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MindMap Gallery Developmental Psychology (Chapter 7)
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Developmental Psychology (Chapter 7)
This is a mind map about developmental psychology, including the physical development of primary school children, the cognitive development of primary school children, etc.
Edited at 2023-11-19 11:21:51
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Developmental Psychology (Chapter 7)
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
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- Reproductive development of animals
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- Outline
Psychological development of primary school children
Physical development of primary school children
Growth of the body: 1. The biggest characteristics: no obvious changes (relatively slow development period); 2. Height: 5-6cm/year, weight: 3kg/year; 3. The growth of the skeletal system is mainly reflected in: the long bones of the limbs and the head Development of facial bones; 4. Increased muscle size and strength; 5. Movement becomes flexible; 6. Teeth replacement.
Characteristics of the development of the nervous system: 1. The weight of the brain continues to increase and gradually approaches that of adults; 2. The frontal lobe increases significantly, and the maturation process of each area of the brain is: occipital lobe → temporal lobe → parietal lobe → frontal lobe; 3. The myelination of nerve fibers is basically Completed - The reflection ability is enhanced and the formation of conditional emission is relatively stable.
Brain activity characteristics of primary school children
Dominant excitation focus: The nerve center can select the strongest, most important few that are in line with its own purposes and desires from a large number of stimuli acting on the body, so that the excitement state of the corresponding area is dominant, thus forming a dominant excitement focus in the cerebral cortex. The stronger, the more concentrated.
Protective inhibition (beyond inhibition): refers to the fact that nerve cells work for a long time or are strongly stimulated, which will inhibit conditioned firing, which is called protective inhibition. Fatigue and normal sleep are both protective inhibitions.
Mosaic activity: When performing a certain activity, only the cell group in the corresponding part of the cerebral cortex is in an excited state, while other parts are in an inhibitory state. Therefore, the cerebral cortex often presents excitatory areas and inhibitory areas, and work areas and rest areas mosaic with each other. activities. The younger you are, the easier it is for excitement to spread and not to be concentrated.
Dynamic stereotypes: refers to a temporary contact system established by fixed program conditioning, that is, a conditioned reflex system. In this system, each conditioned stimulus is presented in a strict sequence and time, that is, a series of stereotyped forms of stimuli are used to obtain the exact and constant effect of each stimulus in this system. The final result is the activity in the cerebral cortex. Establish a dynamic stereotype in it. Or habit.
Function: Nerve cells can achieve maximum work results with the most economical consumption. The younger the child, the greater the plasticity of the body and the easier it is to establish dynamic stereotypes.
Initial adjustment: Work efficiency is low at the beginning and gradually improves after an adaptation process. Therefore, in teaching arrangements, the principle of gradual progress should be adopted, from shallow to deep, from easy to difficult.
Changes in brain working ability
Primary school children's learning
Students are the dominant activity for primary school children.
Learning characteristics of primary school children
General characteristics of student learning
Learning mainly from indirect experience
Under the guidance of teachers
is an activity that uses learning strategies
Learning motivation is the driving force for students to learn
It is the process of developing intelligence
Characteristics of primary school students’ learning: learning motivation (external → internal); learning interest; learning attitude; learning strategies
Learning disabilities in primary school children
Concept and classification of learning disabilities among primary school students
Concept: Impairments in listening, speaking, reading, and writing, as well as in reasoning and mathematical abilities, may be caused by dysfunction of the central nervous system.
Classification
Kirk's Dichotomy: Developmental Learning Disabilities and Academic Learning Disabilities
Trichotomy: receptive and expressive language disorders; reading and writing disorders; arithmetic disorders.
Basic Features
Discrepancy: the difference between actual behavior and desired behavior
Deficit type: mobility impairment
Concentration: focus on language or arithmetic
Exclusion: Exclude hearing, vision, emotional problems, lack of learning opportunities, general mental retardation and other factors
Reversibility: It can be changed through appropriate education and training, which is different from learning problems caused by mental retardation and sensory impairment.
Penetration: throughout the life-long development process
Symptoms of learning disabilities in elementary school students
There are impairments in perception, language, and thinking. For example, reading, writing, arithmetic, spelling, etc.
There are behavioral, emotional, and social impairments.
Character issues.
Development is delayed, bone age is small, talking and walking are delayed, and there is difficulty in running, playing football, writing and other activities.
Self-evaluation disorder, due to failure, frustration in interpersonal communication, and low social status, leads to biased self-understanding, negative self-evaluation, and low self-esteem.
There are gender differences.
Causes of learning disabilities in primary school students
Neuropsychological analysis of causes
Mild brain damage or disorder
genetic-diathesis hypothesis
biological hypothesis
Analysis of the causes of social psychology
Psychological and Environmental Hypotheses
Developmental defects due to non-intellectual factors
Identification and assessment of learning disabilities in primary school students
Intelligence test and achievement evaluation
language proficiency test
Sensory perception and motor examination
Educational Diagnosis (Child Diagnostic Scale)
Treatment and prevention of learning disabilities in primary school students
prevention
Avoid factors that may cause injury
Pay attention to children’s mental health and cultivate healthy personality
Provide early help to troubled children and struggling students
treat
Behavior modification and training
provide special education
Cognitive development of primary school children
development of thinking
Basic characteristics of thinking development
Gradually transition from concrete image thinking to abstract thinking as the main form, with great concreteness
There is an obvious critical period in the transition (fourth grade is the critical age (10-11 years old); but with appropriate education it can be advanced to third grade.
It already has a complete structure of human thinking, but it still needs to be perfected and developed. (Showing the buds of dialectical thinking at the age of 7-8)
There is an imbalance in the development of thinking.
Developmental characteristics of children’s basic thinking processes
Generalization ability development. Transform from a generalization of the external perceptual characteristics of things to a generalization of the internal essential changes of things. (Intuitive image level → Image abstraction level → Preliminary essential abstraction level)
Comparative skills development. From the comparison of things' differences to the similarities, from the similarities and differences of concrete things to the similarities and differences of abstract things, from intuitive comparison to comparison in the mind using words.
Classification ability development. The classification criteria range from external phenomenal characteristics to internal essential characteristics. The third and fourth grades are a turning point in the development of word concept classification abilities. The ability to combine analysis and classification appears in the fourth grade.
Concept Development Characteristics
Deepening: Lower grade students can grasp concepts through intuitive concrete things, and upper grade students can master concepts through non-intuitive "important attributes" and "genus relations."
Enrichment
Systematize
Reasoning skills development
Age differences and individual differences
The abstractness of reasoning increases, and the accuracy, rationality, logic, and consciousness of reasoning are strengthened.
The trends and levels of the two forms of reasoning, inductive and deductive, are similar.
Characteristics of the development of thinking quality
Mental agility and quality development
Thinking flexibility and quality development
Development of profound thinking and quality
Development of unique thinking and quality
development of attention
General characteristics of attention development: developing from unintentional attention to intentional attention.
Attention to quality development
Stability of attention: Increases with age. The concentration time is 20 minutes for 7-10 years old, 25 minutes for 10-12 years old, and 30 minutes for 12 years and above.
Scope of attention: On average, primary school students look at 2-3 objects, and adults look at 4-6 objects.
Distribution of attention: Not good at allocating one's attention. The main reason is that you are not familiar with the things to pay attention to.
Shift of attention
Cultivating children's attention in teaching
Make full use of the characteristics of children’s unintentional attention to organize teaching
Strengthen learning-purpose teaching and develop children’s intentional attention
Consider the individual differences of children and treat them differently.
development of memory
Features
From unconscious memory to intentional memory, intentional memory gradually becomes dominant from the third grade onwards.
From mechanical memory to understanding memory (memory of meaning), understanding memory gradually becomes dominant from the third and fourth grade.
Development from image memory to abstract memory
Development of memory strategies
Retelling: Lip Movement Experiment
Organization: classification, serialization
Children's ability to use memory strategies continues to develop with age. Preschool children basically do not spontaneously use memory strategies. They are in a transitional period around the age of 8. Children over 10 years old can basically spontaneously use certain memory strategies to help remember. Training can effectively improve children's ability to use memory strategies, and the formation of this ability depends largely on children's own knowledge and experience.
Social development of primary school children
development of self-awareness
Trends in the development of self-awareness among primary school children
Allport proposed from the perspective of personality development
egocentric period - physiological self
Period of Objectification – Social Self
Period of subjectification - psychological self
Children's self-awareness development stages
0-3 years old (physiological self) - egocentric period - the original state of self-awareness and the physiological self period
3 years old - adolescence (social self) - objectification period - the establishment of role awareness and the acquisition of social self
Adolescence-adulthood (psychological self) - subjectification period - self-awareness matures and enters the psychological self period
The development of factors of self-awareness
Self-evaluation
From being obedient to other people’s evaluations to having independent opinions
From general evaluation to multi-faceted behavioral evaluation of oneself
There is an initial tendency to evaluate inner qualities.
From concrete to abstract, from external behavior to internal world development
The stability of self-evaluation gradually strengthens
Self-experience: Pleasure and anger develop earlier, while self-esteem, shame and grievance develop later.
Development characteristics (summary)
There are two peak periods of development: primary one to primary three is the first rising period, primary five to primary six is the second rising period, and primary three to primary five is the stable stage.
Primary school children learn roles and are a critical period for acquiring social self.
Self-concept develops from a more concrete description of external characteristics to a more abstract description of psychological qualities.
The independence, abstraction and stability of self-evaluation gradually increase.
There is a high consistency between self-emotional experience and self-evaluation. Children with high self-esteem evaluate themselves more positively.
Social cognition of primary school children
Social cognition: cognition of one's own and others' opinions, emotions, thoughts, and motivations, as well as cognition of social relationships and relationships between collective organizations, consistent with the development of cognitive abilities.
Development of role-taking skills
The concept of role taking (perspective taking): a necessary cognitive skill for children to take the perspective of others to understand their thoughts and emotions. Children have overcome their egocentricity in thinking by the age of 7, so their role-taking abilities have developed greatly.
Selman - Development of character-taking skills (dilemma story method)
Selman believed that role-taking plays a central role in children's social cognitive development.
0 Egocentric or undifferentiated perspective (approximately 3-6 years old)
1 Social-Informative Role Taking (approximately 6-8 years old)
2 Self-reflection on role choice (approximately 8-10 years old)
3 Mutual sexual role taking (approximately 10-12 years old)
4 Role replacement in social and customary systems (approximately 12-15 years old and above)
Development of interpersonal relationships
Parent-child relationship
The amount of time parents spend with children has been cut in half;
changes in the types of parenting problems parents face;
The number of children’s conflicts with their parents has decreased and their conflict resolution patterns have diversified;
They are more disciplined and controllable than preschoolers and can use reasoning methods;
Parents have less control over their children, and children increasingly make their own decisions; (three stages of behavioral control model: parental control → joint control → child control)
Ways parents influence children: education, reinforcement, example, and comfort.
companionship
Basic Features
Development of friendships (intimacy, stability, selectivity)
In primary school, the development of friendship among peers is in the two-way helping stage.
Elementary school is a time when friendships begin to form;
Friendship is an important source of security or social support and can reduce children's emotional stress during interpersonal interactions;
Mutual influence among children is mainly achieved through reinforcement and role modeling.
Selman's stages of friendship development in children
Brief play companionship (3-7 years old): No concept of friendship is formed; friends are often associated with practical material attributes and proximity.
One-way helping relationship (4-9 years old): Ask friends to comply with your wishes and requirements. If you can comply with yourself, you are a friend, but not vice versa.
Two-way helping relationship (6-12 years old): Have a certain understanding of the communicative nature of friendship, but still have obvious utilitarian characteristics; help each other but cannot share weal and woe.
Intimate shared relationship (9-15 years old): The concept of friendship is developed, based on common interests, mutual sharing, joys and sorrows, trust and loyalty, and is exclusive and exclusive.
Stable friendship relationship (starting at the age of 12): The selectivity of friends is deepened, the selection of friends is more strict, and the friendship relationship established can last for a long time.
Development of peer groups (organized, spontaneous)
The period when peer groups begin to be established in elementary school (gang period), there are roughly three categories: popular, neglected, and rejected children.
Type: regional, similar, complementary
Characteristics: Those who form groups in games are unstable, loose and changeable associations; only in middle and senior grades do more stable peer groups gradually form.
Function: It is an important medium for the socialization of primary school students. They learn social skills such as leadership, obedience, sympathy and cooperation in groups; peers can communicate with each other about their own growth, changes and experiences, and promote the harmonious development of body and mind; however, peer groups are in primary school The impact on students is not yet important.
Guidance on peer interaction: ① educate them to be sincere towards their peers and not to show false feelings; ② tell them to be strict with themselves and forgiving others, and when they have conflicts with their peers, look for reasons from themselves more and blame their classmates less; ③ interact more with their peers, Gradually increase understanding and deepen feelings.
Teacher-student relationship
Students' attitudes towards teachers: ① Admiration and awe →→ Doubt and choice; ② Pay great attention to the evaluation of their favorite teachers; ③ The emotional component of the attitude towards teachers is relatively heavy.
The impact of teachers’ expectations on students (Rosenthal effect, Pygmalion effect): Teachers’ expectations of students have a huge impact on students’ psychology. If teachers expect students with a positive attitude, students are likely to improve in a positive direction, and vice versa.
Moral development of primary school children
Characteristics of primary school students’ moral development—coordination
Possible reasons for the disconnect between primary school children's words and deeds: 1. Children's will lags behind others; 2. Adult education is not uniform; children are imitative and susceptible to suggestions; 4. Environmental incentives.
The ability to consciously use moral knowledge to evaluate and regulate moral behavior has initially formed: superficial → essential, but still very one-sided;
Moral words and deeds develop from comparative coordination to differentiation: cognition and behavior, words and deeds are basically coordinated;
Children in the lower grades of primary school have consistent moral behavior and words, which is a heteronomous obedience and coordination type; middle grade children have inconsistent words and deeds, which is an unstable autonomous type; senior children have a conscious moral behavior habit of consistent words and deeds.
The initial formation of conscious discipline: The formation of conscious discipline is a sign that primary school students show coordination of external and internal motivations.
Behavioral obedience → emotional identification → internalization of cognition; relying on external educational requirements → turning disciplinary principles into conscious actions.
The critical age for moral development (around 9 years old).
① Mainly coordination, with less conflict and turbulence; ② Morality in primary school is transitional morality: transition from external supervision to self-supervision, and transition from dependence to consciousness. Transition from obedience to habituation.