Human Development

Two strands of clement increase atomic number 18 neighborly and emotional. 2. Two stages of human development from the case study are star-time(a) adulthood and adulthood. 3. Nature is what you are born with, uniform what you inherit from your parents, an example from the case study is that Iain and Kirstys daughter has brown curly whisker just like Iain. 4. Nurture is what you learn as you father up and go through sprightliness an example of nurture from the case study is that Anne is cooking on caring for her refreshful grand-daughter when Kirsty returns to work. . Two key features of behavioural advance is Behavioural and Consequence, Behavioural message if a nestling wants something and takes a tantrum, and Consequence meaning if they are giving what they want then they will think that it is the correct way to be shoot and on that point for do it again. 6. Three key features of the social eruditeness conjecture are Bonding barbarianren connecting with tidy su m, like parents making them feel safe around them and loved.Loss If someone dies or goes away, for example a loved one you dismiss them and start to feel this mavin of harm in carriage, like an empty space has arrived that wasnt there ahead. 7. Two ways in which the behavioural approach tolerate help care workers fancy human development and behaviour is , it helps them learn how to act and respond to a childs behaviour and helps them understand how they should react to something, such as praise them for good things alone tell them no it was wrong if they did something wrong. . From the case study you can understand why jenny ass does not want to move into supported accommodation not only because she is happy at stead but she feels secure and loved at home with her mum, and now thinks that she is getting pushed aside as her mum has remarried and is moving in with her new partner. Jenny will feel a sense of loss due(p) to this and may also feel bereavement due to only losi ng her dad two year ago. Staying at home could remind.. humankind cultureHSV 504 gentle Development-Early remembering Development Dianne Wright Post University Introduction more than(prenominal) human development specialists have examined memory loss of adults later in life. During the past l geezerhood, there have been some studies in childrens cognitive development and earlier childishness memory loss. Ernest G. Schachtel conducted studies on why people forget childishness memories as they grow older. He described the processes that could be involved in early on memory loss (Crain, 2005). He was influenced by Sigmund Freuds cognitive theory (Crain, 2005). Lev S.Vygotsky, however, described childrens early memory development as a holistic process that involved society, physiological, cultural, and economical environments. (Vygotsky, 1978) Vygotsky was influenced by Karl Marxs theory of peoples development, historied Crain (2005). Schachtel was influenced by Sigmund Freu d some(prenominal) theorists seemed to agree that children learn to remember more systematic ally when prompted by a more experienced person, like their parents and caregivers (Broderick and Blewitt, 2010). fresh people disconnected from their parents when they were children can have fragmented memories of that earlier time.There are a serial publication of systems involved in memory loss (Lerner, Easterbrooks, and Mistry, 2003). Keywords memory, enculturation, puerility, processes, environment HSV 504 Human Development-Early memory loss Doctor Schachtel state adults lose their very early childhood memories. He says the older children get, the more early childhood memories they lose (Crain, 2005). Crain (2005) explained that Schachtel verbalize early childhood memory loss was called infantile amnesia (p. 327). When they were infants people had severe experiences however as time passed and separate experiences took their place, they forgot the earlier memories (Crain, 2005). ne arly of the essence(p)ly, the earlier experiences were lost(p) because they occurred before the child could declare. Like his predecessor Freud, Schachtel said that to some extent, early hostile and sexual feelings were repressed because they led to shame (Crain, 2005). Schachtel believed forgetting most early childhood memories was common to every(prenominal) experience people had during early childhood. In addition, children were socialized by caregivers and peers to change their first response to pleasure in order to correct to cultural expectations.Schachtel believed that the differences with adults and childrens memory loss were with how they experienced their lives. He said that adults experience their lives primarily through verbal associations (Crain, 2005), like perceive a slight shade of blue and saying what a pretty color it is. Children before one year of age experience their lives through essay and smell (Crain, 2005). As children grow up, they start to conform to the way adults and peers experience the world, yet to maintain the characterization of familiar perceptions of the world (Crain, 2005). Schachtel said that infants experience life with their senses.The most authorised sense is taste. Babies have more taste buds than adults do (Crain, 2005). Many times whatever they touch winds up in their mouths. In addition, the sense of smell is important to babies because they learn to identify their mother by her smell, as well as how she tastes. The sense of sight is not as important to infants as it is for older children (Crain, 2005). Schachtel identifies these senses as body senses. Temperature is felt on the body as hot and cold, they are inside senses, he said. Sight and hearing are foreign senses because they are other focused. Smell and taste are inside focused (Crain, 2005).According to Schachtel, when adults experience memory categories, they have very little words to describe the tasting, scent and feeling senses in memory (Cra in, 2005). When children start to experience life by exploring new things, looking at their body functions for example, adults become concerned and begin socializing them to respond like themselves (Crain, 2005). Freud said the same about children being discouraged from investigating their body functions (Gay, 1998). However, he said that they are discouraged from that experience by their caregivers (Crain, 2005). It is considered rude in the west to discriminate based on smell.To say someones breath smells bad in public is not considered polite, so that sentiment is rarely spoken in public. Yet, body odor is the primary smell that would intrigue a very young child, said Schachtel (Crain, 2005). Their parents tell them that it is not good and the child learns to distance herself from that sensory pleasure. Schachtel also said that with passing of time the highly sensitive sensory experiences are lost to the children because they are repressed (Crain, 2005). Schachtel believed that adults are less(prenominal) sensitive to their earlier sensory perceptions due to socialization (Crain, 2005).The senses become defined as either good or bad, and adults have all-encompassing vocabulary labeling things they see, but not food that they taste or odors they smell (Crain, 2005). Schachtel further explains the only adults that would still have their earlier perceptions intact after maternal and peer socialization would be creative individuals like writers and painters (Crain, 2005). When a child gets older, many things that were accepted in infancy can become less intense because their orientation changes toward the outside senses, sight and touch.Schachtel also said that babies enjoyed the warmth of protective environments (Crain, 2005). Crain (2005) added that Schachtel was a pioneer in his observations about the loss of early memories. When Schachtel started writing, no one else was aware that as people got older they lost many of their childhood memories (Crain, 2 005). In the years after Schachtel had written about early memory loss, there have been several(prenominal) studies that have added to his insights. Crain (2005) also stated we could lose memories earlier and faster than Schachtel said we did. Lev S.Vygotsky said that children develop at bottom their respective cultures and societies long before they learn to speak (Crain, 2005). He also noted a childrens development involved its society, economic status, and physiological development. Vygotsky (1978) stressed that a childs tuition processes where more than subconscious and affable childrens development can grow within every environmental aspect of their lives. Children learn from caregivers in their respective cultures how to relate within their environments, noted Broderick & Blewitt (2010).Vygotsky said that children learned how to relate in two stages first when parents teach them to interrelate and then within themselves as they start to interact with their peers (Crain, 200 5). Most importantly, Schachtel taught people what processes could go inside the thinking of babies and very young children (Crain, 2005). He also believed that parents help children put their thoughts into words by recalling what they saw at circumstance events, but at a cost of the children losing much of their earlier memories.In this view, Schachtel agreed with Vygotsky (Crain, 2005). Schachtel was a pioneer in the study of memory loss of young children as they grow older (Crain, 2005). According to Crain (2005), his theory has made the deepest impression on this writer who is a caseworker. As a practitioner that enters legal codes for children that have bygone through many kinds of abuse and neglect, one wonders how many of those children are trying to recall their earlier memories of being separated from their parents. Some of these young people grew up in their relation backs homes.Those adults told them about their parents and some of the circumstances that caused them t o be placed in foster care. Now, they are coming to the agency requesting to see their shut case records. Many of those records have photographs. There are court hearings that video tape their proceedings for their records. Some of Vygotskys findings were print abroad three years after Schachtel published his human development work (Crain, 2005). Vygotskys theory about childrens cognitive development was not paid attention to because his books were banned (Broderick & Blewitt, 2010).Today both theorists are studied because Vygotsky stressed environmental involvement in cognitive development (Broderick & Blewitt, 2010) and Schachtels theory stressed the mental processes of human development (Crain, 2005). Schachtel and Vygotskys theories agree in that both said that parents, caregivers and other environmental temperls help children in learning new activities. Vygotsky said that since children are learning new things all the time, their abilities progress as they grow older (Crain, 2005).Schachtel said most of childrens socialization comes from parents and peers to conform to their respective societys mode of behavior (Crain, 2005). Vygotskys theory of socio-cultural development resonates with many developmentalists because there has to be more to peoples development than mental processes. A whole series of systems contributes to very early memory functions as children grow up. According to Lerner, Easterbrooks, & Mistry (2003), there have been numerous studies on cognitive functions and memory.They explained that memory loss of young children as they become adults can be related to a combination of processes from neurological to sociological. In addition, there are now numerous studies discussing brain function with social and physiological developments (Lerner et al. , 2003). Lerner et. al (2003) also explained that age, lifestyle, and education are among other determinants that have influenced the changing relationships in memory processes over a persons l ifespan. Since Schachtels writings more than fifty years ago on childrens memory development, there have been many studies on the same subject (Cycowicz, 2000).Human development specialists are discovering new information on memory and cognitive development. According to Wertsch (1985), Vygotskys works are now studied because of their holistic approaches to human development. References Broderick, P. C. & Blewitt, P. (2010). The life span Human development for helping professionals. (3rd ed. ). Pearson Boston, MA. Cycowicz, Y. M. (2000). Memory development and event-related brain potentials in children. Biological Psychology, 54, (174). Crain, W. C. (2005). Theories of development Concepts and applications. 5th ed. ). Upper Saddle River, NJ. Pearson Prentice Hall. Gay, P. (1998). Freud A Life for Our Times. capital of the United Kingdom J. M. Dent and Sons. Lerner, R. M. , Easterbrooks, M. A. , & Mistry, J. (eds. ). (2003). Handbook of Psychology. 6, 443-461. Hoboken, NJ John Wiley & Sons, Inc. Vygotsky, L. S. (1978). Mind and society The development of higher mental processes. Cambridge, MA Harvard University Press. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA Harvard University Press.Human DevelopmentHSV 504 Human Development-Early Memory Development Dianne Wright Post University Introduction Many human development specialists have examined memory loss of adults later in life. During the past fifty years, there have been many studies in childrens cognitive development and earlier childhood memory loss. Ernest G. Schachtel conducted studies on why people forget childhood memories as they grow older. He described the processes that could be involved in early memory loss (Crain, 2005). He was influenced by Sigmund Freuds cognitive theory (Crain, 2005). Lev S.Vygotsky, however, described childrens early memory development as a holistic process that involved society, physiological, cultural, and economical environments. (Vygotsk y, 1978) Vygotsky was influenced by Karl Marxs theory of peoples development, noted Crain (2005). Schachtel was influenced by Sigmund Freud both theorists seemed to agree that children learn to remember more systematically when prompted by a more experienced person, like their parents and caregivers (Broderick and Blewitt, 2010). Young people separated from their parents when they were children can have fragmented memories of that earlier time.There are a series of systems involved in memory loss (Lerner, Easterbrooks, and Mistry, 2003). Keywords memory, socialization, childhood, processes, environment HSV 504 Human Development-Early memory loss Doctor Schachtel said adults lose their very early childhood memories. He says the older children get, the more early childhood memories they lose (Crain, 2005). Crain (2005) explained that Schachtel said early childhood memory loss was called infantile amnesia (p. 327). When they were infants people had intense experiences however as time p assed and other experiences took their place, they forgot the earlier memories (Crain, 2005).Most importantly, the earlier experiences were lost because they occurred before the child could speak. Like his predecessor Freud, Schachtel said that to some extent, early hostile and sexual feelings were repressed because they led to shame (Crain, 2005). Schachtel believed forgetting most early childhood memories was common to every experience people had during early childhood. In addition, children were socialized by caregivers and peers to change their first response to pleasure in order to conform to cultural expectations.Schachtel believed that the differences with adults and childrens memory loss were with how they experienced their lives. He said that adults experience their lives primarily through verbal associations (Crain, 2005), like seeing a nice shade of blue and saying what a pretty color it is. Children before one year of age experience their lives through taste and smell (C rain, 2005). As children grow up, they start to conform to the way adults and peers experience the world, yet to maintain the characterization of familiar perceptions of the world (Crain, 2005). Schachtel said that infants experience life with their senses.The most important sense is taste. Babies have more taste buds than adults do (Crain, 2005). Many times whatever they touch winds up in their mouths. In addition, the sense of smell is important to babies because they learn to identify their mother by her smell, as well as how she tastes. The sense of sight is not as important to infants as it is for older children (Crain, 2005). Schachtel identifies these senses as body senses. Temperature is felt on the body as hot and cold, they are inside senses, he said. Sight and hearing are outside senses because they are other focused. Smell and taste are inside focused (Crain, 2005).According to Schachtel, when adults experience memory categories, they have very little words to describe t he tasting, smelling and feeling senses in memory (Crain, 2005). When children start to experience life by exploring new things, looking at their body functions for example, adults become concerned and begin socializing them to respond like themselves (Crain, 2005). Freud said the same about children being discouraged from investigating their body functions (Gay, 1998). However, he said that they are discouraged from that experience by their caregivers (Crain, 2005). It is considered rude in the west to discriminate based on smell.To say someones breath smells bad in public is not considered polite, so that sentiment is rarely spoken in public. Yet, body odor is the primary smell that would intrigue a very young child, said Schachtel (Crain, 2005). Their parents tell them that it is not good and the child learns to distance herself from that sensory pleasure. Schachtel also said that with passing of time the highly sensitive sensory experiences are lost to the children because they are repressed (Crain, 2005). Schachtel believed that adults are less sensitive to their earlier sensory perceptions due to socialization (Crain, 2005).The senses become defined as either good or bad, and adults have extensive vocabulary labeling things they see, but not food that they taste or odors they smell (Crain, 2005). Schachtel further explains the only adults that would still have their earlier perceptions intact after parental and peer socialization would be creative individuals like writers and painters (Crain, 2005). When a child gets older, many things that were accepted in infancy can become less intense because their orientation changes toward the outside senses, sight and touch.Schachtel also said that babies enjoyed the warmth of protective environments (Crain, 2005). Crain (2005) added that Schachtel was a pioneer in his observations about the loss of early memories. When Schachtel started writing, no one else was aware that as people got older they lost many of the ir childhood memories (Crain, 2005). In the years after Schachtel had written about early memory loss, there have been several studies that have added to his insights. Crain (2005) also stated we could lose memories earlier and faster than Schachtel said we did. Lev S.Vygotsky said that children develop within their respective cultures and societies long before they learn to speak (Crain, 2005). He also noted a childrens development involved its society, economic status, and physiological development. Vygotsky (1978) stressed that a childs learning processes where more than subconscious and mental childrens development can grow within every environmental aspect of their lives. Children learn from caregivers in their respective cultures how to relate within their environments, noted Broderick & Blewitt (2010).Vygotsky said that children learned how to relate in two stages first when parents teach them to interrelate and then within themselves as they start to interact with their peer s (Crain, 2005). Most importantly, Schachtel taught people what processes could happen inside the thinking of babies and very young children (Crain, 2005). He also believed that parents help children put their thoughts into words by recalling what they saw at particular events, but at a cost of the children losing much of their earlier memories.In this view, Schachtel agreed with Vygotsky (Crain, 2005). Schachtel was a pioneer in the study of memory loss of young children as they grow older (Crain, 2005). According to Crain (2005), his theory has made the deepest impression on this writer who is a caseworker. As a practitioner that enters legal codes for children that have gone through many kinds of abuse and neglect, one wonders how many of those children are trying to recall their earlier memories of being separated from their parents. Some of these young people grew up in their relatives homes.Those adults told them about their parents and some of the circumstances that caused th em to be placed in foster care. Now, they are coming to the agency requesting to see their closed case records. Many of those records have photographs. There are court hearings that video tape their proceedings for their records. Some of Vygotskys findings were published abroad three years after Schachtel published his human development work (Crain, 2005). Vygotskys theory about childrens cognitive development was not paid attention to because his writings were banned (Broderick & Blewitt, 2010).Today both theorists are studied because Vygotsky stressed environmental involvement in cognitive development (Broderick & Blewitt, 2010) and Schachtels theory stressed the mental processes of human development (Crain, 2005). Schachtel and Vygotskys theories agree in that both said that parents, caregivers and other environmental models help children in learning new activities. Vygotsky said that since children are learning new things all the time, their abilities progress as they grow older (Crain, 2005).Schachtel said most of childrens socialization comes from parents and peers to conform to their respective societys mode of behavior (Crain, 2005). Vygotskys theory of socio-cultural development resonates with many developmentalists because there has to be more to peoples development than mental processes. A whole series of systems contributes to very early memory functions as children grow up. According to Lerner, Easterbrooks, & Mistry (2003), there have been numerous studies on cognitive functions and memory.They explained that memory loss of young children as they become adults can be related to a combination of processes from neurological to sociological. In addition, there are now numerous studies discussing brain function with social and physiological developments (Lerner et al. , 2003). Lerner et. al (2003) also explained that age, lifestyle, and education are among other determinants that have influenced the changing relationships in memory processes over a p ersons lifespan. Since Schachtels writings more than fifty years ago on childrens memory development, there have been many studies on the same subject (Cycowicz, 2000).Human development specialists are discovering new information on memory and cognitive development. According to Wertsch (1985), Vygotskys works are now studied because of their holistic approaches to human development. References Broderick, P. C. & Blewitt, P. (2010). The life span Human development for helping professionals. (3rd ed. ). Pearson Boston, MA. Cycowicz, Y. M. (2000). Memory development and event-related brain potentials in children. Biological Psychology, 54, (174). Crain, W. C. (2005). Theories of development Concepts and applications. 5th ed. ). Upper Saddle River, NJ. Pearson Prentice Hall. Gay, P. (1998). Freud A Life for Our Times. London J. M. Dent and Sons. Lerner, R. M. , Easterbrooks, M. A. , & Mistry, J. (eds. ). (2003). Handbook of Psychology. 6, 443-461. Hoboken, NJ John Wiley & Sons, Inc. Vy gotsky, L. S. (1978). Mind and society The development of higher mental processes. Cambridge, MA Harvard University Press. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA Harvard University Press.