1. Copyright © 2010, Pearson Education Inc., All rights reserved.  Prepared by Katherine E. L. Norris, Ed.D.  West Chester University of Pennsylvania This multimedia product and the content are protected under copyright law. The following are prohibited by law:  any public performance or display, including transmission of any image over a network,  preparation of any derivative work, including the extraction, in whole or in part of any images;  any rental, lease, or lending of the program.

2. Copyright © 2010, Pearson Education Inc., All rights reserved. Chapter 1 Exploring Child Development

3. Copyright © 2010, Pearson Education Inc., All rights reserved.  Defining the Field  Theories of Child Development  Research in Child Development  Applications and Careers Related to Children

4. Copyright © 2010, Pearson Education Inc., All rights reserved.  In what ways are you different as an adult than you were as a young child?  In what ways are you still the same?

5. Copyright © 2010, Pearson Education Inc., All rights reserved.  Child Development ◦ Field of study in which researchers from all areas come together to understand children  Who has a stake in child development? ◦ Anyone who works with or helps children

6. Copyright © 2010, Pearson Education Inc., All rights reserved.  Physical Development ◦ Growth in size, strength, and muscle coordination  Cognitive Development ◦ Changes in how children perceive the world, think, remember information, and communicate  Socioemotional Development ◦ Changes in how children interact with others and manage their emotions

7. Copyright © 2010, Pearson Education Inc., All rights reserved.  Nature and Nurture ◦ The biological and environmental forces that govern development  The Role of Neuroscience ◦ The study of the structure and function of the brain and nervous system  Diversity and Multiculturalism ◦ Investigating how cultures and cultural values impact society  Positive Development and Resilience ◦ Increasing research in positive psychology

8. Copyright © 2010, Pearson Education Inc., All rights reserved.  Researchers gather observations and facts about children.  Researchers develop theories to organize facts.

9. Copyright © 2010, Pearson Education Inc., All rights reserved.  Theory ◦ An explanation of how facts fit together  Why are theories useful? ◦ Summarize facts as currently known ◦ Allow prediction of future behavior ◦ Provide guidance ◦ Stimulate new research ◦ Provide filters for identifying relevant information

10. Copyright © 2010, Pearson Education Inc., All rights reserved.  Focus on structure of personality and how conscious and unconscious thoughts influence behavior and development.  Best Known Theorists: ◦ Sigmund Freud ◦ Erik Erikson

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12.  The mind consists of three basic components: ◦ the id – primitive instincts, completely unconscious ◦ the ego – rational thought ◦ the superego – ethics, morals, conscience  Constant state of conflict between the three components

13. Copyright © 2010, Pearson Education Inc., All rights reserved.  Psychoanalytical Theories  Behavioral Theories  Social Learning Theory

14. Copyright © 2010, Pearson Education Inc., All rights reserved.  Psychosocial Theory ◦ A revision of Freud’s theory – Erikson focused more on healthy child development. ◦ Erik Erikson proposed eight stages of psychosocial development.

15. Copyright © 2010, Pearson Education Inc., All rights reserved.  Responses to unobservable and immeasurable concepts proposed by psychoanalytic theories  Focus on observable conditions and behaviors  Best Known Theorists: ◦ John Watson ◦ B.F. Skinner ◦ Albert Bandura

16. Copyright © 2010, Pearson Education Inc., All rights reserved.  Classical Conditioning  Pavlov’s Dogs ◦ UCS – unconditioned stimulus (smell of food) ◦ UCR – unconditioned response (salivation) ◦ NS – neutral stimulus (bell ringing) ◦ NC becomes conditioned stimulus and UCR becomes conditioned response

17. Copyright © 2010, Pearson Education Inc., All rights reserved.  Operant Conditioning ◦ Learning comes through reinforcement and punishment  Reinforcement – any element in the environment that increases the likelihood that a behavior will be repeated  Punishment – any element in the environment that decreases the likelihood that a behavior will be repeated

18. Copyright © 2010, Pearson Education Inc., All rights reserved.  Adding to the theories of classical and operant conditioning, Bandura demonstrated that children also learn by social learning: ◦ Observing ◦ Imitating

19. Copyright © 2010, Pearson Education Inc., All rights reserved.  Social Learning ◦ Learning by observing and imitating others  Social Cognition ◦ How children think about the actions that they observe

20. Copyright © 2010, Pearson Education Inc., All rights reserved.  Cognitive Theories  Biological Theories  Contextual and Systems Theories

21. Copyright © 2010, Pearson Education Inc., All rights reserved.  Theories that focuses on how children adjust their own understanding as they explore the world.  Focus on how children think and how their thinking impacts their actions.  Best Known Theorists: ◦ Jean Piaget ◦ Lev Vygotsky

22. Copyright © 2010, Pearson Education Inc., All rights reserved.  Cognitive Developmentalism ◦ How children adjust to their world  Mental schemes  Assimilation  Accommodation ◦ Stages of development  Sensorimotor  Preoperational  Concrete operational  Formal operational

23. Copyright © 2010, Pearson Education Inc., All rights reserved.  Sociocultural Theory ◦ Children’s thinking is influenced by language and culture. ◦ Language is a powerful tool that we all use when thinking. ◦ Children take the social speech spoken by people around them and turn it into their own private speech.

24. Copyright © 2010, Pearson Education Inc., All rights reserved.  A theoretical approach focusing on how children perceive, store, and retrieve information and on how they solve problems and communicate with others.

25. Copyright © 2010, Pearson Education Inc., All rights reserved.  Ethology ◦ A biological theory that examines the adaptive significance or survival value of behaviors.  Best Known Theorists: ◦ Charles Darwin (1809 – 1882): survival of the fittest ◦ Konrad Lorenz (1903 – 1989): imprinting

26. Copyright © 2010, Pearson Education Inc., All rights reserved.  Ecological Systems Theory ◦ Focuses on complex set of systems and interacting social layers that can affect children’s development  Urie Bronfenbrenner (1917 – 2005)  Dynamic Systems Theory ◦ Uses models from mathematics and physics to understand complex systems of development

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28.  The Scientific Method ◦ Data gathered through observations ◦ Hypotheses formed and tested ◦ Conclusions drawn ◦ Revision if necessary

29. Copyright © 2010, Pearson Education Inc., All rights reserved.  Descriptive Research Methods  Correlational Research Methods  Experimental Research Methods  Methods for Assessing Development  Ethics in Research with Children

30. Copyright © 2010, Pearson Education Inc., All rights reserved.  Research methods that attempt to describe behavior – under what conditions it occurs. ◦ Ex: Do children prefer blocks or books?  Naturalistic observation  Structured observation  Interviews  Questionnaires  Case studies

31. Copyright © 2010, Pearson Education Inc., All rights reserved.  Research methods that attempt to determine the strength of a relationship between two or more conditions or behaviors. ◦ Ex: Do children whose parents read to them prefer blocks or books?

32. Copyright © 2010, Pearson Education Inc., All rights reserved.  Researchers begin by randomly assigning subjects to either: ◦ Experimental group: group that receives treatment ◦ Control group: group that does not receive treatment  Groups are as much alike in every way as possible except for the treatment.  Not always ethical or practical to conduct experimental research.

33. Copyright © 2010, Pearson Education Inc., All rights reserved.  Cross Sectional Research ◦ Studies developed by comparing groups of children of different ages against one another at the same point in time.  Ex: Groups of children of different ages evaluated at the same point in time.  Longitudinal Research ◦ Comparison of one group at different points in time.  Ex: A group of children evaluated at age 5 and then again at age 10 and then again at age 15.

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35.  Risks versus benefits  No harmful procedures  Informed consent  Unforeseen consequences  Confidentiality  Implications of research

36. Copyright © 2010, Pearson Education Inc., All rights reserved.  Goals of Science ◦ Applications and careers related to children ◦ Advance knowledge for its own sake ◦ Provide information that can help people with practical challenges in life  Practical Applications  Careers Related to Children

37. Copyright © 2010, Pearson Education Inc., All rights reserved.  Social Policy ◦ Officials at the local, state, and federal levels use knowledge provided by child development to improve lives of children.  Education, Psychology, Counseling, and Other Uses ◦ Educators use knowledge about child development to maximize children’s learning potential.

38. Copyright © 2010, Pearson Education Inc., All rights reserved.  Many careers allow you to work with children or on behalf of children. ◦ School Settings  Teachers and special education instructors  Guidance counselors  Principals  Classroom aides ◦ Therapeutic Settings  Psychiatrists  Clinical psychologists  School psychologists  Counselors and social workers