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| immediate context; contains elements people are exposed to directly. Families, work, institutions (school, religion), community, peers, child care. |
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| interconnections between the microsystem components: parent-teacher conferences, athletic events, friends go to movies, guest speaker. |
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| socioeconomic context; institutions of the culture that affect development indirectly; a counties wealth, funding for education, decisions made by city council or school board. |
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| cultural context; religion, beliefs, values, ideology. |
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| time system. Changes over time. |
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| Physical development, physical growth and change, social and cultural issues that affect growth and change. Ex: growth of brain, nervous system, muscles, senses, need for food, drink, and sleep. |
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| Mental processes used to obtain knowledge and become a ware of the environment, perception, education, life experience, intellectual capabilities, learning, memory, and problem solving. |
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| Psycho-social development |
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| Social, emotional and personality development, influence of family, school, community, culture, and society. |
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Differences in how the same event affects people in different stages
Age at which one marries, has children, and gets a college degree.
Normative vs non normative experiences. |
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| Includes psychosexual and psychosocial. Development is an active dynamic process influenced by a person’s inborn biological drives and unconscious social and emotional experiences. Freud and Erikson. |
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| How thinking and problem solving skills develop over time, Piaget, information processing. |
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studies observable behaviors, recognized learning experiences over time as source of developmental changes. Describes learning as relatively permanent change in the capacity to perform certain behaviors that result from experience.
i. Learning theory: emphasized the sequences and processes of conditioning that underlie most human and animal behavior.
1. Conditioning: relationship between stimulus and response.
2. Classical conditioning: Ring a bell, dog salivates. (Pavlov)
3. Operant conditioning: Positive and negative reinforcement. (Skinner) |
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| Developmental theory- systematic statements of perinciples and generalizations. -framework for understanding how and why people change over time -how is it useful for professionals? Ex: teachers use in class room. |
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| Human development results from the dynamic interaction between developing persons and their surrounding society. |
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i. The way people think and understand shapes their behavior and personality.
1. Scheme: internal cognitive structure that provides procedure to use in a specific circumstance.
2. Assimilation: process of using those schemes to make sense out of experiences.
3. Accommodation: changing a scheme as result of new information.
4. Equilibration: balancing assimilation and accommodation to create new schemes.
ii. Four major stages:
1. Sensory motor (0-18 mos): using senses and motor skills.
2. Pre operational (18 mos-6 yrs): learning about symbols, points of view.
3. Concrete operational (6-12): begin to learn logic based on concrete examples they can see.
4. Formal operational (12+): manipulate ideas and ask “what if?” |
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i. Thinking doesn’t occur in a vacuum
ii. Understanding one’s culture-so that knowledge and skills are relevant
iii. Development is an apprenticeship- one works with a skilled teacher to develop (parents, teachers, siblings, peers)
1. Guided participation: direct working with someone else to guide them through the process. Ex. Making bread.
2. Zone of proximal development: what someone can do with some assistance. Ex. Riding a bike.
3. Scaffolding: activities that we do to help someone else learn. Ex: hold baby’s hand to help walk. |
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i. Moral development (right and wrong)
ii. Built on Piaget’s work of cognitive development
iii. Levels of thinking about moral issues
iv. Stages extend beyond (lifespan) those of Piaget’s. |
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| x ray done throughout pregnancy |
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| (14-18 weeks) tests amniotic fluid |
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| 22 weeks, earliest time a fetus may be born and have a chance at survival. |
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| Little peach fuzz, helps hold on vernix |
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| Waxy substance that covers baby enutero, protects their skin in the amniotic fluid. |
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| Soft spots on head and other places which shift with the baby is coming down the birth canal. Leaves room for the brain to grow. |
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| Growth from head to base of spine |
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| Growth from center of body outward |
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| Carries nutrients and waste. Connected to fetus by umbilical cord. |
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(10 days-2 weeks)
i. Fertilized egg is called a zygote
ii. Period ends when zygote implants in uterine wall
iii. Otter sac-chorion, from which placenta develops
iv. Inner sac- amnion, holds amniotic fluid
v. Placenta carries nutrients and wastes
vi. Umbilical cord connects developing child to the placenta |
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(3-8 weeks)
i. Outer layer or ectoderm will become hair, outer layer of skin, and nervous system.
ii. Middle layer or mesoderm will form muscles, bones and circulatory system
iii. Inner layer or endoderm, will form digestive system and lungs.
iv. Growth from head to base of spine= cephalo-caudal
v. Growth near center of body outward= proximal distal |
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(9-38 weeks)
i. Fetus becomes much larger
ii. Body system changes
iii. Brain begins to function
iv. Finishing touches: respiration, digestion, vision |
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| Small for gestational age. Baby is smaller then average. |
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| Observe and record behavior systematically and objectively. Naturalistic or laboratory settings. |
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| Observe when circumstances are carefully controlled |
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| Intensive study of one individual, often multiple sources of info/date |
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| Observe persons of different ages at one point in time. |
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| Observe same group(s) at different points in time. |
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| Combines above designs; two groups over time. |
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| Looks at relationships between variables as they exist naturally int eh world. |
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| One variable causes a response in another |
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| Can be categorized, ranked, or numbered |
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| Rich description of a phenomena (obtained from open ended questions) not easily translated into numbers and categories. |
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| Protection from harm, informed consent, confidentiality, knowledge of results, deception, deliberate falsification of data, bias. |
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| Emphasizes interactionbetween genetic instructions and surrounding cont4exts (repress or encourage genetic expression.), develops impulses, interests, and patterns inherited from ancestors. |
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| DNA Molecules, 23 pairs, 23rd pair is the sex chromosome. |
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| Substance the mom takes during pregnancy that harms the developing baby. |
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| A single gene strongly influences the phenotype. |
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| Does not usually present itself unless both parents carry the recessive gene. |
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| Many genes influence the phenotype. Ex: height and personality. |
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| Affected by many factors (genetic and environmental). |
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| Sections of chromosomes carrying heredity material. |
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| Fluid surrounding fetus in the womb which protects it from impact. |
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| Human development results from the dynamic interaction between developing persons and their surrounding society. |
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| Cervix goes from thick to thin. |
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| Felling of inadequacy mom feels after birth, can occur when mother doesn't bond right away, caused by huge fluctuation in hormones, mom may try to harm baby |
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| Describes ways in which various generations experience the biological, psychological, and sociocultural forces of development in their respective historical contexts. Normative crisis. Timing of events model: what happens if some evens occur at time that is not normative? (ex: retire at age 25) |
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| Ecological and systems approach |
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| Development is a process of reciprocal patterned interactions between the developing person and his/her physical and social environment. Brofenbrenner: Ecological systems. |
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| when the cells take on distinct characteristics and gravitate toward particular positions, the entire cell mass is called a blastocyst. |
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| The process, beginning about 10 days after conception, in which the developing organism burrows into the placenta that lines the uterus, where it can be nourished and protected as it continues to develop. |
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| is a surgical incision through the perineum made to enlarge the vagina and assist childbirth. |
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| Sigmund Freud, focus on unconscious or intrinsic forces that underlie behavior. Childhood sexuality: infants and children experience sexual fantasies and erotic pleasures. Psycho sexual stages: 0-1 oral, 1-3 anal, 3-6 phallic, 6-11 latency, adolescence genital. |
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| Erik Erikson (student of Freud). Interaction between cultural diversity, social change, and psychological crises. Personality development is cumulative and lifelong. 8 stages: Trust vs. mistrust 0-18 months, autonomy vs. shame and doubt 14 mon-3yrs, initiative vs. guilt 3-6, industry vs. inferiority 6-puberty, identity vs. role confusion adolescents, intimacy vs. isolation early adult hood, generativity vs. stagnation mid adulthood, integrity vs. despair late adulthood. |
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