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samenvatting ontwikkelingspsychologie Antrop
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Samenvatting van het vak ontwikkelingspsychologie gegeven door Inge Antrop in 2e bachelor logopedische en audiologische wetenschappen.
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SAMENVATTINGONTWIKKELINGSPSYCHOLOGI
E
Logopedische en audiologische wetenschappen: 2 e bachelor
2019-2020
1
,Inhoud
inleiding..................................................................................................................................................7
vroege denkbeelden over kinderen....................................................................................................7
Arlès................................................................................................................................................7
locke...............................................................................................................................................7
rousseau.........................................................................................................................................7
visies op kinderen...............................................................................................................................7
psychodynamisch perspectief.........................................................................................................7
behavioristisch perspectief.............................................................................................................8
cognitief perspectief.......................................................................................................................8
Evolutionair perspectief..................................................................................................................9
Systemisch perspectief...................................................................................................................9
Behoefteperspectief.....................................................................................................................10
kenmerken van ontwikkeling............................................................................................................10
continue vs. discontinue verandering...........................................................................................11
maturatie en kriteke perioden......................................................................................................11
kritieke en gevoelige perioden.....................................................................................................11
genetische en omgevingsinvloeden..............................................................................................11
motorische ontwikkeling......................................................................................................................12
bewegingsproblemen.......................................................................................................................12
psychomotorische ontwikkeling.......................................................................................................12
lichaamsschema...........................................................................................................................12
ruimtebeleving.............................................................................................................................12
handvoorkeur...............................................................................................................................12
visueel en auditieve perceptie......................................................................................................13
leren.................................................................................................................................................13
leren volgens kephart...................................................................................................................13
schoolrijpheid...............................................................................................................................13
motorische ontwikkeling tijdens de eerste twee levensjaren..........................................................13
ontwikkelingsprincipes.................................................................................................................13
babyreacties.................................................................................................................................14
spontane bewegingen..................................................................................................................14
motorische mijlpalen....................................................................................................................14
kwalitatieve analyse van houdings- en bewegingspatronen.........................................................16
rugligging......................................................................................................................................16
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, buikligging.....................................................................................................................................16
variatie in positionering................................................................................................................17
motorische ontwikkeling in kleurerperiode......................................................................................17
neurologische ontwikkeling..........................................................................................................17
ontwikkeling.................................................................................................................................17
cognitieve ontwikkeling........................................................................................................................18
cognitieve ontwikkeling volgens piaget............................................................................................18
sensomotorische periode.............................................................................................................18
pre-operationele periode.............................................................................................................19
concreet-operationele periode.....................................................................................................20
formeel-operationele periode......................................................................................................21
problemen met theorie van piaget...............................................................................................21
sociaal gedrag en relaties.....................................................................................................................22
babytijd.............................................................................................................................................22
wederkerigheid: reciproke spiraal................................................................................................22
hechting........................................................................................................................................22
omgang met leeftijdsgenoten.......................................................................................................22
peuter en kleuterleeftijd...................................................................................................................22
autonomie (koppigheidsfase).......................................................................................................23
begin van socialisering (moreel handelen)...................................................................................23
theorie of mind en spel.................................................................................................................24
ontwikkelen van prosociaal gedrag..............................................................................................24
ontstaan van vriendschappen.......................................................................................................24
lagere schooltijd...............................................................................................................................24
omgang met leeftijdsgenoten.......................................................................................................24
relatie met ouders........................................................................................................................26
relatie met broers en zussen........................................................................................................26
adolescentie.....................................................................................................................................26
relaties met leeftijdsgenoten........................................................................................................26
relatie met ouders........................................................................................................................26
aspecten in ouder-kindrelatie...........................................................................................................27
kenmerken van ouder-kindrelatie................................................................................................27
dynamiek in ouder-kindrelatie......................................................................................................27
opvoedingsstijlen (Maccoby & mARTIN).......................................................................................27
belang van ouderschap op sociale ontwikkeling...........................................................................28
emotionele ontwikkeling......................................................................................................................28
3
, theorieën over emoties....................................................................................................................29
wat zijn emoties?..........................................................................................................................29
emotietheorieën...........................................................................................................................29
neurowetenschap van emoties....................................................................................................30
basis- en complexe emoties..........................................................................................................30
emotionele ontwikkeling..................................................................................................................30
baby..............................................................................................................................................31
peuter/kleuter..............................................................................................................................31
lagere school.................................................................................................................................31
adolescentie.................................................................................................................................32
angst – één van de vele emoties.......................................................................................................33
ontwikkelingsfasen.......................................................................................................................33
verklaringsmodellen.....................................................................................................................34
sociale cognitie.....................................................................................................................................35
situering........................................................................................................................................35
het begrip sociale cognitie............................................................................................................35
sociale cognitie als informatieverwerkingsproces........................................................................36
de voorlopers....................................................................................................................................38
0-2 maand: gedeelde aandacht....................................................................................................38
2-9 maand: ontwikkeling van intentionaliteit...............................................................................38
9-18 maand: joint attention en taal..............................................................................................38
18-24 maand : eerste voorspelling...............................................................................................39
24 maand – 4 jaar: verfijning tot echte perspectiefname.............................................................39
verdere verloop................................................................................................................................39
vanaf 4 jaar...................................................................................................................................39
sociale cognitie/theory of mind....................................................................................................39
kleuter +4 jaar...............................................................................................................................40
+4 / overgang naar lagere schoolleeftijd......................................................................................40
lagere schoolleeftijd.....................................................................................................................40
adolescentie.................................................................................................................................41
samenvatting................................................................................................................................41
morele ontwikkeling en agressie..........................................................................................................41
van moreel weten tot moreel handelen...........................................................................................41
morele empathie..........................................................................................................................41
moreel redeneren.........................................................................................................................42
morele afweging...........................................................................................................................43
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