Dit is een samenvatting van het vak ontwikkelingpsychologie; bevat enkel mijn eigen notities en de hoorcolleges dus niet het boek! (komt wel veel overeen maar niet alles wordt in de hoorcolleges uitgelegd)
Inhoudsopgave ................................................................................................................. 1
Praktische zaken:.............................................................................................................. 8
Kennismaking OP: ............................................................................................................ 8
Historiek (in vogelvlucht): ................................................................................................. 8
Enkele terugkerende kernconcepten:................................................................................ 9
Verschil tussen continuïteit en discontinuïteit: .................................................................................. 9
Continuïteit: .................................................................................................................................................... 9
Discontinuïteit:................................................................................................................................................ 9
Verschil tussen kritieke en gevoelige periode:.................................................................................... 9
Kritieke periode: .............................................................................................................................................. 9
Gevoelige periode: .......................................................................................................................................... 9
De eerste 1000 dagen in de media: .................................................................................................. 10
Wat beïnvloedt de ontwikkeling van mensen? ................................................................................. 10
Normatieve invloeden:.................................................................................................................................. 10
Niet-normatieve invloeden: .......................................................................................................................... 11
Cohort-effect bij historische invloeden: ........................................................................................................ 11
Risicofactoren en bevorderende factoren: .................................................................................................... 11
Multideterminisme: ...................................................................................................................................... 13
Nature – nurture: ........................................................................................................... 13
Welke eigenschappen zijn vooral erfelijk bepaald en welke vooral door omgeving? ...................... 14
Wordt de kans op de ontwikkeling van bepaalde eigenschappen bepaald door de optelsom van
genetische aanleg en omgeving? ...................................................................................................... 14
Variatie in (afwijkend) gedrag, ontwikkeling en gezondheid: ........................................................... 15
Genetische overdracht van trauma:.................................................................................................. 16
Behavioristische perspectieven:...................................................................................... 16
Extra casus: esmeralda (10 jaar): ...................................................................................................... 16
Empirisme (John Locke):.................................................................................................................... 17
Conditionering (Watson): .................................................................................................................. 18
Voorbeelden:................................................................................................................................................. 19
Experiment met kleine Albert: ...................................................................................................................... 19
Problemen:.................................................................................................................................................... 20
Psychodynamische perpsectieven: .................................................................................. 41
Casus:................................................................................................................................................. 41
Psychodynamische perspectieven: ................................................................................................... 42
Freud: ................................................................................................................................................ 42
Psychoanalytische theorie: ........................................................................................................................... 42
Sigmund Freud: ............................................................................................................................................. 42
Id, ego en superego: ..................................................................................................................................... 42
(Psycho)seksuele ontwikkeling (filmpje): ...................................................................................................... 43
Vragen bij het filmpje “Little Hans”: ............................................................................................................. 44
Oplossingen voor het oedipuscomplex: ........................................................................................................ 45
Kritieken op Freud: ........................................................................................................................................ 45
Verdiensten van Freud: ................................................................................................................................. 46
Erikson: .............................................................................................................................................. 46
Theorie over de psychosociale ontwikkeling: ................................................................................................ 47
Freud → Erikson:....................................................................................................................................... 47
2
, De schooltijd: ................................................................................................................................................ 47
De adolescentie:............................................................................................................................................ 48
Identiteitsontwikkeling nu (in vergelijking met tijd waarin Erikson leefde): ................................................. 49
Kritieken en verdiensten van Erikson: ........................................................................................................... 49
James Marcia (identiteitstoenden; adolescentie): ............................................................................ 50
Oefeningen/ voorbeelden: ............................................................................................................................ 50
Identiteitsontwikkeling Marcia: .................................................................................................................... 52
Identiteitsdiffusie: ......................................................................................................................................... 52
Meer recent: kwaliteit van exploratie: .......................................................................................................... 52
Aanpassing en functioneren: statussen: ....................................................................................................... 52
Meerdere identiteiten: .................................................................................................................................. 52
Evolutionaire perspectieven (gehechtheid): .................................................................... 54
Gehechtheidstheorie van Bowlby: .................................................................................................... 54
John Bowlby: ................................................................................................................................................. 54
Vroege (onjuiste) ideeën over hechting: ....................................................................................................... 54
Visie van Bowlby: .......................................................................................................................................... 54
Ondersteuning en inspiratie voor Bowlby in onderzoek bij dieren: .............................................................. 54
Lorenz: aanhanger van de ethologische theorie: .............................................................................. 55
Centrale thema’s in de gehechtheidstheorie: ............................................................................................... 56
Kanttekeningen:............................................................................................................................................ 57
Wat is een interne representatie van een gehechtheidsrelatie? .................................................................. 57
Cognitief-affectieve basis van (on) veilige hechting: interne werkmodellen: ............................................... 58
Correctieve hechtingservaringen: ................................................................................................................. 58
Risicofactoren: sensitiviteit en intergenerationele overdracht: ....................................................... 59
Sensitiviteit: (gebaseerd op Ainsworth, 1978): ............................................................................................. 59
Risicofactoren voor insensitiviteit: ................................................................................................................ 60
Kangeroezorg (skin-to-skin contact): ............................................................................................................ 60
Disruptie (scheiding) tijdens de coronapandemie in China: .......................................................................... 60
Secundaire hechting: ......................................................................................................................... 61
Secondaire of ad-hoc relaties: ...................................................................................................................... 61
Op opvang/ school…. – veilige relatie: .......................................................................................................... 62
Op opvang/ school… - onveilig-overafhankelijke relatie: ............................................................................. 62
Op opvang/ school… - onveilig-conflictueuze relatie: ................................................................................... 63
Samenvattend:.............................................................................................................................................. 63
Predictoren van relaties met leerkrachten: .................................................................................................. 63
Belangrijkste voorwaarden voor veilige secundaire hechting in opvang en schoolse settings: .................... 63
Hersenen:....................................................................................................................... 76
Hersenontwikkeling:.......................................................................................................................... 76
Migratie van neuronen: ................................................................................................................................ 76
Grote plasticiteit, zeker in de 1ste levensjaren: .............................................................................................. 76
Waarneming en perceptie: ............................................................................................. 77
Gehoor:.............................................................................................................................................. 77
Reuk: .................................................................................................................................................. 77
Smaak: ............................................................................................................................................... 77
Tastzin: .............................................................................................................................................. 77
Pijngevoeligheid: ............................................................................................................................... 78
Zicht: .................................................................................................................................................. 78
Visuele klif experiment .................................................................................................................................. 78
Onderzoek naar waarneming en perceptie: ................................................................................................. 79
Gewenning als leerproces: ............................................................................................................................ 79
Interpreteren van gezichtsuitdrukkingen (vanaf 7 maanden, p.209): .......................................................... 79
Social referencing (8-9 maanden): ................................................................................................................ 80
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