Term
| Definition and Domains of Child Development |
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Definition
An area in the field of developmental science devoted to understanding constancy and change from conception to adolescence.
physical-
social/emotional-
cognitive- |
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Term
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Definition
| orderly, integrated set of statements that describes, explains, and predicts behavior |
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Term
| continuous vs discontinuous development |
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Definition
development is a cumulative process of adding more of the same types of skills that were there to begin with
new and different ways of interpreting and responding to the world emerge at particular time periods
vs
(see page 7) |
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Term
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Definition
inborn biological givens-the hereditary information we receive from our parents at conception (p.8). Genetic factors determine development and behavior.
vs
The complex forces of the physcial and social world that influence our biological makeup and psychological experiences before and after birth (p.8). Environmental factors determine development and behavior. |
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Term
one course of development vs many:
universal stages vs. contexts |
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Definition
children everywhere follow the same sequence of development
vs
unique combinations of genetic and environmental circumstances that can result in different paths of change (p.8) |
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Term
| The individual: Stable or open to change? |
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Definition
| Theorists disagree about whether stable individual differences emerge early and persist due to heredity and early experience, or whether change is possibly and likely if new experience supports it. |
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Term
| Medieval Era/earlier view of childhood |
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Definition
| Childhood (up to age 7-8) regarded as separate phase with special needs |
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Term
| Reformation period view of childhood |
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Definition
| 16th century Puritan "child depravity" view |
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Term
| Enlightenment views of childhood |
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Definition
17th century-John Locke-"tabula rosa" (blank slate)
18th century: Jean Rousseau-"noble savages" |
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Term
Psychosexual Perspective:
Who?
When? |
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Definition
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Term
Psychosocial perspective:
who?
when? |
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Definition
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Term
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Definition
| Largest portion of mind, unconscious, present at birth, source of biological needs and desires |
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Term
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Definition
| concious, rational part of mind, emerges early in infancy, redirects id impulses acceptably |
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Term
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Definition
| the conscience, develops from ages 3-6, from interactions with caregivers |
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Term
| psychosexual stages of development |
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Definition
oral: birth-one year (ego directs sucking, problems here lead to thumb sucking, chewing, overeating, or smoking)
anal: 1-3 (toilet training an issue, problems with timing/demands here can result in orderliness/messiness issues)
phallic: 3-6 (id impulses transfer to genitals, Oedipus/Electra conflict, superego formed as a result)
latency: 6-11 (sexual instincts die down, superego further developed)
genital: adolescence (puberty causes sexual impulses to reappear, success in earlier stages leads to marriage) |
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Term
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Definition
1. basic trust vs mistrust: birth-1 year (responsive care leads infants to trust world)
2. autonomy vs. shame and doubt: 1-3 years (autonomy fostered when parents permit reasonable free choice and do not force or shame child)
3. initiative vs guilt: 3-4 years (initiative happens when parents support child's new sense of purpose and direction. Danger when parents demand too much self-control)
4. industry vs inferiority (6-11) children learn cooperation-inferiority develops when negative experiences lead to negative feelings)
5.identity vs identity diffusion: adolescence(self-chosen values lead to secure personal identity; negative is confusion about future adult roles)
6.intimacy vs isolation: young adulthood (establishing intimate ties to other people)
7. generativity vs. stagnation: middle adulthood (giving to the next generation)
8. Integrity vs. despair: old age (satisfaction vs. dissatisfaction with lives) |
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Term
Behaviorism
nature vs nurture?
universal vs contexts?
stable or open to change?
continuous vs discontinuous development? |
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Definition
nurture
contexts
open to change
continuous |
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Term
classical conditioning
what?
Who? |
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Definition
stimulus-response
Pavlov/Watson |
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Term
operate conditioning
What/Who |
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Definition
| Reinforcers and punishments (Skinner) |
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Term
Social learning theory
Who?
What? |
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Definition
Bandura
Modeling/imitation/observational learning
social-cognitive
children see rewards and punishments and don't have to engage in behavior to know how to behave |
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Term
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Definition
introduction of a stimulus to increase behavior
ex-praise for a correct answer |
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Term
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Definition
introduction of a stimulus to decrease behavior
ex-spanking |
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Term
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Definition
removal of a stimulus to increase behavior
ex-noise to buckle seatbelt |
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Term
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Definition
removal of a stimulus to decrease behavior
ex-grounding, taking away $ |
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Term
Sociocultural theory
who?
what? |
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Definition
Vygotsky
children acquire ways of thinking and behaving that makeup a community's culture through cooperative dialogues (social interaction) with more knowledgeable members of society (p.25) |
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Term
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Definition
something others can do to help children through the zone of proximal development
ex-little mermaid puzzle |
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Term
| zone of proximal development |
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Definition
| there is a gap between what a child is capable of demonstrating at the moment working independently (ie, score on a test) vs what is within the child's present learning abilities (what a child can do with guidance) |
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Term
Cognitive Development Theory
Who?
What? |
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Definition
Piaget; An approach that views the child as actively building mental structures as they manipulate and explore their world and cognitive development as taking place in stages.
discontinuous-stages
develops universally-stages
in context-what schemas you develop
open to change
nature-brain development
nurture-environment/schemas |
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Term
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Definition
| a balance between internal structures and information encountered in everyday worlds |
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Term
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Definition
| a mental representation of an external event |
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Term
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Definition
| the process of getting back to a state of equilibrium |
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Term
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Definition
| a process of fitting a new experience into existing schemas |
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Term
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Definition
| a process of changing existing schemas to fit external experiences |
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Term
| Piaget's Cognitive-Developmental Stages |
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Definition
Sensorimotor period: birth-two years (infants think by touching things)
Preoperational period: 2-7 years (language/make believe play--symbols--used to represent discoveries)
Concrete operational period: 7-11yrs (reasoning becomes logical)
Formal operational period: 11yrs (higher capacity for abstract thinking) |
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Term
information processing
what? |
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Definition
the mind is like a computer: a symbol-manipulating system through which information flows.
continuous
nurture-you can learn
nature-ex: ST memory, processing speed, vision |
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Term
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Definition
| represents sights and sounds and stores them briefly |
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Term
| working or short-term memory |
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Definition
| holds limited amount of info which is worked on to facilitate memory and problem-solving |
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Term
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Definition
| stores information permanently |
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Term
| control processes/mental strategies |
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Definition
| executes attention, memory, and problem solving strategies |
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Term
Evolutionary Psychology/Ethology
who?
what? |
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Definition
Darwin applied to psychology
Seeks to understand adaptive value of human competencies
studies cognitive, emotional, and social competencies and change with age
expands upon ethology |
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Term
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Definition
| An approach concerned with the adaptive or survival value of behavior and its evolutionary history |
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Term
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Definition
| limited time span during which the child is biologically prepaed to acquire certain adaptive behaviors but needs the support of an appropriately stimulating environment (p.24) |
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Term
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Definition
| a time that is optimal for certain capacities to emerge and in which the individual is especially responsive to environmental influences (language) |
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Term
Ecological Systems Theory
who?
what? |
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Definition
Bronfenbrenner
Views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment. A bioecological model, since biological dispositions join with environmental forces to mold development. (p.26) |
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Term
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Definition
| the activities and interaction patterns in the child's immediate surroundings (school, family, day care, team) |
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Term
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Definition
| connections between microsystems (parent-teacher conference, parental help with homework, father is a scoutmaster) |
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Term
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Definition
| social settings that do not contain the child but hat affect his/her experiences in immediate settings (parents work place, community organizations, etc.) |
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Definition
| consists of values, laws, customs, and resources of a particular culture that incluence experiences and interactions at inner levels of the environment (views about women and children, day care requirements) |
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Term
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Definition
| aspect of time; temporal changes in children's environments which produce new conditions that affect development. Changes can be imposed externally or arise within the organism. |
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Term
| Dynamic Systems Perspective |
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Definition
| The childs mind, body, and physical and social worlds as a dynamic, integrated system. A change in any part of the system leads the child to recognize his or her behavior so that the system operates in a more complex and effective way. |
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Term
Psychoanalytic perspective (psychosexual and psychosocial)
continuous or dicontinuous?
nature or nurture?
universal or contexts?
Stable or open to change? |
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Definition
discontinuous: stages
universal: one stage at a time
contexts: Erikson-normal development understood in relation to each culture's life situation
both and nature and nurture: innate impulses channeled and controlled through child rearing experiences. Early experiences set the course of later development.
stable |
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Term
Behaviorism and Social Learning Theory:
continuous or dicontinuous?
nature or nurture?
universal or contexts?
Stable or open to change? |
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Definition
continuous. increase in learned behaviors.
development in context.
nurture. conditioning and modeling.
very open to change |
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Term
Piaget's Cognitive developmental theory:
continuous or dicontinuous?
nature or nurture?
universal or contexts?
Stable or open to change? |
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Definition
discontinuous. Stages
universal. one stage at a time
nature and nurture. brain maturation and innate drive, but environment stimulates. both early and later experiences are important.
open to change |
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Term
Information Processing:
continuous or dicontinuous?
nature or nurture?
universal or contexts?
Stable or open to change? |
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Definition
continuous: gradual improvement
universal: changes studied characterize most or all children.
both nature and nurture: brain development and innate capacity, but can be modified both early and later experiences are important
open to change |
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Term
Ethology and evolutionary developmental psychology:
continuous or dicontinuous?
nature or nurture?
universal or contexts?
Stable or open to change? |
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Definition
both continuous and discontinuous. adaptive behaviors developed gradually, but sensitive and critical periods occur
both universal and contexts: adaptive behaviors and sensitive periods apply to all members of a species but environment influences adaptation.
both nature and nurture: evolution and heredity influence behavior. in sensitive periods, early experiences set the course of later development
stable |
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Term
Vygotsky's sociocultural:
continuous or discontinuous?
universal or contexts?
nature or nurture?
stable or open to change? |
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Definition
continuous, in the sense that culture adds to a child's knowledge. discontinuous, in the sense that language acquisition and schooling lead to stagewise changes.
context-socially mediated changes in thought and behavior vary from culture to culture
nature-heredity and brain development contribute
nurture-dialogues with expert members of society contribute
both early and late experiences important
open to change
universal or contexts?
nature or nurture?
stable or open to change? |
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Term
ecological systems theory:
continuous or discontinuous?
universal or contexts?
nature or nurture?
stable or open to change? |
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Definition
continuous: no stages
context: environmental forces on multiple levels mold development in unique ways
nature-child's characteristics
nurture-layers of environment influence child-rearing experiences. early and late experiences important
stable |
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