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ch.1 Introduction to Child Development - Coggle Diagram
ch.1 Introduction to Child Development
The Study of Child Development
Origins of the field
John Locke
thought that humans were born as blank slates. Children are eager to learn, especially through their sense
parents meet children's need through teaching them good habits, virtues, and rationality
Jean-Jacques Rousseau
Children are good actors in the natural world and can decisions
Parents lead by example and should wait to introduce society's expectations
Don't pressure children to grow up to quickly, it distorts their natural foundations
good education leads kids to explore and develop critical thinking
later Developmental Scientists found
Lock was right about children are eager to learn but are not blank slates
Rousseau's was right about kids curiosity but adult guidance was not
parents, teachers, and other caring adults play an integral role in children’s learning
and adjustment
Now developmental growth is a result of active interplay of factors
the book uses the disciplines of
psychology,
biology,
sociology, and anthropology,
early intervention,
education,
child and family studies,
juvenile justice,
counseling,
social work,
medicine
Essentials Features of Development
Three Features of Development
Progressive
Children slowly become capable and responsible but they can revert to lesser forms of development
exm.: when a 4 year has leaned about using words but hits when angry
Persistent
when a new ability is introduces it stays and ands to the child's skills
exm.:waling or talking
Cumulative changes
A new ability builds on a previous ability.
exm: one word talking to two words to complex sentences
the Three Feature of Development are factors of
Existing conditions
The characteristics of the child’s brain, body, and psychological
states allow for new possibilities.
The Child's Activity
The child’s choices and behaviors influence the emergence of
new and changing states
Nurture
The child’s physical environment, nutrition, interpersonal relationships, and the broader setting in which they interacts creates particular kinds of responses and initiative, meet the body’s needs, and fulfill other conditions for growth
Nature
The child’s genetic inheritance enables and directs certain kinds of growth
their are changes that effect every one and changes that only effect some
Three Domains of Development
Physical Developmet
biological changes in the body
genetics,
growth in the
womb
sequences of childbirth
brain development,
motor skills
behaviors that promote and impede health.
Cognitive development
age-related transformations in
reasoning,
concepts,
memory,
language,
and intellectual skills—changes that are made by involvement in families, schools, and communities
Social-emotional development
the many modifications that occur
in
emotions,
self-concept,
motivation,
social relationships,
moral reasoning and behavior—advancements that depend,
on interactions with other people.
holistic perspective on child
development
. When educators respect the
entirety of psychological functions
Universality and Diversity
Universality
Developmental changes that occur in just about everyon
Diversity
developmental changes are highly individual or differ
between groups
Nature and Nurture
Nature
Inherited characteristics that influence growth.
is both common and individual trates in kids
some come at birth(ability to walk, eye color, sex)
some come later at maturation
Nurture
environmental conditions that effect the progression of changes
Physically
nutrition,
activity,
affection,
light,
stress,
pollutants
contagious illness
intellectually
informal experiences
academic instruction
socially
role models and interaction
in interpersonal relationships.
how nature and nurture interact.
The relative effects of heredity and environment differ across distinct areas of
development
exm, distinging sounds with out formal training
The developmental process constrains growth
exm. learning something new based on previous learning
Some genes exert effects only under certain conditions
some can't recycle serotonin so they can become depressed
Timing of environmental exposure matters
mother taking drugs during pregnancy affects the baby's brain
critical period
When a certain stimulation is required for a physiological structure to become activated
exm. vision development
sensitive
period
a lengthy time frame of heightened receptivity to environ mental experience
exm. processing verbal information
Children’s actions partly determine resources accessible to them
exm. parents read to kid, when kid is older they start reading on there own
Certain hereditary characteristics develop more fully in nurturing settings than
in impoverished environments
kids rased by warm, involved and sensitive can develop skills and qualities that help their heredity profiles
Inherited tendencies make children more or less responsive to particular environmental influences
exm. shy by nature but learn to be social through planed playdates
Qualitative and Quantitative Change
Qualitative changes
dramatic changes in the underlying structure of a characteristic
stages
period of development characterized by an exact way of behaving or thinking
Stage theory
People progress through stages that are qualitatively different from each other
some think the movement through stages is through hierarchical levels
Jean Piaget
Infants learn through trial and error
as they get older they make predictions
about objects and actions
at adolesents they can think in abstract thoughts
strong beliver in universal stages
Erik Erikson
adolescents think about their identities as boy or girl, involvement in ethnic groups, and individuals with defining interests and goals
young adults who didn't develop a clear identity might not be clear about what role to play as a romantic partner
Infancy and young children learn trust and then self-sufficiently
universal stages
everyone goes through the same cycle
sight differences from timing from environment
quantitative
changes
gradual progressions with many small additions. These incremental progressions in behavior, physical states, and learning
Applying Lessons from Basic Issues in Child Development
Accept the powerful influences of nature and nurture
children's development is always changing and being affected
Become familiar with developmental trends and typical variations
you can use the theories to help you teach students
Look for both quantitative and qualitative changes in children’s characteristics
Children soak up facts and skills
incrementally, sometimes rapidly
Think about the different kinds of care that infants, preschoolers,
elementary school children, middle school students, and high school students need.
Students crave environments that fit their age-related needs for affection, autonomy, exploration, and intellectual challenge
Effects of Context on Development
All areas of development depend on the contexts of children’s lives
experiences in
families,
family or one or more loving parent is needed for good development
schools,
cultivating cognitive skills & supply social partners
neighborhoods,
access to peers and recreation
community organizations,
cultural and ethnic groups,
long-standing groups with defined values, traditions, and symbol systems
and society at large
Becoming aware of children’s upbringing is a necessary step for understanding the knowledge, skills, and needs students
bring to school.
Developmental Periods
Infancy (Birth-2 Years)
Babies want to know everything
They reach, crawl, and climb to get to attractive objects.
exploring comes from a feeling of mastery
Infants gain confidence by using their bodies to exert effects on people and things
cargivers
realize that each baby is unique, develops at there own rate, and is hungry for loving interaction
treat infants individually, providing tender, loving care
prioritize time to respond warmly to infants’ bids for attention
tend to physical needs
share their attention to objects and events
create safe environments for children to explore
Middle Childhood (6-10 Years)
elementary years
can learn through formal instrution
read
write
follow rule of familiar games
proper technologies on purpose
education
communication
entertainment
understand admonishments they have heard
most want to live up to their responsibilities
motor skills improve
value friendships
start to compare them selves
teachers
teach based off familiar topics
teach to existing understandings
uses tools for guiding mental procedures
Late Adolescence (14-18)
teenagers
continue to mature to young adults
intensified desire to make decision
acceptance in peer groups
most savor ties with trusted adults
preserve fundamental values learned at home and school
can be a confusing time
mixed messages
temptations abound
teachers
if offered help teenagers
asperations
strengths
limitations
adults
focus on needs
keeping track of assignments
asking for help when struggling
Early Adolescence (10-14 Years)
adolescence
early adolescence
puberty
feel awkward
hormonal
moodswings
girls can start before 10 and boys can begin after 14
reorganization of
learning and relating to parents, teachers, room
Interpersonal connections cahnge
looking for more autonomy
parents what more responsibility
sense of self intensifies.
introspective
think in a far-reaching, logical, and abstract manner
broadened interests
challenge the existing order
Energized and idealistic
peers
give assurance for
apperance
abilities
behaivor
middle school teacher
assign advisors to watch academic and personal welfare
help navigate rapid developmant
flexible instruction
multipull opportunities for mastering
ample time for learning
Breadth in the curriculum and choices
Early Childhood (2-6 years)
Preschool-aged
defined with
imagination
drama
invention
Language and communication skills
develop rapidly
endearing, trusting, and affectionate
s need help coping with sporadic aggressive and self-centered
impulses
learn from play
tachers
direct energy with gentle guidance
help them try new roles
make environments for active and purposeful learning
offer guidance in ways that allow them to use self-control
Theories of Child Development
Behaviorism and Social Learning Theories
Behaviorism
developmental change
is largely due to environmental influences
habits emerge for
an organism in a particular environment
children learn emotional responses to certain stimuli based on experience
B. F. Skinner
children actively “work” for
rewards and avoid actions that lead to punishment
Social Learning Theories
Albert
Bandura
children learn through watching others
children reproduced behaviors that allowed
them to achieve certain goals or standards
his most recent frameworks are called
social cognitive theory and self-efficacy theory
First, environmental stimuli affect children’s actions and feelings
Second, children’s actions are affected by behavior around them
Finally, children’s confidence in their ability to achieve
certain standards is based largely on their past experiences on similar tasks.
Psychodynamic Theories
focus on the interactions between a person’s internal conflicts
and the demands of the environment.
play acritical role later
Sigmund Freud
young children continually find themselves torn by sexual and aggressive impulses
and desires to gain approval from parents and others in society
children go through stages learning to control impulses
Erik Erikson
people grow as a result of resolving their own internal struggles
desires to feel competent and confident in one’s values, commitments, and direction in life
1.children often have mixed and confusing emotions.
teach them to express their feelings in ways that honestly reflect their experience and are acceptable to other
2.children who have rough start in family relationships need extra support at school
explain getting along with others
occasionally intervene with intervention and counseling
Biological Theories
examine how a child’s brain and body contribute to survival, growth,
and learning
age-related motivations serve valuable functions in prompting exploration
individual children are born with unique dispositions that interact with experience to influence learning
maturational levels impose limits on abilities and interests
Maria Montessori
infants notice physical world
preschool kids soak up details in language
Montessori's help kids perceptual and cognitive abilities
Cognitive Process Theories
focus on basic thinking processes
how children interpret and remember what they see and hear and how they change with growth and experience.
analyses of what children think and do
Robert Siegler
children spontaneously use several different strategies
when first learning to complete tasks in arithmetic, telling time, spelling, and reading
Cognitive-Developmental Theories
thinking processes and how they
change, qualitatively, over time
children play an active role
in their own development
Through reflection, children’s reasoning becomes increasingly logical, comprehensive, and abstract.
Jean Piaget
investigated the nature of children’s
logical thinking
Lawrence Kohlberg
known for research on children’s
moral reasoning
it is a mistake to hurry
children beyond their current capacities
children’s thinking reflects a reasonable attempt to
make sense of puzzling information
Sociocultural Theories
Taking a Strategic Approach to Theory
Developmental Systems Theories
From Theory to Practice
Strengthening the Commitment
Respect children
Develop warm relationships
When planning the curriculum, consider age-related abilities.
Reflect on children’s upbringing
Balance choice with guidance
Offset adversity
Capitalize on each child’s strengths
Integrate cultural customs into lessons
Gently nudge children forward.
Make a commitment to supporting every child in your care
Applying Knowledge of Child Development
Continue to take courses in child development
Reach out to colleagues who share your commitments
Stay abreast with new insights from developmental scientists and educators