FSHD 323Spring 2014Study Guide: Test 1 (Part 1)This study guide contains information that may appear in some form on Test 1. The test will include information from the textbook, assigned readings/online activities, and notes from class lectures. The test will include multiple choice and short answer questions. Chapters 1 & 2: Themes, Theories & GoalsDefine, recognize and provide examples of:- QuantitativeDefine: is change in the amount of what you measure Example: size of vocabulary increasing, child’s weight height all measureable. Incremental theory- qualitative changesDefine: change in overall nature of what you are examining Example: walking to crawling (they are different but improvements) stage theory- equifinality (equal ends)Define: different developmental paths can lead to the same outcomeExample: developing depression could be from genetics/biological OR traumatic earlier experience- multifinalityDefine: same developmental paths lead different outcome Example: the children who are abused can develop depression, resiliency and or healingChilds gender age ethic and socialeconomic are some character that influence specific outcome of situation.- social policyDefine: government or social policys for dealing with social issuesExample: Dr Gilliam and his work showing correlation of mental health consultant available to help teacher it reduced expeltion taking that to legislator, Children Trends (sponsors research that will help legislator with facts children have to go to school until a certain age.- contextsDefine: unique combinations of personal and environmental circumstances that can result in different paths of change.Example:- proximal processesDefine: progressively more complex reciprocal interactions between an active, changing human organism and the immediate environment that occur regularly over timeExample: is interaction with teacher and student, teacher actually TEACHINGactionKey concepts- Describe the three general domains of child development1. Physical biological changes with body including size, strength integrating sensory and motor activities2. Cognitive: changes in way think, understand and reason1FSHD 323Spring 20143. Social-emotional: changes in way we connect to others as well as way we understand our emotions and others emotions- What is the value of studying child development?To undertstand human nature, self knowledge, formig laws and policys, raise childrenStudying child development is valuable to understand how children develop and how we can improve our future. By studying child development we are able oto make new laws and policies which will improve a childs development based on research. Also it’s human nature to want to know how things work so to have the self-knowledge of how children develop we are able to provide educators with the knowledge to better enhace our children who are the future.- Describe and provide an example of social cognitive learning theorySocial cognitive learning theory is the idea that individuals learn by observing others and imitating their behavior (modeling and imitating). Such as when a child learns a new dance such as electric shuffle he or she observes their peers and imitates their behaviors, OR when a child is in class and is unsure of how to behave over time by observing his peers the child will behave as his peers do. Based on if they are punished or rewarded for their behaviors.- Describe and provide examples of the continuous vs. discontinuous approach to development, including the “modern consensus”Continuous is gradually adding more of the same skill quantitative changes would be continuous since it happens continuously gradually, when you build on earlier experiences in orderly predictable way such as learning alphabet a-z and then forming words to sentences. Modern consensus is similar to continuous development but there are periods of more abrupt transitions (it would depend on how you look at it and how often Where discontinuous is a process where new ways of understanding and responding to the world emerge at specific times such as stage theory which is where stages are qualitatively different from one before and after- Compare, contrast and provide examples of the situational, cultural, individual anduniversal perspectives on child development in contextThe individual (personal) is reglardless of particular situation the individual child will exhibit same traits, where situational is enviormental where the child will behave different depending on location AKA school, granmas parkThere are 2 individual levels of context development first situational which is when children exhibit different behaviors and patterns of developing development on the context AN EXAMPLE IS….followed by individual which is regardless of the pracicular situation individual children will exhibit the same traits EXAMPLEThen cultural is a situational where different children of diferent culturs will have different developing bc of cultural influence diet, nurturing. Where universalist perspective is all children in all cultures go through same development…AKA crawl to walk…Next are 2 development in cultural contexts is cultureal where children in different cultures may undergo different process of development bc of 2FSHD 323Spring 2014varying cultural influences, also universalist perspective all children in cultures go through the same process of development. EXAMPLES:- Describe the “modern consensus” regarding the nature and nurture Modern consensus is both influence development but there is often debate concerning how much BOTH nature (biological) and nurture (enviorment) contribute to development “ determining how bilogy and enviormental work together informs research rather than which force drives development - Describe, recognize, and provide examples of each level included in ecological systems theory (hint: microsystem, mesosystem, exosystem, macrosystem, chronosystem)- Micro (face to face), meso (two micro), exo( outside effct like parents job), macro (culture govern), chrono (EX: time period)5 layers in Bronfenbrenner’s model (smallest to largest)1. Micro SYSTEM: immediate environment face to face such as family, school home2. Meso: interaction of 2 or more microsystem. A child’s school and home interactions3. Exo:setting that the child may never enter not directly involved but is influenced by systems such as parents work place4. Macro: cultural norms, laws ideologies values