Child Development Chapter 1 & 2 Flashcards
5 Periods of Development (up to age 20)
Prenatal, Infancy, Early Childhood, Middle Childhood, Adolescence
Child Development vs Developmental Psychology Range
Child Development - Conception to Adolescence
Developmental Psych - Conception to Death
Four Issues/Debates
- Continuous vs. Discontinuous
- One course or many
- Nature vs. Nurture
- Stable vs. Open to change
- One course of development or many?
One Course - Children everywhere follow same for stages.
Many Courses - Different cultures shape development differently
- Nature vs. Nurture
Nature focuses on biological givens
Nurture focuses on physical/social world
- Stable vs. Open to Change
Stability emphasizes heredity
Change emphasizes experience
Medieval Times
Preformantionism (Children are already formed adults)
Preformationism
Children were regarded as already formed adults. (Medieval times)
Reformation Times
Children were regarded as evil and stubborn.
Enlightenment Times
Tabula Rasa (Blank Slate) and Nobile Savege (Inborn Talents)
Three Domains of Development
Physical, Cognitive, Emotional/Social
Tabula Rasa
Child is born as a blank slate for society to shape.
Noble Savege
Child is born with inborn talents.
Infancy Period
Birth to 2 years old
Scientific Times
Evolutionary Theory
Early Childhood
2 to 6 years old
Middle Childhood
6 to 11 years old
Id
Primative and Instinctive
Ego
Rational
Super-Ego
Conscious and Rational
Classic Conditioning Theory
Relationship between stimulus and response.
Operant Conditioning Theory
Reinforcement and Punishment
- Continuous vs. Discontinuous Development
Continuous is a gradual process like a sponge.
Discontinuous is a staged process like a plant.
Four Stages of Devvelopment
- Sensory-motor
- Pre-Operational
- Concrete-Operational
- Formal-Operational
Vygotsky’s Socio-Cultural theory
Cognative development is culturally and socially molded from interaction
4 Systems of Ecological System Theory
Micro
Meso
Exo
Macro
Meso-system
The connections between Micro-systems.
Exo-system
Social settings that do not contain the child, but still affect experiences in immediate settings.
Macro-system
Cultural values, laws, and customs.
Theory
Set of statements that describe, explain, and predict behavior.
Hypothesis
Prediction drawn directly from a theory.
Systematic Observation
Naturalistic & structured observation
Self-Reports
Can be in the form of Interviews or Questionares
Case-Study
Study on a single child
Ethnography and two of it’s issues
The study of cultures other than ones own.
The bias of the investigator.
Findings that aren’t generalized beyond subject group.
Two types of designs
Correlational and Experimetal
Adolescence
11 to 20 years old
Correlational Design
Looking for relationships (cannot infer cause and effect)
Experimental Design
Looking for cause/effect relationships
Variables
Independent is manipulated.
Dependent is studied.
Longitudinal study
One group is monitored over time.
Cross-sectional study
Different groups are monitored
Children’s 5 research rights
Protection from harm Informed consent Privacy Results Beneficial treatment
Who: Piaget
Who: One course of development (with 4 stages)
Who: Vygotsky
Who: Different cultures shape development differently
Who: John Lock
Who: Tabula Rasa (blank slate)
Who: Jean Rouseau
Who: Noble Savage (inborn talents)
Who: Darwin
Who: Evolution
Who: Freud
Who: Id, Ego, SuperEgo
Who: Watson
Who: Classic Conditioning Theory (stimulant/response relationship)
Who: Skinner
Who: Operant Conditioning Theory (reinforcement/punishment)
Who: Brofenbrenner
Who: Ecological system theory (micro, messo, exo, macro system)
Micro-system
The innermost level of the child’s environment, such as immediate family, school, or playground.
Prenatal Period
Conception to Birth
