https://padlet.com/tulika_1991/ycu8thxpie80nrrq Different stages of human development en-us 2020-08-03 06:00:13 UTC 2025-12-25 01:26:22 UTC hello@padlet.com tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/667794029 LSD is the study of humans how they grown and change throughout their entire life.

Jean Piagets theory of cognitive development is a stage theory. A type of theory suggesting that all humans move through an orderly and predictable series of changes.
Central to it is the concept of CONSTRUCTIVISM - children are active thinkers who are constantly trying to construct more accurate or advanced understanding of the world.
Each specific way of knowing is called a SCHEMA - it is a mental framework a 'cognitive scaffold' for holding knowledge and organizing it.

]]> 2020-08-03 06:01:59 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/667794029 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/667797154 The processess involved in making sense of the world are :
1- ASSIMILATION : It involves the incoporation of new information or knowledge. It is the cognitive process of making new information fit in with your existing understanding of the world. It is an adaptive process. https://www.verywellmind.com/what-is-assimilation-2794821#:~:text=Assimilation%20refers%20to%20a%20part,them%20into%20our%20existing%20ideas.
2- ACCOMODATION- It involves modification in existing knowledge structures as a result of exposure to new information or experiences.
https://www.verywellmind.com/what-is-accommodation-2795218#:~:text=The%20process%20of%20accommodation%20involves,this%20process.%E2%80%8B2%EF%BB%BF
Acc. to Piaget both the processess operate in different stages & levels which results in different way of thinking and knowing.]]> 2020-08-03 06:09:52 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/667797154 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/667801926 MATURATION - Maturation is the process of learning to cope and react in an emotionally appropriate way. It does not necessarily happen along with aging or physical growth, but is a part of growth and development. Maturation does not stop when physical growth ends - it continues through adulthood.

DEVELOPMENT - Psychological development, the development of human beings’ cognitive, emotional, intellectual, and social capabilities and functioning over the course of the life span, from infancy through old age. It is the subject matter of the discipline known as developmental psychology. 

GROWTH- Growth is the physical process of development, particularly the process of becoming physically larger. It is quantifiable, meaning that it can be measured, and it is mostly influenced by genetics.]]> 2020-08-03 06:20:04 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/667801926 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/667818892 COGNITIVE DEVELOPMENT : SENSORY MOTOR STAGE ( 0-2 years) - The child develops basic idea of cause and effect and object performance.
-It is characterised by incorportaion of reflex pattern into intentional moments.
-Increasing understanding of means-end-relationship.
-Object constancy is achieved and the begining of 'true thought' and internalized problems solving are seen . They have acquired a basic idea of object permenance- the idea that objects continue to exist even when they are hidden from the view.
https://www.simplypsychology.org/sensorimotor.html#:~:text=It%20extends%20from%20birth%20to,(i.e.%2C%20motor%20movements).

]]> 2020-08-03 06:59:33 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/667818892 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/667835747 SOCIO-EMOTIONAL DEVELOPMENT :
- Infants can't express their subjective feelings. So to understands their emotions and what they experience we tend to focus on their discrete facial expressions-outward signs of distinct emotions. Infants as young as 2 months old demonstrate social smiling in response to human faces. They show laughter,anger,sadness and surprise also quite early. Emotional development and cognitive development occur simultaneously and there are many connections between them. 
As infants grow older they acquire increasing capacities to 'read' the emotional expression of others. They engage in social referencing that is they actively seek information about other people's feelings and begin to demonstrate growing understanding of their own mental states and those of others.
- Infants also show key dimensions of temperament. They involve positive emotionality, distress-anger, fear and activity feel. Based on these dimensions infants can be divided into 3 basic groups - Easy children (40%), difficult children (10%) and slow-to-warm-up children (15%).
- Infants as young as 18 month old show empathy. They attempt to do something comforting when another child is distressed.]]> 2020-08-03 07:40:35 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/667835747 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/668681956 The strong affectional tie between infants and their caregivers is known as attachment and in an important sense, the first form of love the infant experience towards others. Evidence has revealed that those children who have been separated from their mother quite early were unable or found difficulty in relating to other people. Thus it is essential for the mental health of the child to experience a warm intimate relation with the mother. 
Infants reactions to separation from their mothers or caregivers has central role in the development of the child. In order to measure this Mary Ainsworth & Lamb developed a 'Strange Situation Test'. It was originally developed by Mary in (1970's) to observe the attachment security in children within the context of caregiver relationships. It applies to infants between the age of nine and 18 months.]]> 2020-08-04 03:18:44 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/668681956 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/668699344 In this test a caregiver leaves the child alone with a stranger for a few minutes and then returns. Attachment involves a balance between infants tendencies to seek to be near to their caregivers and their willigness to explore new environments. 
Research has shown children differ in the quality or style of attachment. They  have come with 4 basic styles the infant shows.
1- SECURE ATTACHMENT- They freely explore new environments, touching base with their caregiver periodically to assure themselves that she is present and will respond if needed.
2- INSECURE/AVOIDANT- They don't cry when the care giver leaves and gets comfortable with the stranger. When the caregiver returns they typically avoid her or is slow to greet her.
3- INSECURE/AMBIVALENT- Before separation, these infants seek contact with their caregiver. After she leaves and then return, they first seek her but then rejects.
4- DISORGANIZED/DISORIENTED- is that they seem confused and hesitate to seek that comfort from one or both of their parents. By definition, these children display freezing or contradictory behaviors both when their parent leaves the room and upon their return.]]> 2020-08-04 03:44:31 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/668699344 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/672429349 COGNITIVE DEVELOPMENT : PREOPERATIONAL STAGE - GROWTH OF SYMBOLIC ACTIVITY - 

• Toddlers acquire the ability to form mental images of objects & events.
• Language develops to the point at which they think in terms of verbal symbols-words.
• They now are capable of many actions they could not perform earlier. They engage in SYMBOLIC PLAY- in which they pretend that one object is another.

Such play is marked by 3 shifts :

1. DECENTRATION
2. DECONTEXTUALIZATION
3. INTEGRATION

• Piaget emphasized that these children are still immature even though they are using mental symbols. 
• Their thinking remains inflexible, illogical, fragmented and tied to specific context. 
• The way thinking is immature involves EGOCENTRISM.
• Children in this stage seem to lack understanding of relational terms as lighter, larger, softer. 
• They lack SERIATION- the ability to arrange objects in order, along some dimensions.
• Finally they lack a grasp of the concept of CONSERVATION - knowlegde that certain physical attributes of an object remains unchanged  even though the outward appearance of the object is altered.

]]> 2020-08-07 14:13:18 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/672429349 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/672487892

Gender identity- the ability to understanding of the fact the one is male or female. This is developed quite early in life, by the time they are 2 most children have learned to label themselves appropriately and consistently.

Understanding of Gender stability comes by the time the children are 4 yrs. old. They grasp the concept that gender is stable over time.

By the time they are 6 or 7 that children acquire Gender consistency- understanding that their gender will not change even if they adopted the behaviour, dress or hairstyles of the other gender.

Complete understanding of one's sexual identity involves all the three components and centres around a biologically based category they term as Sex-category-constancy - Complete understanding of one's sexual identity,centering around a biologically based categorical distinction between males and females.

]]> 2020-08-07 15:10:04 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/672487892 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/672502973 1- Social Learning Theory - emphasizes the role of learning;especially the impact of modelling & operant conditioning. Acc. to this theory,children are rewarded for behaving in accordance with gender stereotypes - cultural beliefs about differences between male & female and gender roles - expected behaviours of males and females in many situations.
Children also have a tendency to imitate models they  perceive as being similar to themselves, they tend to adopt the behviours of the same sex-parent.

2- Cognitive development theory - suggests that children's understanding of gender is just one reflection of their steady growth. When they acquire the ability to classify things as belonging to specific categories, they begin to form an idea of gender stability. They realize that they belong to one category and won't shift to other. This theory suggest that children first develop their gender identity and then adopt behaviours consistent with this identity.

3- Gender schema theory  (Bem) - Children acquire gender schemas- cognitive frameworks reflecting children's experiences with their society's belief about attributes of males and females. Once these are formed they strongly affects the processing of new social information.
Children processing such schemas, gender is a key concept, one they often use in attempts to make sense out of the social world, and one that becomes linked in important ways to their self-concept.]]> 2020-08-07 15:24:10 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/672502973 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/673773341 Close physical contact between the infant and caregivers is essential to attachment. To find out about this an experiment was conducted by Harlow that is known as the surrogate mother experiment.]]> 2020-08-10 02:13:20 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/673773341 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/674271844 COGNITIVE DEVELOPMENT :
CONCRETE OPERATIONAL - THE EMERGENCE OF LOGICAL THOUGHT-
The child's mastery of the concept of CONSERVATION- the fact that certain physical attributes of an object remain unchanged even though it's outward apprearance changes.
- Children gain understanding with of relational terms and SERIATION-refers to the ability to sort objects or situations according to any characteristic, such as size, color, shape, or type. 
- They come to understand REVERSIBILITY - which refers to the ability to recognize that numbers or objects can be changed and returned to their original condition. 
- The ability to use logic and reasoning appears during this stage.]]> 2020-08-10 14:19:43 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/674271844 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/681377979 SCHOOLS & FRIENDSHIPS :
1- In schools children acquire a lot of information that contributes to their cognitive development.
2- They also get the opprtunity to develop social skills.
3- They learn to share, cooperate, to work together in groups to solve problems. 
4- The most important relationship they form is friendships.
5- Friendships give children an opportunity to learn social skills that is needed for effective interpersonal relationships.
6- Friendships facilitate children's growing understanding of the fact that others may have thoughts quite different from their own. 
7- It also contributes to emotional development]]> 2020-08-15 13:52:28 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/681377979 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/681380806 Changes in the capacity to reason about the rightness or wrongness of various actions that occur with age. He suggested that humans move through 3 distinct levels of moral reasoning.

The experiment done by him to judge morality is known as HEINZ'S DILEMMA. Based on the answers Kholberg received from the children of different group he noticed that the judgement of morality tended to change as children grew older.
The levels identified by him were:
1- PRECONVENTIONAL
2- CONVENTIONAL
3- POST CONVENTIONAL
https://www.simplypsychology.org/kohlberg.html]]> 2020-08-15 14:01:21 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/681380806 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/681387197 COGNITIVE DEVELOPMENT - FORMAL OPERATIONS: DEALING WITH ABSTRACTIONS AS WELL AS REALITY 
- Major features of adult thought make their appearance.
- The abstract thinking capacity of the child develops- they can deal not only with real and concrete but with possibilities - events or relationships that do not exist, but can be imagined.
- They become capable of HYPOTHETICO-DEDUCTIVE REASONING: ability to generate hypothesis and to think logically about symbols, ideas and propositions. 
- They also engage in INTERPROPOSITIONAL THINKING : thinking in which they seek to test validity of several propositions.
- They use their powers of reasoning to construct sweeping theories about human relationships, ethics or political systems.
- Even though the children who have reached this stage are capable of engaging in advanced forms of thought, there is no guarantee they they will actually do so as it requires lots of cognitive efforts.
https://www.verywellmind.com/formal-operational-stage-of-cognitive-development-2795459
https://www.simplypsychology.org/formal-operational.html#:~:text=The%20formal%20operational%20stage%20begins,Inhelder%20%26%20Piaget%2C%201958).]]> 2020-08-15 14:18:52 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/681387197 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/681686741 I- EMOTIONAL DEVELOPMENT: Ups & Downs of Life.
-Adolescents are widely emotional and they experience huge swings in mood and turbulent outburst of emotions.
-These swings occur very frequently and maybe in a regular basis.
II- PARENTING STYLES AND THEIR EFFECTS ON ADOLESCENTS : 
-There are growing source that parenting styles have a major role to play in a child's development.
- Two key dimensions:

• Parental demandingness : The extent to which parents are strict or controlling . 
• Parental Responsivenes : The extent to which parents are involved in and supportive of their chhildren's activities. 

- These dimensions lead to different Parenting Styles:

• Authoritarian Parents - They are high in demanding(controlling) and low in responsiveness. 
• Authoritative Parents - They are high in both demandingness and responsiveness.
• Permissive Parents - They are in high responsiveness and low in demandingness.
• Rejecting/Neglecting Parents - They are low both in responsiveness and demandingness.

III - FRIENDSHIPS AND THE QUEST FOR IDENTITY:
-Friendships primarily with own gender and also with members of other gender become increasingly important. 
- Most adolescents are part of extensive social networks consisting of many friends and acquaintances.
- One motive for forming friendships seems to be the developing need to belong - the need to have frequent positive interactions within ongoing relationships. 
- Adolescence at this stage reject parental influence and identify more with their peers.
- Friendships and social success play and important role in personal identity.

]]> 2020-08-16 06:13:57 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/681686741 tulika_1991 https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/681694419 Adolescenes is the phase where teenagers are exposed to a lot of things. The world is a reservoir for them and they want to explore it. This often leads them engage in various negative behaviours and the social pressure aggragate these factors.]]> 2020-08-16 06:49:16 UTC https://padlet.com/tulika_1991/ycu8thxpie80nrrq/wish/681694419