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© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 1
Child PsychologyPSY205
Dr. Mandana Ahsani
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 2
Today is about…
• Getting to know each other
• Going over the syllabus
• My expectations
• Your expectations
• Intro to studying children
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 3
• Santrock’s Children Website
http://highered.mcgraw-hill.com/sites/0073382604/student_view0/
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 4
John W. Santrock
Introduction
1
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 5
Introduction
• Why Is Caring For Children Important?
• What Are Some Historical Views of Child Development?
• What Characterizes Development?
• How Is Child Development a Science?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 6
• The Importance of Studying Children’s Development
• Development – pattern of change from conception, throughout the life span– Our approach is chronological approach
(as opposed to topical)
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 7
Biological and Cognitive Processes
• Biological processes – changes in individual’s body; genes and hormones
• Cognitive processes – changes in individual’s thought, intelligence, and language
What Characterizes Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 8
Socioemotional Processes
• Changes in an individual’s emotions, personality, and relationships
What Characterizes Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 9
Biological, Cognitive, and Socioemotional Processes
Fig. 1.5
All three processes
are intricately intertwined
What Characterizes Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 10
Periods of Development
PrenatalInfancy
Early childhood
Middle\late childhood
Adolescence
Conception to birthBirth to 18–24 months
24 months to 5–6 years(preschool years)
6 years to 11 years(elementary school years)
Ages 10–12 to ages 18–22
What Characterizes Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 11
Caring for Children
• Children affected by– Quality of prenatal care– Parents’ lifestyles: during and after
pregnancy– Power of psychological states
Why Is Caring For Children Important?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 12
Improving the Lives of Today’s Children
• Health and Well-Being– The power of psychological states in
health and well being
• Parenting
• Education
Why Is Caring For Children Important?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 13
• Sociocultural context – various settings– Culture – passed from generation to
generation • Cross-cultural studies
– Ethnicity• Characteristics based on race, cultural heritage,
nationality, religion, language
Why Is Caring For Children Important?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 14
• Socioeconomic status (SES): – people similar in occupational, educational,
and economic characteristics
Why Is Caring For Children Important?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 15
Gender
• Sex is a biological dimension
• Gender is psychological and sociocultural dimension of being female or male
Why Is Caring For Children Important?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 16
Early Views of Children
What Are Some Historical Views of Child Development?
• In medieval times: no distinction between children and adults
• Ancient Egypt, Greece, and Rome held rich conceptions of children’s development
• Three influential philosophical views
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 17
Original sin
Tabula rasa
Innate goodness
Children born into the world as evil beings
John Locke: children are like a “blank tablet”
Rousseau: children are inherently good
Early Views of Children
What Are Some Historical Views of Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 18
Modern Study of Child Development
Arnold Gesell
G. Stanley Hall
Sigmund Freud
Certain characteristics “bloom” with age
Development follows evolutionary course
Children rarely aware of motives and reasons for their behaviors
What Are Some Historical Views of Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 19
Modern Study of Child Development
John Watson
James Mark Baldwin
Children shaped into whatever society wishes by environment
Pioneer in study of children's thought;genetic epistemology – how child’s knowledge changes over development
What Are Some Historical Views of Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 20
Processes and Periods of Development
Fig. 1.6
Middle and late childhood AdolescenceInfancy
Early childhoodPrenatal period
Processes of development
What Characterizes Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 21
Core Issues in Child Development
• Nature and nurture
• Continuity and discontinuity
Discontinuity
Continuity
What Characterizes Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 22
Core Issues in Child Development
• Early–later experience issue
– Focus on which are key determinants of child’s development
– Hotly debated by developmentalists
– People in Western cultures contrast with the majority of people in the world
What Characterizes Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 23
Evaluating the Developmental Issues
• Unwise to take extreme position on– Nature and nurture– Continuity and discontinuity– Early and later experiences
• All characterize development through the human life span
What Characterizes Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 24
Importance of Research
How is Child Development a Science?
• Scientific method
– Conceptualize a problem– Use theories to develop a hypothesis– Collect the data– Use statistical procedures to analyze– Draw conclusions– Compare findings; revise theory, conclusions
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 25
How Is Child Development a Science?
• Science defined not by what it investigates, but by how it investigates
• Theory: interrelated, coherent set of ideas that helps explain and predict
• Hypotheses: specific, testable assumptions and predictions that are derived from theories
How Is Child Development a Science?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 26
The Scientific Research Approach
• Scientific method – Used to discover
accurate information
Conceptualize problem
Revise conclusions and theory
Draw conclusions
Collect information (data)
The Importance of Research in Child Development
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 27
Five Major Theories
• Psychoanalytic
• Cognitive
• Behavioral and social cognitive
• Ethological
• Ecological
What Are the Main Theories of Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 28
Psychoanalytic Theories
• Describe development as:– Primarily unconscious– Heavily colored by emotion– Behavior is surface characteristic– Analyze symbolic workings of mind– Emphasize early experiences– Biological process important here
What Are the Main Theories of Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 29
Erikson’sPsychosocial Theory
• Eight stages of development
– Primary human motivation is social
– Eight stages unfold over the life span
– At each stage, unique developmental task confronts individuals with crisis that must be resolved
What Are the Main Theories of Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 30
Piaget’s Cognitive Developmental Theory
• Children actively construct their understanding of the world
– Assimilation: incorporation of new information into existing knowledge
– Accommodation: adjusting knowledge to fit new information and experience
What Are the Main Theories of Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 31
Vygotsky’s Sociocultural Cognitive Theory
• Culture guides cognitive development
• Knowledge is situated and collaborative
• Memory, attention, reasoning involves learning to use society’s inventions
What Are the Main Theories of Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 32
Behavioral Theories
• Three approaches: Pavlov, Skinner, and Bandura
• Observations in controlled labs
– Behavior: observable and measurable
– Behavior is learned from experience with the environment
What Are the Main Theories of Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 33
Ethological Theory
• Behavior
– Influenced by biology, tied to evolution
– Characterized by critical or sensitive periods
– Lorenz: imprinting is rapid, innate learning within a critical period of time
– Bowlby’s view of attachment
What Are the Main Theories of Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 34
Ecological Theory
• Bronfenbrenner’s view that development influenced by five environmental systems:– Microsystem– Mesosystem– Exosystem
• Now a “bioecological” theory
What Are the Main Theories of Child Development?
– Macrosystem
– Chronosystem
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 35
Methods for Collecting Data
• Observation– Laboratory: controlled, unnatural setting
– Naturalistic observation: observing behavior in real-world settings; no control or manipulation
– Survey and interviews: clear, unbiased questions
What Are the Main Research Methods in Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 36
Methods for Collecting Data
• Standardized test: test with uniform procedures for administration, scoring
• Case study
• Psychophysiological measures– Magnetic resonance imaging (MRI)– Electroencephalogram (EEG)
What Are the Main Research Methods in Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 37
Research Designs
• Descriptive research: observes and records behavior
• Correlational research: strength of relationship between two or more events or characteristics
– Correlation coefficient: degree of association between two variables
What Are the Main Research Methods in Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 38
Possible Explanations for Correlational Data
What Are the Main Research Methods in Child Development?
Fig. 1.16
Possible explanations for this correlation
causes
Observed correlation
and
causes
cause
both
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 39
Research Designs
• Experimental Research
– Experiment: carefully regulated procedure
• Independent and dependent variables
• Experimental and control groups
• Experimental and control groups
• Random assignment
What Are the Main Research Methods in Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 40
Principles of the Experimental Strategy
What Are the Main Research Methods in Child Development?
Dependent variable
Independent variable
Fig. 1.17
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 41
Time Span of Research
• Cross-sectional approach: individuals of different ages are compared at one time
• Longitudinal approach: same individuals studied over period of time, usually several years or more
• Research Journals
What Are the Main Research Methods in Child Development?
© 2009 The McGraw-Hill Companies, Inc. All rights reserved.
Slide 42
The End
1