Growth from Birth to Age 5

PSY 121 Chapters 5 - 10Part 2

Baumrind’s Theory of Parenting

•Authoritarian parenting

•“Law and Order”•“Because I said so! “

•Demand obedience•often maintain distance from

child

Baumrind’s parenting

•Permissive Parenting

•Few demands yet nurturing and accepting

•Tend to communicate well with children

Baumrind’s parenting

•Authoritative Parenting •Negotiation and participation

•Limits set and rationally explained

•often democratic

•mutual respect

Other models of parenting

•Traditionalespecially related to gender roles

•Permissive forms•rejecting/neglecting

•democratic/indulgent

SpiderRock,CanyondeChelly, Arizona

SPIDER ROCK

•What role does this landmark play in discipline procedures?

•What dangersare inherent in this practice?

Complexities of Parenting

•Child’s temperament

•Size of the family

•Child’s age and gender

•Parents age

•Marital relationship

Discipline

•What method is best?•For infants?

•For toddlers?

•For preschoolers?

•Name some pro’s and con’s of physical (corporal) punishment

Cognitive Development

Piaget•children actively seek to comprehend their world

•infants do think contrary to the “no talk; no thought” ideas

Cognition

•Active intelligence functions through senses and motor skills

•Toddler is the “little scientist”

•Piaget sees development in stages

Piaget’s first stage

Sensorimotor thinking

•substages 1 & 2 relate to reflexes

•substages 3 & 4 relate to objects and people; responding to people

•substages 5 & 6 relate to action and ideas

Piaget’s second stage

Preoperational thinking

•acquisition of information and basic skills to manipulate information and perform operations

Piaget: Key Concepts

•Object permanence•understanding that objects and people continue to exist even though they cannot be seen

•marks transition to preoperational thinking

•object permanence is acquired gradually

•active searching requires

motivation and memory and motor ability

Piaget: Key Concepts for pre-operational thinking

•Centration

•Reversibility

•Egocentrism

•Conservation

•Animism

Rethinking Piaget

•Is the timetable too rigid?

•Are the stages too sequential?•Actual development seems to occur

much less evenly

•Perhaps Piaget was not wrong, just not complete•Reality includes more diversity

Vygotsky

•Social activity rather than individual discovery

•Cultural goals rather than maturational milestones

•Guided assistance enables a child to independently accomplish the tasks

Vygotsky

•Difference between actual and potential development is represented by the ZPD or Zone of Proximal Development

•social context determines how and when a person moves through his/her ZPD

Vygotsky

•Since every culture values certain cognitive skills more

than others, it is not surprising that cultural variations exist.

•There is also a family context

Language Development

•Cognitive development

supportsand is aided by language development

Language Development

•Competency develops first in

language function ( uses of

language) then on structure (sequence of words in sentence, grammar rules, etc.)

Chomsky

•All children have an innate predisposition to learn language. This is known as a

Language Acquisition Device or LAD

Related terms

•Over-extension•over-generalization of a set of words to

inappropriate objects

•Over-regularization•over-application of rules; same rules; all

situations

Vocabulary Development

•Predictable sequence

•first nouns•then verbs•then adjectives and adverbs

•then conjunctions, pronouns, etc.

Related concepts

•Private speech =Vygotsky’s idea that children review what they know and regulate their actions accordingly

•Through social use of language children incorporate potential learning into actual development

Ponder these

•What can be done to stimulate a child’s language development?

•What is the difference between speech and language?

•What cues tell you that a child’s speech and language may not be developing normally?

•Special ability issues?