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Child & Adolescent DevelopmentIntroductionModule 1No Pictures

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Study guides and syllabus:

Slides will be posted on SlideShare: http://www.slideshare.net/professorjcc

IntroductionTurn to the person next to you and describe a favorite childhood memory. How old were you?Why is it your favorite memory?

Why?Stories of Ted Kaczynski & Alice WalkerChild genius becomes social misfit & murderer. Impoverished & painful childhood leads to creativity & award-winning publications.Why ?

Why Is Caring For Children Important?

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Audreyhttp://www.youtube.com/watch?v=90HhZ-pyC2Y

Emmanuel Kellyhttp://www.youtube.com/watch?v=uuKl4QoHoJY

Child DevelopmentWhat are the benefits of studying Child Development?What issues might occur if people are unaware of how a child develops?HomeSchoolSociety

Child DevelopmentImportance of studying developmentImproving childrens liveshealth & well-beingchild educationLearning better parentingBetter social policies affecting children

Child DevelopmentHealth & well-beingDoes a poor diet affect a childs ability to learn?Premature infantsMassage therapy can facilitate weight gain.Why?

Child DevelopmentParentingChanging family patternsGay parentsMore working parentsIncreased use of day-care How do they influence child development?Which is preferred home or day-care?

Child DevelopmentEducationParents taking a greater role in education of their childrenAsking questions about curriculumWhy has this changed?

DOMAINS OF DEVELOPMENT1.2

Child DevelopmentSociocultural Contexts & DiversityWhere development occursInfluenced byCultureEthnicitySocioeconomic StatusGender

(See chart)

Development Influenced by:

Biological, Cognitive, & Socioemotional DevelopmentHuman development combination of:Physical DevelopmentPhysical changes in a personCognitive DevelopmentChanges in thought, intelligence, & languagePsychosocial DevelopmentChanges in personality, emotions, relationships

What Characterizes Development?

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PERIODS OF DEVELOPMENT1.3

Periods of DevelopmentDevelopmental period Time frame in a persons life that is characterized by certain features

What Characterizes Development?

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Periods of DevelopmentPrenatal periodConception to birth InfancyBirth - 18 or 24 mo.'s Early childhoodEnd of infancy to age 5 or 6Middle and late childhood6 - 11 yrs. of age

What Characterizes Development?

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Periods of DevelopmentAdolescenceTransition from childhood - early adulthoodApproximately 10 - 12 to 18 - 22 yearsEarly adulthoodLate teens or early twenties through the thirties

Historical development1.4

HISTORICAL DEVELOPMENT600 yrs. agoMiniature adultsProper etiquette Adult work at 7 yrs.6 yrs. May be sent to learn a tradeLocke, 1600sTabula rasaBlank slateBehavioral viewpoint

HISTORICAL DEVELOPMENTRousseau, 1700sInnate goodnessLet them develop naturally w/o adult interferenceDarwin, 1800sTheory of evolutionNatural selectionPass on genes

HISTORICAL DEVELOPMENTHall & Gesell, mid 1800s- early 1900s1st Child development Field of studyMaturationHuman timetable for growth

Theories of DevelopmentTheories on child development Psychoanalytic perspectiveLearning perspectiveCognitive perspectiveBiological & ecological perspectives

Theoretical foundations1.5

Sigmund Freud Erik EriksonPsychoanalytic Perspective

Psychoanalytic PerspectiveFreud

Psychoanalytic theoriesFreud born 1856 1939, AustrianTheory developed in early 1900sBehavior affected byUnderlying emotionsUnconscious mind What Characterizes Development?

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Psychoanalytic PerspectiveFreud

Freuds StagesOral: Birth to 18 months

Anal: 18 months to 3 years

Phallic: 3 to 6 years(Oedipus complex)

Latency: 6 years to puberty

Genital: Puberty onwardWhat Characterizes Development?Psychoanalytic Perspective

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Personality DevelopmentSigmund Freud

Personality developed around 3 componentsId Unconscious instinctsInfantsEgo Executive branch of mind, deals with realityAges 2 3 Conscious awareness beginsSuperegoMoral branch of mind, ones conscienceAges 3 6

Psychoanalytic PerspectiveEriksonFreud Childhood most importantErikson Change occurs throughout life

What Characterizes Development?

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Psychoanalytic PerspectiveEriksonPsychosocial theory (Eric Erikson)German, 1902 - 19948 stagesEach stageUnique crisis to resolveDevelopmental task

Psychoanalytic Perspective EriksonInitiative vs. guiltGenerativity vs. stagnationEarly childhoodIntegrity vs. despairIntimacy vs. isolationIndustry vs. inferiorityAutonomy vs. shame and doubtInfancy: 1 to 3 yearsMiddle adulthoodLate adulthoodMiddle and late childhoodEarly adulthoodTrust vs. mistrustInfancy: 1st year of lifeIdentity vs. identity confusionAdolescence

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Psychoanalytic Perspective EriksonLearn from Eriksons stages:Nurture infants to:Develop trustEncourage & monitor autonomyEncourage initiativeFreedom to explore their worldPromote industry in elementary yearsNurture motivation for mastery & curiosityStimulate adolescent identity explorationSelf-explorationCaring for Children

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Learning Theory Pavlov Watson Skinner Bandura

Behavioral and Social Cognitive Theories

Behaviorism Development is observable Behavior learned from experiencesReinforced or punishedScientific measurements possible

Caring for Children

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Learning PerspectiveClassical Conditioning, 1901I. Pavlov, Russian physiologist, 1849 - 1936Neutral stimulus acquires ability to produce response originally produced by another stimulusDogs salivated to foodPairing food with bell produces salivationSound of bell will produce salivation without foodCaring for Children

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Pavlov Cont.Serendipity Noticed dogs salivated before food presentedSounded bell before feeding dogsDogs salivated at sound of bell whether food or not.Ringing a bell alone would not ordinarily produce salivation.Classical conditioning has been demonstrated in all species.8/29/201639

Stimulus Response Learning8/29/201640

Behavioral and Social Cognitive Theories

Classical conditioningJ. Watson, American, 1878 - 1958Experiment: Little Albert & white ratGeneralizing fear as an involuntary responseCaring for Children

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Behavioral and Social Cognitive Theories

Operant ConditioningB.F. Skinner, American, 1904 - 1990Consequences of behavior Change probability of behaviors occurrenceUse of punishments & rewardsShapes behavior & development

Behavioral and Social Cognitive TheoriesSocial Cognitive TheoryA. Bandura, American, 1925 - Observational learningModeling ImitationBehavior, environment, & cognition Key factors in developmentFather aggressiveEffect development?Caring for Children

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Bandura

Bandura4 stepsAttention- Most important infoRetention-Translate into something can rememberReproduction-Appropriate behaviorMotivation-Reinforced?

Cognitive PerspectivePiaget

Cognitive TheoriesPiaget Born in Switzerland 1896 - 1980Cognitive development theoryChildren actively construct their understanding of the world4 stages of cognitive developmentCaring for Children

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Cognitive Development TheoryPiagetSallys Pretty Cat FartedBirth to 2 yrsSensorimotorUses senses and motor skills, items known by use; object permanence 2 - 7 yrsPre-operationalSymbolic thinking, language used; egocentric thinking, imagination/ experience grow, child de-centers7 - 11 yrsConcrete operationalLogic applied, objective/rational interpretations; conservation, numbers, ideas, classifications11 yrs onFormal operationalThinks abstractly, hypothetical ideas; ethics, politics, social/moral issues explored

Caring for Children

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I Information Processing Theory

Sensory information

economicshistoryreligionculture

scienceliterature

Information is taken into brainInformation gets processed, analyzed, and stored until useRETRIEVALInformation is used as basis of behaviors and interactions

INPUT

math

STORAGE

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CONTEXUAL PERSPECTIVE

Bronfenbrenner

Bioecological TheoryU. Bronfenbrenner (1917- 2005)Focus on nurtureChild is affected by context in which they live.GovernmentSchoolsHealth SchoolsSocial

Bronfenbrenners Bio-Ecological ModelThe microsystem - immediate surroundings: parents, school, friends, etc.The mesosystem - relationships among the entities involved in the child's microsystem: parents' interactions with teachers, a school's interactions with the daycare providerThe exosystem - social institutions which affect children indirectly: the parents' work settings and policies, extended family networks, mass media, community resourcesThe macrosystem - broader cultural values, laws and governmental resourcesThe chronosystem - changes which occur during a child's life, both personally, like the birth of a sibling and culturally, like the Iraqi war.

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Bioecological TheoryMicrosystem: Individual helps form (Inside Group)Includes family, peers, school, & neighborhood.

Mesosystem: Interrelationship between microsystems Family to school experiences

Bioecological TheoryExosystem: Links between a social setting (no control)& Individual's immediate context. Child's influenced, mother's workRequiring travel, might cause conflict with husband & change interaction with child.

Bioecological TheoryMacrosystem: Culture in which individuals live. Developing & industrialized countries, socioeconomic status, poverty, & ethnicity.

India: Millions live this way

Bioecological TheoryChronosystem: Patterning of environmental events & transitions over life, as well as sociohistorical (how society is affected by history) Divorces

Ecological Map

Your influences in life?

BiologicalPerspectiveNoted Ethologists:

LorenzBowlby

Ethological Theory

Ethology (Comparative Psychology) Examines: Origins or causes of behavior Evolutionary Psychologists use this information to attempt to compare our behavior to other species Behavior strongly influenced by biologyTied to evolutionCharacterized by critical or sensitive periods

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Bowlby

Ethological theory Behavior influenced by biologyCritical (sensitive) periods for learningLorenz experiment: ImprintingAttached to 1st object moving object seenBowlby: Attachment to caretaker important 1st yr of lifeAffects entire lifeCan be + or -Caring for Children

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DYNAMIC SYSTEMS PERSPECTIVE

Focuses on interaction of:

DYNAMIC SYSTEMS PERSPECTIVE

Contemporary approachMicrodevelopmentFocus is on howHow can the boy stand?

What allows child to pull self up to stand?

What About Happiness?