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Definition
Biological/Physical- genetics, growth
Cognitive- process of information(Piaget, Vygotsky)
Psychosocial- social and emotional development (Erikson) |
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| Individuals with Disabilities Education Improvement Act (1975) zero reject mandate, required to be in least-restricted environment possible |
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| Perspectives of Children's Development |
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Definition
| biological, psychoanalytic, behavioral, cognitive, contexual |
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| changes in child over time |
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| set of general statements used to explain observations. Theories are coherent, explain and predict development |
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| to what extent biological vs. environment |
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| plasticity-ability to be changed or modified. Are there critical periods in which a child must have certain social or cognitive experiences in order to develop normally? Are the processes open to change at any point? |
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| Continuity vs. Discontinuity |
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Definition
| non-stage vs. stage (spurts of development) |
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| child's role in development. shaped by environment or biology? |
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| do children stop developing? do they all follow a universal sequence of development? |
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| Used to explain changes in height, weight, language, mental ability, motor skills |
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| developmental changes in the self and personality |
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| influenced by the environment and major mechanism of development are principles of learning |
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| the plan or structure of an investigation. |
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| statement derived from theory that has not yet been validated. |
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| John Watson-behavioral theory, (emotions) passive learning, a learned association between stimule; dog and bell/ boy and rat |
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| Skinner- behavioral theory, (language) more active, based on reinforcement and punishment, reward for doing something, keep doing it for reward |
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self develops in sexual context: Freud
Infancy- oral/anal, Early childhood-phallic (curious about body parts), Middle childhood- latency (ready to learn), Adolescence- genital (experiment) |
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Erikson, relationships and interactions, 8 crises- each stage crisis and has two paths, positive crisis resolution predicts future positive crisis resolution.
Infancy- trust vs. mistrust and autonomy (try to function independently) vs. shame
Early Childhood- initiative (start an activity) vs. guilt
Middle- Industry (work hard/productive) vs. inferiority, Adolescence- Identity vs. role confusion and intimacy vs. isolation |
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Term
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Definition
| in-depth investigation of one person or a small group of individuals |
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Definition
| tell us what factors influence or are associated in a positive or negative way and are, perhaps, the most widely used design in developmental research |
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Definition
| the development of one group of children is tracked over several years. |
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Definition
| researchers select children of different ages and measure the factor under study. |
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Definition
| participants are randomly selected and randomly assigned to either of two conditions: an experimental or a control group. |
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| carried out by teachers, administrators, and other change agents in the school to improve the educational environment for their students |
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| Children can report on their own behavior, their parents’ and teachers’ behavior, or their peers’ behavior. |
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| the consistency or precision of a measurement when repeated under similar circumstances. |
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| whether or not it provides an accurate measure of the phenomenon being studied. |
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Definition
| Unconscious- Id- pleasure vs. Superego- conscience, guilt, morality on steroids. Ego-conscious, socially appropriate, meets needs of both |
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Definition
| view development as a maturational process that was largely or completely outside the influence of parents or teachers. Most likely recommend student stay in grade another year (retention) |
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Definition
| focus on the ways children construct their own understandings of their environment, interplay of child's mental capabilities and environmental experiences. |
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| Information Processing System |
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Definition
| (cognitive theory) mind like computer-input (senses) from environment, if relevant goes to sensory memory but info can drop from memory here. Then perceptions of your sensory memory go to your short term/working memory- what's on your mind. Goes to long term memory by encoding which is attaching a label/symbol to information. |
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| focus on the influence of the social and culture. No universal patterns or endpoints, child active. Bronfenbrenner theory. |
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| Human characteristics that result from the interplay of multiple genes: skin color, height |
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| two people coming from same egg and contain same genetic instructions, 100% gene identical, nature stable great for experiments |
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| two different eggs 50% genes in common like regular siblings |
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| extra part twenty-first chromosome, older you get more likely to give birth to one. |
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| 23 chromosomes from each parent. Males have X and Y and females have two X chromosomes. |
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| Sex-linked Characteristics |
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Definition
| Traits from recessive genes that are carried on the sex chromosome |
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Definition
| one of leading causes of mental retardation and developmental disabilities, caused by a single gene, more common in males |
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| the genes a person inherits from both parents for any particular trait |
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| actual expression of particular trait from parents |
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Definition
| 0-13 days, fertilization and implantation, zygote implants itself in wall of uterus, mitosis |
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Definition
| 2-(8-12) weeks, all of major organs formed, pregnancy could be detected by doctor |
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Definition
| (8-12 weeks) to 38 weeks, biggest growth/weight gain, baby will take calcium from mother's bones, 28 weeks can survive normally outside womb |
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Definition
| environmental substance that harms fetus: alcohol, cigarettes, laser guns on cops |
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Definition
| brain, spinal cord, nerve cells, controls almost every aspect of human functioning |
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Definition
| caused by poor nutrition, usually occurs in teen pregnancies or older women births |
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Definition
| not fully developed until early adulthood, largest in proportion to size |
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Definition
| not fully developed until early adulthood, largest in proportion to size |
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Definition
| neurons and dendrites become coated with a fatty substance called myelin that enablies nerual impulses to travel faster |
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Definition
| involves the processing of sensory information by the brain, labeling what you're sensing |
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Definition
| decrease in an infant's response to a stimulus after repeated exposure to it |
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Definition
| events or objects can be simultaneously perceived by multiple senses |
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| Causes for learning disabilities |
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Definition
| Heredity, Problems during pregnancy and birth, Incidents after birth |
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Definition
| Attention Deficit Hyperactivity Disorder, more common in boys, developmentally inappropriate levels of activity, concentration, distractibility and impulsivity. |
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Definition
| many result from damage to the central nervous system |
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Definition
| an acquired injury to the brain,either open or closed head injury, has significant impact on learning |
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Definition
| a neurological disorder, affects the functioning of the brain, more common in boys than girls |
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Definition
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| Cephalocaudal Development |
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Definition
| Growth starts at the head and proceeds downward, The infant’s brain, neck, and trunk develop before the legs |
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| Proximal-distal Development |
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Definition
| Development begins in the center and proceeds outward. Organs develop before the arms or hands |
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Definition
| a dramatic period of physical development, second only to infancy, the period in which a young person becomes capable of sexual reproduction. |
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| children must construct their own understandings of the world in which they live. information must be mentally acted on, manipulated and transformed in order to have meaning for the learner. |
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| children act as "little scientists" trying to make sense of the world by using what they already know to interpret new events and objects.Children have their own logic and ways of knowing, which follow predictable patterns of development as children biologically mature and interact with the world |
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Definition
| sets of physical actions, mental operations, concepts, or theories people use to acquire and organize information about their world |
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| Piaget's types of knowledge |
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Definition
Physical knowledge
Logico-mathematical knowledge
Social knowledge |
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| Piaget: Principles guide children's intellectual development |
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Definition
Organization- our minds organize information (like in different schemes)
Adaptation- into our intellectual environment, understanding, more able to adapt higher intelligence |
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Term
| How children adapt to environment? |
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Definition
Piaget- Assimilation- when you add non-contradictory information to an existing scheme.
Accommodation- when you must change an existing scheme because of contradictory information |
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Term
| Piaget's view of development |
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Definition
| complex interaction of innate and environmental factors |
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Term
| Factors contribute to child's development |
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Definition
maturation of inherited physical structures
• physical experiences with the environment
• social transmission of information and knowledge
• equilibrationdrives development- the restoring of cognitive balance, use accommodation in equilibration. |
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Term
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Definition
| knowledge that objects continue to exist even when they can no longer be seen or acted on, occurs around 8 months |
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Definition
| The ability to think about objects, events, or people in their absence marks the beginning of the stage; Major accomplishment during stage: Symbolic thought- thinking in symbols, images and words |
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Definition
| attributing life like characteristics to things that are not alive, human and animal sense |
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Definition
| “thinking about thinking,” and it plays a very important role in children’s cognitive development during the middle childhood and adolescent years, having insight into your own thinking |
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Definition
| Perceiving and interpreting the world in terms of self |
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Definition
| children tend to focus or center their attention on only one aspect of a stimulus |
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| Concrete operational stage |
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Definition
Thinking appears to be less rigid.
• The child understands that operations can be mentally reversed or negated. |
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Definition
| the ability to order objects in a logical progression. |
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Definition
| the understanding that an entity remains the same despite superficial changes in its form or physical appearance. |
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Definition
| the ability to draw a logical inference based on the relationship between two statements or premises. |
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| hypothetico-deductive thinking |
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Definition
| scientific reasoning, using deduction, ability to generate and test hypotheses in a logical and systematic manner |
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Definition
| The ability to think about multiple causes |
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| Piaget's important contributions |
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Definition
| the purposes and goals of education;the idea that knowledge is constructed from the child’s own physical and mental activities; the important role of play in children’s development. |
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Definition
| stresses relations between the individual and society; children are born with elementary mental abilities such as perception, attention, and memory |
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| Vygotsky's Cognitive development |
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Definition
| qualitative changes in children’s thinking processes |
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Term
| Three stages children's use of language |
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Definition
social
• egocentric
• inner speech |
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Term
| Vygotsky's egocentric speech |
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Definition
| the means by which children move from being regulated by others to being regulated by their own thinking processes. |
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