Child Development Fourth Edition Robert S. Feldman

The field that involves the scientific study of the patterns of growth, change, and stability that occur from conception through adolescence

PhysicalCognitivePersonality/Social

Examines how the body ’ s make-up determines or affects behavior. Body growth Brain development Gross motor skills Fine motor skills Maturation process

Seeks to understand how growth or change in intellectual capabilities influence a person ’ s behavior. Language skills Literacy development Intellectual development Brain growth

Examines enduring characteristics that differentiate one person from another and how social relationships grow and change over the life span. Development of……… Effects of…….. poverty racism gender Self-esteem Self-concept

Psychosexual Theory Was based on Freud ’ s therapy with troubled adults. Freud emphasized that a child's personality is formed by the ways which his parents managed his sexual and aggressive drives.

Psychosocial Theory Expanded on Freud ’ s theories Believed that development is life-long. Emphasized that at each stage, the child acquires attitudes and skills resulting from the successful negotiation of the psychological conflict.

1. Basic trust vs mistrust (birth - 1 year) 2. Autonomy vs shame and doubt (ages 1-3) 3. Initiative vs guilt (ages 3-6) 4. Industry vs inferiority (ages 6-11) 5. Identity vs identity confusion (adolescence) 6. Intimacy vs isolation (young adulthood) 7. Generativity vs stagnation (middle adulthood) 8. Integrity vs despair (the elderly)

 Early 20th century, "Father of American Behaviorist theory. ”  Based his work on Pavlov's experiments on the digestive system of dogs  Researched classical conditioning (Baby Albert)  Argued that parents should use the power of conditioning to mold children.

Believed that children learn through the consequences of their actions. Proposed that children "operate" on their environment, and they will adjust their behavior to attract more reinforcements like praise and rewards and to avoid punishments. Believed that learning is stimulated by offering immediate rewards for accomplishments.

A series of beliefs that describe how children learn. According to this approach, human behavior is explained by understanding the thought processes. The assumption is that humans are logical beings that make the choices that make the most sense to them.

Explains how children "construct “ their understanding of the world through their active involvement and interactions. Studied his 3 children to focus not on what they knew but how they knew it. Described children's understanding as their "schemas ” or ideas. When they encounter something new they adapt by using assimilation or accommodation.

A child sees a zebra for the first time and calls it a horse. The child assimilates this information into her schema for a horse. When the child accommodates information, she considers the differences between a horse and a zebra, perhaps calling a zebra a horse with stripes. When she eventually learns the name of zebra, she has accommodated this information.

1. Sensori-motor  Ages birth-2: The infant uses his senses and motor abilities to understand the world 2. Preoperational  Ages 2-7: The child uses mental representations of objects and can use symbolic thought and language 3. Concrete Operational  Ages 7-11: The child uses logical operations or principles when solving problems 4. Formal Operational  Ages 12 and up: The use of logical operations in a systematic fashion and with the ability to use abstractions

Explains that the varied systems of the environment and the interrelationships among the systems shape a child's development. Proposes that both the environment and biology influence the child's development. Describes the ways in which environment affects the child and the ways in which the child influences the environment. Created an “ Ecological Model ”