Child development part 2: Attachment, The self, Moral development Language development
- Created by: Amy
- Created on: 15-12-21 20:24
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- Child development: Part 2
- Attachment
- Relationship between child and caregiver that promotes feelings of security
- Psychoanalytical approach/Behaviourist approach- feeding, Harlow & Zimmerman (1959)- monkeys preferred comfort over food
- Bowlby's ethological theory- evolved response that promotes survival, built-in behaviours to keep parent nearby
- Inner representation of attachment figure forms an internal working model for future relationships
- Four stages
- 1. Preattachment- birth to 6 weeks, built in signals promote closeness
- 2. Attachment in the making- 6 weeks to 6-8 months, respond differently to stranger
- 3. Clear cut attachment- 6-8 months to 18-24 months, separation anxiety
- 4. Reciprocal relationship- 18-24 months onwards, anxiety reduces, understand factors influencing parents' presence and can influence this (eg language)
- Measuring attachment- Ainsworth's strange situation olooking at reaction to reunion with caregiver- Secure 65%, Avoidant 20%, Resistant 10%/15%, Disorganised 5-10%
- Cultural variation- infants of certain culture show almost no avoidant attachment (remote tribal areas), German infants have higher % of infants with avoidant attachment than American infants
- Observations of institutionalised infants
- Spitz (1945, 1946)- 1 nurse, 7 babies, they became depressed (emotional difficulties), attachment prevented (no bond formed)
- Tizard &Rees (19750- more caregivers per child but high staff turnover so attachment prevented, children adopted after 4 y/o secure att possible even at 4-6 y/o but emotional/social problems more likely
- Some evidence suggests a link between difficult babies and developing insecure attachments but can be overridden by sensitive and appropriate caregiving
- Parental difficulties more likely to cause problems than temperament of infant
- Parents' internal working model- George et al 1985 parents perception of their memories of their own childhood
- Development of the self
- Self awareness
- Self as agent- first aspect of self-concept to develop, self is separate from outside world and has control of thoughts and actions
- Self as object- self as unique with specific qualities, 15 months self recognition in mirror, 2 y refer to self as I or me
- Self-concept develops, initially predominantly concrete with basic descriptions of emotions, refined in middle childhood with use of personality traits to describe self
- Self-esteem- judgements we make about self-worth and associated feelings, becomes more differentiated with age
- Preschoolers- social acceptance/competence, 7 y/o- academic/social/physical not necessarily equally weighed, Adolescence- extra dimensions eg job competence romantic relationship
- Influences- age (high in early childhood, drops, more realistic in middle, generally stable and high from 8 y/o), Culture (gender- girls' usually lower)
- Identity development
- Erikson- the defining aspect of adolescence- resolving the identity crisis
- Identity achievement- higher self esteem, more abstract/critical thinking, advanced moral reasoning
- Foreclosure/diffusion- inflexibility, intolerance, long term linked to high risk of eg depression and negative behavioural outcomes
- Moratorium- most common then move to identity achievement
- Influences- Personality (flexible, open-minded), Family (attached but fee to express views), Peers/Friends/School, Larger society
- Gender identity
- 2 y/o-label m/f
- 3 y/o- prefer gender stereotypical toys
- SLT-beh 1st then self-per, Cog-dev theory- self-per then beh Kohlberg (linked to cog maturity)
- Self awareness
- Moral development
- 3 components of morality- Emotional (empathy, guilt), Cognitive (soc cog enables decision-making), Behavioural (may not follow from emotion)
- Theories
- Psychoanalytic persppective- Freud, 3-6 y/o
- SLT- through modelling and reinforcement, doesn't explain when social and ethical principles conflict
- Piaget's cog-dev theory two stages- Heteronomous morality (5-10 yrs, rules given by authority, must be obeyed , focus on consequences), Autonomous morality (from 10 yrs, rules socially constructed and flexible, base judgements on intentions)
- Evaluation- children can take obvious intentions into account, young children do question authority, many show heteronomous and autonomous reasoning, Kohlberg extended Piaget's theory from 10 yrs into adukthood (presented 10 y/os moral dilemmas
- Influences- personality, child rearing practices, schooling, cultural variations
- Language development
- Components- Phonology, Semantics, Grammar (syntax, morphology), Pragmatics
- Two traditional views
- Behaviourist approach- operant conditioning eg Skinner, reinforcement and imitation, doesn't account for infants creation of utterances
- Nativist approach- Chomsky 1957 LAD, universal grammar, bio time frame for language development
- Support-deaf children developed novel langauge, areas of brain linked to lang but is less localised than initially thought, sensitive period for lang dev eg Genie
- Limitations- difficulty specifying universal grammar, grammatical dev is gradual and extends into middle childhood, where is LAD structurally
- Interaction between innate abilities and environment
- Info processing, social interacton
- Attachment
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