1. An Introduction to Child Development
Chapter 1 Section 2
Studying Children

2. What is Child Development?
Child Development is the study of how children grow in different ways – physically, emotionally, socially, and intellectually.

3. A Note About Development
Development refers to the changes over time in the structure, thought, or behaviour of a person as a result of both biological and environmental influences. Usually, these changes are progressive and cumulative (they build on one another) and they generally result in increasing: body size, complexity of activity, and integration of organization and function.
Some development, such as prenatal growth, is primary biological, while other development, such as emotional growth, depends mainly on the environment.
Most development, however can not be categorized as either biological or environmental, because it involves the interaction of both elements.

4. A Note About Development cont…
Two main influences on development are:
Heredity: the biological transfer of characteristics that are physically inherited from previous generations.
Environment: the people, places, and things that surround and influence an individual.

5. A Note About Development cont…
An example of the complexity of the factors affecting development:
A parent and child may both be overweight. Is the tendency toward obesity inherited, or is the weight problem a result of dietary patterns and habits learned in the family?
In general, heredity sets the limits, while environment determines how far toward the limits the person will go.

6. Nature vs. Nurture
Nature
Nurture

7. Nature vs. Nurture Nature Nurture Family Blood Type Home Eye Colour
School
Hair Colour
Community

8. Types of Development: Physical Development Social Development
Emotional Development
Intellectual Development

9. Physical Development:
Physical Development is the change in physical size (growth) and development of physical abilities and skills involving muscles in the body.

10. Social Development:
Social Development is the process of learning to interact with others and to express oneself to others.

11. Emotional Development:
Emotional Development is the process of learning to recognize and express one’s feelings and learning to establish one’s identity and individuality.

12. Intellectual Development:
Intellectual Development is the increasing ability to interpret or understand everyday situations and to use that experience when faced with new situations through problem solving.
Also referred to as cognitive or mental development

13. Growth of the Study
Looking at the group of scholars we’ve researched, consider the contributions that each have provided to the field of child development.
Connect one scholar to each type of development as their focus (Physical, Social, Emotional, and Intellectual)
What do you think motivated the study of their specific research, experiments, or theories?
Write why you connected each scholar to that type of development and state your ideas on their motives.

14. Characteristics of Development
Development is similar for everyone.
all go through same stages in approx. same order.
Development builds on earlier learning.
learning sequentially; each skill builds on the last.
Development proceeds at an individual rate.
all follow similar pattern, but rate and style is unique to each.
The different areas of development are interrelated.
many types of changes happen at once, they’re connected and interact within one another.
Development is continuous throughout life.
sometimes rapid, sometimes slow, but it does not stop.

15. Development is similar for everyone.
Discussion:
Are parents today more or less likely to raise their children as they themselves were raised? Why? Why not?
Discuss with a partner and share your ideas with the class.

16. Development builds on earlier learning.
Considering sequences of development:
Select 3 different skills; then, for each skill, write up a sequence of earlier skills on which the final skill is based.
Work with a partner and share your ideas with the class.

17. Development proceeds at an individual rate.
Discussion:
How might the safety of a child be affected by their rate of development?
Example: Some children at age 3 might be able to use playground equipment independently, while others may not be physically developed enough and may need assistance and careful watching.
Brainstorm other examples by pairing up partners (groups of 4)
Share your ideas with the class.

18. The different areas of development are interrelated.
Brainstorm a list of 5 skills or abilities that are learned by incorporating various types of development.
State how each type of development contributes.
Work in your groups of 4, share your findings with the class.

19. Development is continuous throughout life.
On your own:
Make a list of 5 skills that your have learned within the last year.
Add, to this list, 3 skills you’d like to develop in the near future.
From this list, choose 1 and discuss how the 5 characteristics of development play(ed) a part in your development of this skill.

22. Heredity and Emotional Development
Temperament: A person’s characteristic modes of responding emotionally and behaviorally to environmental events, including such attributes as activity level, irritability, fearfulness, and sociability.
Hereditary influences
Twin studies (identical vs. fraternal) have provided convincing evidence to temperament being based on genetic influences.
Environmental influences
Home environment has been found to be impactful on temperament.

23. Heredity and Emotional Development
Parameters of Temperament
Activity Level
Irritability/Negative Emotionality
Soothability
Fearfulness
Sociability

24. Heredity and Emotional Development
Generally speaking, temperament is found to be relatively stable over time and often seen as the cornerstone of human personality development. Researchers (Thomas and Chess, 1977) identified Temperament profiles
Easy Temperament
Easygoing children are even-tempered, are typically in a positive mood, and are quite open and adaptable to new experiences. Their habits are regular and predictable.
Difficult Temperament
These children are active, irritable, and irregular in their habits. They often react very vigorously to changes in routine and are very slow to adapt to new persons or situations.
Slow-to-warm-up Temperament
These children are quite inactive, somewhat moody, and can be slow to adapt to new persons and situations. They typically respond to novelty in mildly negative ways