1. Introduction to Child Development

2. Human Development-the way people grow and change across the lifespan (how person develops as member of a culture)
Culture- the total pattern of a group’s customs, beliefs, art, and technology (group’s common way of life passed on from one generation to the next)
Globalization-connections between different parts of the world in trade, travel, migration and communication (have many contacts with people from various cultures in the path of your personal and professional life)

3. Human Development Today and Its Origins

4. Variations Across Countries Demographic Profiles of Developed and Developing Countries Developing Countries O 1.1 Demographic Profiles of Developed and Developing Countries
Developed Countries-most wealthy countries in the world
17% of total world population (U.S. Canada, Japan, South Korea, Australia, New Zealand, Chile and most countries in Europe.)
Developing Countries-less wealth than developed countries
82% of total world population

5. More Cultural Variation
Developing counties (20% of children do not complete primary school & only 50% are enrolled in secondary school. College education is only for wealthy families)
Developed countries (almost all children obtain primary and secondary education, and about 50% continuing higher education)
Also variation:
Income
Education
Cultural Beliefs
Individualism (Western countries – belief in independence and self-expression)
Collectivism (developing countries – group harmony, obedience)

6. Variations Within Each Country
Most counties have:
Majority culture-Sets norms & standards, holds most positions of power.
SES (Socioeconomic Status)-social class including educational level, income level and occupational status
Gender-is a key factor in development throughout the life span (the expectations cultures have for males and females)
Ethnicity-Cultural origin, traditions, race, religion and language

7. The Origins of Human Diversity

8. Evolutionary Beginnings
Evolutionary theory proposed by Charles Darwin
Natural selection
Young are born with variations of characteristics
Species change little by little each generation
The ones who will survive and reproduce are the ones who can best adapt to their environment (“Survival of Fetus).

9. Humans’ evolutionary beginning shares ancestry with chimpanzees and gorillas
Human evolutionary line called hominid line
Homo species evolved into Homo sapiens

10. The Origins of Human Diversity
We share many characteristics with our hominid relatives:
Large brains relation to our body size
Long period of dependence on adults
Cooperative living in small groups

11. Human Evolution and Human Development Today
Human development can be understood by understanding human evolution
Development is partly based on evolution
Little biological change since Homo sapiens
Development of larger brain contributes to culture and environmental expansion
arnett_humandevelopment_1/QRvideo/mec hanismsofevolution.mp4

12. Theories of Human Development

13. Classic Theories
Scientific theories have been around for a short time (only about 120 years)
The major theories of conceptualizing development are:
Psychoanalytic approach
Psychosexual-Sigmund Freud ( )
Psychosocial-Erik Erikson ( )
Behaviorist approach: John Watson, Ivan Pavlov and Skinner
Social Learning Theory: Albert Bandura
Constructivist approach: Jean Piaget & Lev Vygotsky

14. Freud's Psychosexual Theory 1865-1939
• Earliest scientific theory of human development • Worked w/people who suffered from different mental health problems • Learned that his patients has experienced some kind of traumatic event in childhood • Trauma was buried in the unconscious mind/repressed • Repressed experiences shaped people's personality & mental functioning. • Developed psychoanalysis to bring out those repressed memories and work through them

15. Freud’s Psychosexual Theory
Based on Freud’s belief, the mind consist of 3 basic parts:
Id (infancy)– basis of pleasure principals; the basic biological needs and desires (needs have to be met immediately)
Ego (1yr)-Basis of reality; rational part of personality, emerges in early infancy to redirect the id’s impulses so that they are discharged in acceptable ways
Superego-Basis of conscience (develop conscience, morality)

16. Example
When arguing with someone
Id= hitting or pushing that person
Ego= angry words and walk away
Superego= not polite to hit someone

17. Freud Developed psychosexual theory based
on his work w/patients.
• Freud strongly believed that sexual desire is the driving force behind human development.

18. Table 1.1 - Freud’s Psychosexual Stages
Age Period
Psychosexual Stage
Main Features
Infancy
Oral
Sexual sensations centered on mouth; pleasure derived from sucking, chewing, biting.
Toddlerhood
Anal
Sexual sensations centered on the anus; pleasure derived from elimination (this is the time that toilet training usually takes place).
Early Childhood
Phallic
Sexual sensations move to genitals; sexual desire for other-sex parent and fear of same-sex parent (sexual energy is focused in their and other’s genitals).
Middle Childhood
Latency
Sexual desires repressed; focus on developing social and cognitive skills.
Adolescence
Genital
Reemergence of sexual desire, now directed outside the family
Table Freud’s Psychosexual Stages

19. Erikson’s Psychosocial Theory (1902-1994)
He was trained as a psychoanalyst in Freud’s circle. He questioned the rationality of Freud’s psychosexual theory
Focuses on social and cultural environment and not sexuality
Continued throughout lifespan and not limited to first six years as Freud
Eight stages of development characterized by crisis and resolution

20. L.O. 1.9
Use table to highlight each stage.
Can use this time to ask critical thinking question.
“Based on experiences, which theory of human development do you consider more valid, Erikson’s or Freud’s”

21. Trust vs. Mistrust (infancy)
In this stage, the babies learn (or fail to learn) that the world around them is a safe and reliable place and that other people respond to their needs. For example, infants who cry and get response, who are fed when they are hungry or comforted when they are hurt, develop trust.
Infants who don’t get respond to their needs, they develop mistrust. Therefore, teachers should establish a reliable and safe atmosphere that reinforces the trust.

22. What to Do Develop a positive relationship with each child
Follow a consistent schedule
Carry through on announced plans and promises

23. Autonomy vs. Shame and Doubt (ages 1-3)
During this stage, children learn the skills of holding on and letting go, which associated with the drive to become independent and to express this independence by making choices and decisions.
Children develop autonomy or independence when adults give them a chance to do things on their own.
When adults make excessive demands or being judgmental that devalues children’s efforts, they develop shame and doubt.

24. What to Do
Set up an environment where children can find and return materials on their own
Provide appropriate play materials that support and challenge children’s abilities
Help children express their feelings in constructive ways
Provide appropriate real-world responsibilities and jobs
Encourage children to see tasks through to completion

25. Initiative vs. Guilt (ages 3-5).
Initiative is an interest in making things.
During this stage, children become more interested in doing things, and in being part of the group.
When adults underestimate children’s work, guilt sets in.
Teachers should create an environment in the classroom that encourages children to experiment, explore, and pursue their own interests.

26. What to Do Offer children opportunities to make choices
Provide children with ample opportunities for creative expression
Allow children freedom to explore the environment
Permit children to get messy during play

27. Industry vs Inferiority (ages 6-12)
Children learn the knowledge and skills required by their culture
If child is taught well and encouraged, he/she build enthusiasm for learning and builds confidence
If child who is unsuccessful at learning is likely to experience dependency

28. Identity Vs. Role Confusion (ages 13-21 years)
Struggle for identity (who am I?)
Changing self-image
Breaking away from parents
Very active socially

29. What to Do Provide clear expectations
Provide opportunities for independence, but recognize the need for dependence
Be sensitive to the ups and downs of intimate relationships

30. Intimacy Vs. Isolation (21-39 years)
Searching for a partner
Parenting may begin for some
Focus on education and careers
Wanting to demonstrate competence on the job

31. 30s:
Social life revolves around partnerships and family or around close friends
More men and women choosing to postpone marriage
Both men and women concerned about balancing work and family responsibilities
Job advancement may be a goal for some

32. Generativity Vs. Stagnation (40-65 years)
Marriage – each partner respects autonomy of the other
Continues to try to balance work and family responsibilities
Mental activities still in place
Becoming a model in the next generation‘s eyes

33. Friends are important
Signs of aging
Feeling creative, productive, and self- satisfied
Begins to think about retirement

34. Integrity Vs. Despair (65 and older)
Beginning to accept self as part of elder generation
Sharing wisdom
Mental ability may diminish, but still effective
Health and aging issues
Enjoys old friends, family, grandchildren
Still seeks work creative, or learning opportunities

35. Behaviorism and Learning Theories
Behaviorism-theory that all thought & behavior can be explained in terms of learning mechanisms
• Anything can be learned
• Behavior can be shaped by the response of others

36. Ivan Pavlov and Skinner
Pavlov - Classical conditioning studies with dogs. • Dogs salivate (unconditioned response) to smell of food (unconditioned stimulus) bell (neutral stimulus) caused salivation (conditioned response) • Skinner- operant conditioning experiments showed how reinforcers can shape behavior. For example, if you give a child a desirable reward, such as praise, it makes the child most likely to repeat the praised behavior

37. Albert Bandura
Social learning theory- learning can also occur via observation, without directly experiencing reinforcement or conditioning. • Bandura- Bobo doll experiments Bandura- Bobo doll experiments

38. Constructivist Theories
Knowledge is not a copy of reality • People actively construct reality in the mind as they interact with objects & people in the world 1. Jean Piaget 2. Lev Vygotsky

39. Constructive Theories
Piaget’s Stage Theory- focused on how cognition changes as the child interacts with the environment. Child’s learning takes place through the use of schemes:
Which are cognitive structures for processing, organizing, and interpreting information.
Assimilation: process of bringing new objects or information into a scheme that already exists in the mind. For example, if an infant has a scheme for “doggie,” any other animals with the same features will be called “doggie”

40. Constructive Theory Two processes involved in the use of schemes:
Accommodation: process of adjusting a scheme so it better fits the new experience. For example, if a child sees a horse and calls it “doggie,” the parents may correct, saying “that’s a horse,” and the infants learns a new scheme.
Two processes involved in the use of schemes:

41. Constructivist Theories
Vygotsky’s Social Constructivist Theory- views
cognitive development as a social and cultural process.
• Social - children learn through interactions with their peers and adults
• Cultural - what we need to know is determined
by the culture they live in.
Two Vygotsky’s ideas:
Zone of proximal development (ZPD) – skills children can accomplish on their own
Scaffolding – skills advances as assistance provided by adults or more knowledgeable peer
zone of proximal development

43. Recent Theories: Bronfenbrenner’s Ecological Theory
Focuses on multiple influences that shape behavior.
Five levels that play a part in human development:
Microsystem-Immediate environment (family, friends, teachers)
Mesosystem-Interconnections between microsystems (if parents work hours are long, that effects their relationships with their children)
Exosystem-institutions that have indirect effects on development (extended family members and friends, who provide advise, schools, media)
Macrosystem-Cultural beliefs and values, laws

45. Scientific Study of Human Development
The scientific method Composed of 5 steps:
Identifying a question – “what causes aggression in children?”
Forming a hypothesis – “watching violent movies will lead to aggression.”
Choosing a research method or design – observation, interview, questionnaires, etc.
Collecting data - collecting a sample that represents the population
Drawing conclusions - data is concluded and peer reviewed Data is inferred and peer reviewed. Can lead to theory modification or changes