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| main situations to gather data about children |
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| interviews naturalistic observation, and structured observation |
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| especially useful for revealing children's subjective experience |
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| primary goal is to describe how children behave in their everyday environment |
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| describe how different children react to the identical situation |
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| degree to which two variables are associated |
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| describe relations among variables or when the variables of interest cannot be manipulated due to technical or practical considerations |
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| revealing the causes of children's behavior |
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| data about development: cross sectional |
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| examining different children of different ages |
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| data about development: longitudinal designs |
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| examining the same children at different ages |
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| data about development: microgenetic designs |
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| presenting intensive experience over a relatively short period and analyzing the change process in detail |
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| Child development is valuable because: |
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Definition
| become better parents, inform our views about social issues that affect children, improve understanding of human nature |
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| nature & nurture together shape development |
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| every aspect of development reflects peoples biological endowment (nature) and experiences that they have had ( nurture) |
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| children contribute to their development |
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| contribute through their attentional patterns, use of language, and choices of activities |
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| most developments can appear either way depending on how often and how closely we look at them (height chart) |
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| mechanisms involve a complex of interplay among genes, brain structures, neurotransmitters, and experiences |
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| sociocultural context influences development |
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Definition
contexts includes the people who chkldren interact directly (family & friends).
institutions : schools, religious organizations.
Societal beliefs & values: race, ethnicity social class |
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| how are children different from one another |
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Definition
| reflect differences in childs genes, in treatment by other people, their interpretations of their own experiences, and by their choices of environments |
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| discontinuous development |
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Definition
changes w/ age include large shifts.
piagets conservation of liquid in tube is used to exemplify discontinuous development |
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| emergence of new structures and functions in the course of development |
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| reproductive sells (eggs and sperms) that contain only half the genetic material of all the other cells in the body |
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| fertilized egg cell. full complement of human genetic material |
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| 3rd to 8th week of prenatal development |
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| embryonic cells, which can develop into any type of body cell |
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| genetically programmed cell death |
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| zygote splitting in half, zygotes have same set of genes |
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| two eggs released, two different sperm. only half their genes in common |
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| suport organ for fetus: keeps circulatory systems separate. permits exchange of oxygen & nutrients, waste & carbon dioxide |
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| contain blood vessels connecting the fetus and placenta |
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| form of learning that involves a decrease in response to repeated or continued stimulation |
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| develoing organism is most sensitive to the effects of external factors; prenatally the period is when the fetus is maximally sensitive to the harmful effects of teratogens |
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| SIDS sudden infant death syndrome |
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Definition
| sudden, unexpected death of an infant less than 1 year of age that has no identifiable cause |
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| brain activity during REM sleep in the fetus and newborn facilitiates the early development of the visual system |
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| level of arousal and engagement in the environment, ranging from deep sleep to intense activity |
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| excessive, inconsolable crying by a young infant for no apparent reason |
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| born at 35 weeks after conception or earlier. (normal 38) |
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| successful development in spite of multiple and seemingly overwhelming developmental hazards |
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| prenatal development begins at: |
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Definition
| cellular level w/ conception, union of an egg to form a zygote, zygote multiples and divides on its way to fallopian tube |
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| cell division, migration, differentiation, death. continues through prenatal development |
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| when zygote becomes implanted on the uterine wall it then |
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Definition
| becomes an embryo and from then its dependent on the mother to obtain nourishment & oxygen |
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| beings 5 or 6 weeks after conception w/ simple movements that become patterns. later on develops indendent living - breathing, etc |
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| fetus learns from experience |
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| both fetus & newborns can discriminate b/w familiar & novel sounds, in language, & exhibit taste preferences |
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| 38 weeks, behvaior of fetus helps to initiate birth process |
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| birth experience: birth canal |
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Definition
| beneficial effects, including preparing infant to take his or her first breath |
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| newborns state of arousal |
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Definition
| ranges from deep sleep to active crying |
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| REM sleep compensates for |
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| lack of visual stimulation that results from the newborns sleeping many hours a day |
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| independent measurements of a given behavior are consistent |
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| amount of agreement in the observations of different raters who witness the same behavior |
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| degree to which a test measures what it is intended to measure |
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| degree to which effects observed w/in experiments can be attributed to the variables that the researcher intentionally manpiluted |
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| degree to which results can be generalized beyond the particulars of the research |
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| group of apporacehes that allow inferences about causes and effects to be drawn |
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| experience that children in the experimental group receiv and that children in the control group do not receive |
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| behavior that is meassurd to determine whether it is affected by exposure to the independent variable |
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| ability of researcheds to determine the specific experiences that children have during the course of an experiment |
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| group of children in an experimental design who are not presented the experience of interest but in other ways are treated similarly |
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| cross-sectional: advantage/disadvantage |
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Definition
• Advantage: compare different ages & data at once, rapidly
• Disadvantage: reflects changes in society not development |
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| longitudinal: advantage/disadvantage |
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Definition
• Advantage: process of individual change
• Disadvantage: costly, lengthy study, lost of subjects or ppl that don’t represent the original sample |
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| Continued development of physical structures and rapid growth of the body. Increasing levels of behavior, sensory experience, and learning. (9 to 38 weeks) |
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| hormones shape genital and the brain |
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Definition
| o All human fetuses can develop either male or female genitalia, depending on the presence or absence of testosterone |
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| • By the 4th day after conception, the zygote arranges itself into a hollow sphere of cells with a bulge of cells, the inner cell mass, on one side (embryo) |
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| skin isnt translucent. hairy/ waxy to protect skin in the water or aminotic sac |
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| prenatal development from the 4th week on |
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| fetus: 12 weeks digestive system |
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Definition
| o Swallowing amniotic fluid promotes normal development of the palate and aids in the maturation of the digestive system |
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| fetus 12 weeks: respiratory |
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Definition
| o Movement of the chest wall and pulling in and expelling small amounts of amniotic fluid help the respiratory system become functional |
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o Fetus experiences tactile stimulation as it moves; tastes and smells amniotic fluid
o Responds to sounds from at least 6 months
o Prenatal visual experience negligible |
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| teratogens prenatal development |
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Definition
• Timing and dosage effect the severity of the effects of potentially harmful agents
• Many agents cause damage only during a sensitive period in development |
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| • Active sleep, Quiet sleep, Crying, Active awake, Alert awake, Drowsing |
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| o Resilient children often experience responsive care from a particular caregiver and possess personal characteristics such as intelligence and responsiveness to others |
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same sets of questions. Ex: Surveys, interviews, experiments
• Variables that experimenter controls = independent
• Differ in levels of intended variables |
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Term
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Definition
| brain activity during REM sleep in the fetus and newborn makes up for deprivation of external stimuli and facilitates the early development of the visual system |
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