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PEDS EXAM #1
Developmental Theories
| Question | Answer |
|---|---|
| Erikson's Stage of Development (Infancy) | Trust vs. Mistrust (birth to 1 year). Caregivers respond to the infant's basic needs by feeding, changing diapers, cleaning, touching, holding, and talking to the infant. This builds a sense of trust. As the nervous system matures, infants realize they are separate from their caregivers. Overtime the infant learns to tolerate small amounts of frustration and trusts that although gratification may be delayed, it will eventually be provided. |
| Freud Infancy Stage | Oral Stage (birth to 1 year). Pleasure is focused on oral activities such as feeding and sucking |
| Piaget's Infancy Stage | Sensorimotor (Birth to 2 years). The infant uses senses and motor skills to learning about the world |
| Piaget's Substage 1 | Use of reflexes (birth to 1 months). Reflexive sucking brings the pleasure of ingesting nutrition. Infant begins to gain control over reflexes and recognizes familiar objects, odors, and sounds. |
| Piaget's Substage 2 | Primary Circular Reactions (1-4 months). Thumb sucking may occur by chance. Then the infant repeats it on purpose to bring pleasure. Imitation begins. Object permanence begins. Infant shows affect |
| Piaget's Substage 3 | Secondary Circular Reactions (4-8 months). Infant repeats actions to achieve wanted results. Shakes rattle to hear the noise it makes. The infant's actions are purposeful but the infant does not always have an end goal in mind |
| Piaget's Substage 4 | Coordination of Secondary Schemes (8-12 months). Infants coordinate previously learned schemes with previously learned behaviors. They may grasp and shake a rattle intentionally or crawl across the room to reach a desired toy. Infant can anticipate events. Object permanence is fully present at about 8 months of age. The infant begins to associate symbols with events such as waving goodbye means someone is leaving |
| Erikson's Toddler Development | Autonomy vs. Shame and Doubt. 1-3 years. Achieves autonomy and self-control. Separates from parent/caregiver. Withstands delayed gratification. Negativism abounds. Imitates adults and playmates. Spontaneously shows affection, is increasingly enthusiastic about playmates. Cannot take turns in games until age 3 years. |
| Freud Toddler Development | Anal Stage. Age 1-3 years. Focuses on achieving anal sphincter control. Satisfaction and/or frustration may occur as the toddler learns to withhold and expel stool |
| Piaget Toddler Development | Sensorimotor. Differentiates self from objects |
| Piaget Substage 5 | Tertiary circular reactions 12-18 months. |
| Piaget Substage 7 | Mental Combinations 18-24 months |
| Piaget Preoperational | 2-7 years. Sorts objects by shape and color. Completes puzzles with four pieces, play becomes more complex |
| Erikson's Preschooler Development | Initiative vs. Guilt. Age 3-6. Likes to please parents, begins to plan activities, makes up games. Initiates activities with others. Acts out the roles of other people. Develops sexual identity, develops conscience. May take frustrations out on siblings, likes exploring new things. Enjoys sports, shopping, cooking, working. Feels remorse when makes wrong choice or behaves badly. Cooperates with other children. Negotiates solutions to conflicts |
| Piaget's Preschooler Preoperational: Preconceptual Phase Development | 2-4 years. Exhibits egocentric thinking, which lessens as the child approaches age 4. Has short attention span. Learns through observing and imitating, displays animism. Forms concepts that are not as complete or as logical as the adults. Is able to make simple classifications, by age 4, understands the concept of opposites (hot/cold, soft/hard), reasoning is that of specific to specific. Has an active imagination |
| Kohlberg Preschooler Development | Punishment-Obedience Orientation. Age 2-7 years (preconventional morality). Determines good versus bad dependent upon associated punishment. Children may learn inappropriate behavior at this stage if prenatal intervention does not occur (if the child hits, bites, or is verbally disrespectful but is not punished for these activities, the child will view those behaviors as good and continue to participate in them |
| Freud Preschooler Development | Phallic Stage. 3-7 years. Child's pleasure centers on genitalia and masturbation. Superego is developing, and conscience is emerging. Oedipal stage occurs, jealousy and rivalry toward same-sex parent, with love of the opposite-sex parent. This usually resolves by the end of the preschool years, when the child develops a strong identification with the same-sex parent |
| Piaget's Preschooler Preoperational: Intuitive Phase Preschooler Phase | 4-7 years. Is able to classify and relate objects. Has intuitive though processes, knows if something is right or wrong, but does not understand why. Tolerates others differences but does not understand them. Is very curious about facts, knows acceptable cultural rules. Uses words appropriately but often without true understanding of the meaning. Has a more realistic sense of causality. May begin to question parent's values |
| Erikson's School-Aged Development | Industry vs. Inferiority. Peers are very important, especially peers of the same sex. Interested in how things are made and run. Success in personal and social tasks. Increased activities outside of home. Increased interaction with peers. Increased interest in knowledge. Needs support and encouragement from important people in child's life. Needs support when child is not successful, inferiority occurs with repeated failures with little support or trust from those who are important. |
| Piaget's School-Aged Development | Capable of Concrete operations, solving problems, and making decisions. Continue to need guidance, rules, and direction from parents. Learns to manipulate concrete objects. Lacks ability to think abstractly. Learns that certain characteristics of objects remain constant. Understands the concept of time. Engages in serial ordering, addition, subtraction. Classifies or groups objects by their common elements. Understands relationships among objects. Starts collections of items. Can reverse thought process |
| Kohlberg School-Aged Development | Conventional Stage 3 interpersonal conforming. And Stage 4 law and order age 10-12. An act is wrong because it brings punishment. Behavior is completely wrong or right. Does not understand the reason behind rules. If child and adult differ in opinions the adult is right. Can put self in another person's position. Begins to exercise the golden rule. Acts are judged in terms of intention, not just punishment |
| Freud's School-Aged Development | Latency. A time of tranquility between the oedipal phase of early childhood and adolescence. Focuses on activities that develop social and cognitive skills. Develops social skills in relating to same-sex friends through joining clubs like brownies, girl scouts, boy scouts. |
| Erikson's Early Adolescence Psychosocial Development (10-13 years) | Focuses on bodily changes. Frequent mood changes. Importance placed on conformity to peer norms and acceptance. Strives to master skills within peer groups. Defining boundaries with parents, early stage emancipation - struggles to separate from parents while still desiring dependence upon them. Identifies with same sex peers. Takes more responsibility for own behavior |
| Erikson's Middle Adolescence Psychosocial Development (14-16 years) | Continues to adjust to changed body image. Tries out different roles within peer groups. Need for acceptance by peers at the highest level. Interest in attracting opposite gender. Time of greatest conflict with parents/authority figures |
| Erikson's Late Adolescence Psychosocial Development (17-20 years) | Able to understand implications of behavior and decisions. Roles with peer group established. Feels secure with body image. Has matured sexual identity. Has idealistic career goals. Importance of individual friendships emerges. Process of emancipation from family almost complete. |
| Piaget's Early Adolescence (Formal Operations) Cognitive Development (10-13 years) | Limited abstract though process. Egocentrically thinking. Eager to apply limited abstract process to different situations and to peer groups |
| Piaget's Middle Adolescence Cognitive Development (14-17 years) | Increased ability to think abstractly or in more idealistic terms. Able to solve verbal and mental problems using scientific methods. Thinks he or she is invincible. Risky behaviors increase. Likes making independent decisions. Becomes involved/concerns with society/politics |
| Piaget's Late Adolescence Cognitive Development (17-20 years) | Abstract thinking is established. Develops critical thinking skills. Tests different solutions to problems. Less risky behaviors. Develops realistic goals and career plans |
| Kohlberg (Postconventional Level III) Early Adolescence Development (10-13 years) | Morals based on peer, family, church, societal morals. Asks broad, usually unanswerable questions about life |
| Kohlberg (Postconventional Level III) Middle Adolescence Development (14-17 years) | Developing own set of morals-evaluates individual morals in relation to peer, family, and societal morals |
| Kohlberg (Postconventional Level III) Late Adolescence Development (17-20 years) | Internalizes own morals and values. Continues to compare own morals and values to those of society. Evaluates morals of others |
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