Child Development - Chapter 1 Introduction PDF

Because learning changes everything. ® Chapter 1 Introduction CHILD DEVELOPMENT Sixteenth Edition JOHN W. SANTROCK KIRBY DEATER-DECKARD JENNIFER E. LANSFORD © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw...

Because learning changes everything. ® Chapter 1 Introduction CHILD DEVELOPMENT Sixteenth Edition JOHN W. SANTROCK KIRBY DEATER-DECKARD JENNIFER E. LANSFORD © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.  Learning Goals Identify five areas in which children’s lives need to be improved and explain the roles of resilience and social policy in children’s development. Discuss the most important processes, periods, and issues in development. Summarize why research is important in child development, the main theories of child development, and research methods, designs, and challenges. © McGraw Hill LLC 2  Caring for Children To better care for children, we need to examine: Development Some topics of contemporary concern © McGraw Hill LLC 3  Improving the Lives of Children sociocultural contexts and diversity Context- the setting Culture- behavior & beliefs of group passed from generation to generation Cross-cultural studies- compare aspects of 2 or more cultures Ethnicity- cultural heritage, race, and language Socioeconomic status (SES)- position within society Gender- © McGraw Hill LLC 4  Resilience, Social Policy, and Children’s Development Resilience- Social policy- good self-control, intellectual functioning, close relationship to parents, good relationship to adults outside family Strategies for improving the lives of children include improving social policy for families. When families fail or seriously endanger a child’s well- being, governments often step in to help. © McGraw Hill LLC 5  Figure 2 Characteristics of Resilient Children and Their Contexts Source Characteristic Individual Good intellectual functioning. Appealing, sociable, easygoing disposition. Self-confidence, high self-esteem. Talents. TheFaith. following content is arranged like a table. Family Close relationship to caring parent figure. Authoritative parenting: warmth, structure, high expectations. Socioeconomic advantages. Connections to extended family supportive family networks. Extrafamilial Bonds to caring adults outside the family. context Connections to positive organizations. Attending effective schools. © McGraw Hill LLC 6  Figure 3 Exposure to Six Stressors Among Poor and Middle-Income Children. Access the text alternative for slide images. © McGraw Hill LLC 7  Developmental Processes, Periods, and Issues Psychologists who study development are drawn to both our shared characteristics and those that make us unique. What shapes the common path of human development, and what are its milestones? © McGraw Hill LLC 8  Figure 4 Changes in Development Are the Result of Biological, Cognitive, and Socioemotional Processes. The processes interact as individuals develop. © McGraw Hill LLC 9  Figure 5 Processes and Periods of Development. Access the text alternative for slide images. (Left to right): Steve Allen/Brand X Pictures/Getty Images; Dr. John Santrock; Laurence Mouton/PhotoAlto/Getty Images; Ken Karp/ McGraw Hill; SW Productions/Brand X Pictures/Getty Images © McGraw Hill LLC 10  Cohort Effects Cohort- a group of people born at a similar time in history Examples: those who grew up during the Great Depression and World War II. Cohort effects- due to era not necessarily age Millennials- after 1980 © McGraw Hill LLC 11  Issues in Development Nature-nurture issue- the extent to which biological/environmental factors Continuity-discontinuity issue- gradual change vs distinct areas Early-later experience issue- extent to which early or later events affect development Evaluating the Developmental Issues- © McGraw Hill LLC 12  The Science of Child Development how parents nurture children how peers interact the ways in which children’s thinking develops over time whether screen time is linked with being overweight whether special care can repair the harm of neglect whether mentoring can improve children’s achievement © McGraw Hill LLC 13  The Importance of Research Scientific research- objectable, testable, provides answers to any question The scientific method- 4-step process (problem, collect data, examine data, conclusion) Theory- Hypothesis- testable predictions © McGraw Hill LLC 14  Psychoanalytic Theories Sigmund Freud (1856 to 1939) envisioned five stages of psychosexual development: oral, anal, phallic, latency, and genital. Erik Erikson (1902 to 1994) said we develop in psychosocial rather than psychosexual stages. 8 stages. Primary motivation for behavior is social. Crisis that needs to be overcome Contributions vs. criticisms © McGraw Hill LLC 15  Figure 7 Freudian Stages Oral Stage Anal Stage Phallic Stage Latency Stage Genital Stage Infant’s pleasure Child’s pleasure Child’s Child represses A time of sexual centers on the focuses on the pleasure sexual interest and reawakening; mouth. The following anus content is focuses on arranged likesocial develops a table. and source of sexual the genitals. intellectual skills. pleasure becomes someone outside the family. Birth to 1½ Years 1½ to 3 Years 3 to 6 Years 6 Years to Puberty Puberty Onward © McGraw Hill LLC 16  Figure 8 Erikson’s Eight Life-Span Stages Erikson’s Stages Developmental Period Trust versus mistrust Infancy (first year) Autonomy versus shame and doubt Infancy (1–3 years) Initiative versus guilt Early childhood (preschool years, 3–5 The following content is years) arranged like a table. Industry versus inferiority Middle and late childhood (elementary school years, 6 years to puberty) Identity versus identity confusion Adolescence (10–20 years) Intimacy versus isolation Early adulthood (20s, 30s) Generativity versus stagnation Middle adulthood (40s, 50s) Integrity versus despair Late adulthood (60s onward) © McGraw Hill LLC 17  Cognitive Theories Jean Piaget (1896 to 1980)- 4 stages(2 processes: organization and something) Lev Vygotsky (1896 to 1934) also argued that children actively construct their knowledge Information Processing Theory- draw analogies between computer and brain (memory/thinking) Contributions vs. criticisms © McGraw Hill LLC 18  Figure 9 Piaget’s Four Stages of Cognitive Development Sensorimotor Stage Preoperational Stage Concrete Formal Operational Operational Stage Stage The infant constructs The child begins to The child can now The adolescent an understanding of represent the world reason logically reasons in more the world by with words and about concrete abstract, idealistic, coordinating sensory images. These words events and classify and logical ways. experiences with The following and imagescontent reflect is objects arranged like a table. into different physical actions. increased symbolic sets. An infant progresses thinking and go from reflexive, beyond the instinctual action at connection of birth to the beginning sensory information of symbolic thought and physical action. toward the end of the stage. Birth to 2 Years of 2 to 7 Years of Age 7 to 11 Years of 11 Years of Age Age Age Through Adulthood © McGraw Hill LLC 19  Behavioral and Social Cognitive Theories Behaviorism- study scientifical observable data Pavlov’s Classical Conditioning- neutral stimulus produces a response that was originally produced by another stimulus John Watson and Rosalie Raynor (1920) demonstrated that classical conditioning occurs in humans Skinner’s Operant Conditioning- sequencing behavior that can be changed through reward and punishment Bandura’s Social-Cognitive Theory- behavior, environment, and cognition Contributions vs. criticisms © McGraw Hill LLC 20  Figure 10 Bandura’s Social Cognitive Model. Access the text alternative for slide images. © McGraw Hill LLC 21  Ethological Theory Ethology- biology tied to evolution Konrad Lorenz (1903 to 1989) helped bring it to prominence with his study of imprinting in graylag goslings John Bowlby (1989) argued that attachment to a caregiver during the first year of life has important consequences throughout the lifespan Contributions vs. criticisms © McGraw Hill LLC 22  Figure 11 Bronfenbrenner’s Ecological Theory of Development. Access the text alternative for slide images. © McGraw Hill LLC 23  Research Methods for Collecting Data Observation- highly systematic, know what you're looking for Laboratory- controlled, know you’re being observed, prompts unnatural behavior due to intimidation Naturalistic observation- in real world, nothing to manipulate Surveys (or questionnaires) and interviews- quick way to gather a lot of data, people lie Standardized test- uniform, compare to everyone else Case study- in-depth look at a single person Physiological measures- looks at hormone levels etc © McGraw Hill LLC 24  Figure 13 Parents’ Explanations of Science to Sons and Daughters at a Science Museum. Access the text alternative for slide images. © McGraw Hill LLC 25  Figure 14 Brain Imaging of 15-Year-Old Adolescents. Access the text alternative for slide images. © McGraw Hill LLC (left/right): Dr. Susan F. Tapert, University of California, San Diego 26  Research Designs Descriptive research- observe and record behavior Correlational research- finding relationships Experimental research- 1 or more factors influence the behavior Independent and dependent variables- independent variable- is manipulated and dependent variable- is what's being measured Experimental and control groups- experimental gets manipulated, control group serves as baseline Time span research- development over lifespan Cross-sectional approach- individuals of different ages at same time Longitudinal approach- same individual across different times © McGraw Hill LLC 27  Figure 15 Possible Explanations of This Correlation Access the text alternative for slide images. © McGraw Hill LLC JupiterImages/Pixland/Getty Images 28  Figure 17 Connections of Research Methods to Theories Research Method Theory Observation All theories emphasize some form of observation. Behavioral and social cognitive theories place the strongest emphasis on laboratory observation. Ethological theory places the strongest emphasis on naturalistic observation. Interviews/survey Psychoanalytic and cognitive studies (Piaget, Vygotsky) often use interviews. The Behavioral, following social cognitive, content is use surveys or interviews. and ethological arranged like theories a table.are the least likely to Standardized test None of the theories discussed emphasize the use of this method. Correlational research All of the theories use this research method, although psychoanalytic theories are the least likely to use it. Experimental research The behavioral and cognitive theories and the information-processing theories are the most likely to use the experimental method. Psychological theories are the least likely to use it. Cross-sectional/ No theory described uses these methods more than any other. longitudinal methods © McGraw Hill LLC 29  Conducting Ethical Research The American Psychological Association (APA) has developed ethics guidelines for its members Informed consent- must tell participants what is going to occur Confidentiality- anonymous, confidential Debriefing- let them know the purpose after Deception- cannot lie to participants but hide the purpose so they act more natural, after it’s complete tell them © McGraw Hill LLC 30  Minimizing Bias Studies are most useful when they are conducted without bias or prejudice Gender bias- should not focus on one gender Cultural and ethnic bias- should be applicable to all cultures/ethnic biases © McGraw Hill LLC 31  Review Identify five areas in which children’s lives need to be improved and explain the roles of resilience and social policy in children’s development. Discuss the most important processes, periods, and issues in development. Summarize why research is important in child development, the main theories of child development, and research methods, designs, and challenges. © McGraw Hill LLC 32