Exam 1 CH 1 1 Child development is the understanding of the constancy and changes from conception to 2 There are three domains of development They combine in a holistic integrated fashion adolescence They all influence each other a Physical Changes in body size proportions appearance functioning of the body perceptual and motor capacities and physical health b Cognitive Changes in intellectual abilities including attention memory academic and everyday knowledge problem solving imagination creativity and language c Emotional Social Changes in emotional communication self understanding knowledge about other people interpersonal skills friendships intimate relationships and moral reasoning behavior 3 Periods of Development Each brings new capacities and social expectations a Prenatal Conception to Birth The most rapid time of change the baby develops b from a single cell organism Infancy and toddlerhood Birth to 2 yrs Dramatic changes occur in the body and brain that support the emergence of a wide variety of motor perceptual and intellectual capacities Language emerges first intimate ties to others appear i ii Infancy is the first year Toddlerhood is the second year Child takes first steps and becomes more autonomous c Early Childhood 2 6 years The body becomes longer and leaner motor skills are refines The child becomes more self controlled and self sufficient Imagination develops thought and language rapidly expand Mortality develops and the child establishes ties with peers d Middle Childhood 6 11 years Learn about a wider world and develop more responsibility Improved athletic ability participates in organized sports with rules more logical thought process mastery of academic skills Also develops understanding of self mortality and friendship e Adolescents 11 18 years Transition to adulthood child goes through puberty and develops an adult body and sexual maturity Thoughts become more abstract Schooling is geared towards preparation for the real world Establish autonomy from the family and their own values and goals 4 Basic Issues in Development a Continuous vs Discontinuous i ii i ii i ii i i ii Continuous is gradually adding more of the same types of skills that were there to begin with Change is gradual and ongoing Discontinuous is when new ways of understanding and responding to the world emerge at specific times Uses stages Change occurs in sudden periods of rapid transformation b One Course or Many Stage theorists believe that everyone follows the same sequence of development Contemporary theorists believe in contexts the unique combination of personal and enviormental circumstances that can result in different paths of change They are many layered and complex c Nature or Nurture Nature Inborn biological givens heredity information from genes Nurture Complex forces of physical and social world that influence who we are d Stability vs Plasticity i Stability If you are good or bad at a certain task you will remain so in later years because of heredity or early experiences They believe that powerful negative events early on can not be overcome later in life Plasticity How good you are at something is able to change based on experiences e A Balanced View ii Acknowledging that there is both continuous and discontinuous development universal and unique features and that heredity and environment are interwoven Heredity Environment and circumstances are all contexts of development a Psychoanalytic Theory Emotions Children move through a series of stages in which they confront conflicts between biological drives and social expectations How these conflicts are resolved determines the person s ability to learn get along with others and cope with anxiety Irrational underlying desires affect behavior they often develop during childhood Psychosexual Theory Freud Emphasizes how parents manage their children s sexual and aggressive drives in the first few years is crucial for personality development Psychosocial Theory Erikson Id Impulses Superego Demands Ego makes a positive contribution to development by making the individual an active member of society 5 Three Grand Theories of Development b Behaviorism Actions Directly observable events stimuli and responses are the focus of study Classical Conditioning Pairing stimulus with a neutral stimulus to create a conditioned stimulus Learned fears Operant conditioning Reinforcers and Punishment Social Learning Modeling behaviors causes imitations and is a powerful source of development Behavior modification procedures that combine conditioning and modeling to eliminate undesirable behaviors or increase desirable one s c Cognitive Theory Children actively construct knowledge as they manipulate and explore their world Sensorimotor stage 0 2 years Cognitive development begins and senses and movements are used to explore the world Preoperational stage 2 7 years Actions develop into symbolic but illogical thinking Development of language and make believe play emerge Concrete Operational 7 11 years More organized and logical reasoning More organized Formal Operational 11 years Thoughts become abstract systematic reasoning system emerges Problem solving inferences can be made and tested i ii iii iv i ii iii iv a Evolutionary Developmental Psychology Seeks to understand the adaptive value of species wide cognitive emotional and social competencies as they change with age Clarifying the origins and development of such behaviors to spark effective interventions What values are and aren t adaptive b Vygotsky s Sociocultural Theory How culture beliefs and skills are transmitted to the next generations Cooperative dialogues between children and adults is necessary for children to acquire the ways of thinking and behaving appropriate for their culture c Ecological Systems Theory Children develop in a complex system of relationships affected by multiple levels of the surrounding environment i Microsystem Activities and interaction patterns in the child s immediate surroundings ii Mesosystem Connections between microsystems ie home school child iii care Exosystem Do not contain children but affect the child s experience in immediate settings ie Parents workplace iv Macrosystem Cultural values laws customs and resources 6 Other Psychological Theories Studies v i ii iii i ii i ii i ii iii iv v Chronosystem Life changes can be imposed on a child they can arise from within the child As children get older they select modify and create many of their own
View Full Document
Unlocking...