Developmental Matrix

Domain / Theories/
Major Concepts / Developmental Stages
Cognitive
Typical Dev. / Piaget / Birth-2yrs
Sensory Motor
Physical motor skills, object permanence, immature usage of symbols & language / Years: 2-7yrs
Pre-Operational
This stage is characterized by an increase in playing and pretending. Characteristics of this stage include egocentrism and difficulty understanding conservation. / Years 7-11yrs
Concrete Operational
During this stage, children begin thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts. / Years 12yrs-UP
Formal Operational
During this stage of cognitive development, skills such as logical thought, deductive reasoning, and systematic planning begin to emerge.
Vygotsky / The major theme of Vygotsky's theoretical framework is that social interaction plays a fundamental role in the development of cognition. He developed the scaffolding theory. Scaffolding theory describes social and instructional support for students learning new concepts, comparable to structures erected alongside newly constructed buildings. The scaffolding supports the construction (the introduction of new material) and is taken away after completion (or when the lesson is understood).
Dev. Differences / Intellectual Disabilities / Specific Learning Disabilities: brain injury, dyslexia, aphasia, ect.
Traumatic Brain Injury.
Mental Retardation / May have difficulty remembering information, have slower learning rate, difficult maintaining attention, learned helplessness.
Autism: uneven skill development, lack of functional language, little eye contact, may focus on minor feature of object or lesson.
Autistic Savants: extraordinary ability in specific area. May have strong memory of certain things.
Autism: The hallmark feature of Autism is impaired social interaction. A child’s primary caregivers are usually the first to notice signs of Autism. As early as infancy, a baby with Autism may be unresponsive to people or focus intently on one item to the exclusion of others for long periods of time. A child with ASD may appear to develop normally and then withdraw and become indifferent to social engagement.
Children with Autism may fail to respond to their names and often avoid eye contact with other people. They have difficulty interpreting what others are thinking or feeling because they can’t understand social cues, such as tone of voice or facial expressions, and don’t watch other people’s faces for clues about appropriate behavior. They lack empathy.
Many children with Autism engage in repetitive movements such as rocking and twirling, or in self-abusive behavior such as biting or head-banging. They also tend to start speaking later than other children and may refer to themselves by name instead of “I” or “me.” Children with Autism don’t know how to play interactively with other children. Some speak in a sing-song voice about a narrow range of favorite topics, with little regard for the interests of the person to whom they are speaking.
Social/Emotional
Typical Development / Erikson / Birth to 1 / Learning Basic Trust Versus Basic Mistrust (Hope) Chronologically, this is the period of infancy through the first one or two years of life. The child, well - handled, nurtured, and loved, develops trust and security and a basic optimism. Badly handled, he becomes insecure and mistrustful.
1 to 3 years /
Learning Autonomy versus Shame (Will) The "well - parented" child emerges from this stage sure of himself, elated with his new found control, and proud rather than ashamed. Autonomy is not, however, entirely synonymous with assured self - possession, initiative, and independence but, at least for children in the early part of this psychosocial crisis, includes stormy self - will, tantrums, stubbornness, and negativism. For example, one sees may 2 year olds resolutely folding their arms to prevent their mothers from holding their hands as they cross the street. Also, the sound of "NO" rings through the house or the grocery store.
3 to 6 years /
Learning Initiative versus Guilt (Purpose) The "play age," or the later preschool years (from about 3½ to, in the United States culture, entry into formal school). During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination.
6 to 12 years /
Industry versus Inferiority (Competence) Handled during what Erikson calls the "school age," presumably up to and possibly including some of junior high school. Here the child learns to master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and (3) mastering social studies, reading, arithmetic. Homework is a necessity, and the need for self-discipline increases yearly. The child who, because of his successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious. However, the mistrusting child will doubt the future. The shame - and guilt-filled child will experience defeat and inferiority.
12 to 20 years /
Learning Identity versus Identity Diffusion (Fidelity) The child, now an adolescent, learns how to answer the question of "Who am I?" But even the most adjusted adolescents experience some role identity diffusion: most boys and probably most girls experiment with minor delinquency; rebellion flourishes; self doubts, and so on. Erikson believes that during successful early adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to self-consciousness and self-doubt. He comes to experiment with different roles rather than adopting a "negative identity" (such as delinquency). He actually anticipates achievement, and achieves, rather than being "paralyzed" by feelings of inferiority or by an inadequate time perspective. In later adolescence, clear sexual identity - manhood or womanhood - is established. The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent). Erikson believes that, in our culture, adolescence affords a "psychosocial moratorium," particularly for middle - and upper-class American children. They do not yet have to "play for keeps," but can experiment, trying various roles, and thus hopefully find the one most suitable for them.
20 to 40 years(young Adulthood) /
Learning Intimacy versus Isolation (Love) The successful young adult, for the first time, can experience true intimacy - the sort of intimacy that makes possible good marriage or a genuine and enduring friendship.
40 to 65 years(middle adulthood) /
Learning Generatively Versus Self-Absorption (Care) In adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and parenthood, and in the sense of working productively and creatively.
Old age /
Integrity Versus Despair (Wisdom) If the other seven stages have been successfully resolved, the mature adult develops the peak of adjustment; integrity. He trusts, he is independent and challenges himself. He works hard, has developed a well defined role in life, and has developed a self-concept with which he is happy. He can be intimate without strain, guilt, regret, or lack of realism; and he is proud of what he creates - his children, his work, or his hobbies. If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust and despair.
Freud / AGE / NAME / PLEASURE / CONFLICT / Dev. Outcome
0-2 / Oral / Mouth: sucking, biting, swallowing / Weaning away from mother's breast / They are generally passive, needy and sensitive to rejection. They will easily 'swallow' other people's ideas.
The Oral aggressive personality is hostile and verbally abusive to others, using mouth-based aggression.
2-4 / Anal / Anus: defecating or retaining feces / Toilet training / The Anal retentive personality is stingy, with a compulsive seeking of order and tidiness. The person is generally stubborn and perfectionist.
The Anal expulsive personality is an opposite of the Anal retentive personality, and has a lack of self control, being general messy and careless.
4-5 / Phallic / Genitals / Oedipus (boys), Electra (girls) / At the age of 5 or 6, near the end of the phallic stage, boys experience the Oedipus Complex whilst girls experience the Electra conflict, which is a process through which they learn to identify with the same gender parent by acting as much like that parent as possible.
Boys suffer a castration anxiety, where the son believes his father knows about his desire for his mother and hence fears his father will castrate him. He thus represses his desire and defensively identifies with his father.
Girls suffer a penis envy, where the daughter is initially attached to her mother, but then a shift of attachment occurs when she realizes she lacks a penis. She desires her father whom she sees as a means to obtain a penis substitute (a child). She then represses her desire for her father and incorporates the values of her mother and accepts her inherent 'inferiority' in society.
6-Puberty / Latency / Sexual urges sublimated into sports and hobbies. Same-sex friends also help avoid sexual feelings.
Puberty and On / Genital / Physical sexual changes reawaken repressed needs.
Direct sexual feelings towards others lead to sexual gratification. / Social rules / If development has been healthy through this stage, a mature sex instinct is satisfied through marriage and children.
Bronfenberger / Natural environments are major influence on development.
Microsystem
The immediate settings that the person actually encounters
Mesosystem
The interconnections among an individual’s immediate settings
Exosystem
Social systems that children and adolescents do not directly experience but that may nonetheless influence their development
Macrosystem
The larger cultural or subculture context in which development occurs
Chronosystem
In ecological systems theory, changes in the individual or the environment that occur over time and influence the direction development takes
Dev. Differences / All Learning Differences can lead to Social/Emotional disabilities. / Each difference in a student’s life leads to something different he or she is experiencing. / This leads to some sort of social or emotional disability or difference that student deals with. / Students may need self management skills taught to them. May not be able to recognize the emotional state of others. Inappropriate behavior when interacting with others. Limited self control. May not take criticism.
Anxiety, mood, and emotional disorders.
Altruism: a selfless concern for the welfare of others that may be expressed thru social acts like sharing, cooperation, and helping others
Behavioral
Typical Development / John B, Watson / John B. Watson believed that if we could control our environment from infancy, we would be able to mold a person into anything we want and that, at birth, our minds are 'blank slates'.
Some of his key concepts were: • He opposed mentalistic concepts • He used contiguity to explain learning • He considered emotion to be just another example of classical conditioning • He rejected the notion of individual differences • He thought complex behaviors came about through combinations of identifiable reflexes • He was a chief proponent of "nurture" and believed that all human differences were the result of learning • He believed that practice strengthens learning
B.F. Skinner / Operant conditioning means changing of behavior by the use of reinforcement (strengthens behavior) which is given after the desired response.
Positive reinforcement provides a consequence an individual finds rewarding. For example, if your teacher gives you candy each time you complete your homework you are more likely to repeat this behavior in the future, thus strengthening the behavior of completing your homework.
Negative Reinforcement stops or removes an unpleasant stimulus. For example, if you do not complete your homework you give your teacher candy. You will complete your homework to avoid giving the teacher candy, thus strengthening the behavior of completing your homework.
Punishment (weakens behavior) is a consequence that decreases the likelihood that the behavior will be repeated. For example, Since you didn’t do your homework you will not get an allowance for a month.
Albert Bandura / People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. “Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action.” (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences.
Dev. Differences / Emotional Disturbances;
External Behaviors Include yelling, cursing, hitting or fighting, disturbing peers, ignoring authority, steal, lie, destroying things, ect.
Internal Behaviors include little interpersonal interactions, few or no friends, fearful of things without cause, does not play with others, ect. / Autism (See Above)
Not conforming to society norms; this behavior may just be way of “fitting in”.
Physical
Typical Development / Infant and Toddler
Development of control and mastery of gross and fine motor skills
Perfected skills; balance, coordination, stability, ability to manipulate objects
Increase in motor skills; master challenges in the environment such as bicycles, stairs, balls, eating utensils, crayons, toilet training
Preschool
Height and weight gain consistent
Cannot sit still for long periods of time
Begin to lose protruding stomach
School Age
The ability to sit still and attend increases as they move through this stage
Practice, refine, and master complex motor skills
Adolescents
Rapid growth, maturity of sexual organs, development of secondary sexual characteristics
Girls generally physically mature before boys
Learning to accept changes in their bodies and adapt their behavior based on these changes
Dev. Differences / Deafness, Blindness, Hearing or vision impairment / Orthopedic Impairments (limited mobility and possible sitting issues) / Health impairments such as asthma, ADD, ADHD, Diabetes, epilepsy, hemophilia, leukemia, sickle cell, Tourette Syndrome, ect. / Any health impairment that adversely affects student’s educational performance. Could just have delays in motor developments.