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Section 1

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ecological systems theory

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Date created

Mar 14, 2020

Cards (37)

Section 1

(37 cards)

ecological systems theory

Front

-focuses on the organization of the environmental contexts within children develop

Back

Sociocultural theory

Front

-Vygotsky -focuses on role of culture in development and on children learning through finely tuned interactions with others who are more competent

Back

domains of development

Front

social, emotional, cognitive, physical

Back

macrosystem

Front

-values, customs, resources of the larger culture that shapes what happens in all settings of the systems within -ex- politics, customs, child protection laws, safeguards

Back

qualitative change

Front

-new patterns of behavior at specific points in development

Back

William Pryor's rules of observation

Front

-rely only on direct observation -avoid reports of "persons not practiced in scientific observation" -record observations immediately -be unobtrusive, observe unnoticed -avoid training the child -observe and record 2-3 times a day

Back

theory

Front

provides a framework for collecting and interpreting evidence

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assimilation

Front

-interpreting experiences in terms of existing schemas- strengthening original schemas -ex- knowing how to grasp caregiver's hair and using same grasping skills to pick up toy

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contexts of development can include

Front

-physical environment -culture -families and peers -neighborhoods and communities -schools, government -resources and risks, social factors

Back

Erikson Psychosocial Development Theory

Front

-social and cultural factors play a critical role in development -viewed main challenge in life as identity -goal of development is socially appropriate behavior

Back

periods of development

Front

-prenatal (conception - birth) -infancy and toddlerhood (birth- 18 to 24 months) -early childhood (3-5 years) -middle and late childhood (6-11 years) -adolescence (10-12 to 18-21 years) -early adulthood (20's to 30's) -middle adulthood (40's-50's) -late adulthood (60's-death)

Back

Constructivism

Front

-Piaget -children strive to master their environments and search for fits between existing schemas and new experiences -cognitive development is driven by interaction of children's biologically driven motivation to learn, maturation of brain and body, and experiences -children actively construct their reality based on experiences -focus is on how children think- active process

Back

social learning theories

Front

-emphasize behavior-consequence associations that children learn by observing and interacting with others

Back

Albert Bandura

Front

-social learning theory -modeling- process by which children observe and imitate others -self efficacy- people's beliefs about their abilities to effectively meet standards and achieve goals (affects learning)

Back

critical period

Front

period where specific biological and environmental events are required for normal development to occur (developing fingers and toes in prenatal stage)

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chronosystem

Front

-includes timing of life altering personal transitions, major environmental events, personal transitions like divorce, deaths, births

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zone of proximal development

Front

-the gap between what kids can accomplish independently and what they can accomplish with help -"just right challenge" -ex- learning to ride a bike

Back

development

Front

-pattern of change that begins at conception and continues through lifespan -involves growth and change, as well as decline brought on by age and dying

Back

quantitative change

Front

-growth that can be measured

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factors of Vygotsky's theory

Front

-biological and social factors influence development -children construct their own development and knowledge through actively engaging (like Piaget) -emphasis on culture and society and social interaction -importance of social experiences as most influential to a child's learning

Back

psychosocial stages are associated with

Front

tasks or developmental crises shaped by social and cultural factors

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individual differences

Front

-what combination of nature and nurture makes individuals different from one another -we are all unique but similar relative to developmental traits -ex- if shy as an infant may be shy in childhood or later

Back

plasticity

Front

-to what extent and under what conditions is the course of development malleable (plastic)

Back

Uri Bronfenbrenner's bioecological model

Front

-microsystem -mesosystem -exosystem -macrosystem -chronosystem

Back

psychodynamic theory (grand theory)

Front

-explains developmental processes by exploring an individual's life experiences -Freud-psychoanalysis -Erikson-psychosocial

Back

Behaviorism

Front

-focuses on development through learning and the behavioral changes resulting from the individual's forming associations between behavior and its consequences -personality and behaviors are shaped -primary focus- observable behaviors and their consequences -Watson and Thorndike

Back

exosystem

Front

-settings and social institutions that affect the child but don't include them -ex- parent's workplace -ex- things that are put in place to help children such as free school breakfast or "head start" -usually effects one child, macro effects more than one

Back

microsystem

Front

-sees children in all settings they participate in (face to face) -immediate environment -home, peers, family, teachers

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Law of effect

Front

-behaviors that produce a satisfying effect are likely to be repeated -Thorndike -use of rewards and punishment to shape behavior

Back

Erikson's stages of psychosocial development

Front

1. trust vs. mistrust (infant-18 months) 2. autonomy vs. shame and doubt (18 months- 3 years) 3. initiative vs. guilt (3-5 years) 4. industry vs. inferiority (5-11 years) 5. identity vs. role confusion (13-21) 6. intimacy vs. isolation (21-39 years) 7. generativity vs. stagnation (40-65 years) 8. ego integrity vs. despair (65 and older)

Back

mesosystem

Front

-settings that are related to one another that link the face to face settings to one another -interaction of different microsystems -connections between home, school, places of religious practice

Back

accommodation

Front

-modifying an existing schema to account for new experiences- can be applied to both old and new -ex-knowing how to suck on a rattle differently than on a pacifier

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sources of development

Front

How do the forces of biology, the environment, and the child's own activities interact to produce new ways of thinking, feeling, and behaving? -nature vs nurture -physical, social and cultural environments that interact with each other and our biological makeup to produce change

Back

discontinuity

Front

-developmentalists who emphasize qualitative, distinct patterns of change -series of abrupt changes, new patterns of behavior emerging at specific points in development -ex- developmental stages

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continuity

Front

-developmentalists who emphasize quantitative change -gradual accumulation of small change -ex- vocab growth, info stored in brain

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schema

Front

understanding of some aspect of the child's world through exploration

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sensitive period

Front

child's development is influenced by experiences they are subject to (learning language)

Back