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Definition
| an area of study devoted to understanding constancy and change from conception through adolescence. |
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| a larger, interdisciplinary field which includes all changes we experience through the lifespan. |
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| What is the common goal of those who study child development? |
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Definition
| To describe and identify those factors that influence the consistencies and changes in young people during the first two decades of life. |
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| How is development divided? |
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Definition
Into three broad domains, which overlap and interact.
1. Physical
2. Cognitive
3. Emotional and social |
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| The prenatal period: conception to birth |
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Definition
| - Nine month period from one celled organism to a human baby. |
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| Infancy and toddlerhood: birth to 2 years |
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Definition
- Dramatic changes in the body and brain to support emergence of motor, perceptual, and intellectual capacities.
- Beginning of language
- First intimate ties to others. |
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| Early childhood: 2 to 6 years |
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Definition
- Motor skills refined
- Children become more self-controlled and self-sufficient
- Make believe play support psychological development
- Sense of morality |
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| Middle childhood: 6 to 11 years |
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- Master new responsibilities that resemble those they will perform as adults.
- Improved athletic abilities, more logical thought processes, mastery of fundamental academic knowledge and skills. |
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| Adolescence: 11 to 18 years |
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Definition
- Though becomes abstract and idealistic
- Establish autonomy from family and begin to define personal goals |
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| Emerging adulthood: 18 to 25 years |
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Definition
| A new period of development that has cropped up in industrialized nations where the transition to adult roles has been prolonged. |
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| is an orderly, integrated set of statements that describes, explains, and predicts behavior. |
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| They provide organizing frameworks for our observations of children and once verified by research, often serve as a sound basis for practical action. |
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| What are theories influenced by and what does their continued existence depend on? |
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Definition
| Theories are influenced by cultural values and belief systems of their times. They also depend on scientific verification, meaning that a theory must be tested using a fair set of research procedures agreed on by the scientific community. |
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| What are the three basic issues on which child development theories take a stand? |
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Definition
1. Continuous vs. discontinuous
2. One course of development vs. many possible courses
3. Nature vs. nurture |
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| a process of gradually adding more of the same types of skills that were there to begin with. |
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| a process in which new ways of understanding and responding to the world emerge at specific times. |
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| qualitative changes in thinking, feeling, and behaving that characterize specific periods of development. |
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| unique combinations of personal and environmental circumstances that can result in different paths of change. |
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- Nature: inborn biological givens; the hereditary information we receive from our parents at the moment of conception.
- Nurture: the complex forces of the physical and social world that influence our biological makeup and psychological experiences before and after birth. |
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| characteristics remain the same at later ages. |
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| open to change in response to influential experiences. |
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| the ability to adapt effectively in the face of threats to development. |
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Definition
British philosopher serves as the forerunner to behaviorism.
- He viewed children as tabula rasa, meaning that children begin as nothing at all and their characters are shaped entirely by experience.
- Development as continuous, championed nurture, and takes many courses of development and of high plasticity at later ages. |
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Term
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Definition
French philosopher.
- Noble savages, children are naturally endowed with a sense of right and wrong and an innate plan for orderly, which would only be harmed by adult training.
- Child centered philosophy.
- Four stages: 1) infancy 2) childhood 3) late childhood 4) adolescence
- Development as a discontinuous, stagewise process that follows a single, unified course mapped out by nature. |
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| refers to a genetically determined, naturally unfolding course of growth. |
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Definition
| Theory of evolution, which emphasizes natural selection and survival of the fittest. |
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| G. Stanley Hall (Normative Period) |
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Definition
America psychologists.
- Developed theories based on evolutionary ideas and a maturational process.
- Launched the normative approach. |
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Term
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Definition
| in which measures of behavior are taken on large numbers of individuals and age related averages are computed to represent typical development. |
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Definition
French psychologist, PSY 301.
- Defined intelligence as good judgment, planning, and critical reflection. |
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Definition
American psychologist.
- Children's understanding of their physical and social worlds develops through a sequence of stages, beginning with simple behavior patterns and concludes with abstract and reflective thoughts.
- Nature and nurture are of equal importance. |
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| Psychoanalytic perspective |
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Definition
children move through a series of stages in which they confront conflicts between biological drives and social expectations. How these conflicts are resolved determines the person's ability to learn.
1. Discontinuous: development takes place in stages.
2. One course: stages are universal.
3. Both nature and nurture: early experiences set the course of later development. |
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| Sigmund Freud's psychosexual theory |
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Definition
| which emphasizes that how parents manage their child's sexual and aggressive drives in the first few years is crucial for healthy personality development. |
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Definition
| the largest portion of the mind, is the source of basic biological needs and desires. |
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| the conscious, rational part of personality, emerges in early infancy to redirect the id's impulses so they are discharged in acceptable ways. |
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| or the conscience, develops through interactions with parents, who insist that children conform to the values of society. |
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| Erik Erikson's psychosocial theory |
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Definition
| emphasizes that in addition to mediating between id impulses and superego demands, the ego makes a positive contribution to development, acquiring attitudes, and skills that make the individual an active, contributing member of society. |
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| John Watson's behaviorism |
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Definition
Little Albert experiment helped Watson concluded that environment is the supreme force in development and that adults can mold children's behavior by carefully controlling stimulus-response association.
- He believed development to be a continuous process. |
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Definition
Albert Bandura's theory emphasized modeling/imitation/observational learning as a powerful source of development.
(The same for behaviorism):
1. Continuous
2. Many possible courses
3. Emphasis on nurture |
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Term
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Definition
| consists of procedures that combine conditioning and modeling to eliminate undesirable behaviors and increase desirable responses. |
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| Cognitive developmental theory |
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Definition
children actively construct knowledge as they manipulate and explore their world.
1. Discontinuous
2. One course
3. Both nature and nurture |
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Definition
1. Sensorimotor stage
2. Preoperational stage
3. Concrete operational stage
4. Formal operational stage |
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Definition
the human mind might also be viewed as a symbol-manipulating system through which information flows, which emphasizes that both task characteristics and cognitive limitations influence performance.
- Views development as one of continuous change. |
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| Developmental cognitie neuroscience |
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Definition
| brings together researchers from psychology, biology, neuroscience, and medicine to study the relationship between changes in the brain and the developing child's cognitive processing and behavior patterns. |
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Term
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Definition
is concerned with the adaptive, or survival, value of behavior and its evolutionary history.
(Same for evolutionary psychology):
1. Both continuous and discontinuous
2. One course
3. Both nature and nurture |
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Definition
| refers to a limited time during which the child is biologically prepared to acquire certain adaptive behaviors but needs the support of an appropriately stimulating environment. |
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Definition
| is a time that is optimal for certain capacities to emerge because the individual is especially response to environmental influences. |
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| Evolutionary developmental psychology |
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Definition
| seeks to understand the adaptive value of species-wide cognitive, emotional, and social competencies as those competencies change with age. |
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| Lev Vygotsky's sociocultural theory |
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Definition
focuses on how culture is transmitted to the next generation. And places heavy emphasis on social interaction between children and more knowledgeable member of society, which is necessary for children to acquire the ways of thinking and behaving that make up a community's culture.
1. Both continuous and discontinuous
2. Many possible courses
3. Both nurture and nature |
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Term
| How do Piaget and Vygotsky differ? |
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Definition
| Piaget emphasized children's independent efforts to make sense of their world, where as Vygotsky spoke of a socially mediated process. |
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| Urie Bronfenbrenner's ecological systems theory |
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Definition
which views the child as developing within a complex system of relationships affected by multiple levels of the surrounding environment.
1. Not specified
2. Many possible courses
3. Both nurture and nature |
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Term
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Definition
| a child's biologically influenced dispositions join with environmental forces to mold development. |
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Definition
| a sereis of nested structures that form a complex functioning whole. |
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| the innermost level of the environment consists of activities and interaction patterns in the child's immediate surroundings. |
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| encompasses connections between microsystems. |
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| consists of social settings that do not contain children but that nevertheless affect children's experiences in immediate settings. |
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| the outermost level consists of cultural values, laws, customs, and resources. |
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| the temporal dimension of Brongenbrenner's model. Life changes can be imposed on the child, alternatively, they can arise from within the child, since as children get older they begin to modify their environment. |
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Term
| Dynamic systems perspective |
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Definition
the child's mind, body, and physical and social worlds form an integrated system that guides mastery of new skills. The system is constantly in motion. If any part of it disrupts the current organism environment relationship, causing the child to reorganize his/her behavior so the components work together again in a more effective way.
1. Both continuous and discontinuous
2. Many possible courses
3. Both nature and nurture |
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| is any planned set of actions by a group, institution, or governing body directed at attaining a social goal. |
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| laws and government programs designed to improve current conditions. |
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| Individualistic societies |
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Definition
| people think of themselves as separate entities and are largely concerned with their own personal needs. |
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Term
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Definition
| people define themselves a s part of a group and stress group goals over individual goals. |
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