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50 Cards in this Set
- Front
- Back
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CHILD DEVELOPMENT
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A FIELD OF STUDY DEVOTED TO UNDERSTANDING ALL ASPECTS OF HUMAN CONSTANCY AND CHANGE FROM CONCEPTION THROUGH ADOLESENCE
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DEVELOPMENT SCIENCE
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AN INTERDISCIPLINARY FIELD DEVOTED TO THE STUDY OF ALL OF THE CHANGES WE EXPERIENCE THROUGHOUT THE LIFESPAN
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3 DOMAINS OF DEVELOPMENT
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PHYSICAL-BODY SIZE AND PROPORTIONS, APPEARANCE, THE BRAIN, PERCEPTUAL AND MOTOR CAPACITIES
SOCIAL EMOTIONAL- EMOTIONAL COMMUNICATION, SELF UNDERSTANDING, KNOWLEDGE ABOUT OTHERS, INTERPERSONAL SKILLS AND RELATIONSHIPS, MORAL REASONING COGNITIVE-INGTELLECTUAL ABILITIES |
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prenatal period
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from conception to birth. most rapis time of change
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INFANCY AND TODDLERHOOD
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BIRTH TO TWO YEARS . DRAMATIC CHANGES IN THE BODY AND BRAIN THAT SUPPORTS THE DEVELOPMENT OF MOTOR, INTELLLECTUAL, AND PERCEPTUAL; CAPACITIES..
INTIMATIE TIES TO OTHERS AND HAS LANGUAGE |
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EARLY CHILDHOOD
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FROM 2 TO 6 YEARS. THE BODY BECOMES LONGER AND LEANER. MOTOR SKILLS ARE REFINED AND CHILDREN BECOME MORE SELF CONTROLLED AND MORE SELF SUFFICIENT. PLAY MAKE BELIEVE
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MIDDLE CHILDHOOD
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FROM 6 TO 11 YEARS OLD. CHILDREN LEARN ABOUT THE WIDER WORLD AND MATER NEW RESPONSIBILITIES THAT RESEMPLE ADULT SKILLS. IMPROVED ATHLETIC ABILITIES. MORE LOGICAL THOUGH PROCESS
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ADOLESENCE
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FROM 11 TO 18 YEARS OLD. INITIATES THE TRANSITION TO ADULTHOOD. PUBERTY LEADS TO AN ADULT- SIZED BODY AND SEXUAL MATURITY. THOUGH BECOME ABSTRACT AND IDEALISTIC
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EMERGING ADULTHOOD
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18 TO 25 . HAVE NOT FULLY ASSUMED ADULT ROLES. INTENSIFY THEIR EXPLORATION OF OPTIONS IN LOVE CARRER AND PERSONAL VALUES BEFORE MAKING ENDURING COMMITMENTS.
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THEORY
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AN ORDERLY, INTEGRATED SET OF STATEMENTS THAT DESCRIBES, EXPLAINS, AND PREDICTS BEHAVIOR. THEORIES PROVIDE ORGANIZING FRAMEWORKS FOR OUR OBSERBATIONS OF CHILDREN AND THEY SERVE AS A SOUNDS BASIS FOR PRACTICAL ACTION.ITS CONTINUED EXISTANCE DEPENDS ON ITS SCIENTIFIC VERIFICATION.
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CONTINUOUS DEVELOPMENT
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A VIEW THAT REGARDS DEVELOPMENT AS A CUMULATIVE PROCESS OF GRADUALLY AUGMENTING THE SAME TYPES OF SKILLS THAT WERE THERE TO BEGIN WITH
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DISCONTINUOUS DEVELOPMENT
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A VIEW OF DEVELOPMENT AS A PROCESS IN WHICH NEW WAYS OF UNDERSTANDING AND RESPONDING TO THE WORLD OCCUR AT SPECIFIC TIMES.
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STAGE
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A QUALITATIVE CHANGE IN THINKING, FEELING, AND BEHAVING THAT CHARACTERIZES A SPECIFIC PERIOD OD DEVELOPMENT
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CONTEXTS
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UNIQUE COMBINATIONS OF PERSONAL AND ENVIRONMENTAL CIRCUMSTANCES THAT CAN RESULT IN MARKEDLY DIFFERENT PATHS OF CHANGE
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NATURE-NUTURE CONTROVERSY
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DEBATE AMONG THEORISTS ABOUT WHETHER GENETIC OR ENVIRONMENTAL FACTORS ARE MORE IMPORTANT IN DEVELOPMENT
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SOME THEORISTS EXPHASIZE STABILITY..
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THAT CHILDREN WHO ARE HIGH OR LOW IN CHARACTERISTIC WILL REAMIN SO AT LATER AGES. THESE THEORISTS EMPHASIZE THE EFFECT OF HEREDITY
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RESILIENCE
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THE ABILITY TO ADAPT EFFECTIVELY IN THE FACE OF THREATS TO DEVELOPMENT
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HOW WERE CHILDREN VIEWED IN MIDEVAL TIMES?
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CHILDREN WERE VIEWED AS VULNERABLE BEINGS AND CHILHOOD WAS A DISTINCT
DEVELOPMENT PERIOD |
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HOW DID THE PURITANS VIEW CHILDREN?
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THEIR BELIEF OF ORIGIONAL SIN GAVE RISE TO THE VIEW THAT CHILDREN WERE EVIL AND STUBBORN AND NEEDED TO BE CIVILIZED .
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TABULA RASA
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LOCKE'S VIEW OF THE CHILD AS A "BLANK SLATE" WHOSE CHARACTER IS SHAPED ENTIRELY BY EXPERIENCE
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jean jacques rousseau
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viewed children as noble savages, naturally endowed with a sense of right and wrong and an innate plan for orderly, healthy growth. childrens built-in moral sense and unique ways of thinking and feeling would only be harmed by adult training.
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noble savages
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childen being naturally endowed with a sense of right and wrong and an innate plan for orderly, healthy growth.
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maturation
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a genetically determined, naturally unfolding course of growth.... this is rousseaus second concept. the first is the STAGEES
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CHARLES DARWIN
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-NOT TWO INDIVIDUALS ARE EXACTLY ALIKE- THEORY OF EVOLUTION. THIS EMPHASIZED NATURAL SELECTION AND SURVIVAL OF THE FITTEST. DICOVERED THAT HUMAN PRENATAL GROWTH IS SIMILAR IN MANY SPECIES.
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THE NORMATIVE APPROACH
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BY HALL AND GESELL. MEASURES OF BEHAVIOR ARE TAKEN ON LARGE NUMBERS OF INDIVIDUALS AND AGE RELATED AVERAGES ARE COMPUTED TO REPRESENT TYPICAL DEVELOPMENT
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BINET AND THEODORE SIMON
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WERE ASKED TO FIND A WAY TO IDENTIFY CHILDREN WITH LEARNING PROBLEMS WHO NEEDED TO BE PLACED IN SPECIAL CLASSES. FIRST SUCCESSFUL INTELLIGENCE TEST
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PSYCHOANALYTICAL PERSPECTIVE
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CHILDREN MOVE THROUGH A SERIES OF STAGES IN WHICH THEY CONFRONT CONFLICTS BETWEEN BIOLOGICAL DRIVES AND SOCIAL EXPECTATION.
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PSYCHOSEXUAL THEORY
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FREUDS THEORY WHICH EMPHASIZES THAT HOW PARENTS MANAGE CHILDREN'S SEXUAL AND AGGRESSIVE DRIVES IN THE FIRST FEW YEARS OF LIFE IS CRUCIAL FOR HEALTHY PERSONALITY DEVELOPMENT. ID, EGO, SUPEREGO
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ERICKSON'S THEORY
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PSYCHOSOCIAL THEORY . EMPHASIZED THAT IN ADDITION TO MEDIATING BETWEEN ID IMPULSES AND SUPEREGO DEMANDS, THE EGO ACQUIRES ATTITUDES AND SKILLS THAT MAKE THE INDIVISUAL AN ACTIVE CONTRIBUTING MEMBER OF SOCIETY
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LIMITATION OF PSYCHOANALYTIC THEORY
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TOO STRONGLY COMMITTED THE CLINICAL APPROACH THAT TRHEY FAILED TO CONSIDER OTHER APPROACHES.
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BEHAVIORISM
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DIRECTLY OBSERVABLE EVENTS, STIMULI, AND RESPONSES.
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SOCIAL LEARNING THEORY
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AN APPROACH THAT EMPHASIZES THE ROLE OF MODELING, OR OBSERVATIONAL LEARNING, IN THE DEVELOPMENT OF BEHAVIOR.
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BANDURA
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SOCIAL COGNITIVE
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LIMITATION ON BEHAVIORISM AND SOCIAL LEARNING
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SOME BELIEVE THAT THESE VIEWS ARE TOO NARROW A VIEW OF IMPORTANT ENVIRONMENTAL INFLUENCES.
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COGNITIVE DEVELOPMENTAL THEORY
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PIAGET. VIEWS CHILDREN AS ACTIVELY CONSTRUCTING KNOWLEDGE AS THEY MANIPULATE AND EXPLORE THEIR WORLD. ADAPTATION PLAYS A BIG PART,SENSORIMOTOR(BIRTH TO 2) AND PREOPERATIONAAL-PLAYS MAKE BELIEVE AND NO LOGIC(2 TO 7)..DEVELOPED PSYCHOANALYSIS AND CONDUCTED OPEN ENDED INTERVIEWS.
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LIMITATIONS OF PIAGETS THEORY
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UNDERESTIMATED THE COMPETENCIES OF INFANTS AND PRESCHOOLERS.
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INFORMATION PROCESSING
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VIEWS THE HUMAN MIND AS A SYMBOL MANIPULATING SYSTEM THROUGH WHICH INFORMATION FLOWS AND THAT REGARDS COGNITIVE DEVELOPMENT.COMITTED TO RIGOROUS RESEARCH METHODS
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DEVELOPMENTAL COGNITIVE NEUROSCIENCE
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AN AREA OF INVERSTIGATION THAT BRINGS TOGETHER RESEARCHERS FROM PSYCHOLOGY, BIOLOGY, NEUROSCIENCE, AND MEDICINE TO STUDY THE RELATIONSHIP BETWEEN CHANGES IN THE BRAIN AND THE DEVELOPING CHILDS COGNITIVE PROCESSING AND BEHAVIOR PATTERNS
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ETHOLOGY
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CONCERNED WITH THE ADAPTIVE, PR SURVIAL, VALUE OF BEHAVIOR AND ITS EVOLUTIONARY HISTORY.
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CRITICAL PERIOD
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A LIMITED TIME SPAN DURING WHICH THE CHILE IS BIOLOGICALLY PERPARED TO ACQUIRE CERTAIN ADAPTIVE BEHAVOPRS BUT NEEDS SUPPORTT OF A STIMULATING ENVIRONMENT
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SENSATIVE PERIOD
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A TIME THAT IS OPTIMAL FOR CERTAIN CAPACITIES TO EMERGE AND IN WHICH THE INDIVIDUAL IS ESPECIALLY RESPONSIVE TO ENVIRONMENTAL INFLUENCES. BOUNDARIES ARE LESS CLEARLY IDENTIFIES AS OPPOSED TO THE CRITICAL PERIOD.
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JOHN BOWLBY
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APPLIED THE ETHOGY THEORY SO HE COULD UNDERSTAND THE HUMAN INFANT-CAREGIVER RELATIONSHIP
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EVOLUTIONARY DEVELOPMENTAL PSYCHOLOGY
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SEEKS TO UNDERSTAND THE ADAPTIVE VALUE OF SPECIED WIDE COGNITIVE , EMOTIONAL , AND SOCIAL COMPETENCIES AS THOUGGH COMPETENCIES CHANHE WITH AGE/
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VYGOTSKY'S SOCIOCULTURAL THEORY
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FOCUSES ON HOW CULTURE, THE VALUES, BELIEFS, CUSTOMS AND SKILLS OF A SOCIAL GROUP - IS TRANSMITTED TO THE NEXT GENERATION .
ACCORDING TO HIS SOCIAL INTERACTION IS NECESSARYFOR CHILDREN TO ACQUIRE THE WAYS OF THINKING AND BEHAVING THAT MAKE UP A COMMUNITIES CULTURE HE VIEWED COGNITIVE DEVELOPMENT AS A SOCIALLY MEDIATED PROCESS IN WHICH CHILDREN DEPEND ON ASSISTANCE FROM ADULT AND EXPERTS AS THEY TACKLE NEW CHALLENGES |
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ECOLOGICAL SYSTEMS THEORY
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MIRCOSYSTEM. MESOSYSTEM. EXOSYSTEM. MACRO SYSTEM
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MICROSYSTEM
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INTERACTION PATTERNS IN THE CHILD'S IIMMEDIATE SURROUNDINGS
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MESOSYSTEM
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CONNECTIONS BETWEEN MICROSYSTEMS , SUCH AS HOME, SCHOOL, NEIGHBORHOOD, AND CHILD- CARE CENTER
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EXOSYSTEM
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do not contain the children but effect them .... organizations. parent workplace.
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MACROSYSTEM
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cultural values, laws customs and resources
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chronosystem
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temporal changes in the childrens environments, which produce new conditions that affect development. can be effected externally or arise from within the child
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