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multidimensional, multidirectional, plastic and influenced by multiple contexts
development is
physical, cognitive and socioemotional development
How is development multidimensional
it is malleable/changeable and resilient
How is development Plastic?
Gains and losses, growth and decline and shifting balance throughout life span
How is development Multidirectional?
where and when of development
age-graded, history-graded and non-normative influences
How is development influenced by multiple contexts?
developmental
what kind of science is multidisciplinary
Multidisciplinary
disciplines relevant to human development; such as cognitive development
yes
are there both continuities and discontinuities in development?
passive
individuals have a _____ role in development
active
individuals are ______ contributors to development
Freud's psychosexual theory and Erikson's psychosocial theory of development
psychoanalytic theories
Behaviorism
the science of behavior that focuses on observable behavior only
classical conditioning
a learning process that occurs when two stimuli are repeatedly paired; a response that is at first elicited by the second stimulus is eventually elicited by the first stimulus alone.
operant conditioning
a type of learning in which behavior is strengthened if followed by a reinforcer or diminished if followed by a punisher
Albert Bandura
- influences of thoughts and feelings
- observational learning
- reciprocal determinism
Piaget's Cognitive Developmental Theory
his principle that from infancy to adolescence, children progress through four qualitatively different stages of intellectual growth.
behaviorist and social learning theory
Social Learning Theory
cognitive theories
Piaget's cognitive developmental theory and information processing theory
information processing theory
- input, manipulation, storage and recall of information
- differing focus of theories
- complex and detailed view of thinking
contextual theories
Vygotsky's Sociocultural Theory and Bronfenbrenner's Bioecological Systems Theory
Vygotsky's Sociocultural Theory
- Transmission of culture through social interaction
- cognitive development as social process
- language acquisition
emphasizes role of cultural context
Bronfenbrenner's Bioecological Systems Theory
microsystem, mesosystem, exosystem, macrosystem, chronosystem
Ethology and Evolutionary development theory
- principles of evolution applied to understand changes throughout life and interaction of biology and context
ethology
evolutionary basis of behavior
Phallic Stage (3-6 years)
initiative vs. guilt
Latency Stage (6 years to puberty)
child develops talents and skills and focuses on school, sports and friendships
Puberty to adulthood
Genital stage; person becomes concerned with developing mature adult sexual interests and sexual satisfaction in adult relationships throughout life
Birth to 1 year
Trust vs. Mistrust: learning that the provider of comfort is reliable, consistent and predictable.
1 to 3 years
autonomy vs shame and doubt; learn to be self-sufficient
3 to 6 years
initiative vs guilt; becomes eager for responsibility or experience
6 to 12 years
industry vs inferiority; learn to become hard-working, competent and productive by mastering new skills
Puberty to adulthood
identity vs. role confusion; search for a sense of self by experimenting with roles
Early adulthood
intimacy vs isolation; seek companionship and a close relationship with another person or experience isolation through difficulty developing relationships
Middle adulthood
generativity vs stagnation; contribute to, establish, and guide the next generation
Late adulthood
integrity vs despair; look back at life to make sense of it
Freud's Psychosexual Stages
Discontinuous stages, Passive individuals motivated by inborn basic drives, greater emphasis on nature
Erikson's Psychosocial Theory
Discontinuous stages, active individuals interact with their social world to resolve psychosocial tasks, both nature and nurture
Piaget's Cognitive Developmental Theory
discontinuous; active individuals interact with the word to create their own schemas; both nature nurture
Vygotsky's Sociocultural Theory
continuous interactions with others lead to developing new reasoning capacities and skills; active individuals interact with individuals interact with members of their culture; both nature and nurture
Bronfenbrenner's bioecological systems theory
Continuous; active individuals interact with their contexts, being influenced by their contexts, being influenced by their contexts but also determining what kinds of physical and social environments are created and how they change; both nature and nurture
Sensorimotor
Birth to 2 years; infants understand the world and think using only their senses and motor skills, by watching, listening, touching, and tasting
preoperations
2 to 6 years; preschoolers explore the world using their own thoughts as guides and develop the language skills to communicate their thoughts to others. Despite these advances, their thinking is characterized by several errors in logic
concrete operations
7 to ll years; school-aged children become able to solve everyday logical problems. Their thinking is not yet fully mature because they are able to apply their thinking only to problems that are tangible and tied to specific substances
Formal operations
12 years to adulthood; Adolescents and adults can reason logically and abstractly about possibilities, imagined instances and events, and hypothetical concepts
conception
ovulation, sperm production and ejaculation, fertilization and zygote
Germinal Period (0 to 2 weeks)
Cleavage and cell division, blastocyst, implantation and development of the placenta
Embryonic Period (3 to 8 weeks)
- structural development of embryonic disk, ectoderm, endoderm, and mesoderm;
- indifferent gonad
- defects and spontaneous abortion
Fetal Period (9 weeks to Birth): Second Trimester (14 to 26 weeks)
- further development
- lanugo and vernix caseosa
- brain development
Fetal Period: Third Trimester (27 to 40 weeks; 7th, 8th, 9th months)
- substantial growth in weight and length
- further brain development
- awareness of premature birth
- age of viability
Contextual and Cultural Influences on Prenatal Care
- importance of prenatal care
- barriers to obtaining prenatal care
- ethnic and socioeconomic disparities
- Latino paradox
Principles of Teratology
- critical periods
- dose
- individual differences
- complicated effects
Types of Teratogens
- prescription and nonprescription drugs
- Alcohol
- Cigarette smoking
- Marijuana
- Cocaine
- Heroin
- Maternal Illness
- environmental hazards
- Parental Characteristics and Behaviors
maternal illness
Rubella, chicken pox, mumps, sexually transmitted infections and zika virus
environmental hazards
heavy metals, radiation and birth defects in developing countries
parental characteristics and behaviors
nutrition, emotional well-being and maternal age
medication during delivery
- analgesics
- anesthesia
- epidural
Medical and Behavioral Assessment of Newborns
- screening with the Apgar scale
- Brazelton Neonatal Behavioral Assessment Scale (NBAS)
The newborn's perceptual capacities
- well-developed taste and smell
- limited visual capacities
- remarkable auditory capacity
Newborn States of Arousal
- six infant states or levels of arousal
- sleep, wakefulness and feeding
- sleep cycles (REM and self-stimulation)
Low Birth Weight Infants: Preterm and Small-for-Date Babies
- low birth weight
- very low birth weight
- extremely low birth weight
- challenges and disadvantages
- kangaroo care
regular sleep in newborns
8-9 hours; being fully asleep with little or no body movement. Breathing is slow and regular
irregular sleep in newborns
8-9 hours; facial grimaces, limb movements, occasional stirring, and eye movement behind closed lids indicate rapid eye movement (REM) sleep. Breathing is irregular
Drowsiness in newborns
time varies; falling asleep or waking up, eyes open and closed and have a glazed look. Breathing is even but faster than in regular sleep
Quiet alertness in newborns
2-3 hours; eyes are open and attentive, exploring the world; the body is relatively inactive. Breathing is even
Waking alertness in newborns
1-4 hours; are frequent bursts of uncoordinated activity. Breathing is irregular; the face may be relaxed or tense. Fussiness and crying may occur
hereditary
plays a strong role in obesity, but contextual factors also place individuals at risk for obesity and interact with biology to determine whether genetic predispositions to weight gain are fulfilled
Obese children
are at higher risk for peer rejection, depression, low self-esteem, and body dissatisfaction
refined fine motor skills in middle childhood
building model cars, braid friendship bracelets, and learn to play musical instruments
children who enter middle childhood with stunted growth and nutritional deficits
These children often have problems, including cognitive deficits, aggression, behavior problems, and a greater risk of chronic illnesses and other health problems
Motor Development; gross motor in middle childhood
Children can now bend their bodies to do a somersault or carry out a dance routine, balance to jump rope, demonstrate agility to run and change speed and direction rapidly, and have the strength to jump higher and throw a ball farther than ever before.
Motor Development; Fine motor in middle childhood
children show advances in fine motor control that allow them to develop new interests. children become able to use their wrist and fingers to write. Girls tend to outperform boys in fine motor skills
Contextual and individual influences that impact injuries
poor parenting and adult supervision, parent distraction, parents who work long hours or multiple jobs, neighborhood disadvantages (poor maintenance of streets, poor design or maintenance of housing and playgrounds), children who are ADHD, and who are impulsive, overactive, and difficult experience higher rates of unintentional injuries
obesity is associated with
short- and long-term health problems, including heart disease, high blood pressure, orthopedic problems, and diabetes
influences of refined fine motor skills
becoming able to use their wrist and fingers to write. Growth of the cerebellum and myelination of its connections to the cortex
Body Image Dissatisfaction
Is associated with poor self-esteem, depression, unhealthy eating and exercise behaviors, and inadequate weight gain in childhood
contextual influences that place children at risk
nutrition, opportunities to practice motor skills, and health poor parenting and adult supervision, parent distraction, parents who work long hours or multiple jobs, neighborhood disadvantages (poor maintenance of streets, poor design or maintenance of housing and playgrounds), Children in low SES homes are at higher risk for obesity. Community-level influences on obesity include lack of safe playgrounds with equipment that encourages activity and even the proximity of fast-food restaurants to schools. Screen time can cause body image dissatisfaction.
Classification
the ability to understand hierarchies, to simultaneously consider relations between a general category and more specific subcategories
Seriation
the ability to order objects in a series according to a physical dimension such as height, weight, or color
Class inclusion
involves understanding hierarchical relationships among items (daisies and roses example)
plays a critical role in development and display; influences schooling
Culture and concrete operational reasoning in middle childhood
Multiple intelligence
proposes at least eight independent kinds of independent kinds of intelligence. It expands the use of the term intelligence by experts and has led to a great deal of debate among intelligence theorists and researchers. Each person has a unique pattern of intelligence strengths and weaknesses
Multiple intelligence
Views intelligence as broader than book-learning and academic skills.
Logical-mathematical intelligence
ability to manipulate logic and numbers to solve problems
Spatial intelligence
ability to perceive the visual-spatial world accurately, navigate an environment, and judge spatial relationships
Bodily-kinesthetic intelligence
ability to move body skillfully
Musical intelligence
ability to perceive and create patterns of pitch and melody
self-concept and how it impacts children's ability to learn and master skills
Brain development contributes to self-concept. When processing information about the self, children use many more areas of the brain than adults do, suggesting that, with development, processing becomes more efficient and self-concept, becomes more complex and differentiated.
how children explain their own success and failures for sustaining motivation and achievement.
Some children gravitate towards internal attributions, emphasizing their role in the outcome, such as their ability or a choice of study techniques. Other children rely on external, uncontrollable attributions, such as luck, to explain their performance (malidaptive way). Children's mindset may vary, which is the degree in which they believe that their own abilities and characteristics are modifiable.
mastery orientation
Children who adopt internal explanations and a growth mindset tend to have a strong _____________. When that is the case they are able to bounce back from failure and take steps such as learning study strategies to improve their test, scores and test performance
maladaptive way
Other children respond to success and failure in a ____________, such as attributing success to external factors, such as block and attributing failure to internal factors, such as ability
When a child is raised by parents with a fixed view of abilities, they are more likely to show a ____________ ___________ __________, failing to provide opportunities to problem, solve or intervene, when a child tries.
learned helplessness orientation
Parents of ______ SES families lack the energy in time, due to their work schedules, to devote to children, and they may be unaware of opportunities, or unable to take advantage of them.8
Low
When students view their teachers as ____________, they are more likely to attribute their performances to external factors, such as luck, or the teacher and withdraw from class participation
unsupportive
cultural influences that influence achievement and learning
Very in the way, they use perception of criticism and praise. Students from some cultures may feel uncomfortable with praise because it singles them out and by implication elevates them above their peers. Some students may become more motivated by critical feedback because their goal is to meet the expectations of their teacher or family.
positive parent child relationship that impacts adjustment
Children who are securely attached to parents tend to develop positive emotional regulation skills that aid them in Home, peer, and school contacts.
negative parent child relationship that impacts adjustment
Harsh parenting styles and poor quality, parent child relationships in middle childhood tend to worsen, and are associated with poor adjustment, antisocial activity, and delinquency in adolescence
school and community: characteristics of resilient children
-Access to local churches
-After school programs
-Availability of emergency services
-Mentoring programs and opportunities to form relationships with adults
-Health care availability
-Instruction in conflict management
-Opportunity to develop and practice leadership skills
-Peer programs , such as big brother / big sister programs
-Programs to assist developing self management skills
-Public safety
-Support networks outside of the family , such as supportive adults and peers
-Ties to prosocial organizations
-Well - funded schools with highly qualified teachers
-Youth programs
Body Growth in middle childhood
Slows considerably, increases in height and weight add up quickly, girls begin a period of rapid growth, genes and nutrition influence the rates of children's growth
Contextual influences in growth and motor development
nutrition , opportunities to practice motor skills, and health, also influence motor development. The ability to explore the world and play influences opportunities to interact and play with other children and thereby affects social and cognitive development
screen time
increases the chances of obesity and can cause body image dissatisfaction.
Note 
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