psyc029 ch1 introduction to child development - for class

8/9/2019 PSYC029 Ch1 Introduction to Child Development - For Class

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Chapter 1: AnIntroduction to Child

Development


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Why study child development?1. Raising children. Knowledge of child development can

help parents and teachers meet the

challenges of rearing and educatingchildren.. EX: remember the turtle


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Why study child development?2. Choosing social policies

Knowledge of child development permitsinformed decisions about social-polic!uestions that a"ect children.E#: child testimon to se#ual abuse


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Why study child development?$. %nderstanding human nature

Child-development research providesimportant insights into intriguing!uestions regarding human natureE#: investigation of children adopted frominade!uate orphanages n Romaniasupports that the timing of e#periencesoften in&uences their e"ects


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Historical Foundations


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Earl philosophers views of infant and childdevelopment

Providing enduring insights a out critical issues!even though methods "ere unscienti#c$

%th century &$C$: Plato and Aristotle&oth elieved that long'term "elfare of societydepended on children eing raised properly$Di(ered in approaches to 1) child rearing! and*) ho" children ac+uire ,no"ledge$

Historical foundations


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'lato

-mphasi.ed self'control and discipline

&elieved children are orn "ith innate

,no"ledge li,e cat and dog$

Concerned "ith #tting child rearingto the needs of the individual child

&elieved ,no"ledge comes from

e/perience


(ristotle


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10 th 12 th century: )oc*e and Rousseau3efocused attention on +uestion of ho" parent and society canest promote children4s development

)oc*e : infant orn a tabula rasa5ost important goal of child rearing6: gro"th of character7ood e/! honesty! sta ility! avoid indulgences

Rousseau : elieved in doctrine of innate purity

7ive ma/imum freedom from eginning



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Charles Dar"in4s theor ofevolution

Emphasi,ed adaptive value ofbehaviors'romoted researchers toe#amine child growth forparallels with human evolution

8sed a bab biograph+tand on limps%sing of the legs+leeping upside down

Historical Foundations


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9From later ;


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ohn /atson andbehaviorism

First theories of child development

(rnold 0esell andmaturationism

-mphasi.ed environment as determinant ofehavior

Infants have in#nite mallea ility

Infants have an innate a ility todevelop in optimal "ays! despite

varia ility in e/perience


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he original impulse to gro"thB is endogenousrather than e/ogenous$ he so'calledenvironment! "hether internal or e/ternal! doesnot generate the progression of development$-nvironmental factors support! in ect! andspecify! ut they do not engender the asicforms and se+uences of ontogenesis$

7esell or Watson?


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7ive me a do.en healthy infants! "ell'formedand my o"n speci#ed "orld to ring them up inand I4ll guarantee to ta,e any one at randomand train him to ecome any type of specialist Imight select doctor! la"yer! artist! merchant'chief and yes! even eggarman and thief!regardless of his talents! penchants! tendencies!a ilities! vocations! race of his ancestors$

7esell or Watson?


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+igmund reud s

psychoanalytictheory

Additional early theories

Social learningtheory

&iological drives e/ert a crucial in uence ondevelopment


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Child DevelopmentFirst volume: 1> =

ociety for 3esearch in Child Development

Founded in 1>

haring the results


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Ho" do nature and nurture togethershape our development?

Eature: iological endo"ment

Eurture: environments that in uence ourdevelopment

1$ Eature and Eurture


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Ho" do children shape their o"ndevelopment?In the #rst years:

Attention patterns8se of languagePlay

In later childhood

Choose friendsChoose activities

*$ he Active Child


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$ Continuity DiscontinuityIn "hat "ays is development continuous! andin "hat "ays is it discontinuous?

Continuous

development- age relatedchanges occur gradually


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Four criteria central to concept ofstages:

1$ tages of development are distinguished y+ualitative change*$ ransition from one stage to the ne/t mar,ed y

simultaneous changes in many domains

$ When change from one stage to the ne/t occurs!it is rapid

%$ Eumerous changes across domains form acoherent pattern


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Continuous DiscontinuousDevelopment is characteri.ed y othcontinuity and discontinuity$ Depends onperspective$

$ Continuity Discontinuity

Age in years Age in years

H e

i g

h t

g a

i n

H e

i g h t


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%$ 5echanisms of ChangeHo" does change occur?

In general! the interaction of genes andenvironment determines oth "hat changesoccur and "hen those changes occur

4he challenge : specifying precisely how anygiven change occurs

7enes&rain structures and processese/periences


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G$ he ociocultural Conte/tCircumstances that ma,e up a child4s environment

ocialPhysicalCultural

-conomicHistorical-/: ocioeconomic statusA measure of social class that is ased on income andeducation

utcomes associated "ith very lo" - 9poverty)Health pro lemsocioemotional or ehavioral pro lemsAcademic achievement


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0$ Individual Di(erencesHo" do children ecome so di(erent from oneanother?

7enetic di(erencesDi(erences in treatment y parents and othersDi(erences in reactions to similar e/periencesDi(erent choices in environment


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Ho" can research promote children4s "ell'eing?

2$ 3esearch and Children4sWelfare

-arly diagnosis of developmentalpro lems

- : e(ect of cataracts on infantvisionDetected "ith preferential loo,ing8se early intervention

Improving educatione/: eliefs a out intelligence

#/ed or changea leled to rainologyJ

&asic Kuestions A out Child


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&asic Kuestions A out ChildDevelopment

5uestions 4hemesHo" do nature and nurture togethershape development?

6ature and nurture

Ho" do children shape their o"ndevelopment?

4he active child

In "hat "ays is developmentcontinuous! and in "hat "ays is itdiscontinuous?

Continuit 73iscontinuit

Ho" does change occur? 8echanisms ofdevelopmental

changeHo" does the sociocultural conte/tin uence development?

4he socioculturalconte#t

Ho" do children ecome so di(erentfrom each other?

9ndividualdi"erences

Ho" can research promote children4s"ell' ein ?

Research andchildren s welfare


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5ethods for tudyingChild Development

f


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asic research: designed to advancescienti#c ,no"ledge of human development$

(pplied research: designed to ans"erpractical +uestions related to improvingchildren4s lives$

7oals of Developmental3esearch


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Research 8ethods

Approach to gathering information

Ho" can "e get ourinfo?

verall plan

Ho" can "e set upour study to test thehypothesis?

Research 3esign


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6aturalistic: o servations of naturallyoccurring ehaviors in real'life settings$

- : Ludy Dunn4s research

1$ ystematic servation


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tructured: ehaviors recorded in situationthat the e/perimenter constructs

Highly controlled situations

1$ ystematic servation

& #t li it ti f


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; ene


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&ene#ts ; limitations of self'


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;

Provide rich understanding 9clinical intervie")

Administered to many individuals +uic,ly!scored +uic,ly 9+uestionnaire)

ocial desira ility! inaccuratereporting

&ene#ts ; limitations of self'reports?

-


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In'depth e/amination ofindividuals "ho are fe" in num er

Descriptive! +ualitative techni+ueCurrent functioning-/periences that lead up to currentfunctioning

$ Case tudy 5ethod


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Descriptive! +ualitative techni+ueAims to understand culture or social groupParticipant o servation

%$ -thnography


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;

Provide rich understanding of

An individualA cultural group

-/tensive time commitment

server ias

Cannot generali.e eyond peopleand settings studied

&ene#ts ; limitations of case studies; ethnography?

-


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EE0 =electroencephalographic>: recordings ofelectrical activity generated y active neurons3esearch e/: Davidson! Nagan et al$ 91>>*)

At 1 months! la oratory procedure

at O months! resting --7 patterns

G$ Psychophysiological 5ethods

Inhi ited

5iddle 8ninhi ite7reater rightactivation

7reater leftactivation

9Davidson et al$! 1>>*)


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ER's =event-related potentials> recordchanges in the rain4s electrical activity inresponse to the presentation of a particularstimulus$

3esearch e/:


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5easure heart rate during a tas,3esearch e/: -isen erg et al$

Prosocial ehaviors in elementary'; college'aged studentsHigh helpersJ demonstrated decreased H3during tas,

G$ Psychophysiological5ethods

Pea, of electrical activ ity

&eginning of contraction

3ecovery

G$ Ps choph siological


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?agal tone: measure of varia ility in inter'eat interval 9I&I) due to in uence ofparasympathetic over the heart

Inde/ed y respiratory sinus arrhythmia 93 A)-isen erg et al$: high helpers had high 3 A


I&I

Pea, of electrical activ ity

&eginning of contraction

3ecovery

G$ Psychophysiological


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Eeuroendocrine 9hormones)


& li i i f


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;

Provide o @ective data

Eoncompliance in participants

-cological validity limited

-/pensive

&ene#ts ; limitations ofpsychophysiological methods?

-


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1$ Correlational designs*$ -/perimental designs

7eneral 3esearch Designs


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Aim: to identify associations7ather information "ithout modifyingparticipants4 e/periences

Assess "ith correlation coeMcient 9r )

1$ Correlational Designs

P l "i h C l i l


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Pro lems "ith CorrelationalDesigns?

Choosing to"atch programs"ith aggressivecontent

'ossible cause 'otential result

High vie"eraggression

8nusually highenergy level

Choosing to"atch programs"ith aggressive

content


Choosing to"atch programs"ith aggressive


hirdvaria le


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Aim: identify cause and e(ect3andomly assign people to t"o or moretreatment conditions for the independentvariable5easure the dependent variable

*$ -/perimental Designs


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Kuasi'e/periments: comparing treatmentsthat already e/ist

*$ -/perimental Designs

Developmental 3esearch


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Address "ay participants change over time

1$


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Participants are studied repeatedlyChanges noted as they get older-/: Caspi et al$

1$


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Attrition 9selective dropout)Practice e(ectsPractical diMculties 9e/pensive! timeconsuming)-+uivalence of measuresCohort e(ect possi le

Pro lems ith


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People of di(ering ages studied at the samepoint in time- : lying in !%! and G year olds 9-vans! u!;Chen)

*$ Cross' ectional Designs

P l "ith C ' ti l


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-/amines groups of individuals of di(erentages over a period of timeCan ma,e longitudinal and cross'sectionalcomparisonsCan compare cohorts

$ e+uential Designs


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tudies the same children over a short period!often one of rapid change8sed to provide an in'depth depiction ofprocesses that produce change

%$ 5icrogenetic


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Compares ehaviors and or development ofpeople from di(erent cultural or su culturalac,groundsInterested in similarities and di(erences

G$ Cross'Cultural Comparisons


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Protection from harmInformed consentPrivacy

Nno"ledge of results&ene#cial treatments

3ights of Participants


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Child Assent:

psyc029 ch1 introduction to child development - for class

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