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This article explores the critical phases of human development from infancy through childhood, emphasizing both hereditary characteristics and environmental influences. It delves into the nature vs. nurture debate, stating that while genetic factors establish a foundation, experiences and surroundings significantly shape growth. Discussing maturation processes, family structures, and the impact of critical periods on language and morality, the piece highlights theories from prominent psychologists such as Kohlberg and Piaget. Ultimately, it portrays development as a complex interplay of intrinsic traits and external factors.
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INUTERO • Hereditary characteristics • Environment/surroundings • Nature vs. Nurture controversy begin • Are we born a certain way OR are we made that way by our experiences?
Hereditary • Genes=basic units • Chromosomes:where genes are carried • Zygote: 2 gametes unite (46 chromosomes)
Maturation Processes • Automatic sequential events in development • Many behaviors are not learned ex. Walking • Need nutrition, safety, and stimulation to prevent slowing/stopping the process
Some behaviors are intrinsic (not learned) • Dog wagging its tail • Smiling • Some are imitation & best learned b4 age 12 • Ex. accents
Family Structures • Parents +children ______ Nuclear • Other relatives +parents +children _________ Extended
Newer Structures • Divorces: 90% of custody goes to women Bad: women pd less than men, unstable to lack both parents Good: arguments can ruin child’s security, teaches poor prblm. Solving.
Step Families Difficult: Parents must discuss rules/discipline Can cause resentment Same-Sex families: Increasing w/ increased adoptions
Growth Cycles • Body parts develop @ diff. rates • Females= continuous growth & faster to develop mentally & physically • Boys=slower & in spurts
Critical Periods • Time period when a skill may be learned it will not be learned ( or will be painfully difficult!) • Ex. languages
Language Skills • Babbling=norm. to explore new sounds • Imitation teaches what sounds to keep • Your language/word choice is effected by environment (wicked, y’all, A’H)
Lawrence Kohlberg’s Stages of Moral Development
Lived in Bronxville, NY Interested in morals after the Holocaust Graduated College in 1 Year (Chicago) Early Life
His Career • Taught at Yale & Harvard (psychology) • Made “just communities @ schools & prisons=democracy to make all decisions
Did cross-cultural studies in Belize Got a parasite Chronic depression & pain Left Boston Memorial Hospital & drowned himself in Boston Harbor His Death
Preconventional Younger than 6 Morals based on authority No abstract ideas of right/wrong Only think about punishment/reward Think all good bhvrs. Should get rewards! Moral Development Theory
If you accidentally hurt someone, is it as morally wrong as hurting someone on purpose?
Conventional 7-11 or forever Base rt/wrong on the expectations of society Consider intentions because society does (manslaughter v. murder 1)
Post-Conventional 11+ if ever!! Base morals on human rights that you developed on your own! If good/right idea is inconvenient it is ignored
Jean Piaget’s Theory of Cognitive Development He was WICKED smart!
Sensorimotor Stage Birth-2 yrs. Time spent on senses&moving Reach for pleasurable things No object permanence ( if you cant see it, it doesn’t exist!) End of stage: language begins
Preoperational 2-7 yrs. Have object permanence Believe everything has their abilities Inc. Language No reversibility: Can’t see life from a diff. perspective No conservation: ex Glasses of water
Concrete Operational 7-11 yrs. Some never leave Inc. reasoning Have reversibility & conservation Difficulty seeing multiple traits of an object Strict rules/ no grey areas multiple classification, and seriation. Their humor is also very concrete and linear.
Formal Operational/ Operational 11 + yrs ( if ever!!) Have symbolic thoughts (math, philosophy) Controversial: some critical thinking must be taught in industrial H.S. (a biased stage!)
