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Life Timeline Activity for Warm-Up Exercise

In this activity, participants draw a timeline of someone's life, including major milestones such as learning to tie shoes or getting married. A 12-minute time limit is given. Suitable for developmental psychology classes.

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Life Timeline Activity for Warm-Up Exercise

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  1. Warm up Get with a group of no more than 4 people. • Using the long piece of paper, draw a timeline of someone’s life from birth to death. • Include major moments in the person’s life: • Examples: • Learning to tie your shoes • First day of school • Graduation • Wedding..etc. • 12 minutes to complete

  2. Chapter 4: Developmental Psychology pt. 1

  3. Agenda 1. Bell Ringer: What was your first word? Do you remember saying it? 2. Lecture: Prenatal and Infancy 3. Infant Development Landmarks 4. SM: Attachment video 5. 4-5 Attachment WS HW: Work on Study Guide

  4. Developmental Psychology • Branch of psychology that studies physical, cognitive, and social changes throughout the life span. • Look at issues of: • Nature/nurture • Continuity/Stages • Stability/Change

  5. Prenatal Development • Zygote: fertilized egg…eventually develops into a embryo after 2 weeks. • Cells rapidly start dividing to create a multicellular organism and differentiate to create organs. • Fewer than half survive to become embryos.

  6. Prenatal Development • Embryo:developing human organism. Considered embryo from 2 weeks to 2nd month. • This stage is when pregnancy is officially established…woman will miss period. • Week 4-8 are when all major organs begin functioning. When teratogens have greatest effect.

  7. Prenatal Development • Fetus: developing human organism from 9 weeks after conception until birth. • After 12 weeks most of major development is “finished” except for brain and lungs. • Responsive to sound • After 6 months…premature babies’ organs sufficiently formed to allow chance of survival. Week 16 Week 20

  8. Teratogens • Agents such as chemicals and viruses that can reach the embryo or fetus during prenatal development and cause harm. • Examples: AIDS virus, drugs, alcohol can all be passed onto baby and cause damage. Fetal Alcohol Syndrome

  9. No safe amount of alcohol 1 in 750 infants Small, disproportioned head, brain abnormalities Leading cause of mental retardation Fetal Alcohol Syndrome

  10. Newborn Capacities • Come equipped with reflexes ideally suited for survival. Ex: rooting reflex: baby’s tendency when touched on the cheek to open the mouth and search for food.

  11. Maturation • Biological growth processes that enable orderly changes in behavior, relatively uninfluenced by experience. • Genetic blueprint unfolding • Stand before walking • In terms of brain development, natural maturation causes neural interconnection to multiply rapidly after birth. • However, severe deprivation and abuse will retard development. Furthermore, increased stimulation will cause early neural connections.

  12. Normal Maturation

  13. Maturation and Motor Skills • Maturation also influences motor development. • The sequence of complex physical skills, from sitting, standing, walking, are nearly universal are across the world.

  14. Activity: Infant Landmarks: For each situation, estimate the age at which 50% of children begin to: • Laugh • Pedal a tricycle • Sit without support • Feel Ashamed • Walk unassisted • Stand on one foot for 10 seconds • Recognize and smile at mother or father • Kicks ball forward • Think about things that cannot be seen • Make two-word sentences

  15. Parental Involvement • Warm/Responsive: They are generally warm and responsive; she/he was good at knowing when to be supportive and when to let me operate on my own: our relationsohip was almost always comfortable, and I have no major reservations or complaints about it. • Cold/Rejecting: They are fairly cold and distant, or rejecting, not very responsive: I wasn’t her/his highest priority, their concerns were often elsewhere: it’s possible that they would just as soon not have had me. • Ambivalent/Inconsistent: They were noticeable inconsistent in her/his reactions to me. Sometimes warm and sometimes not: he/she had his/her own agendas which sometimes got in the way of his/her receptiveness and responsiveness to my needs; he/she definitely loved me but didn’t always show it in the best way.

  16. Cognitive Development

  17. Agenda Day 2 Chapter 4 1. Bell Ringer: What are the effects of alcohol and drugs on a fetus? 2. Lecture: Childhood and Adolescence (25) 3. Handout 4-12 Erickson (10) 4. Heinz Dilemma (15) 5. Corporal Punishment Discussion (10) 6. What is the “Happiest” age? Why? (10)

  18. Jean Piaget • Developed stages of cognitive development • Mental activities associated with thinking, knowing, remembering and communicating • Schemas: concepts of phenomena developed by humans that increase with development. Adjusted by: • Assimilation: interpreting one’s new experience in terms of one’s existing schemas. Ex: kids and “doggies” • Accommodation: adapting one’s current understandings (schemas) to incorporate new information. Ex: new schema for groundhog.

  19. Know This Chart

  20. Piaget’s Terms Explained • Object Permanence:awareness that things continue to exist even when not perceived. Why Babies like peek-a-boo. • Egocentrism:inability to take another point of view. • Theory of Mind: Realizing that people have minds and think

  21. D. Conservation: principle that mass, volume, and number remain the same despite their form.

  22. Theory of Mind Clip • http://www.youtube.com/watch?v=8hLubgpY2_w&feature=related&safety_mode=true&persist_safety_mode=1&safe=active

  23. A disorder characterized by deficient communication and social interaction Autism

  24. Piaget Pre-operational • http://www.youtube.com/watch?v=GLj0IZFLKvg&safety_mode=true&persist_safety_mode=1&safe=active • Deductive Reasoning – Concrete Operational • http://www.youtube.com/watch?v=zjJdcXA1KH8&feature=relmfu&safety_mode=true&persist_safety_mode=1&safe=active • Egocentrism • http://www.youtube.com/watch?v=OinqFgsIbh0&feature=related&safety_mode=true&persist_safety_mode=1&safe=active

  25. Current Thinking • Piaget’s sequence is right but timing is not exact. • Some cognitive events occur earlier than he thought and process as a whole is more continuous. • Did not give children enough credit

  26. Social Development

  27. Attachment • Emotional tie with another person; shown in young children by their seeking closeness to the caregiver and showing distress on separation.

  28. Harlow’s Theory of Attachment Attachment is based on: • Body Contact • Familiarity • Responsive Parenting

  29. Harlow Monkey • http://www.youtube.com/watch?v=OrNBEhzjg8I

  30. Body Contact • Infants become intensely attached to entities that provide comfortable body contact to them. Things like rocking, warmth, and feeding make attachment stronger. • IMPORTANCE: NOT nourishment that provides attachment as originally thought.

  31. Familiarity • Also key in understanding attachment. • A.) Critical Period: optimal period shortly after birth when certain events must take place to facilitate proper development. Ex: First moving object a duckling sees it will attach to as its mother…would follow person, moving ball, etc. • B.) Imprinting:process by which certain animals form attachments during a critical period very early in life. • NOT FOR HUMANS. However do become attached to what they know.

  32. Responsive Parenting leads to secure attachment. • Secure Attachment: in mother’s presence will explore new territories and play comfortably. When mother leaves will become distressed, when returns will seek contact with her. • 60 % of all infants

  33. Responsive Parenting • Insecure Attachment: in mother’s presence are less likely to explore their surroundings; cling to mother. When leaves, cry loudly and remain upset or seem indifferent to their mother’s comings and goings.

  34. Why are children Secure or Insecure? • Mary Ainsworth • Studied 1 year olds in “strange situations” without mothers • Found- sensitive, responsive mothers had secure children • Found- insensitive, unresponsive mothers, mothers who respond when convenient, had insecurely attached children

  35. http://www.youtube.com/watch?v=QTsewNrHUHU&safety_mode=true&persist_safety_mode=1&safe=activehttp://www.youtube.com/watch?v=QTsewNrHUHU&safety_mode=true&persist_safety_mode=1&safe=active • Attachment clip • Still Face experiment • http://www.youtube.com/watch?v=apzXGEbZht0&feature=related&safety_mode=true&persist_safety_mode=1&safe=active

  36. Securely attached children approach life with basic trust A sense that the world is predictable and reliable Attachment also reflects romance styles Secure Attachment predicts social competency

  37. Consequences of Insecure Attachment • Under conditions of abuse and neglect, humans are often withdrawn, frightened, even speechless. • Harlow’s monkeys often incapable of mating or extremely abusive, neglectful, or murderous towards first-born. • Most abusers were abused; abused are more likely to abuse…even though the majority of them don’t.

  38. Disruption of Attachment • Separation from loved ones can have devastating results • If removed and placed in a more stable environment most effects of the separation disappear • Adults also suffer when attachment bonds are severed

  39. Children need consistent, warm relationships with people they can trust Daycare has both good and bad effects Daycare and Attachment

  40. Self- Concept- a sense of their own identity and personal worth Develops by age 12 The next big step after attachment Development of Self –Concept

  41. Social Development: Child Rearing Practices- Baumrind • Authoritarian • parents impose rules and expect obedience • “Don’t interrupt” • “Why? Because I said so.” • Permissive: • submit to children’s desires • make few demands • use little punishment

  42. Social Development- Child-Rearing Practices • Authoritative • parents are both demanding and responsive • set rules, but explain reasons • encourage discussion • Children have highest self esteem and social competence • Rejecting-neglecting • disengaged • expect little • invest little

  43. Parental Authority Questionnaire 1. Permissive- relatively warm, non demanding, noncontrolling parent • #s- 1,6,10,13,14,17,19,21,24,28 2. Authoritarian- parents who value unquestioning obedience and attempt to control their children’s behaviors, often through punitive disciplinary practices • #’s- 2,3,7,9,12,16,18,25,26,29 3. Authoritative- parents who use firm ,clear but flexible and rational modes of child rearing • #’s- 4,5,8,11,15,20,22,23,27,30 4. Total them up

  44. Reflection • Why do you think your parent chose that type of parenting style?

  45. Activity Instructions • 1. Get into groups of 4 (no more than that) • You will be given a post-it with a parenting style. • Create a skit showing that style and see if the class can guess what it is. • You have 8 minutes to prepare.

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