EPPP EPPP EPPP

Microsystem- immediate environment & relationships (e.g., relationship w/ parents, teachers) mesosystem- interactions b/n components of microsystem (e.g., influence of family factors on child's beh @ school) exosystem- elements in broader environment that affect child's immediate enviornment (e.g., school board, parent's workplace) marcosystem- overarching environmental influences such as cultural beliefs, economic conditions & political ideologies chronosystem- environmental events that occure over an individual's lifespan and impact the individual in ways that depend on the individual's circumstances & developmental stage (e.g., immediate and long-term effects of change in family strucutre or SES)

1. Severe marital discord 2. low SES 3. overcrowding or large family size 4. parental criminality 5. maternal psychopathology 6. placement of child outside the home

*development occurs when a state of disequilibrium is brought on by a discrepancy b/n reality and the person's current understanding of hte world (cognitive schemas) and is resolved through adaptation, which includes 2 complimentary processes: assimilation - incorporation of new knowledge into existing cognitive schemas and accomodation- modification of existing schemas to incorporate new knoweldge.

I. sensorimotor (birth-2) 2. preoperational (2-7) 3. concrete operational (7-11) 4. formal operational (11+)

-circular reactions- actions that are performed in order to reproduce events that initially occurred by chance. Six Substages: 1. relexive schemas (0-1 mos)- exercises reflexes 2. primary circulat (1-4 mos)- repeat pleasure events involving own body 3. secondary circular (4-8)- reproduce pleasure events involving other people 4. coordinated secondary (8-12)- infant combines secondary circular reactions (shcemes) into new, more complex action sequences 5. tertiary circular reactions (12 to 18 mos)- infant deliberately varies an action or action sequence to discover the consequences of doing so 6. mental representation (18-24 mos)- infant develops repreentational (symbolic) thought, which inolves forming internal representations that allow him/her to think about absent objects and past events & to anticipate consequences of doing so

1. Object permanence- begins in substage 4 and allows child to recognize that objects & people continue to exist when they are out of sight. 2. beginning of an understanding of causality and emergence of deferred imagination and make-believe play.

-symbolic function- extension of representational thought and permits child to learn through use of langauge, metnal images, and other symbols. -children exhibit precausal (transductive) reasoning- reflects incomplete understanding of cause and effect. Manifestation= magical thinking- belief that thinking about st will cause it to occur AND animism- tendency to attribute human characteristics to inanmiate objects -egocentrism- child unable to imagine another person's point of view - children DO NOTrecognize that actions can be reversed (irreversibility) and they focus on the most noticeable features of objects (cetnration). Unable to conserve or understand that changing one dimnesion of an object does not change its other dimensions. (liquid- short to tall glass---child is likely to say more liquid in tall glass)

-capable of mental operations, which are logical reuls for transforming and manipulating information -understand part-whole relationships -Conservation- depends on the operations of irreversibility and decentration and develops gradually, w/ conservation of # occurring 1st , followed by conservation of liqued, length, weight, and displacement of volume. -horizontal decalage- term Piaget used to describe gradual acquisition of conservation abilities.

-able to think abstractly and capable of hypothetico-deductive reasoning- can identify competing hypotheses about a problem and strategies for systematically testing those hypotheses -renewed egocentrism during adolescene--inabiltiy to separate one's own abstract thoughts from the thoughts of others -Elkind extended Piaget's work by identifying specific characteristics of adolescent egocentrism. These include personal fable (belief that one is unique and not subject to the natural laws that govern others) and the imaginary audience (the belief that one is always the center of attention).

IP -believe that cognitive abilities are similar at all stages of development but differ in terms of extent - view cog abilities as task-specific NEO - cobmine IP and piaget approaches. Recognize role of bio maturation and experience in cog development and propose that individuals actively construct their own knowledge. However, focus more on developmental changes w/in specific cog domains and impact of context of development.

-recognized impact of bio on development, but put more emphasis on role of social & cultural factors -sociocultural theory- views all learning as socially mediated and proposes that cog development is first interpersonal (child's interactions w/ others), then intrapersonal (child internalizes what he or she has learned). -cog development facillitated when instruction and other environmental demands fall w/in zone of proximal development- discrepancy b/n a child's current developmental level and the level of development that is just byeond his or her level but can be reached when adult or peer proivdes scaffolding (instructions, assistance, and support....most effective when it involves modeling, providing cues, and encouraging child to think about alternative plans of action).

-nativist approach to language- bio mechanisms & universal patters of language development - proposed that an innate language acquisition device makes it possible for a person to acquire language just by beign exposed to it.

-9 basic temperament qualities (activity level, rhythmicity, apporach/withdrawal, adaptability, threshold of responsiveness, intensity of reaction, quality of mood, distractibility, and persistence). -Easy Children- even tempered, have regular sleeping and eating patterns, adapt easily to new situations and people, and have positive mood -Difficult Children- irritable, w/draw from new situations and people, and have unpredictable habits and negative mood - Slow-to-Warm-Up- inactive and somewhat (-) in mood and take time to adjust to new stimuli -T & C found that many children categorized as difficult or easy at age 3 were rated the same as young adults -Goodness of fit model- predicts that it is the degree of match b/n parents' behaviors and their child's temperament that contributes to the child's outcomes. -T & C designed intervention to help parents intearct w/ child in ways consistent w/ their temperament

1. Oral stage (0-1 yr): mouth is focus of sensation and stimulation and weaning is primary source of conflict. Fixation results in dependence, passivity, gullibility, sarcasm, and orally-focused habits 2. Anal stage (1-3 yrs): main issue is control of bodily wastes and conflicts stem from issues related to toilet training. Fixation produces anal retentiveness or anal expulsiveness (cruelty) 3. Phallic stage (3-6 yrs): sexual energy centered on genitals and primary task is resolution of oedipal conflict, desire for opposite-sex parent adn view of same-sex parent as rival. A successful outcome comes from identification w/ same-sex parent and development of superego. Fixation can produce a phallic character, which involves sexual exploitation of others. 4. Latency stage (6-12 yrs): libidinal energy is diffuse rather than on one part of body, and emphasis is on developing social skills rather than achieving sexual gratification. 5. Genital stage (12+ years): libido centered in genitals and a successful outcome occurs when sexual desire is blended w/ affection to produce mature sexual relationships.

-crises & outcomes 1. Basic trust vs. basic mistrust (infancy)- positive relationship w/ one's primary caregiver during infancy results in a sense of trust and optimism 2. Autonomy vs. shame & doubt (toddlerhood)- sense of self (autonomy) develops out of positive interactions w/ one's parents or other caregivers 3. Initiative vs. guilt (early childhood)- favorable relationships w/ family members result in ability to set goals and devise and carry out plans w/out infringing on the rights of others. 4. Industry vs. inferiority (school age): most important influences are people in school & neighborhood. To avoide feeling inferior, must master certain social and academic skills. 5. Identity vs. role confusion (adolescence): peers are dominant social influence and positive outcome is reflected in sense of personal identity and a direction for the future 6. Intimacy vs. isolation (young adulthood)- main task is establishment of intimate bonds of love and frienship. If not achieved, self-absorption and isolation result. 7. Generativity vs. stagnation (middle adulthood)- the people one lives and works w/ most important. A generative person exhibits committment to the well-being of future generations. 8. Ego Integrity vs. despair (maturation/old age)- social influence broadens to include all of "humankind." Development of wisodm (an informed detached concern w/ life in face of death) and a sense of integrity require coming to terms w/ one's limitations and mortality.