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106 Cards in this Set
- Front
- Back
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child development
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understanding constancy & change from conception through adolescence
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interdisciplinary
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everything we know comes from many different areas of study
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3 domains of child psych
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1. physical
2. cognitive 3. emotional & social |
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periods of development
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1. prenatal (most rapid) - conception to birth
2. infancy & toddlerhood - birth to 2 yrs. 3. early childhood - 2 to 6 yrs. 4. middle childhood - 6 to 11 yrs. 5. adolescence - 11 to 18 yrs. 6. emerging adulthood - 18 to 25 yrs. |
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theory
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an orderly, integrated set of statements that describes, explains & predicts behavior
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3 things a theory does
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1. provide an organizing framework for our observations of children
2. when empirically supported, allow us to improve the welfare & treatment of children 3.no single theory explains all aspects of child development |
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There are many theories, but all organized around 3 main issues
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1. continuous (change=constant & gradual) or discontinuous development (change= step like fashion)
2. one course of development or many 3. relative influence of nature and nurture |
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one course of development or many
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same sequence of development for all (ex: most kids begin talking after 12 months) or different sequences of development depending on the context (ex: in western culture, the 1st words learned are nouns. in other cultures, verbs are first)
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relative influence of nature & nurture
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development involves interaction between nature & nurture
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resilient children
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kids that face obstacles, but bounce back & turn out fine
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4 broad factors that contribute to resilience
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1. personal characteristics
2. a warm parental relationship 3. social support outside immediately family 4. community resources & opportunites |
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Historical Foundations
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1. medieval era - children (to age 7/8) regarded as separate phase w/ special needs
2. 16th century - puritan beliefs that children are uncivilized & need punishment 3. 17th century - John Locke "tabula rasa" or "blank slate" view ; environmental influence 4. 18th century - Jean- Jacques Rousseau "noble savages" view |
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Early Scientific Study of Child Development
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1. evolutionary theory- darwin's ideas of natural selection & survival of the fittest are still influential
2. normative approach - hall & gesell; age related averages based on measurements of large numbers of children 3. mental testing movement- binet & simon; early developers of intelligence tests (meant to find kids w/special needs) |
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3 classic theories & the people associated w/ each
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1. psychoanalytic - freud & erikson
2. behaviorism/ social learning - pavlov, watson, skinner, bandura 3. cognitive development - piaget |
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what is freud's psychosexual theory & name & explain the stages
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theory that needs need to be met at that certain stage & if not... negative outcome
1. oral stage(birth-1 yr) - drinking a bottle, sucking, etc. 2. anal (1-3 yrs.) potty training 3.phallic(3-6) exploring themselves 4.latency(6-11) social values 5.genital (adolescence) puberty |
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3 problems w/ freud's psychosexual theory
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1. so sexually oriented
2. theory wasn't applicable to any other culture but his 3. freud didn't directly study children |
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freud's theory of personality
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most of what defines our personality is unconscious
3 parts of personality: 1. id- biological needs; seek pleasure; "devil" 2. ego - balances id & superego 3. superego - morals; "angel" *how the 3 interact defines personality |
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erikson's theory & stages
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development through the entire life, not just childhood
1. basic trust vs. mistrust (birth to 1 yr.) - who can baby trust to satisfy needs; basic trust issues 2. autonomy vs. shame & doubt (1-3) develop skills & want to do things on their own 3. initiative vs. guilt (3-6) expectations placed on kids by parents 4. industry vs. inferiority (6-11) in school.. ability or inability to cooperate w/ others 5. identity vs. role confusion (adolescence) find who we are; sense of self or confusion 6. intimacy vs. isolation (emerging adulthood) meaningful relationships 7. generativity vs. stagnation (adulthood) career, family, etc. or unproductive 8. integrity vs. despair (old age) reflect on life |
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is traditional behaviorism observable or unobservable?
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observable
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classical vs. operant conditioning
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classical - stimulus & response
operant - reinforces & punishments (increasing/decreasing behavior) |
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social learning theory (who & what is it)
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bandura - children learn by observing behavior in their environment (ex: bobo doll experiment)
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pros & cons of behaviorism & social learning theory
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pro: many therapies
con: ignore unobservable things & undermines role of genetics & characteristics of child |
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piaget's cognitive developmental theory
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1. children are active investigators in the world; children are able to construct knowledge as they manipulate & explore their world
2. adaptation- mind's ability to adapt to new info in environment |
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assimilation vs. accommodation
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assimilation: take new info & "update" their concept they already have (ex: child sees porpoises swimming in large tank of water... they're interpreted w/in the general concept "fish" update fish concept)
accommodation: encounter new info- must implement a new concept b/c it doesnt fit w/ what they already have (ex: child sees porpoises breathing & pets one.. New concept: animals that live in water but breathe air like ppl) |
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piaget's stages of cognitive development
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1. sensorimotor (birth-2) exploring environment via sensorimotor abilities.. no logic
2. preoperational (2-7) represent world using symbols to communicate ideas 3.concrete operational (7-11) structured thinking; organization; cant think too abstractly 4. formal operational (11+) transition to adulthood w/ cognitive abilities; think abstractly |
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weakness of piaget's stages of cognitive developement
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piaget underestimated young kids abilities
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5 current perspectives of cognitive development
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1. info processing
2. ethology & evolutionary developmental psych 3. vygotsky's sociocultural theory 4. ecological systems theory 5. dynamic systems |
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info processing
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human cognition works like a computer mapping out a process; hard to model complex processes like imagination
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ethology & evolutionary developmental psych
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1. imprinting: 1st thing they see when they're born they think is their mom
2. critical period: in a particular period of time if something doesnt learn what its supposed to it probly never will 3. sensitive period- theres an optimal period to learn a behavior- can learn later on but much more difficult |
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culture
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values, beliefs, customs, skills
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vygotsky's sociocultural theory
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-transmission of culture to next generation
-children gain knowledge of culture thru social interaction -social interaction necessary for transmission of culture -nurture.. social environment= big influence |
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ecological systems theory
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Urie Brofenbrenner; complex levels & systems of environment
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5 parts to ecological systems theory
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1. microsystem- childs immediate surroundings; bidirectional; environ.<-->child
2.mesosystem: connections btwn microsystems; home, school, peers, neighborhood 3. exosystem: social settings not directly experienced by the child 4. macrosystem: cultural/societal influences; cultural values, laws, customs, & resources 5. chronosystem: the entire system is always changing over time |
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dynamic systems
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everythings important for development (cognitive, physical, social)
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hypothesis
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prediction based on a theory (every research study begins w/one)
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research methods
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what participants do in a study, such as answering questionaires, being interviewed, etc.
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research designs
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plans for research studies that allow the hypothesis to be tested
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4 research methods
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1. systematic observation
2. self-report 3. case study 4. ethnography |
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systematic observation
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1. naturalistic observation- go to natural environ. & observe
2. structured observation- a situation is set up for the participants |
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self report
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1.clinical interviews- flexible convo style
2. structured interviews- each participate is asked the same question in the same way |
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case study
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single patient over time
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ethnography
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study guided by ethnic guidelines
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correlation design
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correlation coefficient
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strengths & limitations of correlation design
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strength: allows relationships btwn variables to be examined
limitation: cant infer cause & effect; correlation doesnt equal causation |
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independent variable
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variable expected to cause change in other variable
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dependent variable
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variable expected to be influenced by independent variable
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random assignment
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randomly assigning participants to diff experiments
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strengths/limitations of experimental design
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strengths:allows casual relationship to be determined
limitations: findings may not be generalized to real world |
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4 types of reseach designs
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1. longitudinal: same children as they develop
2. cross sectional: kids of diff ages given assessments @ same time 3. sequential: several similar cross sectional/ longitudinal studies @ varying times 4. microgenetic: adaptation of longitudinal design; exames microcosm of development (minute changes that happen rapidly) |
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ethical issues in child development
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children are more vulnerable, children tend to obey authority figures, children cant thoughtfully give consent to participate, children have rights to: protection from harm, informed consent, privacy, knowledge of results & beneficial treatments
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genotype
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genetic info.
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chromosomes
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contain dna; store & transmit
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genes
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segments of dna on chromosome
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dna
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substance that makes up genes & chromosomes
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phenotype
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physical/observable characteristics
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mitosis vs. meiosis
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mitosis: duplication of dna; produces exact replica
meiosis: reduces chromosomes by half; creates gametes |
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gametes
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sex cells
sperm & ovum |
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zygote
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cell created when sperm & ovum combine; basic form of baby
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crossing over
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chromosomes break & exchange segments; creates variability
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how many pairs of chromosomes does zygote have?
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23 pairs; 22 autosomes & 1 pair of sex chromosomes; xx=female/ xy=male
*chromosome inherited from father determines sex |
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2 types of twins
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1. dizygotic: 2 separate zygotes; fraternal; like siblings
2.monozygotic: 1 zygote divided in 2; identical; same genetic makeup |
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maternal factors linked to fraternal twins
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ethnicity, family history, age, nutrition, # of births, fertility drugs
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3 types determining inheritance
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1. dominant recessive: only 1 allele affects characteristics & recessive allele has no effect
2. incomplete: both alleles expressed in phenotype; create intermediate gene (sickle cell) 3. x-linked: x chromosome has abnormal allele; males affected more (hemophilia) |
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exceptions in inheritance
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1. genomic imprinting: chemical marking that activates allele regardless of dominance; recessive gene just takes over
2.mutations: random or envir. factors; sudden & permanent change; germline (mutation in sex cells) & somatic (mutation in normal cells) 3. polygenic inheritance: multiple genes affect characteristic |
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chromosome abnormalities
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1. down syndrome: 21st chrom. doesnt separate; trisomy 21-have 3 chromosomes instead of 2 in the 21st pair
2. physical & cognitive consequences 3. risk increases w/maternal age 4.abnormalities of sex chromosomes - less severe; not recognized til adolescence |
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abnormalities of sex chromosomes
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1. xxy
2. xxx 3. klinefelter - xxy 4. turner - xo |
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brofenbrenner & ecological systems theory
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family (most influential), socioeconomic status, neighborhood, towns & cities, culture
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affluence
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financially stable; little involvement affects development; $ doesnt mean a healthy normal development
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what does north american culture value
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independence, self reliance & privacy of fam
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public policy
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children w/o health insurance, substandard child care, poor vocational preparation, high school dropouts, convention on rights of the child (healthy, safe envir. for child)
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behavioral genetics
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how go genetics & environment interact to influence behavior
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heritability estimates
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portion of ind. differences attributable to genetics
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concordance
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envir can shape development
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rxn range
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genetics determine how you respond to envir
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canalization
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restriction of development
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gene-environment correlations
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scarr & mccartney:
passive g/e evocative g/e active g/e |
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passive g/e
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parents provide envir for kids, based on parents heredity, children have no control (passive)
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evocative g/e
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combo of passive & active; children behave in ways consistent w/ heredity & these behaviors evoke responses from others; responses strengthen childs style
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active g/e
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actively seek environments that fit w/ genetic tendencies; niche picking- actively choosing envir that fit w/ heredity
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epigenesis
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development resulting from ongoing, bidirection exchanges btwn heredity & all levels of the envir
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family influences
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strongest envir influence; dynamic & bidirectional; direct & indirect influences
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socioeconomic status
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timing of fam, values & expectations, communication & discipline style, childrens cognitive development
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poverty
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pov rate= highest among kids; poorer health, cognitive deficits, school dropout, mental illness, more daily hassles
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neighborhoods & schools
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resources & social support; formal & informal curricula
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cultural context
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culture shapes every aspect of daily life; diff cultures have diff values; subcultures
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why have children
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then: social expectation & biological given
now: ind. choice; bc techniques, changing cult values, 70% of married couples have kids; childbearing being delayed |
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advantages/disadv. of parenthood
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ad: giving & receiving warmth & affection
dis: loss of freedom;tied down |
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best age to have kids
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younger: more energy; reproductive capacity reduces w/age
older: education complete, career est, know they can support children |
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3 periods of prenatal develp
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zygote, embryo, fetus
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prenatal envir influences
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teratogens, maternal factors, prenatal health care
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t/f : embryo can distinguish btwn male & female voice
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false - fetus
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stages of childbirth
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1. dilation & effacement of cervix- longest stage
2. delivery 3. birth of placenta |
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newborn baby
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stress hormone levels help baby adapt to force of childbirth & o2 deprivation
average: 20 in & 7 1/2 lbs appearance: large head, round face, large forehead, chubby cheeks, big eyes |
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apgar scale
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appearance: skin tone, healthy color
pulse: 100-140 beats grimace: reflex responses activity: muscle tone/ strength resp: breathing w/in 60 sec period * 7+ = healthy/ 4-6= a little help/ 3 or lower=very bad & immediate treatment needed |
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approaches to childbirth
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natural or prepared & home delivery
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3 birth complications
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1. oxygen deprivation (anoxia- cerebral pulsy)
2. respiratory distress syndrome (more than 6 wks early; premature lungs) 3. preterm & low birth weight |
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premature
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born 3 or more weeks before due date or less than 5.5 lbs
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pre term
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born several wks early
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small for date
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below expected weight for gestational age
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low birth weight
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less than 5.5 lbs
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very low birth weight
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< 3 lbs.
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extremely low birth weight
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< 2 lbs ( usually fatal)
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risk factors for birth complications
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no prenatal care, vaginal infect, malnutrition, cig smoking, drug use, materal illness, multiple gestations, young maternal age
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effects of birth complications
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inc risk infant mortality; difficulties in respiration, circulation, feeding, social interactions, regulation, sleep-wake cycles; long term risk of cp
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interventions (birth complications)
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special infant stimulation & caregiving skills
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newborn capabilities
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1. reflexes-automatic response to stimulation
2. states - regular sleep, rem, drownsiness, etc 3. sensory capabilities - vision=least developed |
