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62 Cards in this Set
- Front
- Back
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Topic Historical Founders :
Major themes from early pilosophers' views.... |
The Universal truth to themes of early pilosophers is what children are and what children need.
-Enduring insights -Unscientific methods |
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Historical Founders:
Aristotle |
- Greek philosopher
-Interest of how children's development is influenced by their nature and their nurturing. (on going theme today) -Aristotle view: agreed with plato discipline was necessary, BUT he was more concerned with fitting child rearing to the needs of an individual child. - Aristotle believed that all knowledge comes from experience and that the mind of an infant is like a writing tablet on which nothing has yet been written. |
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Historical Founders:
Plato |
-Greek philosopher
-Also interested in how children's development is influenced by their nature and their nurturing. -Especially concerned with boy behavior. (concerned about the welfare of society from children) -Plato Emphasized self-control and discipline as the most important goals of education. -Plato view: believed that children are born with innate knowledge. |
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Historical Founders:
Aristotle and Plato |
4th Century, B.C. Welfare of society depends on children’s being raised properly
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Medieval Times
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Children were mini adults
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Reformation 1500s
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Doctrine of original sin
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Age of Enlightenment 1600s
John Locke Jean-Jacques Rousseau |
English philosopher John
French philosopher Jean |
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John Lock
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-Child = tabula rasa = Blank Slate
-First instill discipline,then gradually increase freedom -Big question was how parents and the general society can best promote child development. |
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Jean-Jacques Rousseau
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-Child = noble savage= symbolizing the innate goodness of humanity when free from the corrupting influence of civilization.
-Parents and society should give children maximum freedom from the beginning |
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19th and 20th Century Child development becomes a formal field of inquiry.
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Sigmund Freud and John Watson: first theories based on research.
-The social Reforms: Laws that regulate work rules. ex. Coal Mines -Charles Darwin's theory of Evolution:widely held notion that all life is related and has descended from a common ancestor. |
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Sigmund Freud
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-Psychosexual Stages of Development
-Frued concluded that biological drives, especially sexual ones, were a crucial influence on development. |
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John Watson
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- did experiments with the effects of reward and punishment on behavior. (used animals to experiment with)
- Watson concluded that children's development is controlled by environmental conditions, especially the rewards and punishments that follow particular behaviors. |
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Erik Erikson
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-Id Ego and Super Ego
-He expanded Freud's theory with more stages. |
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Enduring themes
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Nature and Nurture
Continuous vs. Discontinuous development The active child Sociocultural Context |
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Nature and Nurture
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-Nature Biological endowment, especially the genes we receive from our parents
-Nurture Wide range of environments, physical and social, that influence development |
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Werner’s Study 1955
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-698 children born in Kauai, Hawaii
-Data: birth histories and multiple aspects of their lives for 30+ years -Biological and environmental factors combine to influence child development -Quality of home environment more influential than biological risk factors: Prenatal/birth problems consistently related to impaired psychological functioning only if children also experienced poor rearing conditions -Majority of children with birth complications and adverse family circumstances developed serious problems by age 10 But about one-third developed into successful young adults -These resilient children often were befriended by an adult outside the family |
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Continuity vs. Discontinuity
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-Continuous development: Age-related changes occur gradually
ex. A trees growth -Discontinuous development: Age-related changes include occasional large shifts Children of different ages seem qualitatively different ex. a caterpillars growth |
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sociocultural context influences on development
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-Sociocultural context: Physical, social, cultural, economic, and historical circumstances that make up child’s environment
-Differences within and between cultures ex. the different sleeping habits of children in different cutures US children have own crib/room Other places children sleep in same bed as parents for a long time. |
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Research Strategies
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-Scientific method & alternative approaches
-Data gathering methods -Correlational and experimental designs -Special designs for studying development |
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Scientific Method
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-Testing hypotheses or theories
-Beliefs as hypotheses (educated guesses, predictions) -Testing these beliefs: Start with a question -Formulate a hypothesis regarding the question -Develop a method for testing the hypothesis -Use the data yielded by the method to draw a conclusion regarding the hypothesis |
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Scientific Method (Quantitative)
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Assumptions:
-Psychosocial constructs can be identified and measured Research Purposes: -Generalizability -Prediction and/or causal explanations Research Approach: -Testing a hypothesis/theory -Formal/Standardized instruments and methods |
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Qualitative Approaches
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Assumptions:
-Variables are complex, interwoven, difficult to measure Research Purposes: -Contextualization -Understanding meaning of experience Research Approach: -May result in hypotheses and theory -Flexible and emerging design -Intensive study of smaller samples |
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Pros & Cons of methods of gathering data
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Naturalistic Observation:
PROS:Describe behavior in everyday setting Can observe social interaction processes CONS:Difficult to isolate factors Hard to study infrequent or private behaviors Structured Observation: Pros:All children observed in same setting Research can control what happens Cons: Reveals less about subjective experience Contrived setting Interview/Self Report: Pros: Reveals subjective experience Less expensive Cons: Relies on language ability May be abstract Limited response options Reports may be biased Memory inaccurate or incomplete |
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Evaluating Data Collection Methods & Tools
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Reliability:
Inter-rater reliability-the amount of agreement in the observation of different raters who witness the same behavior. Test-retest reliability- the degree of similarity of a child's performance on two or more occasions. Validity: Internal- the degree to which effects observed within experiments can be attributed to the variables that the researchers intentionally manipulated. External- the degree to which results can be generalized beyond the particulars of the research. |
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Designs for studying change
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-Longitudinal: a research study that involves repeated observations of the same items over long periods of time, often many decades
-Cross-sectional:that involve observation of some subset of a population of items all at the same time, in which, groups can be compared at different ages with respect of independent variables, such as IQ and memory. |
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Active Children theme
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the child as a source of his or her own development
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Ethical concerns
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Example- Baby Albert
-More vulnerable to psychological harm -Difficult or impossible to evaluate what participation means -Difficulty understanding research procedures -Informed decisions about participation |
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Nature Vs. Nurture Deeper look
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Genotype:
the genetic constitution of an individual organism. Phenotype:the set of observable characteristics of an individual resulting from the interaction of its genotype with the environment. Norm of reaction: all the phenotypes that can theoretically result from a given genotype in relation to all the environment in which it can survive and develop. ex. a child with a given genotype might develop quit differently in a loving, supportive family that he or she would in an alienated, abusive family. |
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Genotype-environment interactions
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-study showing an effect of abusive parenting on children with particular genotype.
-THE QUESTION: why some children who experienced severe maltreatment become violent and antisocial while others in same conditions did not. -Results: the importance of a combination of environmental factors and genetic ones - possessing a particular variant of an X-linked gene known to inhibit brain chemicals associated with aggression (MAOA gene). |
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Behavior Genetics
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the science concerned with how variation in behavior and development results from the combination of genetic and environmental factors.
Behavior Genetic Research Design : Genetic similarity correlations, family-study design ex. twin studies/ adoption studies identical twins who grew up together vs. identical twins who did not grow up together. |
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Heritable
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refers to anything (characteistics, traits, ect.) influenced by heredity.
Study: they estimate the amount of the variation among a given population of people that is due to differences in their genes. ex. behavior patterns should run in families. |
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Shared Environment
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- Sharing an environment, growing up together in the same family.
- the effects of a shared environment is based on the degree of similarity among adoptive siblings- biologically unrelated who grew up together. |
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Non-shared Environment
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- the effects have to do with the fact that even children who grow up in the same family do not have all their experiences in common- either inside or outside the family.
ex. within a family siblings may have quite different experiences bc of their birth orders. - |
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Theories of Cognitive Development
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-Piaget
-Thinking, perception, understanding, imagining, learning, remembering, knowing, attention, reasoning, problem solving, intelligence |
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Four stages of Cognitive Development
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Sensorimotor (birth – 2 yrs)
Preoperational (2 – 7 yrs) Concrete operational (7 – 12 yrs) Formal operational (12 yrs – adulthood) |
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Sensorimotor
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Reflexes = building blocks
Stumbling into learning Developing: Coordinated movement Goal-directed behavior Object permanence Mental representation ex. the A not B task |
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Preoperational
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Advances
Huge increase in mental representation Language = labels for mental representation Make believe play Limitations Egocentrism Centration ex. class inclusion task Are there more roses or more flowers? They say more roses bc they don't realize they are all flowers they concentrate on which there is more of. |
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Concrete Operational
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Advances:
Logical thinking begins! Mental representations more complex Thinking reorganized so CAN consider more than one dimension at a time Example: conservation concept Limitations: Concrete, direct experience |
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Formal Operational
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Abstract, hypothetical thinking
The thoughts of youth are long, long thoughts. Henry Wadsworth Longfellow Scientific reasoning NOT Universal Not everyone reaches it Less likely if not schooled Cultural differences? |
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Major Criticism of Piaget
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Accurate timetable?
Distinct developmental stages? Underestimates early competence? Vague on processes and mechanism What about social components?? |
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Sociocultural Theories
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Lev Vygotsky (1896-1934)
Children as social beings Culture shapes thinking Thought = internal speech Teaching and Learning |
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Comparing Theories
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Piaget:Child is active scientist
Information Processing: Child is active problem solver Core Knowledge:Child has innate competence Sociocultural:Child as sociocultural participant |
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Brain Development
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Neuron
Axon Dendrites Synapses Cerebral Cortex Corpus callosum |
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Neuron
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a specialized cell transmitting nerve impulses; a nerve cell
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Axon
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the long threadlike part of a nerve cell along which impulses are conducted from the cell body to other cells.
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Dendrites
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a short branched extension of a nerve cell, along which impulses received from other cells at synapses are transmitted to the cell body.
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Synapses
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a junction between two nerve cells, consisting of a minute gap across which impulses pass by diffusion of a neurotransmitter.
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Cerebral Cortex
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the outer layer of the cerebrum (the cerebral cortex), composed of folded gray matter and playing an important role in consciousness
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Corpus callosum
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a broad band of nerve fibers joining the two hemispheres of the brain.
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Cerebral lateralization
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the phenomenon that each hemisphere of the brain is specialized for different modes of processing.
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First Stage In the Brian Creating Baby
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Neurogenesis Prenatal proliferation of neurons
Migration Cells move to ultimate destination |
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Second Stage Making Connections
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Synaptogensis Wildly exuberant creation of neural connections
Prenatal – age 3 (approx) Neural connections increase greatly!! |
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Stage 3: Cleaning up and Getting organized
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Synaptic Pruning
Elimination of “synaptic syperfluity” Different times, different places Starting after birth, through adolescence |
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Stage 4
Changes in the Adolescent Brain The Second WAVE
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Prefrontal cortex
Attention, impulses, planning, priorities Increased myelination (gray matter) Proliferation of synapses at puberty Pruning after puberty |
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Plasticity
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The capacity of the brain to be affected by experience
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Secular Trends
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Marked changes over generations, resulting from environmental changes such as improvement in health and nutrition
Two examples: Increase in average height Earlier menstruation |
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Secular Trend:
Childhood Obesity
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The proportion of U.S. children who are overweight has tripled in past 2 decades
Genetic factors: susceptibility to gaining weight perhaps amount consumed Environmental factors: portion sizes sedentary pursuits Health problems and social problems |
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Prenatal Development
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Conception -2 weeks Germinal
Embryonic Fetal |
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Germinal
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zygote becomes implanted in the uterine wall.
Rapid Cell division |
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Embryonic
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Major development occurs in organs and systems of the body
-cell division -cell migration -cell differentiation -Cell death |
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Fetal
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Continued Development
Physical structure arms legs increase levels of learning, sensory experiences |
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Fetal Experiences
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Sight and Touch - experience tactile stimulation
Taste - fetus has a sweet tooth Smell- amniotic fluid take odors to what the mother eats. Hearing |
