Lecture 1: Origins of development Flashcards
Butterfly effect
- how the system (children and their environment) behaved in the past affects thee present and that affects the future
- everyone in the system changes
- mutual interactions between many parts of the system
-> a dynamic system
genotype -> environment theory
in schrift
3 types of effects of genotype -> environment
- passive: parents provide both genes and environment (decreases with age)
- evocative: child characteristics elicit reactions from others (constant with age)
- active: a child seeks an environment appropriate to its genotype (increases with age)
breastfeeding example of gene-environment interaction
- hypothesis: breastfeeding increases IQ compared to bottle feeding
- explanation: breast milk contains fatty acids that cows milk does not. these acids benefit the development of the young brain
- but: fatty acid processing is under the influence of genes -> the genotype moderates the association between breastfeeding and IQ
SES example gene-environment interaction
- For children with high SES:
They typically have access to more resources (good schools, books, nutrition, stimulating environments). Because their environment is already supportive, differences in cognitive ability are more influenced by genetic differences. This leads to higher heritability—meaning genetics play a stronger role in explaining IQ variation in high-SES kids. - For children with low SES:
They often face more constraints (less access to quality education, fewer learning materials, poor nutrition, stressful environments). Their potential (based on genetics) is less fully realized because their environment limits their ability to develop their talents. This leads to lower heritability—genetics matter less because environmental restrictions suppress individual differences.
For low-SES children, their environment constrains their ability to express their genetic potential. Even if they have high genetic potential for intelligence, they might not have the opportunities to develop it fully. In contrast, high-SES children have more options (better schools, enriching experiences), allowing their genetics to have a stronger influence on their outcomes.
In supportive environments (high SES), genetic differences can fully manifest → higher heritability.
In constrained environments (low SES), opportunities are limited, so genetic potential is suppressed → lower heritability.
dus hoe zijn de twee voorbeelden qua interactie
breastfeeding: genes affect the environment influence
SES: the environment affects the genetic influence
summary first lecture part
- Genes and environment influence each other
- Genes can limit environment (breastfeeding example)
- Environment can limit gene expression (SES example)
- Be aware: parents pass on both environment and genes
- Parent-child interaction is complex and can differ between siblings
the early interactions: overview
- 0 months: biological regulation (regulating basic biological processes (e.g. feeding) in synchrony with parental requirements
- 2 months: face to face exchanges (regulate mutual attention and responsiveness in interactions)
- 5 months: topic sharing (incorporate objects into social interactions)
- 8 months: reciprocity (initiate intentional actions; more symmetrical relationships)
- 18 months: sympbolic representation (develop nonverbal and verbal symbolic means of relating to others)
biological regulation=
- feeding cycle
- sleeping patterns
- rhythms emerge quickly: also rhythms in social interactions (turn-taking, on-off periods of attention, early patterns of “as-if” communication)
- only smile at caregivers because they take care of them (not necessarily because of a bond)
face-to-face exchanges
- 2 months: visual control
- increasing face recognition
- 7 months: smile only at familiar faces/caregivers (= smile of recognition)
topic sharing
(= when interacting, they dont just focus on each other, they include external topics/objects in the interaction)
* no simultaneous attention, the toddler only focuses on one object at the time
* direction of gaze is a signal for the mother
* ‘joint involvement episodes’ -> common attentional focus
* verbal aspect: the mother mentions object when the attention is focused on the object
- 3 months: only regulation of attention
- 5 months: manipulative skills for objects
reciprocity
- joint attention and coordination
- child becomes more equal social partner through reciprocal and intentional actions
- parent-child games
- resembles linguistic conversation
- intentionality (planned behaviour, anticipation of consequences)
symbolic representations
- from 1.5 years of age
- gestures
- language (verbal and non verbal)
samenvatting tweede deel
- Interactions begin early in life and gradually develop from biological regulation
and regulation of attention to more reciprocal and complex interactions - Development of cognitive skills eventually leads to symbolic representations and
use of symbolic gestures and language
family context
- Why do some children grow into resilient, adaptive adults while others develop serious problems?
- The family = primary context of children’s development
- Dynamic processes and ‘pathways’
- Complex interrelationship between biological, psychological and socio-contextual
processes
the family as a system
- Subsystem (relationships, individuals) within the system
- Circularity of influence
- System influenced by external factors
- Change
effects of a newborn child in the family for the parents
- Physical demands
- Emotional challenges
- Limitations of possibilities
- Tensions in marriage
role of parenting in child development
- Principle about what is right and what is wrong (norms and values)
- Socialization of children and school achievement (parents involvement in work and school functioning, parental monitoring)
parenting styles: two dimensions
responsiveness/warmth
demandingness/control
authoritative: high R high D
authoritarian: low R high D
neglecting: low R low D
permissive: high R low D
parenting styles effects on children
- Authoritative: most competent, independent, self-controlled, cooperative, achievement-oriented
- Permissive: often without goals, not assertive, not as performance oriented
- Authoritarian: more challenging, dependent, socially incompetent (often in boys)e
- Neglectful: most damaging consequences for cognitive and social-emotional development
what are limitations of the parenting styles model
- From 1970’ies, U.S. white, middle-class families (cultural bias)
- Limited applicability to diverse, modern contexts
- Assumption: stable parenting styles
- Parenting is complex and dynamic, but Baumrind’s model categorizes it into four fixed styles
- Vary with age, external stressors, and cultural norms
- Children’s personality also shape how they respond to parenting
- May overlook economic structures and gender roles
- Authoritative parenting as the ‘ideal’ (privileged groups)
- Causality: does behaviour of parents provide the positive outcomes? Or do children who have a calm temperament encourage an authoritative style in parents?
cultural bias of the parenting model
- Parenting styles research mostly based on Western culture
- Non-Western culture: less authoritative parenting. Collectivist cultures often emphasize obedience and respect for elders, making authoritarian styles more effective in those contexts. Parents not expected to provide reasons to obey. But: they are NOT low in responsiveness (often very high closeness)
- Responsiveness is universal, but not uniform
parental control
(= how can parents ensure that children listen (compliance)?)
- Control techniques: used to bring about change in the child’s behavior
- Adherence to norms vs. internalization of norms (we want children to internalize them and apply to different situations, not just that one)
compliance vs noncompliance
- Compliance is important for family well-being and functioning
- Noncompliance predicts behavioral problems, poor relationships, and delinquency later in life but….. higher prevalence of noncompliance with requests is normal (20-40% of all requests). Parents should expect some resistance. This is normal and helpful for their development.
- Certain level of noncompliance with requests help with developmental task
