Beginnings of Life
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The document discusses physical, cognitive, and social development from birth through childhood. It addresses the roles of both nature and nurture, with genes programming maturation while the environment also influences development through stimulation and experiences. Brain growth is rapid prenatally and in early childhood. Piaget's stages of cognitive development including sensorimotor, preoperational, concrete operational, and formal operational are presented, along with alternatives like information processing approaches. Theory of mind development progresses from understanding desires and perceptions to recognizing others' mental representations and distinguishing one's own perspective.
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Beginnings of Life
- 1. The Beginnings of Life Nature and Nurture; Physical, Social, and Cogni7ve Development Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 2. The Beginnings of Life Capacio, Krista Kae T. & Larrazabal, Ma. Amale Y. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 3. Nature and Nurture Human beings enter Knowledge is acquired the world with an through experiences and inborn store of interactions with the knowledge and world. understanding of reality. 17th Century Could be accessed through careful reasoning and introspection. JOHN LOCKE! Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 4. For short, HEREDITY ENVIRONMENT Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 5. The mind of a newborn infant is a tabula rasa (blank state). Knowledge is provided entirely by experience; there JOHN LOCKE! is no built-in knowledge. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 6. 19th Century CHARLES DARWIN! Theory of Evolu-on HEREDITY
- 7. BEHAVIORISM 20th Century B.F. Skinner Human nature is John B. Watson completely malleable. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 8. “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in, and I’ll guarantee to take any one at random and train him to be any type of specialist I might select—doctor, lawyer, artist, merchant chief, and yes, even beggar- man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.” (1930) Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 9. Today, most psychologists agree not only that both nature and nurture play important roles but also that they interact continuously to guide development. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 10. PHYSICAL Development Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 11. Brain Development influenced by Genetic factors Stimulation or deprivation a fetal behavior child receives from the environment in early years. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 12. Genes program us. maturation A process that expresses gene7cally determined characteris7cs. A determined sequence of growth or change that is rela7vely independent of external events. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 13. Fetal behavior Organ development kicking, turning, etc. If the mother contracts Follows an orderly sequence rubella, damage depending on stage growth. depends on which organ system was developing during the 7me of 3 months of pregnancy infec7on Motor Development AEer birth Illustrates the interac7on between gene7cally programmed matura7on and environmental influences. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 14. Newborn 100 Billion Neurons 3 years but with few connec-ons 3x larger brain Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 15. Brain Development 2-6 • Left brain hemisphere develops more years fully which may explain why children acquire language quickly.! ! Middle • Handedness—the preference for using childhood one hand ! !
- 16. Newborn Capacities Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 17. Vision limited focus nearsighted Hearing Able to distinguish different sounds. Proof: head-turning response Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 18. Taste and Smell • Babies prefer sweet-tasting liquids over others. • Babies prefer breast milk over others. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 19. Learning and Memory • 3-month-old babies already have good memories. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 20. Motor Skills Gross motor skills Involve the use of large bodily movements. Fine motor skills Involve the use of small bodily movements. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 21. Cognitive Development in Childhood Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 22. Psychological thinking about children’s cogni7ve development is dominated by two perspectives. Environmen-‐ tal-‐learning perspec-ve Biological Matura-on Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 23. Schemas Theories about how the physical and social world operates Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 24. Piaget’s 4 Stages of Cogni-ve Development Sensorimotor stage Stage of Concrete Operations Stage of Formal Preoperational Operations stage Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 25. Sensorimotor Stage • First 2 years! • Relationship between actions and consequences! • Concept of themselves as separate form the external world! object permanence Awareness that an object continues to exist when it is not present.! Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 26. Preoperational Stage • 1 ½ - 2 years! • Use symbols! • Does not comprehend rules and regulations or operations! • Dominated by visual impressions ! egocentrism Belief that everyone sees things the way you do. ! Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 27. Operational Stages • Ages between 7 & 12! • Conservation concept! • Logical manipulation! • Form mental representations of a series of actions! Concrete Operational Stage Although children are using abstract terms, they are doing so in relation to concrete objects—objects to which they have direct sensory access.! Formal Operational Stage The person is able to reason in purely symbolic terms.! Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 28. Alternatives to Piaget’s Theory Piaget’s theory may be invalid because such factors may have affected child’s response. Informa-on-‐Processing Approaches Informa7on-‐processing skills—specific skills at gathering and analyzing informa7on from the environment. Knowledge-‐Acquisi-on Approaches Knowledge—understanding of how facts in a par7cular domain are organized. Sociocultural Approaches Culture can influence children’s development in several ways. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 29. Theory of Mind • Much of our behavior towards other people is based on our understanding of what they are thinking.! metacognition Thinking about thinking.! which is generally HOW DOES A CHILD’S THEORY OF MIND DEVELOP? 3 steps Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 30. 1 At TWO , children have an understanding of simple desires, emotions, and perceptual experiences but do not understand that people mentally represent both objects and their own desires and beliefs. ! Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 31. 2 At THREE , children begin to talk about beliefs and thoughts as well as desires, and seem to understand that beliefs can be false and true. Yet, they continue to explain their own actions and others by appealing to desires rather than beliefs. ! Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 32. 3 At FOUR , children begin to understand that people’s thoughts and beliefs affect their behaviors and that people can have beliefs that simply do not reflect reality. ! Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 33. Overall level of cogni7ve development determines ones MORAL JUDGEMENT Children’s understanding of moral rules and social conven-ons He proposed that children’s understanding of rules develops in a series of 4 stages: 1 Children have no collective purpose.! 2 Children act more by the consequence rather than by the intentions behind an action. ! Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 34. 3 Children give weigh to subjective consideration. ! 4 Youngsters show interest in generating rules to deal even with situations they never encountered. ! Ideological mode of moral reasoning.! Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 35. Personality and Social Development Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 36. TEMPERAMENT Mood-related personality characteristics.! Research emphasizes that con7nuity or discon7nuity of temperament is a func7on of the interac-on between the child’s genotype (inherited characteris-c) and the environment. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 37. EARLY SOCIAL BEHAVIOR Parent-‐child bond: Child smiles! Parent encouraged! 8 Stranger Anxiety! months 14 -18 Separation Anxiety! months This is because of • Memory capacity 3 Secure! • Autonomy years Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 38. ATTACHMENT An infant’s tendency to seek closeness to particular people and to feel more secure in their presence. ! A caregiver’s sensi-ve responsiveness to baby’s needs produces secure aQachment. A caregiver’s response is not the major cause of aJachment behaviors. AQachment paQerns may reflect this interac-on between baby’s temperament and parent’s responsiveness. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 39. The mother’s behavior appears to be the most important factor in establishing secure aQachment. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 40. LATER DEVELOPMENT Securely a-ached babies mostly turned out to be enthusias7c, posi3ve, and non-‐problema7c. They are beJer equipped to cope with new experience. Insecurely a-ached babies grew frustrated, angry, and nega3ve; they easily give up given difficul7es. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 41. EFFECTS OF DAY CARE Children are not significantly affected by nonmaternal care. Good quality day care can reduce the effects of growing up in a highly stressed home life. Low quality day care however, may lead to nega7ve effects on a child. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 42. GENDER IDENTITY A firm sense of oneself as either male or female! SEX TYPING Acquisition of behavioral characteristics that a culture considers apporpirate to ones sex. ! Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 43. But are gender identity and sex typing simply the product of cultural prescriptions and expectations, or a are they partly a product of “natural” development??? Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 44. Psychoanalytic Theory Sigmund Freud! 3 “Beginning of the Phallic Stage of years Psychosexual Development” • Children are aware of their reproductive organ. • They develop sexual feelings to the opposite sex. • Oedipal Effect—they feel jealous of their same sex parent • Later on diminishes as child wants to become that of the same sex parent—sex typing. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 45. Social Learning Theory Sex typing is because of the way a sex is treated in a culture. ! Contradictions • Children themselves may construct and enforce their own exaggerated version of society’s gender rules. • Development patterns to the child’s view of gender rules. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 46. Cognitive-Developmental Theory Proposes that gender identity plays a critical role in sex typing. ! 2 • Children are able to identify their own sex years in a photo. • Able to identify sex of a stereotypically dressed man or woman in a photo but cannot predict another child’s toy preference. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 47. 3 • Children are able to separate photos of years boys and girls but do not know if they will either become a mother of a father. Gender Constancy The understanding that a person’s sex remains the same despite changes in age and appearance. Contradiction Children have strong and clear preference for activities deemed appropriate for their sex long before they attain gender constancy. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 48. Gender-Schema Theory A set of beliefs about gender.! • Children become sex-typed because sex is a major focus around which their culture chooses to organize its view of reality. • It implies that if the culture becomes less sex typed, children will be less sex typed in their behavior and self-concept. Source: Atkinson & Hilgard’s Introduc7on to Psychology 14th ed.
- 49. SOURCES Main source:! Atkinson & Hilgard’s Introduction to Psychology 14th ed. Source of photos:! Google ™