Behavioral Development Dra.

Rochelle Pacifico February 8, 2012 Behavior y Manner of conducting oneself; action and responses to environmental situations y In the past, they suggest that child is solely influenced by adult models y However, nowadays, studies have suggested that the child has predictable natural tendencies y DEVELOPMENTAL PLASTICITY innate conditions can be enhanced by other influential factors Psychosexual development  central element in the theory of psychology  main concern was sexual desire (libido) defined of formative drives, instincts and appetites that form adult personality Two primary ideas of the concept: 1. Everything you become is determined by your first few years 2. Develop how to handle anti-social impulse in socially acceptable ways. ***erogenous zone development we can identify certain organ of pleasure depending on what stage of

Sigmund Freud also made the structure of personality 1. ID pleasure principle e.g drives and instincts 2. SUPEREGO contains all moral lessons learned in life, internal voice of authority (conscience), partially conscious 3. EGO reality principle, mediates between ID and SUPEREGO (conscious mind); how can I satisfy my pleasure in socially acceptable way ***Frustration or overindulgences in satisfying libidinal urges lead to fixation ***fixation on a zone may lead to personality d/o EGO DEFENSE MECHANISM Repression anxiety arousing thought are kept out of consciousness e.g. accidents happen and the victim cannot remember; you have this desire during class and try to shake your hand and think of something else; if you won t release in some time, your ID will find a way to satisfy it. Identification when a person symbolically represents himself with or in another person e.g. like father like son; you use an excuse that you are like this because your father has this kind of attitude. Projection threatening or worrisome traits or impulses are blamed on another, so as to ignore these in themselves. E.g he can t fight back his abuser so he project it with another child who he can bully; Rationalization attribute oneself a noble motive for an action rather than the real motive which may not be so noble. E.g a person who is materialistic wants to buy a car but then I realize I shouldn t buy it because it s too expensive but still bought it in the end for his daughter when she goes to school. E.g mother: why did you eat it? That cake is for your brother. Child: but, he s too fat already. He doesn t need this. FIVE STAGES OF PSYCHOSEXUAL DEVELOPMENT by Sigmund Freud STAGE Infancy (0-1 year) Toddler (2-3 years) PHASE Oral Anal EROGENOUS ZONE Mouth Bowel/bladder FRUSTRATION Dependency FIXATION

Excessive oral stimulation Mastery of Stinginess/stubbornness complex Orderliness/messiness Motor/cognitive response Page 1 of 6

Early Childhood (4-6 years)

Phallic

Genitals

Late Childhood (7-12 years) Adolescence (12-18 years)

Latency Genital

Identifying with parent of same sex (Castration anxiety/penis envy) Dormant sexual feelings Sexual feelings mature

Oedipus complex/Elektra Complex

Sexual Disorder

***Early Childhood- they observe how parents and how parents act; they look at their parents as models; this is also the time they play imaginary and play house. They become so attached with their parent of opposite sex. Also, this will be the time where they find pleasure with their genitals. Pitfalls of Psychosexual development     No scientific justification of this theory Not an acceptable model among practicing psychologists Only studied males and did not directly observe children So Erikson used Freud and did it prospectively ERIKSON DEVELOPMENTAL STAGE 8 developmental stages Propose decisive, general encounters between child and others In each stage, an individual confronts issue that helps him master new challenges Each stage builds on the successful completion of earlier stages Challenges of stages not successfully completed may re-appear as future problems. ERIKSON S 8 STAGES OF PSYSCHOSOCIAL DEVELOPMENTAL Infancy Trust vs Mistrust Where am I? Social Mother attachment, start of maturation Independence Parents/ caregivers from caregivers Courage to act Parents/caregivers/teachers for a purpose; knows what is right and wrong; knows how to reason out Completion if a Teachers/parents productive situation (competency); Ability to settle Peers on a school or occupation

    

Toddler (1 - 3 years) Play Age (3-6 years)

Autonomy vs Shame and Doubt Initiative vs Guilt

Do I need help from others? How moral am I?

School age (7-12 years)

Industry vs inferiority

Am I good at what I do? Who am I?

Adolescence (13-19 years)

Identity vs Role Identification

***Infancy - if the baby cries, you attend to it immediately. This will make the child to trust every person too much. E.g her boyfriend cheats on her, when her friends told her about this, but she doesn t believe to her friends and still trust him. ***Spoil giving everything and anything they want beyond the age of 1.

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Value of Theory (ERIKSON)  Illustrated why unhealthy resolution of early phases, resulted to difficulty with crises in adulthood.  Provided answers for practical application.  Raised new potential for therapists and their parents to identify key issues and skills that required addressing  Yielded a guid to asses child reading and teaching practices in terms of their ability to nurture and facilitate healthy emotional and cognitive development Attachment theory of Bowlby

 understand human behavior considering adaption to the environmental  children need mechanisms to keep them close to their parents for survival: attachment behaviors e.g. Baby cry, social smile, sucking, grasping, babbling  Child draws up expectation and feelings about attachment figure s availability and responsiveness ATTACHMENT THEORY By Bowlby Phase 1 - First 3 months - Indiscriminate responsiveness to humans Phase 2 - 3-6 months - Focusing on familiar individuals Phase 3 - 6 months to 3 years - Intense attachment (e.g follows mother everywhere) and active proximity-seeking - Separation anxiety/stranger anxiety - Start following parents; establish a goal corrected system (adjusting movements) Phase 4 - 3 years to end of childhood years - Partnership behavior - Consider needs or goals of caregivers as well ***How about if the parent(s) ask for your advice of when is the best time to go back to work? Thus, leaving your child at home with someone else. Phase 1 it is technically a yes because the child doesn t recognize anyone yet but then how are you going to form a consistent trust vs mistrust with a yaya, grandparents? Phase 2 starts to mangilala Phase 3 a big NO! because they have this strong attachment Phase 4 this is when they begin to understand and you reassure the child that you ll be back Value of theory (BOWLBY)  Working model gives children a general idea of their caregivers accessibility and responsiveness  Yielded a guide to assess child rearing and adoption practices in terms of their ability to nurture and facilitate healthy emotional and cognitive devt E.g 1. parents should take cues from the child without being over sensitive or responsive 2. Being intrusive on the child unhealthy because of too much control away from the child Page 3 of 6

3. Highlights the harmful effects of separation COGNITIVE DEVELOPMENT By Jean Piaget Cognitive sages consist of a cycle of learning: Reflecting abstraction repeated actions lets the child differentiate and integrate elements and their effects. o Teaching the child how to count: mother: 1, 2, 3 how many balls? Child: pokerface mother: okay again. 1, 2,3 child: (look back to the mother) *mother do this until the child learns Empirical abstraction  child is able to identify properties of objects by the way different actions affect them ( conservation and classification) o Examples of Conservation  Object Permanence  Counting and determining how many  Which is more, bigger, heavier o Classification starts to sort by colors, shape; next according to animals, plants, things  Allows the child to constructs way of dealing with objects and new knowledge about objects themselves.  Assimilation, accommodation and organization of new information allows the child to learn more complex information and actions. Thus resulting to a higher cognition. COGNITIVE DEVELOPMENT By Jean Piaget Stages of Cognitive development 1. Sensorimotor stage (birth 2 years) a. Child through physical interaction with the environment, builds a set of concepts about reality and how it works b. Experiences are assimilated in a circular manner and repeated c. Starts off with reflexes and then habits 2. Pre-operation Sage (2-7 years) a. Operations refer to logical concepts b. Child not yet able to conceptualize abstractly and needs concrete physical situation c. Learn symbolic thinking that is largely egocentric and intuitive at this stage (not logical) d. Object permanence and pretend play are established e. Theory of the mind i. Ability to understand that others have beliefs, intentions and desire different from one s own ii. autistic child does not have this since the see other things as extension of themselves e.g if you take away her doll and accidentally rip it, she feels like she s gonna die too. 3. Concrete Operation (7-12 years old) a. With accumulation of EXPERIENCE, child starts to conceptualize, creating logical structures that explains his physical experience b. Capable of abstract problem solving, arithmetic solved with numbers and not objects c. Important processes at this stage: serration, classification, decentering, reversibility, conservation, elimination or egocentrism d. Teacher users example and experiments to teach lessons for child for easier understanding 4. Formal Operation (beginnings at ages 11-15 years) a. Child cognitive structures are like those of adults and include conceptual reasoning b. Able to abstract and reason logically Page 4 of 6

Characteristics of the 4 stages  Timing of stages may vary but the sequence does not mean universal (not culturally specific)  Generalizable: representational and logical operation available should extend to all kinds of concepts and content knowledge  Hierarchical nature of stage sequences (each successive stage incorporates elements of previous stages, but it Value of this theory in learning o Curriculum educators must plan a developmentally appropriate curriculum that enhances their students logically and conceptually growth Instruction teachers must emphasize the critical role of experience or interactions with the surrounding environment or play in student learning.

DEVELOPMENT OF MORAL REASONING By Kohlberg A. Pre-Conventional Stage (Children) 1. Obedience and punishment orientation  how can I avoid punishment?  Which is good and bad according to parents? 2. Self interest orientation  what s in it for me?  E.g. they only look at the act s motive and goodness in it, judgment depends if it benefits him or not B. Conventional Stage (Adolescents and Adults) judge morality of an action by comparing the action to societal views and expectations. 3. Interpersonal accord and conformity driven  rules and authority 4. Authority and social order obedience driven  culpability  E.g. knows how to reason out depending on the circumstances; knows how to see both sides of the judgment; they look on an act how it will affect the society. C. Post-Conventional: Principled Level 5. Social contract driven  majority decision and compromise 6. Universal ethical principles driven  Abstract reasoning grounded on justice Value of theory  Provide adults with a guide on how to promote moral development in children  Illustrate the difference between legally vs morally acts ***some issue on gender bias: Men: advance moral thought revolved around rules, right and abstract principles Women: centers on interpersonal and moral centers of emotion

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Stage Infancy (0-1) Toddler (1-3) Early Childhood (4-6) Late Childhood (7-12) Adolescence (12-19) Adulthood

Pyschosexual by Freud Oral Anal Phallic Latency Genital

SUMMARY Psychosocial by Erikson Trust vs mistrust Autonomy vs Shame and Doubt Initiative vs Guilt Industry vs Inferiority Identity vs Role Confusion Intamacy vs Isolation

Cognitive by Jean Piaget Preoperational Preoperational Preoperational Concrete Operation Formal Operation Formal Operation

Moral Reasoning by Kohlberg Pre-conventional Preconventional Preconventional Pre-conventional Conventional

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