1. Child Development Laura E. Berk 8th edition
Chapter 1
History, Theory, and Applied Directions
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2. Domains of Development
Physical
Cognitive
Emotional and Social
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3. Periods of Development
Prenatal
Conception to birth
Infancy and Toddlerhood
Birth to 2 years
Early Childhood
2 to 6 years
Middle Childhood
6 to 11 years
Adolescence
11 to 18 years
Emerging Adulthood
18 to 25 years
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4. Theory An orderly, integrated, evidence-based set of statements that
Describes
Explains
Predicts behavior
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5. Basic Issues in Development
Continuous or discontinuous?
One course of development or many?
Nature or nurture?
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6. Continuous or Discontinuous Development
Figure Is Development Continuous or Discontinuous?
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7. Contexts of Development
Unique combinations of:
Genetics
Environment
Can result in different paths of development
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8. Nature and Nurture Nature Inborn, biological givens
Based on genetic inheritance
Nurture
Physical and social world
Influence biological and psychological development
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9. Resilient Children
What factors offer protection from the damaging effect of stressful lives?
High intelligence and socially endowed talents, including temperament
A warm parental relationship
Social support outside the immediate family
Community resources and opportunities
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10. Historical Views of Childhood
Medieval Era and Earlier
Childhood (to age 7 or 8) regarded as separate phase with special needs
16th Century
Puritan “child depravity” views
17th Century
John Locke’s “tabula rasa” or “blank slate” view
18th Century
Jean Jacques Rousseau’s “noble savages” view
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11. Key Principles of Darwin’s Theory of Evolution
Natural Selection, or Survival of the Fittest
Species have characteristics that are adapted—or fit— to their environments.
Individuals best adapted to their environments survive to reproduce.
Their genes are passed to later generations.
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12. Early Scientific Study of Development
Baby Biographies
Day-to-day impressions of a child’s behavior
Normative Approach
Age-related averages
Based on measurements of large numbers of people
Mental Testing Movement
Simon & Binet: Early developers of intelligence tests
James Mark Baldwin
Developmental theorist
Nature and nurture of equal importance
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13. Freud’s Three Parts of the PersonalityId
Largest portion of the mind
Unconscious, present at birth
Source of biological needs & desires
Ego
Conscious, rational part of mind
Emerges in early infancy
Redirects id impulses acceptably
Superego
The conscience
Develops from ages 3 to 6, from interactions with caregivers
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14. Freud’s Psychosexual Stages
Oral
Anal
Phallic
Latency
Genital
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15. Erikson’s Psychosocial Stages
Basic trust vs. mistrust
Birth–1 year
Identity vs. identity confusion
Adolescence
Autonomy vs. shame and doubt
1–3 years
Intimacy vs. isolation
Emerging Adulthood
Initiative vs. guilt
3–6 years
Generativity vs. stagnation
Adulthood
Industry vs. inferiority
6–11 years
Integrity vs. despair
Old Age
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16. Behaviorism and Social Learning
Classical Conditioning
Stimulus – Response
Operant Conditioning
Reinforcers and Punishments
Social Learning
Modeling
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17. Piaget’s Stages of Cognitive Development
Sensorimotor
Birth–2 years
Preoperational
2–7 years
Concrete Operational
7–11 years
Formal Operational
11 years and older
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18. Information-Processing Flowchart
Figure Information-processing flowchart showing the steps that a 5-year-old used to solve a bridge-building problem.
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19. Developmental Cognitive Neuroscience
Brings together researchers from psychology, biology, neuroscience, and medicine to study the relationship between the brain and the developing child’s cognitive processing and behavior patterns.
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20. Ethology and Evolutionary Psychology
Critical Periods
Sensitive Periods
Evolutionary Developmental Psychology
Adaptive Value of behavior to the species
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21. Ethology - Sensitive Period
An optimal time for certain capacities to emerge
Individual is especially responsive to environment
Development is hard to induce later
Boundaries less defined than a critical period
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22. Evolutionary Developmental Psychology
Seeks to understand adaptive value of human competencies
Studies cognitive, emotional and social competencies and change with age
Expands upon ethology
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23. Vygotsky’s Sociocultural Theory
Transmission of culture to a new generation
Beliefs, customs, skills
Social interaction necessary to learn culture
Cooperative dialogue with more knowledgeable members of society
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24. Ecological Systems Theory Structure of the Environment
Figure Structure of the environment in ecological systems theory.
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25. An Ever-Changing System
Bronfenbrenner: chronosystem
Children are both products and producers of their environment.
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26. The Dynamic Systems View Of Development
Figure 1.5 The Dynamic Systems View of Development
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27. Social Policy Planned set of actions
By a group, institution or governing body
To attain a social goal
Public Policy
Laws and other government social policy programs
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28. Indicators of Children’s Health and Well-Being
U.S. Rank
Canadian Rank
Childhood Poverty 23 16
Infant Death 26
Teen Pregnancy 28 21
Education Spending 10 6
Health Spending 4
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29. Individualist and Collectivist Societies
People define themselves as part of a group.
Concerned with group goals over individual goals.
Individualist
People think of themselves as separate from others.
Concerned with personal goals.
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30. Looking Toward the Future
Justification for child oriented policies:
Children are the future
Humanitarian grounds—children have basic rights as human beings
Convention on the Rights of the Child
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