1. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Introduction to Child Development Chapter 1

2. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. What’s to Come? The Study of Child Development Influences on Development Issues in Development Theories of Child Development Research Methods

3. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. The Study of Child Development Periods of Development Domains of Development

4. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Scientific study of systematic processes of change and stability in human children Child Development

5. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Social construction Concept or practice that is an invention of a particular culture or society Division of the life span into periods of development Periods of Development

6. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

7. Domains of Development Growth of the body and brain, sensory capacities, motor skills, and health Physical Development Learning, attention, memory, language, thinking, reasoning, and creativity Cognitive Development Emotions, personality, and social relationships Psychosocial Development

8. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on Development Heredity, Environment, and Maturation Contexts of Development Normative and Nonnormative Influences Timing of Influences: Critical or Sensitive Periods

9. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Maturation Unfolding of a universal, natural sequence of physical changes and behavior patterns Act in concert with the influence of heredity and environment Heredity, Environment, and Maturation

10. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Nuclear family A household unit consisting of: One or two parents and their children, whether biological, adopted, or stepchildren Extended family A multigenerational kinship network of: Grandparents, aunts, uncles, cousins, and more distant relatives Contexts of Development

11. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Culture Society’s or group’s way of life Ethnic group People united by a distinctive culture, ancestry, religion, language, or national origin Contribute to a sense of shared identity and shared attitudes, beliefs, and values Contexts of Development

12. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Socioeconomic status Family income, and the educational and occupational levels of the adults in the household Risk factors Conditions that increase the likelihood of a negative outcome Composition of a neighborhood affects the way children develop Contexts of Development

13. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Historical context - Time in which people live At one time developmental scientists paid little attention Important part in the study of child development Contexts of Development

14. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Biological or environmental events that affect many or most people in a society in similar ways Normative age-graded influences - Highly similar for people in a particular age group Puberty or menopause Normative Influences

15. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Normative history-graded influences - Significant events that shape behaviors and attitudes Historical generations Group of people who experience the event at a formative time in their lives Cohorts Group of people born at about the same time who experience similar influences A historical generation may contain more than one cohort, but not all cohorts are part of historical generations Normative Influences

16. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Unusual events that have a major impact on individual lives Disturb the expected sequence of the life cycle Death of a parent when a child is young Nonnormative Influences

17. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Imprinting Instinctive form of learning Critical period in early development A young animal forms an attachment to the first moving object it sees Critical period Specific time when a given event or its absence has a profound and specific impact on development First trimester for a pregnancy Timing of Influences: Critical or Sensitive Periods

18. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Plasticity Modifiability of performance Sensitive periods Times in development when a given event or its absence usually has a strong effect on development Timing of Influences: Critical or Sensitive Periods

19. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Issues in Development Is Development Based More on Nature or Nurture? Is Development Active or Passive? Is Development Continuous or Discontinuous? An Emerging Consensus

20. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Influences on development originate with: Heredity Inborn traits or characteristics inherited from a child’s biological parents Environment The world outside the self beginning in the womb, and the learning that comes from experience Is Development Based More on Nature or Nurture?

21. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Passive development People are like machines that react to environmental input Active development People set their own development in motion Initiate events Is Development Active or Passive?

22. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Development can be viewed as Continuous - Gradual and incremental Discontinuous - Abrupt or uneven Is Development Continuous or Discontinuous?

23. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

24. Quantitative change Change in number or amount Qualitative change Change in kind, structure, or organization Discontinuous Is Development Continuous or Discontinuous?

25. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. All domains of development are interrelated Normal development includes a wide range of individual differences Influences are bidirectional An Emerging Consensus

26. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Historical and cultural contexts strongly influence development Early experience is important, but children can be remarkably resilient Development in childhood affects development throughout the life span An Emerging Consensus

27. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Theories of Child Development Perspective 1: Psychoanalytic Perspective 2: Learning Perspective 3: Cognitive Perspective 4: Contextual Perspective 5: Evolutionary/Sociobiological

28. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Associated with the work of Sigmund Freud Believed that unconscious, universal biological drivers shaped development Proposed three hypothetical parts of the personality Id - Drive to seek immediate satisfaction of needs and desires Ego - Aim is to find realistic ways to gratify the id that are acceptable to the superego Superego - Includes conscience and incorporates socially approved “shoulds” and “should nots” into the child’s own value system Perspective 1: Psychoanalytic

29. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

31. Approach within psychology that is centered around Observation of behaviors Belief in the strong influence of the environment Classical conditioning Response to a stimulus is elicited after Repeated association with a stimulus that normally elicits the response Learning theory 1: Behaviorism

32. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Operant conditioning Learning based on association of behavior with its consequences Reinforcement Process by which a behavior is strengthened Punishment Process by which a behavior is weakened Learning theory 1: Behaviorism

33. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Reciprocal determinism Child acts on the world as the world acts on the child Observational learning Learning through watching the behavior of others Self-efficacy Sense of one’s capability to master challenges and achieve goals Learning Theory 2: Social Learning (Social Cognitive) Theory

34. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Jean Piaget’s cognitive-stage theory Development is a product of children’s active efforts to understand and act on their world Cognitive development is initially based on motor activities Organization Tendency to create categories by observing the characteristics that individual members of a category have in common Schemes Ways of organizing information about the world Perspective 3: Cognitive

35. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Adaptation How children handle new information in light of what they already know Occurs through: Assimilation: Taking in new information and incorporating it into existing cognitive structures Accommodation: Adjusting one’s cognitive structures to fit the new information Perspective 3: Cognitive

36. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Lev Vygotsky’s sociocultural theory Social and cultural processes that guide children’s cognitive development Adults must help direct and organize a child’s learning Zone of proximal development Imaginary psychological space between: What children can do on their own What they could achieve with assistance from another person Perspective 3: Cognitive

37. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Information-processing approach Seeks to explain cognitive development by: Analyzing the processes involved in making sense of incoming information Performing tasks effectively Framework that undergirds a wide range of theories and research Perspective 3: Cognitive

38. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Development can be understood only in its social context Bioecological theory Identifies five levels of environmental influence Microsystem Mesosystem Exosystem Macrosystem Chronosystem Perspective 4: Contextual Perspectives

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40. Focuses on evolutionary and biological bases of behavior Influenced by Darwin’s theory of evolution Perspective 5: Evolutionary/Sociobiological Perspectives

41. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Draws on findings of: Anthropology Ecology Genetics Ethology Evolutionary psychology Adaptive value of behavior for an individual or species Perspective 5: Evolutionary/Sociobiological Perspectives

42. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Ethology Study of the distinctive adaptive behaviors of animal species Evolutionary psychology Applies Darwinian principles to human behavior Perspective 5: Evolutionary/Sociobiological Perspectives

43. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Research Methods Forms of Data Collection Basic Research Designs Developmental Research Designs Ethics of Research

44. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Hypotheses Educated guesses that can be tested by further research Generated by theories Research Methods

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46. Two forms of data collection Self-reports - Asking people for information Observations Naturalistic observation Researchers look at children in real-life settings Laboratory observation Researchers observe and record behavior in a controlled situation Forms of Data Collection

47. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Case study Study of a single case or individual Ethnographic study In-depth study of a culture Participant observation Observer lives with the people or participates in the activity being observed Basic Research Designs

48. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Correlational study Statistical association between two or more variables Expressed in Direction (positive or negative) Magnitude (how strong they are) Basic Research Designs

49. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Experiments Experimental group People who are to be exposed to the experimental manipulation or treatment Control group Comparison group of people similar to those in the experimental group who do not receive the treatment under study Basic Research Designs

50. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Independent variable Condition over which the experimenter has direct control Dependent variable Condition that may or may not change as a result of changes in the independent variable Basic Research Designs

51. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Cross-sectional study Children of different ages are assessed at one time Longitudinal study Study designed to assess changes in a sample over time Sequential study Study design that combines cross-sectional and longitudinal designs Developmental Research Designs

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53. Right to informed consent Avoidance of deception Right to privacy and confidentiality Ethics of Research