Download Ch-1 Power Point Overview

Infants, Children, and Adolescents
Eighth Edition
Chapter 1
History, Theory, and
Research Strategies
Copyright © 2016 Laura E. Berk. All Rights Reserved
Learning Objectives (1 of 3)
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1. What is the field of child development, and what factors
stimulated its expansion?
2. How is child development typically divided into domains
and periods?
3. What theories influenced child development research in
the mid-twentieth century?
4. Describe recent theoretical perspectives on child
development.
5. Identify the stand taken by each major theory on the
basic issues of child development.
Copyright © 2016 Laura E. Berk. All Rights Reserved
Domains of Development
Domain
Changes in
Physical
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Cognition
Emotional and
Social
Body size & proportions, appearance
Functioning of body systems, health
Perceptual & motor capacities
Intellectual abilities
• Emotional communication
• Self-understanding, knowledge
about others
• Interpersonal skills & relationships
• Moral reasoning & behavior
Copyright © 2016 Laura E. Berk. All Rights Reserved
Periods of Development
Prenatal
Infancy and
Toddlerhood
Early Childhood
Middle Childhood
Adolescence
Emerging Adulthood
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Conception to birth
Birth to 2 years
2 to 6 years
6 to 11 years
11 to 18 years
18 to mid- to late 20s
Theory
An orderly, integrated set of statements that
• describes behavior.
• explains behavior.
• predicts behavior.
Copyright © 2016 Laura E. Berk. All Rights Reserved
Basic Issues in Development
1. Continuous or discontinuous?
2. One course of development or many
possible courses?
3. Relative influence of nature and nurture?
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Continuous or Discontinuous Development
Figure 1.2
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Nature and Nurture
Nature
• Inborn, biological
• Based on genetic inheritance
Nurture
• Physical and social world
• Influences biological and psychological
development
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Stability vs. Plasticity?
Stability
• Individuals high or low in a characteristic remain
so at later ages.
• Early experience may have a lifelong impact.
Plasticity
• Change is possible, based on experiences.
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Resilient Children
• Personal characteristics
• A warm parental relationship
• Social support outside the immediate family
• Community resources and opportunities
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Historical Views of Childhood
Medieval Era
16th Century
17th Century
18th Century
Childhood (to age 7 or 8) regarded as
separate phase with special needs,
protections
Puritan “child depravity” views
John Locke “tabula rasa” view;
continuous development
Jean-Jacques Rousseau “noble
savages” view; natural maturation
Copyright © 2016 Laura E. Berk. All Rights Reserved
Early Scientific Study of Development
Evolutionary Darwin’s ideas of natural selection
Theory
and survival of the fittest are still
influential.
Normative
Hall & Gesell: Age-related
Approach
averages based on measurements
of large numbers of children
Mental
Binet & Simon: Early developers of
Testing
intelligence tests
Movement
Copyright © 2016 Laura E. Berk. All Rights Reserved
Freud’s Three Parts of the Personality
Id
Ego
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Superego •
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Largest portion of the mind
Unconscious, present at birth
Source of biological needs & desires
Conscious, rational part of
personality
Emerges in early infancy
Redirects id impulses acceptably
The conscience
Develops from ages 3 to 6, from
interactions with caregivers
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Erikson’s Psychosocial Stages
Basic trust v. mistrust
Birth–1 year
Autonomy v. shame and doubt
Initiative v. guilt
Industry v. inferiority
Identity v. role confusion
1–3 years
3–6 years
6–11 years
Adolescence
Intimacy v. isolation
Generativity v. stagnation
Integrity v. despair
Emerging adulthood
Adulthood
Old age
Copyright © 2016 Laura E. Berk. All Rights Reserved
Behaviorism & Social Learning
Classical
Conditioning
Operant
Conditioning
Social-Cognitive
Approach
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Stimulus–Response
Reinforcers and
punishments
Modeling
Self-efficacy
Social Learning Theory
Modeling or
Observational
Learning
Cognition
Personal
Standards
A baby claps her hands after
her mother does; a teenager
dresses like her friends.
Stressed today; socialcognitive approach
Children begin to believe their
own abilities will help them
succeed.
Copyright © 2016 Laura E. Berk. All Rights Reserved
Limitations of Behaviorism and Social
Social Learning Theory
• Too narrow a view of important environmental
influences
• Underestimates children’s contributions
• Bandura’s work is unique in that it grants children
an active role in their own learning.
Copyright © 2016 Laura E. Berk. All Rights Reserved
Piaget’s Stages of Cognitive
Development
Stage
Sensorimotor
Period of
Development
Birth–2 years
Preoperational
2–7 years
Concrete
operational
7–11 years
Formal
operational
11 years on
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Description
• Infants “think” by acting on the world.
• As a result, they invent ways of solving
sensorimotor problems.
• Preschoolers use symbols, develop
language and make-believe play.
• Thinking still lacks the logic of later
stages.
• Reasoning becomes logical and betterorganized.
• Thinking is not yet abstract.
• Abstract thinking enables use of
hypotheses, inferences.
• Adolescents no longer rely on realworld circumstances for logic problems.
Information Processing
• Human mind as symbol-manipulating
system
• Researchers often design flowcharts to
map problem-solving steps
Copyright © 2016 Laura E. Berk. All Rights Reserved
Information Processing
Figure 1.3
(Based on Thornton, 1999)
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Psychology
Medicine
Developmental
Cognitive
Neuroscience
Neuroscience
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Biology
Developmental Neuroscience
Uses:
• Identify links between cognitive and social domains of
development
• Develop interventions for learning and behavioral
problems
Limitations:
• Too dependent on brain properties; neglects
environmental influences
• Excessive emphasis on biological processes
Copyright © 2016 Laura E. Berk. All Rights Reserved
Ecological Systems Theory
Figure 1.4
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Dynamic Systems Perspective
Figure 1.5
(Based on Fischer & Bidell, 2006)
Copyright © 2016 Laura E. Berk. All Rights Reserved
Comparing Child Development
Theories
Continuous or
Discontinuous?
Discontinuous
Theory
Psychoanalytic
perspective
Behaviorism and
Continuous
social learning
theory
Piaget’s cognitive- Discontinuous
developmental
theory
Information
Continuous
processing
Copyright © 2016 Laura E. Berk. All Rights Reserved
One Course of
Development or
Many?
One course
Many possible
courses
Relative
Influence of
Nature and
Nurture?
Both nature and
nurture
Emphasis on
nurture
One course
Both nature and
nurture
One course
Both nature and
nurture
Comparing Child Development
Theories
Theory
Ethology and
evolutionary
development
psychology
Vygotsky’s
sociocultural
theory
Ecological
systems theory
Dynamic systems
perspective
Continuous or
Discontinuous?
Both continuous
and discontinuous
One Course of
Development or
Many?
One course
Relative
Influence of
Nature and
Nurture?
Both nature and
nurture
Both continuous
Many possible
and discontinuous courses
Both nature and
nurture
Not specified
Both nature and
nurture
Both nature and
nurture
Many possible
courses
Both continuous
Many possible
and discontinuous courses
Copyright © 2016 Laura E. Berk. All Rights Reserved
Correlation Coefficients
• Magnitude: Strength as indicated by a number
between 0 and 1
– Closer to 1 (positive or negative) is a stronger
relationship
• Direction: Indicated by the sign (+ or –)
– Positive: As one variable increases, so does the other
– Negative: As one variable increases, the other
decreases
Copyright © 2016 Laura E. Berk. All Rights Reserved
Correlation Coefficients
Figure 1.6
Copyright © 2016 Laura E. Berk. All Rights Reserved