Child development, Chapter 1, Caprice Paduano 1/12

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Caprice Paduano

Educación Salud y medicina Tecnología

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The video for this presentation is available on our Youtube channel: https://youtube.com/allceuseducation A continuing education course for this presentation can be found at https://www.allceus.com/member/cart/index/index?c= Review the most common theories of child development: Psychoanalytic, behavioral, social learning, cognitive, attachment, ecological Apply theoretical concepts to child development Hypothesize how failure to accomplish tasks in one area of development can negatively impact other areas

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1 An Introduction to Lifespan Development 2 M01_FELD0073_07_SE_C01.indd 2 19/01/13 10:52 AM 3 1 What if for your entire life, the image that others held of you was colored by the way in which you were conceived? In some ways, that’s what it has been like for Louise Brown, who was the world’s first “test tube baby,” born by in vitro fertilization (IVF), a procedure in which fertilization of a mother’s egg by a father’s sperm takes place outside of the mother’s body. Louise was a preschooler when her parents told her about how she was conceived, and throughout her childhood she was bombarded with questions. It became routine to explain to her classmates that she in fact was not born in a laboratory. As a child, Louise sometimes felt completely alone. “I thought it was something peculiar to me,” she recalled. But as she grew older, her isolation declined as more and more children were born in the same manner. In fact, today Louise is hardly isolated. More than 5 million babies have been born using the procedure, which has become almost routine. And at the age of 28, Louise became a mother herself, giving birth to a baby boy name Cameron—conceived, by the way, in the old-fashioned way (Falco, 2012; ICMRT, 2012). P r o l o g u e : New Conceptions Learning Objectives LO 1-1 What is lifespan development? LO 1-2 What are some of the basic influences on human development? LO 1-3 What are the key issues in the field of development? LO 1-4 Which theoretical perspectives have guided lifespan development? LO 1-5 What role do theories and hypotheses play in the study of development? LO 1-6 How are developmental research studies conducted? LO 1-7 What are some of the ethical issues regarding psychological research? C h a P t e r o v e r v i e w An Orientation to Lifespan Development Characterizing Lifespan Development: The Scope of the Field Cohort and Other Influences on Development: Developing with Others in a Social World Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan Development Continuous Change versus Discontinuous Change Critical and Sensitive Periods: Gauging the Impact of Environmental Events Lifespan Approaches versus a Focus on Particular Periods The Relative Influence of Nature and Nurture on Development Theoretical Perspectives on Lifespan Development The Psychodynamic Perspective: Focusing on the Inner Person The Behavioral Perspective: Focusing on Observable Behavior The Cognitive Perspective: Examining the Roots of Understanding The Humanistic Perspective: Concentrating on the Unique Qualities of Human Beings The Contextual Perspective: Taking a Broad Approach to Development Evolutionary Perspectives: Our Ancestors’ Contributions to Behavior Why “Which Approach Is Right?” Is the Wrong Question Research Methods Theories and Hypotheses: Posing Developmental Questions Choosing a Research Strategy: Ans.

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Chapter 1 reviews four key debates in lifespan development: Continuous vs. discontinuous change, the importance of critical and sensitive periods of development, lifespan approaches vs. a focus on particular periods, and the relative influence of nature and nurture on development. Discuss your initial reaction to these four issues and your view of their importance to our understanding of development. Note: (Rubrics) 1. Your posting demonstrates thoughtful consideration of the assignment’s subject matter and presents original ideas that advance the discussion in a meaningful way. 2. I have uploaded chapter one below. 3. The Prof. will use TurnItIn on written assignments 1 An Introduction to Lifespan Development 2 M01_FELD0073_07_SE_C01.indd 2 19/01/13 10:52 AM 3 1 What if for your entire life, the image that others held of you was colored by the way in which you were conceived? In some ways, that’s what it has been like for Louise Brown, who was the world’s first “test tube baby,” born by in vitro fertilization (IVF), a procedure in which fertilization of a mother’s egg by a father’s sperm takes place outside of the mother’s body. Louise was a preschooler when her parents told her about how she was conceived, and throughout her childhood she was bombarded with questions. It became routine to explain to her classmates that she in fact was not born in a laboratory. As a child, Louise sometimes felt completely alone. “I thought it was something peculiar to me,” she recalled. But as she grew older, her isolation declined as more and more children were born in the same manner. In fact, today Louise is hardly isolated. More than 5 million babies have been born using the procedure, which has become almost routine. And at the age of 28, Louise became a mother herself, giving birth to a baby boy name Cameron—conceived, by the way, in the old-fashioned way (Falco, 2012; ICMRT, 2012). P r o l o g u e : New Conceptions Learning Objectives LO 1-1 What is lifespan development? LO 1-2 What are some of the basic influences on human development? LO 1-3 What are the key issues in the field of development? LO 1-4 Which theoretical perspectives have guided lifespan development? LO 1-5 What role do theories and hypotheses play in the study of development? LO 1-6 How are developmental research studies conducted? LO 1-7 What are some of the ethical issues regarding psychological research? C h a P t e r o v e r v i e w An Orientation to Lifespan Development Characterizing Lifespan Development: The Scope of the Field Cohort and Other Influences on Development: Developing with Others in a Social World Key Issues and Questions: Determining the Nature—and Nurture—of Lifespan Development Continuous Change versus Discontinuous Change Critical and Sensitive Periods: Gauging the Impact of Environmental Events Lifespan Approaches versus a Focus on Particular Periods The Relative Influenc.

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Child Development in the Broader Context of Developmental Science Child development is one aspect of the broader, interdisciplinary field of developmental science, which includes the entire lifespan. Researchers in the area of child development typically divide these initial years into five age periods encompassing conception through adolescence. PRENATAL PERIOD INFANCY AND TODDLERHOOD EARLY CHILDHOOD PERIOD MIDDLE CHILDHOOD PERIOD ADOLESCENT PERIOD Vygotsky’s Sociocultural Theory Does society or culture have an impact on child development? Of course! Each individual has a different religious, ethnic, and economic background. Since all of those factors influence our development, there has been a rise in research studies that address the cultural context of children’s lives. Researchers are examining the effect of culturally specific beliefs and practices on development. Sociocultural theory, developed by Lev Vygotsky, focuses on how culture is transmitted to the next generation. Vygotsky believed that social interaction with more knowledgeable members of society is necessary for children to develop the ways of thinking and behaving that comprise a community’s culture. He saw cognitive development as a socially mediated process in which children depend on assistance from peers and adults as they take on new challenges. One additional discovery of cross-cultural research is that each individual culture may emphasize different tasks for childr Ecological Systems Theory Urie Bronfenbrenner (1917–2005) posited that our environment, consisting of our home, school, neighborhood, and beyond, is a series of structures that form a system. Each layer of that system interacts with the others and has a powerful impact on development. According to Bronfenbrenner’s ecological systems theory, children develop within this complex system of relationships and are affected by multiple levels of the surrounding environment. MICROSYSTEM MESOSYSTEM EXOSYSTEM MACROSYSTEM CHRONOSYSTEM An Illustration of Ecological Systems Theory: The Transition to Siblinghood The early weeks after a new baby enters the family are full of profound changes. While the arrival of a newborn sibling is a normative life event for many children, the transition to siblinghood can result in a mixture of positive and negative emotions. Some children welcome the new arrival, while others experience a developmental setback in a specific area like toilet training. Volling (2005) provides a developmental ecological systems approach to examine changes in both child and family functioning that occur with the birth of a new baby. ‹ 1/5 ›  Significant changes occur within the immediate family (microsystem). Because the mother may spend most of the early weeks after the birth caring for the newborn, the quality of the father–child relationship may be particularly important for sibling adjustment. Development as a Dynamic System According to a theory known as dynamic systems perspective, a child.

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1Introduction to Child Development Charlie Edwards/Photodisc/Getty Images Learning Objectives After completing this module, you should be able to: ሁ Identify and distinguish between developmental domains. ሁ Define and describe the five periods of child and adolescent development. ሁ Trace the historical changes in the field of child development. ሁ Identify and describe major developmental theories. ሁ Differentiate among psychological theories of development and summarize major views. Prologue Prologue About the time I started teaching child development, I was also a consultant at The Children’s Corner, a “playcare” facility that my two young children attended. We employed certified child- care professionals and a number of teaching assistants from a local university. Together they cared for dozens of children, from newborn to age 5. At times, more than 100 children drifted in and out of the facility on any particular day. Within a climate that increasingly emphasized the importance of giving children an intellectual head start, our school remained an unstruc- tured, open environment. It was child centered and focused on creativity and socialization. Before leaving for work, I would go to different areas of the school and interact with the children. Sometimes I would read to them; other times I would assist with art. I played on the climbers and helped in the kitchen. The children were full of energy, curiosity, laughter, and fun. It was a terrific way to start my day. The children from The Children’s Corner have since grown up and undoubtedly have pursued a variety of interests. Most of them are attending college or have begun to work. Some have pursued careers in teaching, medicine, or engineering; others are musicians or artists, labor- ers or technicians; a few are actors. Undoubtedly, some have mental disorders, and, sadly, the odds are good that some of those cute toddlers have been addicted to drugs or have engaged in more maladaptive behaviors, like committing criminal acts. Individual and group factors have steered the children from that facility into widely diver- gent paths. For many of us observers, these differences lead to perhaps the most fascinating question in psychology: What makes us all so distinct? Even children raised in the same environment often lead lives that are different in so many ways. Siblings are often motivated by different ideals and hold opposing positions on social issues, personal principles, or politics. They have different personalities, physical abilities, and intellectual pursuits. My own children, though raised in similar environments, are both alike and different. My son, Max, was an early talker and used words to learn about the world; during infancy and early childhood, he would talk to everyone. By contrast, my daughter, Mariana, did not say much during her first 2 years. She was content to take in the world silently through her eyes and ears, which many obser ...

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