspects of the real world are structured entities toys mother s face refers also to the complexity of some aspect of the environment math problems social relationships Cognitive structures the mental units that children use to represent reality think about the objects events and relationships in their experiences and the strategies they use to solve problems Adaptation the process by which cognitive structures are applied to and are modified by Assimilation a child uses an existing cognitive structure to interpret some experience the child s experiences interprets the new in terms of the old Accommodation modifies an existing cognitive structure to conform to some new aspect of reality integration of the new into the old III Stages of Cognitive Development Series of qualitative changes in the way children think and solve problems from infancy through adolescence A Sensori motor Stage 0 24 months Characterized by action oriented problem solving Schemas simple cognitive structures that regulate the infant s body movements and the Wired in reflexes such as turning head toward stroke on cheek effects of those movements on objects o Ex grasping schema opening and closing of hand grasping object holding and using fork o In time primitive schemas develop into more sophisticated one B Preoperational Stage ages 2 to 6 Can organize mental images of events and objects both present and absent into primitive concepts that they can use to solve simple problems o Ex preschooler knows what toys he has and where they are Symbolic reasoning though that is mediated by words and images Centration a tendency to focus on isolated parts of an event rather than seeing the whole picture Preoperational thought is often illogical in terms of concepts of time space classification and quantitative relationships Irreversibility are unable to reverse their thought process C Concrete Operations ages 7 11 Concrete operation organize thoughts in logical systems o Ex adding subtracting multiply are all related operations Reversible can think out of a problem able to think of a problem backwards
View Full Document
Unlocking...