...the development changes that children experience when trying to understand death. Articles by psychologists Maria H. Nagy and Sylvia Anthony are compared and contrasted to other scholarly articles on death and bereavement therapy, in particular therapy for children. Researchers Nagy and Anthony’s proposed model of children’s concepts of death shows the developmental changes children experience when trying to understand death. Their research is validated by Jean Piaget’s theory of cognitive development (citation). Piaget’s model is accepted by professional psychologists as a scholarly index of the cognitive development of children. Piaget’s theory supports articles by Nagy and Anthony (citation). Barbara Kane’s research supports Maria Nagy and Anthony’s developmental model, however Kane’s research disputes Nagy’s suggestion that children tend to personify death (citation). Finally, the research of Gerald P. Koocher is compared and contrasted to Nagy and Anthony’s article. Koocher’s research links Piaget’s developmental model to the development of the children's conceptualizations of death. Koocher’s article also suggests that culture is an important factor that influences the conceptualization of death (citation). My particular field of study is clinical health psychology with a specialty of working with terminally ill children. In conducting my research, it was difficult to choose articles that discussed how children perceive death. All articles in this...
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...Theories of Development and Application General Psychology, PSY101 Theories of Development and Application Understanding the theories of development is key in psychology. Everyone proceeds through specific areas of change and growth in key areas as they go through life. Whatever path is taken during life, understanding theories of development will assist us in motivating and guiding others, as well as understanding ourselves. The following theories of development will be applied to this author’s personal life experience: Jean Piaget’s Stage Theory of Cognitive Development, Developmental Stage Theory of Erik Erikson, Lawrence Kohlberg’s Theory of Moral Development, and Developmental Milestone: Motor Development will all be briefly explained. This author will provide examples of ways thinking has shifted to indicate entering the Formal Operational Thought stage. One stage of Erik Erikson’s Developmental Stage Theory will be chosen and will be applied to this author’s personal life. One decision this author made that was based on Kohlberg’s three levels of moral development will be described. Finally, based on a child this author has known, the description of this child has progressed from rolling over, sitting, standing and walking. This is also known as the four developmental milestones. Jean Piaget’s Stage Theory of Cognitive Development Jean Piaget is a psychologist who “identified stages of mental development, called Schema, and established the fields of...
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...The sensorimotor stage is the first stage of Piaget’s cognitive development and occurs from birth to about age two. It focuses on infants with their use of their senses, hearing and seeing, including motor skills, such as sucking, hand-mouth coordination, and holding bottles to understand and learn their environment around them. Children in this stage will develop object permanence. Object permanence is the knowledge and Cognitive Development of Infancy and Childhood understanding that objects still exist even if the object cannot be seen, heard or touched. An adult may hide a stuff toy inside a basket from a 5-month–old baby. The baby will believe that the stuff toy no longer exists because it cannot be seen or touched by the baby due to the baby not having the knowledge of object permanence. The knowledge of object permanence will soon develop around the age of nine months. The baby will develop simple logical solutions and understand that the toy still exists inside the basket. Understanding of object permanence and gaining senses and motor skills indentifies progress to the next stage of preoperational. Preoperational The preoperational stage occurs from age two to seven years...
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...is the different stages a person passes through as he or she develops. Perspective of lifespan development understands the changes that occur in development. Freud and Piaget have very different theories of lifespan development. Freud’s theory is a basis of id, ego, and superego, whereas Piaget’s is a cognitive development that occurs over a person’s lifetime. Nature and Nurture are more than perspectives in lifespan development they influence how and who a person will be. Lifespan development is the time from conception to death as a person develops and grows; the perspective in relationship to human development is lifelong, and theories of lifespan development can be seen in Freud, and Piaget, while the influences of a person life is nature and nurture. What is Lifespan Development A person’s lifespan begins as a fetus and as it develops and grows for nine months in the womb becoming a person either male or female will continue through stages in a his or her life. The study of human development is a science seeking to understand how humans change over their lifetime (Berger, 2008). The changes a person goes through as he or she grows can be linear-gradual, predictable, steady, but normally they are none of these. The common stages are birth, infancy, adolescence, adulthood, old age, and the ending death. To define lifespan development is also to mention that humans in their lifetime learn to communicate, to work, love, learn from relationships. All of these developments...
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...development. I will summarize two theories of life span development. Lastly, I will explain how heredity and the environment interact to produce individual differences in development. Lifespan development is the different stages a person goes through as they grow. Perspective of lifespan development recognizes the changes that happen in development. Freud and Piaget have very different theories of lifespan development. Freud’s theory is a foundation of id, ego, and superego, whereas Piaget’s is a cognitive development that transpires over a person’s lifetime. Nature and Nurture are more than perspectives in lifespan development they affect how and who a person will be. Lifespan development is the time from conception to death as a person develops and grows; the perspective in relationship to human development is lifelong, and theories of lifespan development can be seen in Freud, and Piaget, while the impacts of a person life is nature and nurture. A person’s lifespan starts as a fetus and as it develops and grows during the nine months in the womb being a individual whichever male or female will remain through stages in a his or her life. The study of human development is a science on a quest to understand how humans change over their lifetime (Berger, 2008). The modifications a person goes through they grow can be linear-gradual, predictable, steady, but typically they are none of these. The common stages are birth, infancy, adolescence, adulthood, old age, and the ending death...
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...Theories and Interventions for the Young Ladies of First Step Psychiatric Residential Treatment Facility ShaWanda Geter Troy University Human Lifespan Development PSY 6668 Dr. John Alberty April 14, 2016 Physical, Cognitive, and Socioemotional Development The population is described as fifteen female adolescents ranging from ages 11 to 17 years old. Although this population of females come from a diverse cultural and ethnic background they are linked by similar physical and mental issues. The females of First Step Psychiatric Residential Treatment Facility are categorized as clinically obese and 2 out of the 15 observed have asthma. Major Depressive Disorder (MDD), Post-traumatic stress disorder (PTSD), Bipolar, Attention Deficit/Hyperactivity Disorder (ADHD), anxiety, psychosis, and Oppositional Defiant Disorder (ODD) are just some of the diagnoses these young ladies are plagued by, with some of them having multiple diagnoses. The female adolescents are currently a part of a 24-hour psychiatric residential treatment program where they can be housed from a minimum of three months up to a maximum of two years. Summary of “Normal” Development Generally, puberty serves as a marker for the beginning of adolescence. In female adolescents the breasts make an appearance or become larger and pubic and underarm hair become visible. The average female adolescent will have a growth spurt at about nine years old and peak at 11 ½ years old, their hips widen, and they have their...
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...First Two Years Part 1: The first two years after birth, through the developing person has to do with three domains biosocial, cognitive and psychosocial. There are many different theories regarding the first two years. The three most significant theories on growth and development was done by, Erikson, Freud, and Piaget. Erikson’s theory is psychosocial. This is when the child interacts with his surroundings through physical action such as pushing, sucking, and grabbing and much more. From birth until about one and a half the child is going through the oral sensory stage. Freud’s theory of development is psychosexual. He proposed three stages in psychosexual development: oral, anal, phallic. Piaget’s theory was called cognitive development or the sensorimotor stage. The first two years of an infant, they grow taller, gain weight and increase in head circumference, all indicates of development. The birthweight doubles by the fourth month, and also triples by the first year mark, and by the time you hit the second year of the child’s life you have quadrupled in weight. As the time goes on with all this growing, sleep also decreases over the first two years. With the areas that are developing, there comes crazy sleeping patterns but it’s all normal, caused by nature and nurture. Biosocial Development covers the growth and developments that take place in the body, as well as the biological, social, cultural, and environmental elements affecting this growth and development...
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...Kohlberg's Moral Development Crystal Bombay, Ruth A .Buissereth, Steven Odemns, Cherish Powell, and Steven Soranno October 26, 2015 Shawn Davis Kohlberg's Moral Development Today’s discussion will evaluate Kohlberg’s theory on moral development and also Carol Gilligan research on moral reasoning. The topic will first summarize the theory of moral development by psychology’s pioneer Lawrence Kohlberg. The discussion will also have a compelling view of three approaches by Kohlberg to help individuals understand moral development. The topic will also give an explanation of three of limitations of the Kohlberg’s theory and how they work in individual’s lives. The discussion will then give insight on Carol Gilligan and her research on gender differences with moral development and reasoning. This topic will bring delightful stimulations to the mind as there is an in-depth look gender differences in the approach of moral development and reasoning. Kohlberg’s theory Lawrence Kohlberg was a psychologist that extended Jean Piaget's theories. Kohlberg felt that moral development was a process that continues throughout an individual's lifespan. According to Reimer (1977), "Piaget's research dealt mostly with younger children. Kohlberg adopted Piaget's methodology and applied it to older children and adolescents" (p. 61). Kohlberg believed that there were six stages to moral development, within these stages they were classified into three different levels. The three levels...
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...secondary circular reactions which is characterized by a child using and combining schemes to get to a certain expected outcome (LECTURE). This stage occurs at eight to twelve months putting Elise at a normal rate for cognitive development (LECTURE). At fifteen months, old Elise began to study the world around her and perform experiments with her environment. For example, while in the bath Elise began to push down her bath toys to various depths and watch how the toys pop back up differently when she pushed them to different depths. Elise was actively learning and exploring while trying different variations of the same task (LECTURE). This placed Elise in the tertiary circular reactions sub stage of the sensorimotor stage. This sub stage is characterized by a child’s ability to perform trial and error tasks and repeats various tasks over and over (LECTURE)....
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...com/replocator to contact your local Allyn & Bacon/Longman representative. s a m p l e c h a p t e r The pages of this Sample Chapter may have slight variations in final published form. Allyn & Bacon 75 Arlington St., Suite 300 Boston, MA 02116 www.ablongman.com Cognitive Development Piagetian and Sociocultural Views CHAPTER PREVIEW Piaget’s Constructivist View of Cognitive Development Vygotsky’s Sociocultural View of Cognitive Development • Piaget as a Child Prodigy • Constructivism and Interaction with the Environment Piaget’s Stages of Cognitive Development • Vygotsky’s Background: The Sociocultural Context for a New Theory • The Role of Speech and Language • Mediation: With a Little Help from Your Friends • The Zone of Proximal Development • Scaffolding: Support during Learning Recent Sociocultural Views of Cognitive Development • Stage 1: Sensorimotor Thought (Birth to 2 Years) • Stage 2: Preoperational Thought (2 to 7 Years) • Stage 3: Concrete Operational Thought (7 to 11 Years) • Stage 4: Formal Operational Thought (Approximately Age 12 and Above) • Evaluation of Piaget’s Theory • Piaget’s Legacy • Situated Cognition • Guided Participation • Thinking as Socially Shared Cognition: Two Heads Are Better than One “Maria wants to pick the best school for her sons, so she plans to observe and interview teachers.” © Robin Sachs/PhotoEdit M aria is the mother of two boys, ages 4½ and 12, and she and her children recently moved into...
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...is the different stages a person passes through as he or she develops. Perspective of lifespan development understands the changes that occur in development. Freud and Piaget have very different theories of lifespan development. Freud’s theory is a basis of id, ego, and superego, whereas Piaget’s is a cognitive development that occurs over a person’s lifetime. Nature and Nurture are more than perspectives in lifespan development they influence how and who a person will be. Lifespan development is the time from conception to death as a person develops and grows; the perspective in relationship to human development is lifelong, and theories of lifespan development can be seen in Freud, and Piaget, while the influences of a person life is nature and nurture. What is Lifespan Development A person’s lifespan begins as a fetus and as it develops and grows for nine months in the womb becoming a person either male or female will continue through stages in a his or her life. The study of human development is a science seeking to understand how humans change over their lifetime (Berger, 2008). The changes a person goes through as he or she grows can be linear-gradual, predictable, steady, but normally they are none of these. The common stages are birth, infancy, adolescence, adulthood, old age, and the ending death. To define lifespan development is also to mention that humans in their lifetime learn to communicate, to work, love, learn from relationships. All of these developments...
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...Kohlberg agreed with Piaget that a child’s moral judgements build on their cognitive development but he wanted to develop his ideas even further. (Meyers & Dewall, 2014). Both Piaget and Kohlberg proposed that moral reasoning guides moral actions. Kohlberg sought to describe the development of moral reasoning. Moral reasoning is the thinking that occurs as we consider right and wrong (Meyers & Dewall, 2014). Kohlberg used Piaget’s storytelling technique to tell people stories involving moral dilemmas. In each case, he presented a choice to be considered. His example was should a person steal medicine to save a loved one’s life? He asked children, adolescents and adults whether the action was right or wrong. He believed that their answers would give him evidence to different stages of moral thinking (Meyers & Dewall, 2014). He found that there are three levels of moral thinking: preconventional, conventional, and...
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...Different schools of Psychology to the advancement of the field of Psychology Psychology began or has its roots in philosophy, the mother of all sciences. Aristotle in his works speaks rather remotely on different aspects of psychology. Among some of Aristotle’s major and famous works namely metaphysics, De Anime; he speaks of the soul which in profound consideration could come to the conclusion that it sounds synonymous with our modern understanding of ‘mind’. Thus psychology was a part of philosophy from the very beginning through it stands independently now. Further long before Aristotle existed; philosophers like Thales, Pythagoras, Heraclites and Parmenides spoke on the same subject even though it was not that much elaborated. Here we cannot forget the contribution made by Plato. He very clearly explains in his dialogues further on this matter. Psychology originated very simply as a result of the development of the metaphysical approach of the people of different times. In sociology it is an acceptable fact that the prevailing circumstances and state of a particular social milieu make a great impact on a particular matter. This impact varies from place to place time to time depending on the social characteristics. By inferences the aforementioned is the reason why there are different schools in psychology. When we analyses it stands to reason that all psychologists were trying to deal with the same matter. They have seen the same problems or the issues with regard to ‘mind’...
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...Cross sectional study – a study of development in which individuals of different ages are compared at the same time Longitudinal study – a study of development in which observations of the same individuals are compared at different times of their lives Prenatal Period – approx. nine months between conception and birth, development depends on genetic contribution from gametes - x chromosome inactivation is one example of this factor at work, one of two x chromosomes is silenced by women, most of its genes don't synthesize properly; determins whether chromosomes will be inherited from mother or father - x chromosome inactivation is an example of an epigenetic modificatoin zygote stage - where zygote divides many times and the internal organs begin to form embryonic stage – of prenatal development (2-8) weeks - zygote= embryo, fast development, most susceptible to chemicals and toxins like rubella - teratogens: substances, agents and events that can cause birth defects gonads will become either ovaries or testies if testies present, begin to secret sex hormones called androgens; most important = testosteronel development of female sex organs occurs naturally; doesn't need hormones Fetal stage= seven months. bone cells and ends with birth, 3rd = organ, 4th = heartbeat Kisilevsky and colleagues- mothers voice = faster heartt rate of baby salapatek – 1-2 month babies their scanning strategy is limited to fixations on a few parts object 4 and 5 months – can descriminate...
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...The Educational Value of Television Young Children grow up with an attachment to their favorite television shows and fall in love with the characters they see. These relationships can blossom into life lessons on friendships, manners, early learning education, and much more. The results from the adults in their lives not fostering these relationships correctly and limiting the viewing to age-appropriate shows are not evident until later when it has affected the child. The early years of a child’s psychological and cognitive development are the most important. When parents allow younger children to watch shows targeted for older children (and adults), their cognitive development bypasses the fundamental lessons teaching them about issues and problems they are not yet equipped to handle. The Early Childhood Longitudinal Study noticed there were unique reciprocal effects between positive parenting and child's cognitive abilities found at nine and twenty-four months. (Park, 2012) Adults must understand the necessity of age-appropriate, learning-leveled television shows for children to prohibit the detrimental effects that watching inappropriate television shows has on them. The relationship between a child and the television shows they watch can have a huge impact on their lives. There are cartoon shows that teach math skills, problem solving, natural science, engineering, music, collaboration, and second languages along with intrapersonal, emotional, and social skills. These...
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