CHAD 60 Midterm

Developmental science

Field of study that focuses on the range of children’s physical, cognitive, social, emotional, and language development

Prenatal

Conception to birth

Infancy

0-2 yrs

Early Childhood

2.5-6 yrs

Middle Childhood

6-12 yrs

Adolescence

12-18 yrs

Emerging Adulthood

19-30 yrs

Domains of development

Social, emotional, cognitive, and physical

Microsystem

Direct interactions with child

Mesosystem

Home, school, neighborhood, religious institutions

Exosystem

Parent workplaces, local government, media, school board

Macrosystem

Government policies, customs, cultural values

Chronosystem

Major environmental events, life-altering personal transitions, significant socio-historical events

Freud’s Psychosexual theory stages

Oral, anal, phallic, latency, genital

Erikson’s Psychosocial theory stages

Series of internal conflicts throughout the whole lifespan

Vygotsky’s Sociocultural theory

Biology and environments shape development by interacting indirectly through culture; “zone of proximal development”

Piaget’s stages of Cognitive Development

Constructivist categorization of thought & perception; sensorimotor, preoperational, concrete operational, formal operational

Criteria for Development Research

Objectivity, reliability, replicability, validity

Naturalistic observation

Observing and recording behavior in everyday course of life; do not disrupt daily routine in any way

Experiments

Introduce change and measure it using groups and variables

Clinical interviews

Questions tailored to the individual, each question dependent on the answer to the preceding one

Questionnaire/survey

Likert scale; answers are already in qualitative form

Longitudinal study

Collects information on the same group of people of the same age over different time points

Cross-sectional

Collects information about various ages at once

Cohort sequential

Combines longitudinal and cross-sectional approaches by studying several cohorts over time

Microgenetic

Focuses on development over short periods, especially when children are on the threshold of a change

Ivan Pavlov

Classical conditioning; “Pavlov’s dogs”

John Watson

Behaviorism, “Little Albert”

BF Skinner

Operant conditioning

Principles of Behaviorism

1: behavior is controlled by its consequence/outcome

2: environment in which a behavior is learned is associated with the behavior, such that the environment becomes a trigger for the learned behavior

3: behavior learned in one environment can be and is generalized to other environments

Positive reinforcement

emitted behavior meets with a positive consequence

Negative reinforcement

emitted behavior removes a negative stimuli in the environment

Primary reinforcer

Based in biology; outcome from bodily function/reaction

Secondary reinforcer

Outcomes that are social in nature; money. connections, positive attention

Temperament

All babies are born with biologically based behavioral and emotional tendencies; infant does not intentionally behave or emote; alteration determined by environment

Temperament indicators

Activity level, rhythmicity, approach/withdrawal, adaptability, sensitivity, intensity of response, moodiness, distractability, persistance

Easy/flexible temperament

adaptable, low sensitivity, low intensity, regular biological rhythms

Fearful/slow-to-warm-up temperament

low adaptability, low approach

Feisty/difficult temperament

• irregular biological rhythms, high sensitivity, high intensity, low attention span/distractible

Experience-expectant

stimulation from ordinary experiences “expected” by brain to grow normally

Experience-dependent

Additional brain growth as result of specific learning experiences