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CHAPTER 1 OVERVIEW: The Science of Child Development
A. Terminology
1. Newborn (Birth to 1 month)
2. Infant (1 month to 1 year)
3. Toddler (1 to 2 years)
4. Preschooler (2 to 6 years)
5. School-age child (6 to 12 years)
6. Adolescent (12 to 18 years)
7. Adult (18 years and older)
I.
MODULE 1.2: THEORIES OF CHILD DEVELOPMENT
A. A Brief History
1. Philosophical Roots
a. John Locke
b. Jean-Jacques Rousseau
2. The Emerging Field of Child Development
a. Charles Darwin – baby biographies
b. Other Pioneers in the Field: Alfred Binet, Sigmund Freud,
John B. Watson
3. Purpose and function of a theory
B. Theoretical Perspectives
1. The Biological Perspective
a. Maturational Theory (Arnold Gesell)
b. Ethological Theory (Konrad Lorenz)
(1) Critical Period
(2) Imprinting
2. Evolutionary Psychology
3. The Psychodynamic Perspective
a. Psychodynamic Theory (Sigmund Freud)
b. Psychosocial Theory (Erik Erikson)
4. The Learning Perspective
a. Operant Conditioning (B. F. Skinner)
(1) Reinforcement -- positive and negative reinforcement
(2) Punishment
b. Social Cognitive Theory (Albert Bandura)
(1) Imitation or observational learning
(2) Self-efficacy
5. The Cognitive-Developmental Perspective
a. Stages of Cognitive Development (Jean Piaget)
b. Information-processing Theory
6. The Contextual Perspective
a. Culture and Cultural Context (Lev Vygotsky)
b. Ecological Theory (Urie Bronfenbrenner)
(1) Microsystem
(2) Mesosystem
(3) Exosystem
(4) Macrosystem
II.
MODULE 1.3: THEMES IN DEVELOPMENTAL RESEARCH
A. Early Development Is Related to Later Development but Not Perfectly
(continuity-versus-discontinuity issue)
B. Development Is Always Jointly Influenced by Heredity and
Environment (nature-nurture issue)
C. Children Help Determine Their Own Development
(active-passive child issue)
D. Development in Different Domains Is Connected
CHAPTER 2 OVERVIEW: Research in Child Development
III.
MODULE 2.1: DOING DEVELOPMENTAL RESEARCH
A. Measurement in Child-Development Research
1. Systematic Observation
a. Naturalistic Observation
b. Variables
c. Structured Observation
2. Sampling Behavior with Tasks
3. Self Reports
4. Reliability and Validity
5. Representative Sampling
a. Population
b. Sample
B. General Designs for Research
1. Correlational Studies
a. Correlational Study
b. Correlation Coefficient (r)
2. Experimental Studies (Experiment)
a. Independent Variable
b. Dependent Variable
c. Field Experiment
C. Designs for Studying Development
1. Longitudinal Studies (including microgenetic studies)
2. Cross-sectional Studies (and cohort effects)
3. Longitudinal-sequential Studies
4. Integrating Findings from Different Studies (including meta-analysis)
D. Ethical Responsibilities
1. Minimize risks to research participants
2. Describe the research to potential participants so they can determine if they
wish to participate
3. Avoid deception; if participants must be deceived, provide a thorough
explanation of the true nature of the research as soon as possible.
4. Keep results anonymous or confidential
E. Communicating Research Results
IV.
MODULE 2.2: CHILD-DEVELOPMENT RESEARCH AND FAMILY POLICY
A. Why Link Research to Family Policy?
1. The emergence of applied developmental science
B. Ways to Influence Social Policy
1. Build Understanding of Children and Their Development
2. Serve as an Advocate for Children
3. Evaluate Policies and Programs
4. Develop a Model Program (e.g., School of the 21st Century)
C. An Emphasis on Policy Implications Improves Research
1. (quasi-experimental design)
CHAPTER 3 OVERVIEW: Genetic Bases of Child Development
I.
II.
MODULE 3.1: MECHANISMS OF HEREDITY
A. The Biology of Heredity
1. Conception
a. The process of fertilization
b. In vitro fertilization
c. Difficulties with new reproductive techniques
2. Chromosomes
a. Autosomes
b. Sex chromosomes
3. Deoxyribonucleic acid (DNA)
4. Gene
a. Genotype
b. Phenotype
B. Single Gene Inheritance
1. Alleles
a. Homozygous
b. Heterozygous
(1) Dominant allele
(2) Recessive allele
(3) Incomplete dominance
2. Sickle Cell Trait .
C. Behavioral Genetics
1. Polygenic Inheritance
2. Methods of Behavioral Genetics
a. Twin Studies
(1) Monozygotic (identical) twins
(2) Dizygotic (fraternal) twins
b. Adoption Studies
3. Which Psychological Characteristics are Affected by Heredity?
a. Depression
MODULE 3.2: GENETIC DISORDERS
A. Inherited Disorders
1. Common Disorders Associated with Recessive Alleles (e.g., sickle cell disease,
albinism, cystic fibrosis, PKU, Tay-Sachs disease)
2. Disorder Caused by a Dominant Allele: Huntington's disease
B. Abnormal Chromosomes
III.
1. Down Syndrome
2. Common Disorders Associated with the Sex Chromosomes (e.g., Klinefelter's
syndrome, Turner's syndrome, XXY complement, XXX syndrome)
MODULE 3.3: HEREDITY IS NOT DESTINY
A. Paths from Genes to Behavior
1. Genes influence behavior indirectly by making behaviors more or less
likely.
2. Behavioral consequences of genetic instructions depend upon
environments.
B. Reaction Range
C. Changing Relations Between Nature and Nurture
1. Passive Gene-Environment Relation
2. Evocative Gene-Environment Relation
3. Active Gene-Environment Relation (niche-picking)
D. The Nature of Nurture
(including the concept of nonshared environmental influences)
CHAPTER 4 OVERVIEW: Prenatal Development, Birth, and the Newborn
I.
MODULE 4.1: FROM CONCEPTION TO BIRTH (Prenatal Development)
A. Period of the Zygote (Weeks 1-2)
1. Zygote
2. Implantation
3. Germ disc
4. Placenta
B. Period of the Embryo (Weeks 3-8)
1. Embryo
a. Ectoderm
b. Mesoderm
c. Endoderm
2. Embryo's Environment
a. Amniotic sac
b. Amniotic fluid
c. Umbilical cord
d. Villi
C. Period of the Fetus (Weeks 9-38)
1. Cerebral cortex
2. Vernix
3. Age of Viability (22 to 28 weeks)
4. Fetal abilities (e.g., responds to stimulation, develops regular periods of
activity)
D. Improving Children’s Lives: “Five Steps Toward a Healthy Baby”
II.
MODULE 4.2: INFLUENCES ON PRENATAL DEVELOPMENT
A. General Risk Factors
1. Nutrition
a. Balanced diet
b. Spina bifida
2. Stress
3. Mother's Age
a. Teenage mothers
b. Older (>30) mothers
B. Teratogens: Diseases, Drugs, and Environmental Hazards
1. Diseases (e.g., AIDS, cytomegalovirus, genital herpes, rubella, syphilis)
2. Drugs (e.g., alcohol, aspirin, caffeine, cocaine and heroin, marijuana, nicotine)
a. Cigarette smoking
b. Drinking: Fetal Alcohol Syndrome (FAS)
3. Environmental Hazards (e.g., lead, mercury, PCBs, X-rays)”
C. How Teratogens Influence Prenatal Development
1. Important Principles of Teratology
a. The impact of a teratogen depends upon the genotype of the organism.
b. The impact of teratogens changes over the course of prenatal
development.
c. Each teratogen affects a specific aspect (or aspects) of prenatal
development.
d. The impact of teratogens depends on the dose.
e. Damage from teratogens is not always evident at birth but may appear
later in life.
2. The Real World of Prenatal Risk
D. Prenatal Diagnosis and Treatment
1. Ultrasound
2. Amniocentesis
3. Chorionic Villus Sampling (CVS)
III.
MODULE 4.3: HAPPY BIRTHDAY!
A. Labor and Delivery
1. Stage 1
a. Contractions
b. Dilation of the cervix
2. Stage 2
a. Crowning
b. Breech presentation
3. Stage 3 (afterbirth)
B. Approaches to Childbirth
1. Prepared (“natural”) Childbirth
2. Pain Management – DEEP BREATHING, PHYSICAL CONTACT,
IMAGERY
3. The “Coach” (sometimes involves a doula)
4. Home Birth
5. Birth Center
C. Adjusting to Parenthood (including Postpartum Depression)
D. Birth Complications (e.g., cephalopelvic disproportion, irregular position,
preeclampsia, prolapsed umbilical cord)
1. Hypoxia
2. Cesarean section (C-section)
3. Prematurity and Low Birth Weight
a. Premature infants (born less than 38 weeks after conception)
b. Small-for-date infants (smaller than expected based upon length of
time since conception)
4. Cultural Influences: “Infant Mortality”RATE IS 9
IV.
MODULE 4.4: THE NEWBORN
A. Assessing the Newborn
1. Apgar Score
B. The Newborn's Reflexes (e.g., Babinski, blink, moro, palmar, rooting, stepping,
sucking, withdrawal)
C. Newborn States
1. Four Newborn States
a. Alert inactivity
b. Waking activity
c. Crying
d. Sleeping
2. Crying
a. Basic cry
b. Mad cry
c. Pain cry
3. Sleeping
a. Irregular or rapid eye movement (REM) sleep
b. Regular or nonREM sleep
4. Sudden Infant Death Syndrome (SIDS)
a. Risk factors
b. Child Development and Family Policy: “Back to Sleep!”
D. Perception and Learning in the Newborn
CHAPTER 5 OVERVIEW: Growth and Health
I.
MODULE 5.1: PHYSICAL GROWTH
A. Features of Human Growth
1. Describing Growth
a. Increases in height and weight
b. Body proportions
2. Muscle, Fat, and Bones (including epiphyses)
3. Variations on the Average Profile
a. Secular growth trends
b. Cross-cultural differences
B. Mechanisms of Physical Growth
1. Sleep
a. Reductions in amount of sleep
b. Growth hormone
2. Nutrition
a. Improving Children’s Lives: “What’s the Best Food for Babies?”
b. Adequate caloric consumption and a balanced diet
C. The Adolescent Growth Spurt and Puberty
1. Puberty
a. Growth spurt
b. Child Development and Family Policy: “Preventing Osteoporosis”
c. Primary sex characteristics
d. Secondary sex characteristics
e. Menarche
f. Spermarche
2. Mechanisms of Maturation
a. Pituitary gland
b. Timing of puberty
(1) Nutrition and health
(2) Social environment
3. Psychological Impact of Puberty
a. Sex differences
b. Early versus late maturation
OPPONENT PROCESS EFFECT
II.
MODULE 5.2: CHALLENGES TO HEALTHY GROWTH
A. Malnutrition
1. Developmental consequences
2. Intervention
3. Short-term hunger
B. Eating Disorders: Anorexia and Bulimia
1. Characteristics and developmental consequences of anorexia nervosa and
bulimia nervosa
2. Cultural and environmental and influences
C. Obesity
1. Defining “overweight”: Body mass index (BMI)
2. Developmental consequences
3. Hereditary influences (including basal metabolic rate)
4. Environmental influences
5. Features of effective weight-loss programs
D. Disease
1.
Infectious diseases
2.
Prevention
E. Accidents
1.
Common causes
2.
Prevention
III.
MODULE 5.3: THE DEVELOPING NERVOUS SYSTEM
A. Organization of the Mature Brain
1. Neuron
a. Cell body
b. Dentrite
c. Axon
d. Myelin
e. Terminal buttons
f. Neurotransmitters
g. Synapse
2. Brain
a. Cerebral cortex
b. Hemispheres
(1) Corpus collosum
(2) Frontal cortex
B. The Developing Brain
1. Emerging Brain Structures
a. Neural plate
b. Neural tube
c. Synaptic pruning
d. SYNAPTIC POTENTIATION
2. Structure and Function: “How early in development does brain functioning
become localized?”
a. Research Methods
(1) Studies of children with brain damage
(2) Studies of electrical activity (i.e., electoencephalogram or EEG
patterns)
(3) Studies using image techniques (e.g., functional magnetic
resonance imaging or F-MRI and positron emission tomography
or PET-scan)
b. Focus on Research: “Right-hemisphere Specialization for Spatial Ability”
3. Brain Plasticity and the Role of Environmental Input