CLEP Human Growth & Development Study Guide

Infancy - Birth to 18 months (0-1) Trust vs Mistrust Important event: Feeding Infant wants sense of security in the world. Develop a sense of trust when caregivers provide reliability, care, and affection. Success - optimism and hopefulness about life Early Childhood - (1-3) Autonomy vs Shame and Doubt Important event: Toilet training Children need to develop a sense of personal control over physical skills and a sense of independence. Success - feelings of autonomy Preschool - (3-6) Initiative vs Guilt Important event: Exploration Children need to begin asserting control and power over the environment. They desire a sense of independence and self-expression, related to early school experience and time with new people away from family. Success - a sense of purpose, confidence, willingness to try new things School Age - (6-12) Industry vs Inferiority Important event: School Children need to cope with new social and academic demands. They want a sense of competence and realism about abilities, related to school subjects, peer relationships, and interactions with teachers. Success - self-worth, self-esteem, self-motivation Adolescence - (12-18) Identity vs Role Confusion Important event: Social Relationships Teens need to develop a sense of self, sexual orientation, and personal identity. Related to development of sex organs and urges, social issues, cognitive changes. Success - stay true to yourself, "who I am" Young Adulthood - (19-40) Intimacy vs Isolation Important event: Relationships Young adults need to form close, loving relationships with other people. Success - strong relationships, ability to love and commit Middle Adulthood - (40-65) Generativity vs Stagnation Important event: Work and Parenthood Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success - usefulness and accomplishment, purpose and generosity Maturity - (65 to death) Ego Integrity vs Despair Important event: Reflection on Life Older adults need to look back on life and feel a sense of fulfillment, satisfaction and resolution with past. Accept decline of cognitive processing skills. Success - insight and self-wisdom Theoretical perspectives - - Evolutionary - Biological - Learning (behaviorism) - Cognitive development - Social cognitive (social learning) - Sociocultural - Ecological - Psychodynamic Piaget - - Believes that development unfolds in an orderly, stage-based sequence that is universal - Focuses on development rather than learning - Would be most interested in how children perceive and mentally represent the world Script - (Piaget) an abstract, generalized account of repeated events Sensorimotor - Birth through 18-24 months (0-2 yrs) - During the early stages, infants are only aware of what is immediately in front of them - They focus on what they see, what they are doing, and physical interactions with their immediate environment - Infants develop object permanence - Use symbolic representation, deferred imitation - Senses and manipulation, focus and intention, imitation, "random" explorations and experimentation Preoperational - Toddler through early childhood (2-7 yrs) - During this stage, young children are able to think about things symbolically - Language use becomes more mature (language acquisition) - They develop memory and imagination, which allows them to understand the difference between past and future and engage in make-believe - Their thinking is based on intuition, still not completely logical - They cannot grasp more complex concepts such as cause and effect, time, and comparison - Centration (can filter only 1 attribute out of many) - Conservation of quantity and reversibility of operations - "Play" as primary learning mode - Time of mastering gender identity / stability - Use Animistic thinking ("Ball is sad") - Egocentric viewpoint (from "my" perspective) Concrete operational - (7-11 yrs) - Elementary-age and preadolescent children demonstrate logical, concrete reasoning (mastery of previous challenges) - Children's thinking becomes less egocentric and they are increasingly aware of external events - Logical reasoning: classification (by attribute), seriation (sequencing) - They begin to realize that one's own thoughts and feelings are unique and may not be shared by others or even be part of reality - Children develop operational thinking -- the ability to perform reversible mental actions - Most children still can't tackle a problem with several variables in a systematic way - Conservation Formal Operational - Adolescence through adulthood (11 yrs-onward) - Logically use symbols related to abstract concepts, ideological implications, and quantitative concepts like higher math - They can think about multiple variables in systematic ways, formulate hypotheses, and consider possibilities - They can ponder abstract relationships and concepts such as justice - Inferential reasoning Piaget example - - Schema = concept or category of information Example: DOG is small, furry