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Theory of mind
- Ability to understand that one's self and other people have mental states (e.g. thoughts, beliefs, wishes) about the world that may differ from others.
- -To realize "others may realize what I know'
The "Maxi TASK"
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PIAGET (pros)
- -formalized the idea of schemas/assim/ accom/ obj permanence
- -view children as different qualitatively rather than just different in degrees
- -Introduced idea that children are active, constructive thinkers
- -his sequence of stages is generally correct
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PIAGET (neg)
- -overemphazied descrete stages
- -many of his skills were language-dependent
- -might have underestimated children
- -...and overestimated adolescents/ adults
- -failed to appreciate individ & cultural diffs
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Vygotsky
- -interested in cultural/ social influences on learning
- -believed change more gradual
- -what could the child do if given a little help or guidance, that the child could NOT do without help?
- -zone of proximal development (period where children might not yet be good at a skill , but will benefit from instruction in it.
- -scaffolding (the initial assistance/ structure for a children's learning (usually from parents0 ))
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Attachment
- -Close emotional bond between infants & caregivers
- -contact comfort (e.g. Harlow's monkeys, Humans & contact comfort (hugs))
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Attachment types (Ainsworth's research (strange situation test))
- -explore environement & play w/ mom around
- -upset when mom leaves
- -but is happy & seeks her when she retursn & can be comforted
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Insecure (Ambivalent)
- -May be clingy w/ mom.
- -Anxious when mom leaves.
- -seems angry when mom returns, and even squirm or try to get away when picked up.
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Insecure (avoidant)
- -seem aloof when moms around
- -doesn't seem to mind when mom leaves
- -may avoid mom when she returns
- -disorganized (~5%)
- -may react in any way, and not necessarily consistent
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Baumrind's parenting style
Authoriatarian, authoritative, neglectful, indulgent
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Authoritarian
Parents restrict and punish. Order not to be question. Little verbal exchange.
Common outcome in children -anxiety about social comparison, lack of initative, poor communication skills.
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Authoritative
encourage independence within limits. extensive verbal give=and take. Warmth, nurturance
social competence, self-reliance, social responsibility
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Neglectful
Little involvement in the child's life. Unaware of what the child is doing.
Anxiety aboutsocial comparison, lack of initative, poor communication skills.
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Indulgent
Involved with the child but without placing demands. highly permissive.
-Anxiety about soocial comparison, lack of initiative, poor communcation skills.
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Moral development
Post conventional, Conventional, Pre-convnetional
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Post-conventional
- -willing to break the rules ( and suffer the consequences) if rules perceived unjust or immoral
- -personal ethics/ values
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Conventional
- -rules are rules and are not to be broken
- -base on need of society
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Pre-Conventional
- -To avoid punishment
- -based on personal needs
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Pscyhosocial Development (Erikson's Theory)
- -innate biological drives to develop social relationships
- -divided into 8 stages, each with a different psychosocial problem or crisis to resovle
- -outcome of each stage varies along a continuum from pos to neg
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Stage 1 (birth-1)
- -Trust v mistrust
- -infants must rely on others
- -Is my world predicatable & supportive? Are my parents ther when I need them?
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Stage 2 (1-3 years)
- -Autonomy vs. Shame and Doubt
- -children dsicovering their own independence
- -can I do things myself? Will i always need help?
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Stage 3 (3-5 years)
- -Initiative vs. guilt
- -children exposed to the wider social world and igven greater responsibility
- -can I carry out tasks? Am I good or bad?
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Stage 4 (5-12 years)
- Industry vs. inferiority
- -start school. mastery of knowledge and intellectural skills.
- -am i competent or worthless?
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Stage 5 (adolescence0
- -Identity vs. Confusion
- -Who am I? Struggle to define oneself?
- -Who am I? Where am i going?
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