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Kohlberg
- Theory of Moral Development
- Pre-Conventional
- Conventional
- Post Conventional
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Kohlberg: Preconventional
- Moral values reside in external events
- 1. Obedience and punishment orientation (How can I avoid punishment?)
- 2. Self interest orientation (What's in it for me?)
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Kohlberg: Conventional
- Moral values reside in performing the right role, maintaining order
- 1. Interpersonal accord and conformity (social norms, good boy/girl attitude)
- 2. Authority and social order maintaining orientation (law and order mentality)
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Kohlberg: Postconventional
- Morals defined in terms of conformity to shared standards, rights and duties, not just authority
- 1. Social contract orientation
- 2. Universal ethical principals (principled conscience)
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Mary Ainsworth
- Patterns of attachment
- Strange situation classification
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Lazarus
Cognitive Appraisal: personal interpretation of a situation
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Piaget
Cognitive learning- "schemes"
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Bandura
Modeling-reciprocal determinism: a person's behavior both influences and is influenced by personal factors and social environment.
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Erikson
"Neo-Freudian"-Conflicts resolved at each stage
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Vygotsky
Focused on environment-zone of proximal development
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Freud
Psychosexual stages: Id, Ego, Superego
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Bronfenbrenner
Ecological Systems theory
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Ecological systems theory: Bronfenbrenner
- The ecological systems theory holds that we encounter different environments throughout our lifespan that may influence our behavior in varying degrees.
- 1. Microsystem
- 2. Mesosystem
- 3. Exosystem
- 4. Macrosystem
- 5. Chronosystem
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J. Locke
clean/blank slate
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Skinner
- Behaviorism-Operant Conditioning
- consequences, reinforcement
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Whose theories of child development compared to Freud's whose only extended into adolescence
Erikson
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Authoritarian parenting style
- strict rules and expectations
- very demanding but not responsive
- not much warmth or nurturing
- utilize punishments with little or no explanations
- don't give children choices or options
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Authoritative Parenting Styles
- listen
- encourages independence
- place limits, expectations, and consequences
- nurturing and warmth
- encourage discussion of options
- administer fair discipline
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Passive Parenting style
- few rules or standards
- inconsistent
- very nurturing and loving toward children
- more like a friend than parent
- bribery
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Uninvolved Parenting styles
- emotionally distant
- little to no supervision
- little warmth, love, and affection
- intentionally avoid children
- don't attend PTA, conferences, etc
- too overwhemed by own problems
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Did Vygotsky believe that all children move through same sequence of stages?
no
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What is the main focus in the stress-coping model?
Preparation
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What age does separation anxiety begin to reappear?
6-7 months
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Bibace and Walsh
- Model of child's conception of understanding illness
- Prelogical
- Concrete Logical
- Formal Logical
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Bibace and Walsh: Prelogical
- 2-6 years
- Stage 1: phenominism: external cause unrelated to illness (magic)
- Stage 2: contagion: caue by being near but not touching (cooties/germs)
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Bibace and Walsh: Concrete logical
- 7-10yrs
- Stage 3: Contamination: understand that germs can be passed by touching
- Stage 4: Internalization: Illness is inside body, cause is external but becomes internal from swollowing or inhaling
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Bibace and Walsh: Formal Logical
- 11years +
- Stage 5: Physiological: external cause but illness occurs in specific internal physical structures (illness sources)
- Stage 6: Psychophysiological: understanding and awareness that thoughts and feelings affect body functions
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