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ICAD ORAL FORM

Development

Is...

Rapid
Relational
Rational
Controllable
Instructive

Interconnected

Physical - Anything affecting growth

Cognitive - thought processing
Social/ Emotional - AQ,EQ

Instinct vs Reason
*grp thinking is NOT instinctive

Domains

RRRIC

Animals = Instinct
Humans = Reason

Child Development Theories

Psychoanalytical Theories
-beliefs that focus on formation of personality
-kids go through various stages, confront conflicts between biological drives & social
expectations

Freud's Psychosexual Theory

Stages

Oral

Id

The Id is present at birth and represents

everything that we inherit from our parents. It
comprises our needs that require constant
fulfillment and operates on the pleasure principle
and the need for immediate gratification, without
regard for consequences or realities.

0-1yr old
Errogneous Zone

Mouth

Characteristics
Child derives pleasure from mouth (sucking,

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biting, swallowing)

Conflict arises when oral needs are not met

too much or, conversely, too little gratification

can bring about an oral fixation for the adult
individual, represented by a preoccupation with
oral activities such as drinking alcohol, smoking,
over eating, or nail biting.

Anal

Ego

The Ego develops as a result of the infants

attempts to satisfy his needs through
interactions with his physical and social
environment. It arises from the Id, and attempts
to fulfill the Ids desire by serving as a negotiator
that strives for a compromise between what the
Id wants and what the outside world can grant it.
The Ego is also a decision-maker that operates
on the reality principle, evaluating conditions of
the real world which may or may not satisfy the
Ids demands and seeking acceptable methods
of fulfilling the Ids wishes.

1-3yrs old
Potty Years
Erogenous Zone

Anus

Characteristics

Pleasure in controlling bladder & bone

movement & elimination or retention of feces

Conflict

Potty training

A positive and appropriate experience

revolving around toilet training can
encourage competence, creativity and
productivity in individuals

anal fixations can translate to obsession

with perfection, extreme cleanliness, and
control or the opposite which is messiness
and disorganization in adulthood.

Phallic
Latency

6-12
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Genital

12 +
Focus is on the sexual urges that are reawakened
and are directed toward opposite sex peers, with
genitals as the primary source of pleasure. Individuals
who completed the earlier stages successfully
become well-adjusted, caring and secure individuals.

Erikson's Psychosocial Theory

focusing on social interaction and conflicts that arise during different stages of
development.

Stages

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At this stage, sexual urges are repressed and the

individual spends most of his time interacting with
same sex peers, engaging in hobbies and acquiring
skills.

Stage 1: Trust versus Mistrust.

During this stage, a child is developing a sense of

trust with caregiver and failure in this stage leads to
mistrust.

Stage 2: Autonomy versus Shame.

This is the period where a toddler is developing a

sense of self-control and failure at achieving this
leads to shame and doubts.

Stage 3: Initiative versus Guilt.

A child in his or her preschool is trying to develop a

sense of ones own drive and initiative. Failure to do
so leading to guilty feelings.

Stage 4: Industry versus Inferiority.

This is a period when a school going child is

developing a sense of personal ability and
competence.

Stage 5: Identity versus Role confusion.

Young adolescent and young adulthood starts to

develop a single unified concept of self, a sense of
personal identity. Failure to achieve this stage leads
to role confusion.

Stage 6: Intimacy versus Isolation.

During this period, a young adult will be questioning

the meaning of ones relationship with others. Failure
to do causes the individual to suffer feelings of
isolation.
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Mid-adult in this stage will has concern over whether

one has contributed to the success of children and
future generation. Failure to achieve this stage leads
to personal stagnation.

Stage 8: Integrity versus Despair.

During this late adulthood period, one will start to

reflect on their lives and as well as looking back with a
sense a fulfilment or bitterness. Failure to complete
this stage causes despair.

Behavioral & Social Theories

environment affects nurture in growth of a child

Pavlove's Classical Conditioning

demonstrated how stimulus-response bonds (which some

consider as the basic building blocks of learning) are formed.

Initiative - Pattern - Habit

Watson's Classical Conditioning

No distinguished stimulus either conditioned or unconditioned

still generates same response

to create an association between a stimulus that normally would

not have any effect on the animal and a stimulus that would.

Bandura's Social Learning Theory

Social Cognitive Theory

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Stage 7: Generativity versus Stagnation.

Notes

Modeled Behavior-Attention-Retention-ReproductionMotivation =intrinsic/extrinsic

Good models create good models

Positive environment = positive person

Net

Most human behavior is learned observationally through

modeling: from observing others, one forms an idea of how
new behaviors are performed, and on later occasions this
coded information serves as a guide for action. - Bandura

Three Core Concepts of Social Learning Theory

Necessary for Effective Modeling
Reciprocal Determinism

Bandura believed in reciprocal determinism, that is,

the world and a persons behavior cause each other,
while behaviorism essentially states that ones
environment causes ones behavior, Bandura, who
was studying adolescent aggression, found this too
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simplistic, and so in addition he suggested that

behavior causes environment as well. Later, Bandura
soon considered personality as an interaction
between three components: the environment,
behavior, and ones psychological processes (ones
ability to entertain images in minds and language).

Biological Theories
heredity & innate biological processes govern growth

Maturationists

G.Hall & A. Gesell

Net

Predetermined biological timetable/ life cycle

Normative approach to child study
Creation of age-related norms

He believed that there are predictable patterns of behavior

for each age and that those norms could be used as a
standard for judging growth and educational success

when the child reached the developmental milestone

witnessed by the ability to recite the alphabet, then the child
was ready for kindergarten. Children who had not reached
that milestone would be held back until they displayed
developmental readiness.

Ethologists
-Examine's behavior needed for survival
-survival over time
-rooted on Charles Darwin's research
-describes a critical period/ sensitive period for learning

Lorenz
Bowlby's Attachment Theory

Is there an attachment?

Yes = positive, well rounded individual

No = clingy, anxious or defensively avoidant child

Net

Bowlby suggested that a child would initially form only

one attachment and that the attachment figure acted
as a secure base for exploring the world. The
attachment relationship acts as a prototype for all
future social relationships so disrupting it can have
severe consequences.

Bowlby hypothesized that both infants and mothers

have evolved a biological need to stay in contact with
each other.
Main pts

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A child has an innate (i.e. inborn) need to attach

to one main attachment figure (i.e. monotropy).

A child should receive the continuous care of

this single most important attachment figure for
approximately the first two years of life.

The long term consequences of maternal

deprivation might include the following:

increased aggression,
depression,
affectionless psychopathy

The childs attachment relationship with their

primary caregiver leads to the development of
an internal working model.

-I think, therefore I am
-How children learn given their innate capacity to control cognitive procedes

Piaget's Cognitive Development Theory

Epistemological studies with children

Genetic epistemology
Stages

Vgotsky's Social-cultural Theory

Information Processing Theory

Brain = computer (converts input -> output)

Memory & Learning
Sequence: Implicit- Semantic-Episodic, in terms of childhood
developmental needs

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reduced intelligence,

Cognitive Theory

delinquency,

Short Term / Working memory

centers on conscious thought

Long term memory

stored representation
dormant till needed

Implicit Long Term

affects behavior (ie. trauma)

Explicit Long Term

Semantic (words) & episodic

To answer questions relatably abt the past

Systems Theory
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Development explained via complex system w/ interdependent elements

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Bronfenbrenner (Ecological Systems)

Environment affects child, child may influence environment

Ripples

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