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Child DevelopmentLaura E. Berk 8th edition

Chapter 1

History, Theory,

and AppliedDirections

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Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

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Domains of Development

Physical

Cognitive

Emotional and Social

Family Life Royalty Free CD



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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, evidence-

based set of statements that

– Describes – Explains

– Predicts behavior

DigitalVision Royalty Free Stock Photography


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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 pathsof development



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Nature and Nurture

Nature

Inborn, biological

givensBased on genetic

inheritance

Nurture

Physical and

social worldInfluence

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

Species have

characteristics that

are adapted—or fit—

to theirenvironments.

Individuals best

adapted to their

environments survive

to reproduce.Their genes are passed

to later generations.

Natural Selection, or Survival of the Fittest


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Freud’s Three Parts

of the Personality

Id

• Largest portion of the mind

• Unconscious, present at birth

• Source of biological needs &

desires

Ego

• Conscious, rational part of mind

• Emerges in early infancy

• Redirects id impulses acceptably

Superego• The conscience

• Develops from ages 3 to 6, from

interactions with caregivers


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Erikson’s Psychosocial Stages

Basic trust

vs. mistrust

Birth –1 year Identity vs.

identity

confusion

Adolescence

Autonomy

vs. shameand doubt

1 –3 years Intimacy vs.

isolation

Emerging

Adulthood

Initiative vs.

guilt

3 –6 years Generativity

vs.

stagnation

Adulthood

Industry vs.

inferiority

6 –11 years Integrity vs.

despair

Old Age


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Behaviorism and Social Learning

Classical

ConditioningStimulus – Response

Operant

ConditioningReinforcers and Punishments

Social Learning Modeling


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Piaget’s Stages of

Cognitive Development

Sensorimotor Birth –2 years

Preoperational 2 –7 years

Concrete

Operational7 –11 years

FormalOperational

11 years and older


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Ethology - Sensitive Period

Development is hard to

induce later

Boundaries less

defined than a critical

period

An optimal time for certain capacities toemerge

Individual is especially responsive to

environment



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Vygotsky’s Sociocultural Theory

Soc ial interact ion

necessary to learn

culture

– Cooperative dialoguewith more knowledgeable

members of society

Transmission of culture to a newgeneration – Beliefs, customs, skills

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Ecological Systems TheoryStructure of the Environment


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An Ever-Changing System

Bronfenbrenner:

chronosystem

Children are both

products andproducers of their

environment.



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