Download Berk CD8 Ch01

Child Development
Laura E. Berk 8th edition
Chapter 1
History, Theory,
and Applied
Directions
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Domains of Development
Physical
Cognitive
Emotional and Social
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Periods of Development
Prenatal
Conception to birth
Infancy and Toddlerhood
Birth to 2 years
Early Childhood
2 to 6 years
Middle Childhood
6 to 11 years
Adolescence
11 to 18 years
Emerging Adulthood
18 to 25 years
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Theory
An orderly, integrated, evidencebased set of statements that
– Describes
– Explains
– Predicts behavior
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Basic Issues in Development
1. Continuous or discontinuous?
2. One course of development or
many?
3. Nature or nurture?
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Continuous or Discontinuous
Development
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Contexts of Development
Unique combinations of:
– Genetics
– Environment
 Can result in
different paths
of development
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Nature and Nurture
Nature
Nurture
Inborn, biological
givens
Based on genetic
inheritance
Physical and
social world
Influence
biological and
psychological
development
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Resilient Children
What factors offer protection from the
damaging effect of stressful lives?
– High intelligence and socially endowed
talents, including temperament
– A warm parental relationship
– Social support outside the immediate family
– Community resources and opportunities
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Historical Views of Childhood
Medieval Era
and Earlier
Childhood (to age 7 or 8) regarded
as separate phase with special
needs
16th Century
Puritan “child depravity” views
17th Century
John Locke’s “tabula rasa” or “blank
slate” view
18th Century
Jean Jacques Rousseau’s “noble
savages” view
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Key Principles of Darwin’s
Theory of Evolution
Natural Selection, or Survival of the Fittest
Species have
characteristics that
are adapted—or fit—
to their
environments.
Individuals best
adapted to their
environments survive
to reproduce.
Their genes are passed
to later generations.
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Early Scientific Study
of Development
Baby
Biographies
Day-to-day impressions of a child’s
behavior
Normative
Approach
• Age-related averages
• Based on measurements of large
numbers of people
Mental Testing
Movement
Simon & Binet: Early developers of
intelligence tests
James Mark
Baldwin
• Developmental theorist
• Nature and nurture of equal
importance
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Freud’s Three Parts
of the Personality
Id
Ego
Superego
• Largest portion of the mind
• Unconscious, present at birth
• Source of biological needs &
desires
• Conscious, rational part of mind
• Emerges in early infancy
• Redirects id impulses acceptably
• The conscience
• Develops from ages 3 to 6, from
interactions with caregivers
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Freud’s Psychosexual Stages
Oral
Anal
Phallic
Latency
Genital
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Erikson’s Psychosocial Stages
Basic trust
vs. mistrust
Autonomy
vs. shame
and doubt
Birth–1 year Identity vs.
identity
confusion
1–3 years
Intimacy vs.
isolation
Initiative vs. 3–6 years
guilt
Industry vs.
inferiority
6–11 years
Adolescence
Emerging
Adulthood
Generativity Adulthood
vs.
stagnation
Integrity vs. Old Age
despair
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Behaviorism and Social Learning
Classical
Conditioning
Stimulus – Response
Operant
Conditioning
Reinforcers and Punishments
Social Learning
Modeling
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Piaget’s Stages of
Cognitive Development
Sensorimotor
Birth–2 years
Preoperational 2–7 years
Concrete
Operational
7–11 years
Formal
Operational
11 years and older
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Information-Processing Flowchart
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Developmental Cognitive
Neuroscience
Brings together researchers from
psychology, biology, neuroscience, and
medicine to study the relationship between
the brain and the developing child’s
cognitive processing and behavior
patterns.
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Ethology and
Evolutionary Psychology
Ethology
– Critical Periods
– Sensitive Periods
Evolutionary
Developmental
Psychology
– Adaptive Value of
behavior to the
species
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Ethology - Sensitive Period
An optimal time for certain capacities to
emerge
Individual is especially responsive to
environment
Development is hard to
induce later
Boundaries less
defined than a critical
period
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Evolutionary
Developmental Psychology
Seeks to understand adaptive value of
human competencies
Studies cognitive, emotional and social
competencies and change with age
Expands upon ethology
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Vygotsky’s Sociocultural Theory
Transmission of culture to a new
generation
– Beliefs, customs, skills
Social interaction
necessary to learn
culture
– Cooperative dialogue
with more knowledgeable
members of society
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Ecological Systems Theory
Structure of the Environment
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An Ever-Changing System
Bronfenbrenner:
chronosystem
Children are both
products and
producers of their
environment.
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The Dynamic Systems View Of
Development
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Social Policy
Planned set of actions
By a group, institution or governing body
To attain a social goal
 Public Policy
Laws and other
government social
policy programs
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Indicators of Children’s
Health and Well-Being
U.S. Rank
Childhood Poverty
23
Canadian
Rank
16
Infant Death
26
16
Teen Pregnancy
28
21
Education Spending
10
6
Health Spending
16
4
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Individualist and
Collectivist Societies
Individualist
People think of
themselves as
separate from
others.
Concerned with
personal goals.
Collectivist
People define
themselves as
part of a group.
Concerned with
group goals over
individual goals.
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Looking Toward the Future
Justification for child oriented policies:
Children are the future
Humanitarian grounds—children have
basic rights as human beings
Convention on the Rights of the Child
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