Child development M1

what influences the lives of children

health and well being, parenting and education, socicultural contexts and diversity

what are the sociocultural contexts of developmwnt

culture, ethnicity, SES, gender

culture (sociocultural contexts of development )

behavior patterns, beliefs and other products of people that are passed on from generation to generation studied in cross culture studies

ethnicity ( sociocultural contexts of developmwnt )

characteristics based on cultural heritage, nationality, race, religion and language

SES (sociocultural contexts of developmwnt )

a persons position within society based on occupational, educational and economic charecteristics

gender ( sociocultural contexts of developmwnt )

the social construct of people as males, females, or gender diverse

What factors influence resilence at the individual, contextual and social levels

• high self control, self esteem and active coping strategies

• intact intellectual functioning

• a close warm rls with a significant attachment figure

• bonds to caring adults and community resources outside the family

what are adverse childhood experiences

potentially traumatic or challenging experiences in childhood (0-17)

include physical, emotional, sexual abuse and neglect and challenging household environments

results in last biological changes

social policy

governements course of action designed to promote the welfare of its citizens

what contributes to changes in childhood

biological, cognitive and socioemotional processes

biological processes

produce changes in an individuals physical nature

• height, weight and motor skills

cognitive processes

involve changes in an individuals thought intelligence and languge

• two word sentences and solving a puzzle

socioemotional processes

involve changes in an individual’s rls with other people’s emotions and personality

• smiling in response to a parent’s touch

what are the periods of development

prenatal, infancy, early childhood/preschool, middle and late childhood, adolescence

what are diffrent issues and debate

nuature-nurture, continuity-discontinuity, early-later experience, cross - and - within cultural diffrences

what is nurture and nature

nurture - environment

nature/genome - individuals complete set of heriditary info

continous development

changes with age occour gradully in small increments, development occurs skill by skill and task by task

discontinous development

changes with age include occasional large shifts, qualitiative diffrences occour

theorists- piages, freud, erikson and kohlberg

developmental neuroscience is helping us understand…

how and why expereince interacts with biology to shape a childs developmnent

what are the 3 important findings or developmental neuroscience

1. early yrs are a time of rapid brain growth

2. toxic stress from early expereinces shapes a childs neural circuits underlying social and emotional behavior and cognitive abilities

3. learning processes are rooted in healthy emotional development

theory

interelated coherent set of ideas that helps to explain and to make predictions

psycoanyltic freud oral stage

infants pleasure centers on the mouth , birth to 1 ½ yrs

psychoanalytic freud anal stage

childs pleasure focuses on the anus , 1 ½ to 3 yrs

psychoanalytic freud phallic stage

childs pleasure focuses on genitals , 3 - 6 yrs

psychoanalytic freud latency stage

child represses sexual intrest and develops social and intellectual skills 6 yrs to puberty

psychoanalytic freud genital stage

a time of sexual reawakening; source of sexual plesures becomes someone outside the family , puberty onward

psychoanylitic erikson stages

trust vs mistrust, autonomy vs shame and doubt, initiative vs guilt, industry vs inferiority, identity vs identify confusion, intimacy vs isolation, genertavity vs stagnation, integrity vs despair

trust vs mistrust age

infancy ( 1st yr)

autonomy vs shame and doubt age

infancy (1 to 3)

initiative vs guilt age

early childhood (preschool yrs, 3-5 yrs)

industry vs inferiority age

middle and late childhood (elementary school yrs, 6 yrs to puberty)

identity vs identify confusion age

adolescence (10 to 20 yrs)

intimacy vs isolation age

early adulthood (20s,30s)

genertavity vs stagnation age

middle adulthood (40s, 50s)

integrity vs despair age

late adulthood (60s onward)

piagets theory

children activley construct their understanding of the world in four stages of cognititve development

two processes move us through the stages: prginization and adaptation

piagets stages of cognitive development

sensorimotor, preoperational, concrete operational, formal operational

sensorimotor (piagets stages of cognitive development )

infnat constructs an understadning of the world by coordinating sensory expereinces with physical actions; progresses from reflexive, instinctual action at birth to the beginning of symbolic thought torward the end of the stage

birth to 2 yrs

preoperational (piagets stages of cognitive development )

The child begins to represent the world with words and images. These words and images reflect increased symbolic thinking and go beyond the connection of sensory information and physical action

2 - 7 years

concrete operational (piagets stages of cognitive development )

The child can now reason logically about concrete events and classify objects into different sets.

7 to 11 years

formal operational (piagets stages of cognitive development )

The adolescent reasons in more abstract, idealistic, and logical ways

11 years through adulthood

Brofenbrenner

ecological theory, looks at enviorment and how it shapes things

breath of life theory

humans are knowledge trustees whose job is to understand and relay knowledge which has been passed down by generations before

• learning begins at birth

• knowlegde reaches maturity at the end of life when it becomes the elders repsonsibilty to pass it on

• ancesteral knowlege is a starting point for future knowlege

what are the research methods for studying child development

scientific method, contexs for gathering data about children, correlation and causation, research designs for examining childrens development, ethical issues in child development research

sceintific method

approach to testing belifs that involves

• choosing question to be answered

• formulating a hypothesis regarding question

• developing a method for testing hypothesis

• using the data yielded by the method to draw a conclusion regarding the hypothesis

reliability

degree to which independent measurements of a given behaviour are consistent

• interater reliability- do the diff raters who observe same behavior classify or score it the same way

• test-retest reliability - do children who score higher on a measure at one time also score higher on the meausre at other times

validilty

degree to which a test measures what it is intended to measure

• internal validity - can the effects within the experiment be attributed to the variables that the researcher intentionally manipulated

• external validity - how widley can the findings be generalized to diff children in diff places at diff times

interview/questionaire

children answer question asked either in person or on a questionaire

advantages; reveal childs subjective expereince, inexpensive, flexibility for follow up questions

disadvantages : biased, memory is innacurate/incomplete, prediction of future behaviors innacurate

naturalistic observation

childrens activities in one or more everyday settings observed

advantages: helps illuminate social interation processes, useful for describing behavior in everyday settings

disadvantages: difficult to know which aspects of yhe situation are most inlfuential, limited value for studying infrequent behaviors

structured observation

children are brought to the lab and presented with prearranged tasks

advantages: all behaviors observes in same context, controlled comparison

disadvantages: context is less natural, reveals less about subjective expereince than interviews

variables

attributes that vary across individuals and situations such as age, sex, and popularity

correlational designs

studies intended to indicate how 2 variables are related to each other

correlation

assosciation b/w 2 variables range from 1 - -1

• correlation =/ causation

  • direction of causation problem

  • 3rd variable problem

experimental designs

group of approaches that allow infrences about causes and effects to be drawn

• random assignment

• experimental control

• inference about causes and effects allowed

• IV and DV

cross sectional design

children of diff ages are compared on a given behavior or charecteristic at the same point in time

longitudinal design

same children studied 2 or more over a substantial length of time

useful for revealing stability and change over time

APA ethich guidlines criteria

informed consent

confidentaility

debriefing

deception