The Child

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• The Child
• The Adolescent
• The Adult

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Social Development in Infancy and Childhood
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Stranger Anxiety

• The fear of strangers an infant displays around 8
  months of age

• Lasts until approx. 2 1/2

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Attachment

• An emotional tie with another person resulting in
  seeking closeness
• Children develop strong attachments to their
  parents and caregivers.
• Body contact, familiarity, and responsiveness all
  contribute to attachment.

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Factors affecting attachment

• Neglect
• Abuse
• Temperament
• Separation from the family
• Chronic stress
• Cultural expectations
• Daycare does not affect attachment !!!!

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Harry Harlow

• Body Contact Relates to attachment!

• The monkeys had to chose between a cloth mother
  or a wire mother that provided food.

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• The monkeys spent most of their time by the cloth
  mothereven if the other mother gave food!

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Strange Situation!

• Secure Attachment
• Mother Present Child explores and interacts with
  stranger.
• Mother Leaves Child visibly upset does not
  interact with stranger.
• Mother Returns Child happy to see Mom.
• Insecure Attachment
• Mother Present Child is anxious of exploration
  and of strangers.
• Mother Leaves Sometimes upset but sometimes
  ambivalent. Anxious of stranger.
• Mother Returns Child may be ambivalent or angry
  (hitting or pushing Mother). Often shows little
  emotion when mother leaves or returns. Mother
  and stranger often treated the same.

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• Secure attachment comes from Mother who is
  available and able to meet the needs of the child
  in a responsive and appropriate manner
• Insecure attachment comes from Mother who ignores
  childs needs (until Mother is ready to give it
  completed. Attention given when Mother wants to
  give it not when the child asks for it.
• Also occurs when the child's needs are frequently
  not met and the child comes to believe that
  communication of needs has no influence on the
  caregiver.

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Parenting Styles

• No one type fits all
• Different results for different children

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Authoritarian Parenting

• Low in warmth, discipline is strict and sometimes
  physical.
• Communication high from parent to child and low
  from child to parent

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• Maturity expectations are high.
• Results- withdrawn distrustful child

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Permissive Parenting

• High in warmth but rarely discipline
• Communication is low from parent to child but
  high from child to parent.

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• Expectations of maturity are low.
• Results- Child with little self-control,
  dependent on others

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Authoritative Parenting

• High in warmth with moderate discipline
• High in communication and negotiating
• Parents set and explain rules.

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• Maturity expectations are moderate.
• Results- Self- reliant socially responsible
  child

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Language
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Language

• From cooing to communication
• Babies respond to pitch , intensity, and sound
  of language
• People talk to babies w/ varied pitch and
  intonation

CLICK PHOTO TO HEAR MOTHERESE
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Language

• By 4-6 months, babies have learned basic language
  sounds of their language, and over time lose
  ability to perceive speech sounds in another
  language

• Between 6 months to 1 year, babies enter the
  babbling phase infants become more familiar with
  the sound structure of their native language

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• Around 11 months, babies begin a one-word stage
• (Juice!)

• Between 18 months and 2 years, 2 and 3 word
  combinations are produced Combinations
  telegraph meaning (Want Juice!)

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Is Language due to Nurture?

• BF Skinner Operant Conditioning

• Children learn to speak because they are rewarded
  for making certain sounds

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• Is Language Nurture? Noam Chomsky

• Chomsky argued the brain must contain a language
  acquisition device that enables children to
  develop a language if they are exposed to it.

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• Language (Chomsky Innate?)
• Children all over the world go through similar
  stages of linguistics development

• Children combine words in ways that adults never
  would, so they could not be simply imitating
  adults

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• Moral Development

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• Heinz Dilemma
• After listening to Heinzs story, write down what
  you think he should have done and WHY

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Lawrence Kohlberg

• The 3 Levels of Moral Development
• Moral level is determined by answers people give
  to hypothetical moral dilemmas

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Level One Preconventional morality (self
interest up to 10)

• This level is characterized by the desire to
  avoid punishment or gain reward
• Stage 1 fear punishment for disobedience
• Stage 2 fairness/whats in it for me?

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Possible answers

• Heinz shouldnt steal the drug because he might
  go to jail
• He should steal the drug or his wife will yell at
  him
• It is right for Heinz to steal the drug because
  it can cure his wife and then she can cook for
  him.
• The doctor scientist had spent lots of money and
  many years of his life to develop the cure so
  it's not fair to him if Heinz stole the drug.

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Level 2 Conventional morality (10 through Adult)

• This Level is characterized by the Primary
  concern of fitting in and playing the role of a
  good citizen
• People have a strong desire to follow the rules
  and laws.
• Typical of most adults
• Stage 3 based on conformity and loyalty
• Stage 4 a law-and-order orientation

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Possible Answers

• Yes, Heinz should steal the drug. He probably
  will go to jail for a short time for stealing but
  everyone will think he is a good husband.
• As her husband, Heinz has a duty to save his
  wife's life so he should steal the drug. But it's
  wrong to steal, so Heinz should be prepared to
  accept the penalty for breaking the law.

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Level 3 Postconventional (principled)
morality(Adolescence- through Adulthood)

• This level characterized by an appreciation of
  Universal ethical principles that represent the
  rights or obligations of all people
• Most adults do not reach this level.

• Stage 5 values and laws are relative and
  change recognition that people hold differing
  standards
• Stage 6 standard based on universal human
  rights

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Possible answers

• Heinz should steal the drug because everyone has
  the right to life regardless of the law against
  stealing. Should Heinz be caught and prosecuted
  for stealing then the law (against stealing)
  needs to be reinterpreted because a person's life
  is at stake.
• The doctor scientist's decision is despicable but
  his right to fair compensation (for his
  discovery) must be maintained. Therefore, Heinz
  should not steal the drug.
• Heinz should steal the drug to save his wife
  because preserving human life is a higher moral
  obligation than preserving property.

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• Limitations to theory
• Stage theory tends to over look cultural and
  educational influences on reasoning
• Peoples moral reasoning is often inconsistent
  across situations (your morality changes all the
  time)
• Moral reasoning and behavior are often unrelated

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Lets try another one
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Lets try another one
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What is Adolescence?
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Adolescence

• The period between childhood and adulthood
• From puberty (the start of sexual maturation) to
  independence from parents

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Puberty

• The period of sexual maturation where the person
  becomes capable of reproducing
• Starts at approximately age 11 in females and age
  13 in males
• Major growth spurt

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Physical Development
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Primary Sex Characteristics

• The body structures that make sexual reproduction
  possible
• Ovaries in females
• Testes in males

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Secondary Sex Characteristics

• Non-reproductive sexual characteristics
• Breasts and hips in females
• Facial hair and voice changes in males

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Sexual Characteristics
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Social Development in Adolescence
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Erik Erikson

• 8-stage theory of social development
• Each stage has its own psychosocial,
  developmental task a crisis.

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Trust v. mistrust

• Infancy to 1 year
• If needs met, develop a sense of basic trust,
  otherwise will develop mistrust

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Autonomy v. Shame/Doubt

• 1 to 2 years
• Learn to exercise and do things for self or they
  will doubt their abilities

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Initiative v. guilt

• 3 to 5
• Learn to initiate tasks and carry out plans or
  they feel guilty about efforts to be independent

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Competence v. Inferiority

• 6 years to puberty
• Positive experiences develop pride competence
• Negative experiences may lead to feelings of
  inferiority

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Identity v. Role Confusion

• Teens into 20s (Adolescence)
• Refining sense of self by testing roles
  challenging authority
• Find SELF or become confused about who
  they are

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Intimacy v. Isolation

• 20s to 40s (Young Adulthood)
• Forming close relationships
• Deeper love or socially isolated

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Generativity v. Stagnation

• 40s to 60s (Middle Adulthood)
• Discover sense of contributing to the world or
  they may feel lack of purpose

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Ego integrity v. Despair

• 60 and up
• Reflecting on life either feel satisfied or
  failure

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Identity

• A strong, consistent sense of who and what a
  person is, search through
• Experimentation
• Rebellion
• Self-ishness
• Optimism and energy

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Intimacy

• A close, sharing, emotional, and honest
  relationship with other people (primary task of
  early adulthood)
• Not necessarily ones spouse or a sexual
  relationship

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Adulthood

• How easily one passes between stages may depends
  on cultural and economic factors
• Erickson showed that development is an ongoing
  process that is never finished

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Are Adults Prisoners of Childhood?

• Traumatized children are more likely to have
  emotional and behavioral problems
• Children who dont form secure attachments
• Children/teens who dont successfully resolve
  Eriksons social conflicts

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• The demands of parenthood
• Demands of work
• Didnt successfully complete intimacy vs
  isolation? May lead to divorce
• didnt discover your self as a teen? May lead
  to a midlife crisis

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Late adulthood

• Menopause physical development never stops
• Retirement now what
• Change in relationships- empty nest, death of
  family friends

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Death Denying culture

• Stages of Dying
• (D-A-B-D-A)
• Denial (Im fine!)
• Anger (this cant be happening to me!)
• Bargaining (please let me live just a little
  longer)
• Depression (life isnt fair)
• Acceptance (My time is up, youll be fine without
  me)

Elizabeth Kubler-Ross
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