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October 5 hdfs

by: Brianna Notetaker
Brianna Notetaker

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class notes
Individual and Family Development
Cynthia Van Fleet
Class Notes
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Popular in Human Development & Family Science (HDFS)

This 5 page Class Notes was uploaded by Brianna Notetaker on Thursday October 6, 2016. The Class Notes belongs to HDFS 1070 at University of Connecticut taught by Cynthia Van Fleet in Fall 2016. Since its upload, it has received 4 views. For similar materials see Individual and Family Development in Human Development & Family Science (HDFS) at University of Connecticut.

Similar to HDFS 1070 at UCONN

Popular in Human Development & Family Science (HDFS)


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Date Created: 10/06/16
HDFS 1070 October 8 Toddlerhood (2-3 years) Entering toddlerhood  Foundation from infancy  Autonomy, confidence  New challenges in parenting Developmental Tasks  Locomotion  Language  Fantasy Play  Self-Control Locomotion  Role in psychosocial development -exploration -playing -conflict with caregivers? (exploring/doing unsafe things) (stopping them from doing something they want to do – mad temper tantrums)  Skills beyond walking -gross motor skills (running, walking, using arms legs trunk of body) (climb, jump, dance) -ways toddlers move? (dance, roll, run, jump, walk, climb) -new activities? (swimming, beauty pageants, tumbling, gymnastics) Language  Semiotic thinking -Piaget: pre-operational thought (2-5) -Symbols & Signs -With fantasy play, most important through lifespan  Communicative competence -becoming adept -integrates then into their culture -common sequences  Begins in infancy -language perception -babbling -gestures -first words  Competence in toddlerhood -vocabulary -telegraphic speech -grammar -language environment (watch what you say, watch what you do) Fantasy Play  Pretend Play -imitations -symbolic play (using one thing to represent another – blanket used for cape or cover for secret hid out) -imagination reflects reality -begins as simple repetitive activities  Changes in Play -strings of activities -focus from self to others (parallel play) 2 -substituting objects  Contributions from theorists -Piaget -Vygotsky -Erikson  Play companions -parents, siblings -direction of play (they are in charge) -imaginary companions (used as a coping mechanisms look to imaginary friend for help) Self-Control  Gain control -directed by family, culture -distracting/reasoning -imitation  Impulses -discipline -individual differences -effortful control -goal attainment The Crisis  Autonomy vs Shame and Doubt 3 Autonomy  Independence  Daily Tasks (brush teeth, picking outfits, bathroom, feeding themselves)  Success promotes autonomy Shame and Doubt  Failure, disappointment  Toilet Training?  Confidence replaced with doubt Central Process  Imitation -Shift of action from model to imitator -Assists in becoming part of their culture Coping Mechanisms Will  Capacity of mind to direct  Move past obstacles  Important throughout life Compulsions  Beyond rituals or habits  Damaged will – no control Contemporary Topics  Toddler tutoring  Reading  Child care 4 5


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