Overview of !Child DevelopmentChild Development  Definition:  Change in the child that occurs over time. Changes follow an orderly pattern that moves toward greater complexity and enhances survival.  Periods of development:  Prenatal period: from conception to birth  Infancy and toddlerhood: birth to 2 years  Early childhood: 2-6 years old  Middle childhood: 6-12 years old  Adolescence: 12-19 years oldDomains of Development Development is described in three domains, but growth in one domain influences the other domains.  Physical Domain:  body size, body proportions, appearance, brain development, motor development, perception capacities, physical health.  Cognitive Domain:  thought processes and intellectual abilities including attention, memory, problem solving, imagination, creativity, academic and everyday knowledge, metacognition, and language.  Social/Emotional Domain:  self-knowledge (self-esteem, metacognition, sexual identity, ethnic identity), moral reasoning, understanding and expression of emotions, self-regulation, temperament, understanding others, interpersonal skills, and friendships.Theories  What is a theory?  Orderly set of ideas which describe, explain, and predict behavior.  Why are theories important?  To give meaning to what we observe.  As a basis for action -- finding ways to improve the lives and education of children.Origins of Child Development Theories6th - 15th centuries Medieval period  Preformationism: children seen as little adults.  Childhood is not a unique phase.  Children were cared for until they could begin caring for themselves, around 7 years old.  Children treated as adults (e.g. their clothing, worked at adult jobs, could be married, were made into kings, were imprisoned or hanged as adults.)Art Art of the Middle Ages16th Century Reformation period  Puritan religion influenced how children were viewed.  Children were born evil, and must be civilized.  A goal emerged to raise children effectively.  Special books were designed for children.Art of the 16th Century17th Century Age of Enlightenment  John Locke believed in tabula rasa  Children develop in response to nurturing.  Forerunner of behaviorism www.cooperativeindividualism.org/ locke-john.jpg!Art of the 17th Century18th Century Age of Reason  Jean-Jacques Rousseau  children were noble savages, born with an innate sense of morality; the timing of growth should not be interfered with.  Rousseau used the idea of stages of development.  Forerunner of maturationist beliefsArt of the 18th Century19th Century Industrial Revolution  Charles Darwin  theories of natural selection and survival of the fittest  Darwin made parallels between human prenatal growth and other animals.  Forerunner of ethologyArt of the 19th Century20th Century Theories about children's development expanded around the world.  Childhood was seen as worthy of special attention.  Laws were passed to protect children,Psychoanalytical Theories Beliefs focus on the formation of personality. According to this approach, children move through various stages, confronting conflicts between biological drives and social expectations.Sigmund Freud Psychosexual Theory  Was based on his therapy with troubled adults.  He emphasized that a child's personality is formed by the ways which his parents managed his sexual and aggressive drives.Erik Erikson Psychosocial Theory  Expanded on Freud's theories.  Believed that development is life-long.  Emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict.  Identified 8 stages:  Basic trust vs mistrust (birth - 1 year)  Autonomy vs shame and doubt (ages 1-3)  Initiative vs guilt (ages 3-6)  Industry vs inferiority (ages 6-11)  Identity vs identity confusion (adolescence)  Intimacy vs isolation (young adulthood)  Generativity vs stagnation (middle adulthood)  Integrity vs despair (the elderly)Behavioral and Social Learning Theories Beliefs that describe the importance of the environment and nurturing in the growth of a child.Behaviorism  Developed as a response to psychoanalytical theories.  Behaviorism became the dominant view from the 1920's to 1960's.John Watson  Early 20th century, "Father of American Behaviorist theory.”  Based his work on Pavlov's experiments on the digestive system of dogs.  Researched classical conditioning  Children are passive beings who can be molded by controlling the stimulus-response associations. www.psych.utah.edu./…/Cards/Watson.htmlB. F. Skinner  Proposed that children "operate" on their environment, operational conditioning.  Believed that learning could be broken down into smaller tasks, and that offering immediate rewards for accomplishments would stimulate further learning.Social Learning Theory  Stressed how children learn by observation and imitation.  Believed that children gradually become more selective in what they imitate. Albert BanduraBiological Theories Belief that heredity and innate biological processes govern growth.Maturationism  Believed there is a predetermined biological timetable.  Proponents of the normative approach to child study: using age averages to define what is normal. G. Stanley Hall G. Stanley Hall Arnold GesellEthology  Examines how behavior is determined by a species' need for survival.  Has its roots in Charles Darwin's research.  Describes a "critical period" or "sensitive period,” for learningKonrad Lorenz  Ethologist, known for his research on imprinting.Attachment Theory  John Bowlby applied ethological principles to his theory of attachment.  Attachment between an infant and her caregiver can insure the infant’s survival.Cognitive Theories Beliefs that describe how children learnJean Piaget Cognitive development theory  Children "construct" their understanding of the world through their active involvement and interactions.  Studied his 3 children to focus not on what they knew but how they knew it.  Described children's understanding as their "schemas” and