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| No age period is supreme on its impact on the lifes course |
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| A pathway through life's course associated with particular 'setting conditions' and outcomes. |
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| Children are born as a 'blank tablet' |
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| Argued that development follows nature's evolutionary course |
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| Orderly Nature of development (NOD) |
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| We all develop in our own ways |
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| always moves towards a greater complexity |
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| Behaviours are learnt and added on |
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| Trained observers systematically gather observations |
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| records behaviours in a certain time period |
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| records behaviours in a short intervals |
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Interview - all the same questions
Survey - In the last 30 days have you .... etc |
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| Clinical case study method |
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| Brings together a wide amount of data on one child |
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| Aims to observe and record behavouir |
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| strong negative realtionship |
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| Cross - sectional research |
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| Studying different age groups at the same time |
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WATSON - Learning is environmentally determined
- pairing of stimulus |
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| SKINNER - Operant conditioning, punishment and reinfourcements. |
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| BANDURA - Imitation and modelling (bobo doll) |
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| Play area, childcare centre , immediate family |
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| Heathcare, extended family , friends, neighbours , workplace of parents. |
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Oral
Anal
Phallic
Latency
Genital |
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Biological needs
unconscious |
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Conscious & rational
Redirects the id acceptably |
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6 weeks
Limbs and features start to develop |
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30 weeks
Growth and finishing |
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| Threat to baby's development |
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| use it or loose it ( connections ) |
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Brain reward system
senstaion seeker
Drugs |
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Pairs the right response to the right stimuli
explosive reactions, misreading facial expressions |
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| complex information processing , emotional processing . |
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| mental and social entity to be used to share thoughts and ideas |
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| anything that conveys a message |
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| INT (interaction capacity ) |
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relationships , emotion responses
INFANCY & ERALY CHILDHOOD |
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| INF (information capacity ) |
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Sharing thoughts, drive to think
BIRTH |
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| LING (linguistic capacity) |
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Organise words to reflect ideas.
18 MONTHS |
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| Understand words THEN put them together |
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| Big chunks of words but not knowing meanings |
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| Noun lovers - important to name things |
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| Noun -leavers , social words |
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| the rules governing the structure and sequence of speech sounds |
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the way underlying concepts are expressed
in words |
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| grammar, consisting of syntax, |
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| the rules by which words are arranged in sentences, |
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| , markers that vary word meaning; |
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| , the rules for engaging in appropriate and effective conversation |
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