Human Development

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Human Development

• AP Psychology

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Chapter Objectives

• AP students in psychology should be able to do
  the following
• Discuss the interaction of nature and nurture
  (including cultural variations) in
• the determination of behavior.
• Explain the process of conception and
  gestation, including factors that influence
  successful fetal development (e.g., nutrition,
  illness, substance abuse).
• Discuss maturation of motor skills.
• Describe the influence of temperament and other
  social factors on attachment
• and appropriate socialization.
• Explain the maturation of cognitive abilities
  (e.g., Piagets stages, information
• processing).
• Compare and contrast models of moral
  development (e.g., Kohlberg, Gilligan).
• Discuss maturational challenges in adolescence,
  including related family
• conflicts.
• Characterize the development of decisions
  related to intimacy as people mature.
• Predict the physical and cognitive changes that
  emerge as people age, including steps that can be
  taken to maximize function.
• Describe how sex and gender influence
  socialization and other aspects of
• development.
• Identify key contributors in developmental
  psychology (e.g., Mary Ainsworth,
• Albert Bandura, Diana Baumrind, Erik Erikson,
  Sigmund Freud, Carol Gilligan,
• Harry Harlow, Lawrence Kohlberg, Konrad Lorenz,
  Jean Piaget, Lev Vygotsky).

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What Are We Doing Today?

• By the end of this lesson I will be able to
• 1. Discuss the interaction of nature and nurture
  (including cultural variations) in the
  determination of behavior.

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Introduction Developmental Psychology

• Developmental Psychology the study of physical,
  intellectual, social, and moral changes across
  the life span from conception ? death.

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Developmental Theories

• 1. Nature versus Nurture
• How much is human development influenced by our
  heredity (nature) and how much by our experience
  (nurture)?
• 2. Continuity versus Discontinuity (Stages)
• Is development gradual and continuous or does it
  proceed through a sequence of separate stages?
• 3. Stability versus Change
• Do our early personality traits persist through
  life, or do we become different persons as we
  age?

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Nature vs. Nurture refresher

• Nature heredity
• Nurture experiences
• Some argue that we are pre-wired
• Some argue that life experiences and parenting
  determine what were like.
• How do we decide?

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What we know about Nature vs. Nurture

• What we do know Maturation we all go through
  orderly changes in behavior, thought, or physical
  growth, regardless of experience.
• How do we study this issue identical twins

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Continuity vs. (Discontinuity) Stages

• Change Happens.
• Is developmental change gradual or continuous?
• Or does it proceed through a sequence of separate
  stages.
• Do people go through stages at different times?
  What if they miss a stage?

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Cont.

• Behaviorists often focus on quantitative changes
  (ht. and wt.)
• Other theorists focus on qualitative changes
  (stages) Piaget, Kohlberg, etc.
• The resolution of conflicts is key everyone
  passes in the same order but at different times
  in life.

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Stability versus Change

• How much do we change?
• For many years psychologists believed that once a
  persons personality forms, it hardens like clay.
• They are now doing longitudinal studies to see
  how much the past influences a persons future.

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Stability versus Change Cont.

• Are the effects of early experiences enduring or
  temporary? (abuse, starvation, isolation, etc.)
• Will the cranky infant grow up to be the
  irritable adult?
• Do we grow into older versions of our early
  selves, or do we become new persons?
• Social attitudes are more likely to change than
  temperament.

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Lesson Two Objectives

• By the end of this lesson, I will be able to
• 1. Describe several perspectives that aim to show
  the origin of gender roles.
• 2. Identify several key terms that relate to
  gender roles.

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To get us started.

• Gender roles play a big part in our lives
• Gender male or female
• Gender Role Stereotypes what is socially
  acceptable for boys and girls (colors, hobbies,
  etc.)
• Gender identity our personal sense of being
  male or female.
• Androgyny recognizing desirable masculine and
  feminine characteristics in the same individual.

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The Five Perspectives on Gender Roles

• Biological
• Evolutionary
• Psychoanalytic
• Behavioral
• Cognitive

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The Biological Perspective

• Cites hormonal differences as the reason why men
  may be more aggressive, muscular, and bigger in
  size.
• Therefore, men take on hardier roles in life.

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The Evolutionary Perspective

• This perspective purports that males are more
  likely than females to be risk takers, show
  dominance, and achieve alpha status.
• Our behavioral tendencies prepare us to survive
  and ultimately, reproduce.

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The Psychoanalytic Perspective

• Freud proposed that young girls learn to act
  feminine from their mothers and young boys learn
  to act masculine from their fathers.
• He also argued that children will identify better
  with their same sex parent, increasing the
  strength of his theory.

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The Behavioral Perspective

• Social learning theory children respond to
  rewards and punishments for their behavior.
• They observe, and imitate socially desirable
  traits in others.
• This helps them to acquire their gender identity.

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The Cognitive Perspective

• Children have a social filter that allows them
  to sort out what is appropriate for their gender
  and what isnt (gender schema). Sandra Bem
• This theory uses the behavioral perspective as a
  stepping stone to explain the theory.

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Lesson Three Objectives

• By the end of this lesson, I will be able to
• 1. Define the top four most widely used methods
  of studying development.
• 2. Identify when each method would be applicable
  for research.

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How do Developmental Psychologists gather data?

• Developmental psychologists used naturalistic
  observations, experiments, correlational studies,
  and case studies to asses change over time.
• They use four basic research designs
• 1. Longitudinal studies
• 2. Cross-sectional studies
• 3. Cohort-sequential studies
• 4. Retrospective studies

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Longitudinal Studies

• Longitudinal study follows the same group of
  people over a period of time (months to years)
• They evaluate changes in the individual(s)
• These studies can be quite costly, take a long
  time to produce results, and can lose
  participants over time.

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Cross-Sectional Studies

• Cross Sectional break up age groups and give
  the same test to each group (15, 25, 35, 45, 55,
  etc.)
• These studies are cheap, quick, and easy
• Cohort those within the same age group

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Cohort-Sequential Studies

• Cohort-sequential cross sectioned groups are
  assessed at least two times over a span of months
  or years.
• Results from one cohort are compared with others
  at the same age range.
• This method of study can help to eliminate the.
• Cohort effect. - Differences in the experiences
  of each age group as a result of growing up in
  different historical times.

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Retrospective Studies

• Retrospective Studies case studies that
  investigate development in one person at a time.
• It is typical to use older adults for this
  method.
• Questions are asked about the past and any
  changes that have occurred during the subjects
  lifespan.

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Lesson Four Objectives

• By the end of this lesson, I will be able to
• 1. Describe the process of physical development
  in humans
• 2. Identify several of the social issues that
  affect pregnancy.

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Physical Development

• Physical development focuses on two things
• 1. Maturation like a bulldozer
• 2. Critical Periods

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Prenatal Development

• Prenatal Development Begins with fertilization
  and ends with birth
• Zygote 46 chromosomes that divide again and
  again until it turns into a embryo. (between the
  3-8th week)
• While in embryonic stage, organs, placenta, and
  umbilical cord develop.

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A critical period refers to

1. Newborn development
2. The initial 2 minutes after a childs birth
3. The preoperational stage
4. A restricted time for learning

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Getting Bigger!!

• Once the 8th week hits, the embryo becomes a
  fetus.
• Organs systems begin to interact, bone replaces
  cartilage, sex organs become defined.
• Head eyes, limbs, and cartilage skeleton will
  develop.

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Newborn Behavior

• Neonates newborn babies
• Most newborn prefer being with mom odors,
  touch, voice, etc.
• The sense of hearing is dominant for the first
  few months of life (they can see however)
• Sight becomes the primary sense at about 6 months
• They get used to repeated stimulation -
  Habituation
• Reflexes
• 1. Babinski
• 2. Grasping
• 3. Moro/Startle/Heisman
• 4. Rooting

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Birth Defects

• Can be from a malfunctioning gene or
  environmental stimulus
• Chemicals or viruses can cause birth defects
• Teratogens Chemicals (alcohol, drugs, tobacco,
  mercury) or viruses that can cause birth defects.

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Critical Periods

• First 3 months Eyes, arms, ears, legs, heart
• First and 2nd months Reproductive system
• All three Nervous system and brain

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Which one of the following is not considered a
dangerous teratogen?

1. Tobacco
2. Alcohol
3. Heroin
4. Mercury
5. These all are dangerous teratogens

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
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Fetal Alcohol Syndrome (FAS)

• Fetal Alcohol Syndrome Occurs in babies whose
  mothers drink alcohol during the early months of
  pregnancy.
• Leading cause of MR in USA
• Low intelligence / mental retardation
• Small head, flat face, misshapen eyes

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Other Teratogens

• Cigarettes Miscarriage, low birth weight
• Heroin and Cocaine Baby goes through withdrawal
  symptoms
• Prescription drugs Various birth defects

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Lesson Five Objectives

• By the end of this lesson, I will be able to
• 1. Describe the changes that occur during
  adolescence.
• 2. Discuss the changes that occur as we age.
• 3. Identify the various stages of dealing with
  death.

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Introduction

• Children grow up fast!
• Many brain cells and neural networks are created
  within the first few months of life.
• Walking, talking, and learning all happen at a
  rapid pace

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Adolescence

• Puberty sexual maturation
• During adolescence, both primary and secondary
  sex characteristics develop.
• Primary sex characteristics Reproductive organs
  grow and become useable
• Secondary sex characteristics Body hair, chest
  development, deepening of voice, menstrual cycle
  (menarche)
• Females develop faster than boys

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Getting Older

• Bad news physical output, vision, hearing all
  decrease
• Good news We can slow down and even reverse
  aging by
• 1. Maintaining a good diet
• 2. Staying physically and mentally active

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Other Aging Terms / Concepts

• Midlife crisis some see this as a last chance
  to achieve their goals.
• better to live one day as a lion, than an
  eternity as a sheep.
• Death and Dying Kubler-Ross developed stages
  of grief/coping
• 1. Denial
• 2. Anger
• 3. Bargaining
• 4. Depression
• 5. Acceptance

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Lesson Six Objectives

• By the end of this lesson, I will be able to
• 1. Define each of Erik Eriksons stages of
  development.
• 2. Describe how each of these stages applies to
  our lives.

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Who is Erik Erikson?

• Erikson was a developmental psychologist that
  created a series of stages he proposed we all go
  through.
• He suggested that healthy success in each stage
  would lead to a happy life.
• He hinted at the fact that struggle in any of
  these stages can lead to maladaptive behavior
  that can last a lifetime, therefore affecting
  your overall personality.

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Psychosocial Stages of Personality Development

• Crisis must adaptively or maladaptively cope
  with task in each developmental stage
• Respond adaptively acquire strengths needed for
  next developmental stage
• Respond maladaptively less likely to be able to
  adapt to later problems

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Something to Remember

• Stages 1-4, children are mostly dependent on
  their parents or guardians for successful
  development.
• Stages 5-8, young adults/Adults are responsible
  for successful development.

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Stage 1 Basic Trust vs. Mistrust

• Birth to age 1
• Totally dependent on others
• Caregiver meets needs child develops trust
• Caregiver does not meet needs child develops
  mistrust
• Basic strength Hope
• Belief our desires will be satisfied
• Feeling of confidence

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Stage 2 Autonomy vs. Shame and Doubt

• Ages 1-3
• Child able to exercise some degree of choice
• Childs independence is thwarted child develops
  feelings of self-doubt, shame in dealing with
  others
• Basic Strength Will
• Determination to exercise freedom of choice in
  face of societys demands

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Stage 3 Initiative vs. Guilt

• Ages 3-5
• Child expresses desire to take initiative in
  activities
• Parents punish child for initiative child
  develops feelings of guilt that will affect
  self-directed activity throughout life
• Let me do it!
• Basic strength Purpose
• Courage to envision and pursue goals

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Stage 4 Industry vs. Inferiority

• Ages 6-11
• Child develops cognitive abilities to enable in
  task completion (school work, play)
• Parents/teachers do not support childs efforts
  child develops feelings of inferiority and
  inadequacy
• Basic strength
• Competence
• Exertion of skill and intelligence in pursuing
  and completing tasks

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Stage 5 Identity vs. Role Confusion

• Ages 12-18
• Form ego identity self-image
• Strong sense of identity face adulthood with
  certainty and confidence
• Identity crisis confusion of ego identity
• Erikson considered this to be the most CRUCIAL
  stage.
• Who am I?
• Basic strength Fidelity
• Emerges from cohesive ego identity
• Sincerity, genuineness, sense of duty in
  relationships with others

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Stage 6 Intimacy vs. Isolation

• Ages 18-35 (approximately)
• Undertake productive work and establish intimate
  relationships
• Inability to establish intimacy leads to social
  isolation
• Basic strength Love
• Mutual devotion in a shared identity
• Fusing of oneself with another person

Billy Mack When I was young, I was greedy and
foolish, and now I'm left with no one. Wrinkled
and alone.
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Stage 7 Generativity vs. Stagnation

• Ages 35-55 (approximately)
• Active involvement in teaching/guiding the next
  generation
• Stagnation involves not seeking outlets for
  involvement / being self-centered.
• Basic strength Care
• Broad concern for others
• Need to teach others

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Stage 8 Integrity vs. Despair

• Ages 55
• Evaluation of entire life
• Integrity Look back with satisfaction
• Despair Review with anger, frustration
• Basic strength Wisdom
• Detached concern with the whole of life

Japanese runner Kozo Haraguchi, 95, celebrates
after setting the new world record of the 100m
dash, 95-99 year-old class, in 22.04 seconds.
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According to Erikson, failure to resolve the
tasks of middle adulthood leads to a sense of
__________ involving a concern for one's own
needs and comforts only.

1. Despair
2. Grief
3. Stagnation
4. Autonomy

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Initiative and independence are fostered by

1. Restricting a childs play and creativity
2. Identity vs. role confusion
3. Encouragement from parents when a child plans to
   do something on their own
4. Mastering psychomotor skills

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A child who is just starting school, trying to
learn good habits and to do well, is in Erikson's
stage of development called

1. Initiative vs. Guilt
2. Identity vs. Role Confusion
3. Industry vs. Inferiority
4. Integrity vs. Despair

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A toddler learning to use the toilet who
sometimes feels bad when he or she "messes up" is
at Erikson's stage called

1. Identity vs. Role Confusion
2. Initiative vs. Guilt
3. Autonomy vs. Shame and Doubt
4. Intimacy vs. Isolation

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According to Erikson, a major conflict in the
first year of life is that between

1. Initiative vs. Guilt
2. Trust vs. Mistrust
3. Autonomy vs. Shame and doubt
4. Identity vs. role confusion

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Contributions of Erikson

• Personality develops throughout the lifetime
• Identity crisis in adolescence
• Impact of social, cultural, personal and
  situational forces in forming personality

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Lesson Seven Objectives

• Discuss the four main parenting styles
• Define the parenting style(s) you were raised
  with.

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• The investment in raising a child buys many years
  not of only joy and love but of worry and
  irritation. Yet for most parents, a child is
  ones biological and social legacy ones
  personal investment in the human future.
• Myers, 1998

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Parenting Styles

• 4 main parenting styles were determined by Diane
  Baumrind.
• 1. Authoritarian
• 2. Authoritative
• 3. Permissive
• 4. Rejecting-Neglecting, Uninvolved

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Authoritarian Parenting

• Impose rules and expect obedience.
• Classic Phrases
• 1. Dont interrupt me!
• 2. Dont leave your room a mess!
• 3. Dont stay out late or youll be grounded!
• 4. Why? Because I said so!
• 5. !!!!!!!!!!!!!!!!!

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Authoritative Parenting

• Are both demanding and responsive.
• Exert control by setting rules and enforcing
  them.
• They also explain the reasons why.
• Example Johnny, I can understand you are upset
  that you have to go to bed now. That is not a
  reason throw your toy at daddy though. Because
  you misbehaved, your consequence will be
  _________ and it IS time to go to bed.

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Permissive Parenting

• Submit to their childrens desires.
• They make few demands and use little punishment.
• Example Mom, Im going out to a party with
  Greg.
• Mom yeah sure see you when I see you.

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Rejecting-Neglecting Parents

• These parents just dont care.
• They invest little time with their children.
• Example Mom, I have Senior Night tonight, are
  you going to be there?
• Mom Probably not, The season finale of Biggest
  Loser is on.

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So, Which Parenting Style is Best?

• What do you think?
• Most research shows that children with the
  highest self-esteem, self-reliance, and social
  competence usually have warm, authoritative
  parents.
• These parents control but also communicate.
• They have standards but respect the childs
  perspective.

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Why Does it Work the Best?

• People who have control in their lives are more
  motivated and self-confident.
• Those who experience little control often see
  themselves as helpless and incompetent.
• When rules seem more negotiated than imposed,
  older children feel more self-control. (Lewis,
  1981)

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Introduction

• Lawrence Kohlberg modified and expanded upon
  Piaget's work to form a theory that explained the
  development of moral reasoning.
• Big Idea proposed that moral development is a
  continual process that occurs throughout the
  lifespan.

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How Did He Conduct His Research?

• He based his theory upon research and interviews
  with groups of young children.
• A series of moral dilemmas were presented to
  children (and then later young adults, and
  adults).
• Then they were interviewed to determine the
  reasoning behind their judgments of each
  scenario.

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To Get Us Started

• Has there ever been a time when you broke a rule
  (or law) because you felt it was the right
  thing to do?
• Describe your experience on a half sheet of paper
  that I will share with the class.

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Example Scenario

• "Heinz Steals the DrugIn Europe, a woman was
  near death from a special kind of cancer. There
  was one drug that the doctors thought might save
  her. It was a form of radium that a druggist in
  the same town had recently discovered. The drug
  was expensive to make, but the druggist was
  charging ten times what the drug cost him to
  make. He paid 200 for the radium and charged
  2,000 for a small dose of the drug. The sick
  woman's husband, Heinz, went to everyone he knew
  to borrow the money, but he could only get
  together about 1,000 which is half of what it
  cost. He told the druggist that his wife was
  dying and asked him to sell it cheaper or let him
  pay later. But the druggist said "No, I
  discovered the drug and I'm going to make money
  from it." So Heinz got desperate and broke into
  the man's store to steal the drug-for his wife.
  Should the husband have done that? (Kohlberg,
  1963)."Kohlberg was not interested so much in
  the answer to the question of whether Heinz was
  wrong or right, but in the reasoning for the
  participants decision. The responses were then
  classified into various stages of reasoning in
  his theory of moral development.

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Level 1. Pre-conventional Morality

• Stage 1 - Obedience and Punishment
• The earliest stage of moral development is
  especially common in young children, but adults
  are capable of expressing this type of reasoning.
  
• At this stage, children see rules as fixed and
  absolute.
• Obeying the rules is important because it is a
  means to avoid punishment.

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Level 1. Pre-conventional Morality

• Stage 2 - Individualism and Exchange
• At this stage of moral development, children
  account for individual points of view and judge
  actions based on how they serve individual needs.
• In the Heinz dilemma, children argued that the
  best course of action was whichever best-served
  Heinzs needs.
• Reciprocity is possible, but only if it serves
  one's own interests.

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Level 2. Conventional Morality

• Stage 3 - Interpersonal Relationships
• Often referred to as the "good boy-good girl"
  orientation, this stage of moral development is
  focused on living up to social expectations and
  roles.
• There is an emphasis on conformity, being "nice,"
  and consideration of how choices influence
  relationships.

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Level 2. Conventional Morality

• Stage 4 - Maintaining Social Order
• At this stage of moral development, people begin
  to consider society as a whole when making
  judgments.
• The focus is on maintaining law and order by
  following the rules, doing ones duty, and
  respecting authority.

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Level 3. Post-conventional Morality

• Stage 5 - Social Contract and Individual Rights
• At this stage, people begin to account for the
  differing values, opinions, and beliefs of other
  people.
• Rules of law are important for maintaining a
  society, but members of the society should agree
  upon these standards.

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Level 3. Post-conventional Morality

• Stage 6 - Universal Principles
• Kohlbergs final level of moral reasoning is
  based upon universal ethical principles and
  abstract reasoning.
• At this stage, people follow these internalized
  principles of justice, even if they conflict with
  laws and rules.

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Criticism 1

• 1. Does moral reasoning necessarily lead to moral
  behavior? Kohlberg's theory is concerned with
  moral thinking, but there is a big difference
  between knowing what we ought to do versus our
  actual actions.

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Criticism 2

• Is justice the only aspect of moral reasoning we
  should consider? Critics have pointed out that
  Kohlberg's theory of moral development
  overemphasizes the concept as justice when making
  moral choices. Other factors such as compassion,
  caring, and other interpersonal feelings may play
  an important part in moral reasoning.

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Lesson Nine Objectives

• By the end of this lesson, I will be able to
• 1. Describe how researchers developed theories on
  attachment.
• 2. Identify several key terms that relate to
  developmental psychology.

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Early Emotional Attachment

• Attachment The close, emotional bonds of
  affection that develop between infants and their
  caregivers.

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Attachment (Changes)

• Attachment consists of two parts
• 1. Secure base From which they can explore the
  world.
• 2. Safe Haven In times of stress.
• As we get older our secure base and safe haven
  shift from parents to peers and partners (husband
  or wife).

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Harlow Review

• 1. Physiological needs must be met
• 2. Body contact is most important
• Will children respond similar to monkeys?

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What About A Childs Attachment?

• Some babies seem to more easily form a secure
  attachment.
• Mary Ainsworth assessed this during the 1970s.
• On the next slide is a diagram of the situation.

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What Did She Find Out?

• In about 60 of the cases, the child shows a
  secure attachment.
• The parent leaves, the child is distressed, and
  when she returns the child seeks contact.
• The child was also much more likely to explore
  the room.
• Others showed insecure attachments.
• They were less likely to explore their
  surroundings, were upset when mom left, but
  indifferent when she came back.

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What is the response pattern of securely attached
children in the Strange Situation when their
mothers return?

1. They tend to ignore their mothers because they
   are secure about her care
2. Sometimes they run over to their mothers and
   sometimes the do not theres no consistent
   pattern in their responses
3. They tend to go to their mothers for comfort
4. They tend to run over to their mothers and beg
   them not to leave again.
5. They hit their mothers

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Are Their Different Behaviors Inborn?

• Maybe.
• Temperament includes the childs inborn
  emotional reactivity and intensity.
• 1. Difficult Babies More irritable, intense,
  and unpredictable.
• 2. Slow to warm up Take awhile to get there.
• 3. Easy Babies Cheerful, relaxed, and
  predictable.

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Konrad Lorenz Imprinting

• Konrad Lorenz studied new born ducklings
  (chicks).
• He found that the first moving object a duckling,
  or a chick sees during the short hours after
  hatching it will perceive as its mother.
• This is called imprinting and is formed during
  the critical period.
• Critical Period The optimal period shortly
  after birth where events must take place if
  proper development is to occur.

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Imprinting

• Imprinting The process by which certain animals
  form attachments during a critical period very
  early in life.
• He wondered what ducklings would do if HE was the
  first moving creature they observed.
• The ducks followed him everywhere that he went!!
• Once this attachment is formed, it is difficult
  to reverse.

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A critical period is a stage in development when

1. Specific stimuli have a major effect on
   development that they do not produce at other
   times
2. Children are resistant to any kind of discipline
   by their parents
3. New learning is prevented by older learning
4. Bonding between the child and parent first takes
   place
5. The child first enters elementary school and
   needs positive reinforcement

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Vygotskys Sociocultural Theory of Cognitive
Development

• Lev Vygotsky emphasized the role of the
  environment and gradual growth in intellectual
  functioning.
• Internalization the process of absorbing
  information from a specified social environmental
  context.
• Children learn from their environment (very
  quietly and discreetly at times)

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More Vygotsky

• Zone of Proximal Development The range between
  the level at which a child can solve a problem
  working alone with difficulty, and when they can
  solve a problem with parental or peer assistance.
• When the goal is achieved without help, then the
  ZPD moves up a level and the child may need
  assistance.
• Educators use this to their advantage in the
  classroom. (Gradual Release Model)

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Leftover Terms (part 1)

• Cognitive Changes in Adults
• Gerontoligist Warner Schaie came up with these
  two terms
• Fluid Intelligence those abilities requiring
  speed (quick thinking) or rapid learning
  (diminishes with age) reason and solve problems
• Crystallized Intelligence learned knowledge and
  skills (improves with age) - vocabulary

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With aging there is a decline of __________
intelligence, but not of __________ intelligence.

1. Fluid fixed
2. Fixed fluid
3. Fluid crystallized
4. Crystallized fluid

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Lesson Ten Objectives

• By the end of this lesson, I will be able to
• 1. Describe Jean Piagets background
• 2. Define each of his stages

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Cognition How a Baby Thinks

• Children are active thinkers, constantly trying
  to construct more advanced understandings of the
  world.
• Jean Piaget Developmental Psychologist

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The Questions that Piaget Had

• 1. When and how do children begin to see things
  from anothers point of view?
• 2. When do they begin to reason logically?
• 3. How does a childs mind grow?

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Where Did Piaget Start?

• In 1920, Piaget began to develop questions for
  childrens intelligence tests.
• He wanted to find out at what age children could
  answer certain questions.
• He became interested in their wrong answers.
• He noted that the errors made by children of any
  given age were very similar.

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What Did He Find Out?

• Young children understand the world in radically
  different ways than adults.
• Children are not miniature adults think
  little Hercules
• For example an 8 year old would understand things
  that a 3 year old couldnt even come close to
  understanding.
• Example Getting an idea is like having a light
  turn on in your head.

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Piagets BIG CONCEPTS 1

• Object Permanence When a child recognizes that
  objects continue to exist even when they are no
  longer visible.

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Piagets BIG CONCEPTS 2

• Conservation Physical quantities remain
  constant in spite of changes in their shape and
  appearance.

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Piagets BIG CONCEPTS 3

• Centration Focus on one feature of a problem,
  neglecting other important features.

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Piagets BIG CONCEPTS 4

• Irreversibility The inability to envision
  reversing an action.

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Piagets BIG CONCEPTS 5

• Egocentrism Only my viewpoint matters.

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Piagets BIG CONCEPTS 6

• Animism The belief that all things are living.

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Piagets BIG CONCEPTS 7

• Abstract Logic Mathematics and outside the
  box thinking becomes apparent.