PYC2602 - Child And Adolescent Development (PYC2602)
Resumen
PYC2602 SUMMARY Child & Adolescent Development 2020/02
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Grado
PYC2602 - Child And Adolescent Development (PYC2602)
Institución
University Of South Africa (Unisa)
Book
Child and Adolescent Development
A comprehensive summary of the work contained in the Prescribed Book and Study Material, incl. a full list of definitions, figures, graphs and pictures to aid the learning experience.
CAD1501 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE July 2024 ;100% TRUSTED workings, explanations and solutions.
Exam (elaborations) CAD1501 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE 31 July 2024 • Course • Child and Adolescent Development (CAD1501) • Institution • University Of South Africa (Unisa) •...
Exam (elaborations) CAD1501 Assignment 3 (COMPLETE ANSWERS) 2024 - DUE 31 July 2024 • Course • Child and Adolescent Development (CAD1501) • Institution • University Of South Africa (Unisa) •...
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University of South Africa (Unisa)
PYC2602 - Child And Adolescent Development (PYC2602)
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PYC2602
SUMMARY
Child & Adolescent Development
Contents
STUDY UNIT 01 ....................................................................................................................................................................... 2
Basic Concepts of Child & Adolescent Development ........................................................................................................ 2
STUDY UNIT 02 ..................................................................................................................................................................... 11
Prenatal Development ..................................................................................................................................................... 11
STUDY UNIT 03 ..................................................................................................................................................................... 17
Neonatal Phase & Infancy................................................................................................................................................ 17
STUDY UNIT 04 ..................................................................................................................................................................... 37
Early Childhood Development ......................................................................................................................................... 37
STUDY UNIT 05 ..................................................................................................................................................................... 58
Middle Childhood Development ..................................................................................................................................... 58
STUDY UNIT 06 ..................................................................................................................................................................... 79
Adolescence...................................................................................................................................................................... 79
STUDY UNIT 07 ................................................................................................................................................................... 101
Vulnerabilities, Resilience and Rights of Children ........................................................................................................ 101
ADDITIONAL INFORMATION .............................................................................................................................................. 110
1. Piaget’s Stages of Cognitive Development................................................................................................................ 110
2. Freud’s Stages of Psychosexual Development .......................................................................................................... 110
3. Kohlberg’s Stages of Moral Development................................................................................................................. 110
4. Piaget & Inhelder’s Pendulum Problem .................................................................................................................... 111
5. Children’s Rights and Responsibilities ....................................................................................................................... 111
1
, STUDY UNIT 01
Basic Concepts of Child & Adolescent Development
DEVELOPMENTAL STAGES
Child development is a continuous process
Stages approach helps to indicate when children are ready for specific responsibilities or activities
It also is an indication of whether development id above or below the norm (average)
Stages Identified:
1. Prenatal = Germinal, Embryonic & Fetal
2. Neonatal = 2-4 weeks
3. Infancy = 4 weeks-2 years
4. Early Childhood = 2-6 years
5. Mid Childhood = 6-12 years
6. Adolescence = puberty-adulthood
NB considerations in development: Individual and Cultural differences
Legal definition of a ‘child’ = Any person under the age of 18years (thus from infancy to adolescence)
DOMAINS WITHIN DEVELOPMENTAL STAGES
1. Physical = Bodily changes (weight, height & motor functions)
2. Cognitive = Knowing and understanding the world (perception, learning, memory, thinking, decision-making, imagination,
creativity, language & intelligence)
3. Personality = Totality of psychological, social, moral and physical characteristics (self, self-concept & identity)
4. Social = Interactions and relationships with others (significant others influences, moral standards, socialization, religion &
spirituality)
DEVELOPMENTAL ISSUES
Nature // Nurture = Biological vs Social determinants
Continuity // Discontinuity = Gradual & smooth vs abrupt & distinct development
Passive // Active = No part (influenced socially) vs active part in development
Universality // Cultural = Similar worldwide vs culture specific pathways
2
,CRITICISM OF LEARNING THEORIES
1. Too much emphasis on environmental determinants & biological/genetic often ignored
2. Inadequate attention to developmental changes with age
3. Role of cultural factors not taken into account
DEVELOPMENTAL THEORIES
THEORY THEORIST SUMMARY
Biological Perspective Behaviour primarily determined by biological factors and secondarily by environmental
factors
Emphasizes heredity (genes), the nervous system (brain) and the endocrine system
(hormones)
Maturational Arnold Gesell Child development reflects a specific and prearranged scheme or plan within the body
Theory (1880-1961) Natural unfolding of a biological plan; experience doesn’t matter
Predetermined dev timetable
Discarded due to inefficiency re impact of environmental factors
Ethological Evolutionary perspective to development
Theory Many behaviour tend to be adaptive – have survival value
Critical periods when environmental issues influence dev at certain stages in life
-i.e. Konrad Lorenz (1903-1989): Goslings experiment
-Underlying method biological, but experience needed to trigger programmed adaptive
behaviour
Evolutionary Charles Darwin Natural selection in human behaviour
Theory (1809-1882) Much of human behaviour results of successful adaptation to the environment
Psychodynamic Perspective UC psychological motives (drives/urges) influence behaviour
Psychosexual Sigmund Freud Emphasis on biological and sexual aspects of conflict
Theory (1856-1939) Behaviour largely determined by how well one resolves UC conflicts one faces at
different ages
Three primary components of behaviour:
1. id
-Reservoir of primitive instincts & drives
-Present at birth
-Demands instant gratification of bodily needs & wants
2. Ego
-Practical/rational
-Emerges during year 1
-Guides impulsive demands of the id & towards more socially acceptable behaviours
3. Superego (I)
-Moral agent
-Emerges during pre-school years
-Internalization of adult standards of right vs wrong
Fixed sequence of psychosexual stages determined by maturation
Stages dominated by erogenous zones dominated by sexual instincts
Fixation may occur when certain urges over or under stimulated
First 6y of life is main developmental period that determines rest of person’s life
3
, THEORY THEORIST SUMMARY
Psychosocial Erik Erikson Emphasis on psychological and social aspects of conflict
Theory (1902-1994) Development consists of sequential stages, each defines by a unique crises or challenge
Conflict resolution capacity in early stages of dev provide foundation for same in adult
life
Learning Theory Perspective An infant’s mind is a blank slate on which experiences are written
Behaviourism John B Watson Behaviour result of responses to the environment
(1878-1958) Classical Conditioning:
-Ivan Pavlov = Dog salivation experiment
-Process of learning by which an initial neutral stimulus (bell) comes to elicit a particular
response (salivation) after continually being paired with an unconditioned stimulus (food)
-Classical Conditioning applied to children’s behaviour: Baby-Rat experiment
Behaviourism B.F Skinner Behaviour result of responses from the environment
(1904-1990)
4
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