Child development, Chapter 1, Caprice Paduano 1/12
Upcoming SlideShare
Loading in...5
×
 

Child development, Chapter 1, Caprice Paduano 1/12

on

  • 1,469 views

 

Statistics

Views

Total Views
1,469
Views on SlideShare
1,418
Embed Views
51

Actions

Likes
0
Downloads
15
Comments
1

1 Embed 51

http://angel.spscc.edu 51

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
  • I hadn't thought of conception as a stage of child development. Makes sense though, I read outloud and spoke to my baby when it was in my belly.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Child development, Chapter 1, Caprice Paduano 1/12 Child development, Chapter 1, Caprice Paduano 1/12 Presentation Transcript

    • What is child development?
    • What is the scope of the field?
    • What are the key issues and questions in the field of child development?
    • What is the future of child development likely to hold?
    • Child development is the scientific study of the patterns of growth, change and stability that occur from conception through adolescence.
    • Child development includes:
    • Physical development
    • Cognitive development
    • Social and personality development
  •  
    • Physical development examines:
    • the brain
    • nervous system
    • muscles
    • developmental milestones
    • needs for food, drink, and sleep
    • Cognitive development examines:
    • learning
    • memory
    • problem solving
    • intelligence
    • Personality development includes the stability and change of enduring characteristics that differentiate one person from another.
    • Social development examines how social relationships grow, change, and remain stable over the course of life.
    • Researchers divide childhood and adolescence into broad ranges:
      • Prenatal (conception to birth)
      • Infancy and toddlerhood (birth to age 3)
      • Preschool period (ages 3 – 6)
      • Middle childhood (ages 6 – 12)
      • Adolescence (ages 12 – 20)
    • However, there are substantial individual differences in the timing of milestones -- age ranges are averages.
    • Cohort - A group of people born at around the same time in the same place
    • Cohort effects provide an example of history-graded influences , which are biological and environmental influences associated with a particular historical moment.
    • In contrast, age-graded influences are biological and environmental influences that are similar for individuals in a particular age group, regardless of when or where they are raised.
    • Development is also affected by sociocultural-graded influences , which include:
      • ethnicity
      • social class
      • subcultural membership
      • other factors
    • Finally, non-normative life events also influence development.
    • Non-normative life events are specific, atypical events that occur in a particular person’s life at a time when such events do not happen to most people.
    • Early Views of Children:
    • Locke considered a child to be a tabula rasa —which is Latin for “blank slate.” In this view, children entered the world with no specific characteristics or personalities. Instead, they were entirely shaped by their experiences as they grew up.
    • Rousseau argued that children were noble savages, meaning that they were born with an innate sense of right and wrong and morality.
    • Among the first instances in which children were methodically studied came in the form of baby biographies , which were popular in the late 1700s in Germany.
    • Observers—typically parents—tried to trace the growth of a single child, recording the physical and linguistic milestones achieved by their child.
    • It was not until Charles Darwin, who developed the theory of evolution, that observation of children took a more systematic turn.
    • Darwin was convinced that understanding the development of individuals within a species could help identify how the species itself had developed.
    • Women made significant contributions to child development.
    • Hollingworth – one of the first psychologists to focus on child development
  •  
    • In continuous change, development is gradual.
    • Discontinuous change occurs in distinct steps or stages.
    • Critical periods are specific times during development in which a particular event has its greatest consequence.
    • Sensitive periods are particular times when an organism is susceptible to certain kinds of stimuli in their environment.
    • Early developmentalists tended to focus on the periods of infancy and adolescence, largely to the exclusion of other parts of childhood.
    • Today, however, the entire period encompassing conception through adolescence is now regarded as important.
    • Nature – traits, abilities, and capabilities inherited from one’s parents
      • Nature = Genetic
    • Nurture – environmental influences that shape behavior
      • Nurture = Environment
    • Specialization – new areas of study and perspectives will emerge
    • Genetics – the explosion in information about genes and the genetic foundations of behavior will influence all spheres of child development
    • Diversity – the increasing diversity of U.S. population will focus greater attention to related issues
    • Research in child development will find uses in numerous other fields
    • Public interest issues will increasingly be influenced by child development research