chapter 1 Flashcards
Grand Theory: Psychoanalytic
unconscious forces that stem from childhood determine personality and behavior
Grand Theory: Behavioral
development is considered a reaction to rewards, punishments, stimuli, and reinforcement
Grand Theory: Cognitive
children thought processes change as they mature and physically interact with the world around them
Grand Theory: Psychosocial
unconscious forces stemming from past experiences determining personality and behavior (social interactions)
Grand Theory: Sociocultural
culture and the adults in a child’s social group teach them through modeling
Grand Theory: Maturational
Physical and intellectual development is determined by genetics and biological maturation
Grand Theory: Ecological Systems
children’s development in influenced by both heredity and direct environment (family, friends, school, health services) and indirect environment (rules, physical space, etc)
Maslow’s Hierarchy of Needs
- Self-actualization
- Esteem
- Love and belonging
- Saftey needs
- Physiological needs
Longitudinal study
follows the same group of individuals over a long period of time
Cross-sectional study
compares individuals from different age groups at one time, then compares the results
Case Study
one person is studied in depth in the hope of revealing universal principles
Experiment
researcher manipulates and controls certain variables to see the effects
Direct Observation
watching children firsthand; can be biased
Indirect Observation
gathering information about children from various sources
Correlational Research
looks at the relationship between two or more variables; can’t determine the cause
Five Principles of growth and development
- traits = consistent
- Development is continuous but gradual
- development = sequenced steps
- Development happens at different rates
- All domains are interrelated
four domains of development
- physical
- emotional
- social
- intellectual
