Science of Human Development Lecture #1 PDF

Welcome to FCS 1500 Lifespan Human Development Instructor: Amberli Falk, M.Ed Associate Instructor Meet the Instructor Amberli Falk My undergraduate degree was here at the U of U in FCS- Human Dev and Family Studies! My graduate degree is: Curriculum and Instruction in Early Childhood Education I...

Welcome to FCS 1500 Lifespan Human Development Instructor: Amberli Falk, M.Ed Associate Instructor Meet the Instructor Amberli Falk My undergraduate degree was here at the U of U in FCS- Human Dev and Family Studies! My graduate degree is: Curriculum and Instruction in Early Childhood Education I have worked on campus for 10 years with Child Care and Family Resources and now am an Associate Instructor with FCS. I am a mom of 2 young children- (6 years old and 2 years old). I have been married 12 years. FCS 1500-001, UNIVERSITY OF UTAH Teaching Assistant- Tania Atker I am a graduate assistant in the Family and Consumer Studies Department, currently pursuing my master's degree in Human Development and Social Policy. I earned a bachelor's degree in Economics. Although I had the option to pursue a master's in Economics, I chose to focus on exploring profound social issues. My goal is to understand the factors contributing to policy failures and how we can modify those policies for the improvement of society. During this summer, I worked at the Financial Wellness Center. I came to the USA from Bangladesh last year. Besides my work and studies, I love reading and cooking. I enjoy experimenting with various Bangladeshi and South Asian cuisines when I'm not engaged in work or studies. FCS 1500-001, UNIVERSITY OF UTAH Learning Styles Menti Survey Required Materials: Text: Berger, K. (2022). Invitation to the Life Span (Fifth Edition), Worth publishers. The e-book will be made available to you through the Inclusive Access program on the first day of class. You may choose to opt out of this program and get the book through different means if you would like. FCS 1500-001, UNIVERSITY OF UTAH Textbook Reading Inclusive access (available under "Bookshelf" tab on Canvas) There is an app for the textbook- VitalSource Bookshelf, if you would like to use it. Skimming over chapters is appropriate, and please make sure to note the bolded key concepts and terms. How To Skim Read Chapters FCS 1500-001, UNIVERSITY OF UTAH This course is a survey examining development through the prenatal period and all stages of life. We will consider physical, emotional, intellectual, and social development, with emphasis upon the influence of various contexts (e.g., family, culture, community, school). Course Outcomes 1. Recognize and identify the influences on human development at each stage and in all relevant contexts (e.g., family, school, culture). 2. Examine human development within specific stages and interpret in terms of developmental tasks and challenges most relevant to each stage. 3. Apply course content and to be aware of and empathize with the needs of individuals at different developmental stages. 4. Identify and recognize different theoretical perspectives central to the study of human development across the lifespan. 5. Discover connections between course content/theories and the self by exploring the ways in which this content applies to one’s own experiences, past and present. 6. Analyze and apply effective communication and conflict resolution strategies, evaluate and integrate diverse perspectives, and demonstrate effective teamwork behaviors in collaborative settings. FCS 1500-001, UNIVERSITY OF UTAH Course Divided Into Four Sections 1. Introduction, Genetics & Heredity, Prenatal Development, Infant Development 2. Early and Middle Childhood 3. Adolescence and Emerging Adulthood 4. Adulthood, Late Adulthood, Death & Dying FCS 1500-001, UNIVERSITY OF UTAH Syllabus Review -Sensitive Nature of Content Written Assignments Each student will be required to complete two written assignments during the semester. Four assignments will be offered, and you must decide which two of the four you will complete. One must come from the two assignments that will be offered during the first half of the course; the other must come from the two assignments that will be offered during the second half of the course. In all cases, your written assignments must be submitted through Canvas. Please follow the corresponding assignment rubrics closely to maximize the points you will receive. In-Class Activities There will be a total of 12 in-class activities (the lowest two scores will be dropped). You must be in class and participating to receive credit for these! Bring PAPER! Exams There will be four exams total, one at the end of each section. The final exam is cumulative! FCS 1500-001, UNIVERSITY OF UTAH Use of Generative AI Discussion Guidelines- DOs: Do use it for brainstorming topics and ideas. Do ask questions about course materials you want to learn more about. Do use it for proofreading your written assignments. DONT’s: Don’t ask Generative AI to complete your written assignments for you. (In other words, copy and paste from AI to your assignment. Don’t blindly trust AI-generated information. Don’t do anything that violates U's academic integrity policy. FCS 1500-001, UNIVERSITY OF UTAH Objectives for Section One This section of the course has been developed around the following objectives: 1. Discuss the basic goals and challenges associated with the study of human development. 2. Identify multiple theoretical perspectives on the study of human development; with particular emphasis on Freud's psychosexual theory. 3. Describe the role of genetics in development; and a more detailed introduction to processes of development during the prenatal period, including things that can go wrong. 4. Review characteristics of typical infant development as they pertain to physical, cognitive, and language development. 5. Review complexities of social and emotional development during infancy with particular emphasis on attachment theory. FCS 1500-001, UNIVERSITY OF UTAH Introduction to Human Development It is important to understand the research process, and theories that guide this process. Development: The science of human development seeks to understand how and why people- all kinds of people, in all parts of world, of all ages- change or remain the same. Our goal is to understand the development of ALL people, not just those "like us". FCS 1500-001, UNIVERSITY OF UTAH Domains of Development Physical: all things related to biological growth, such as changes in the body (e.g., brains, organs, muscles, bones), use of the body (e.g., motor skills, sexual development), and effects of aging (e.g., eyesight, muscle strength). Cognitive: intellect and thought processes (e.g., perception, learning, memory, and language). Psychosocial: social and emotional aspects of development (e.g., relationships, the individual's sense of self, and the influence of the individual of their family, school, and culture). All facets of development are interrelated! No moment of life can be fully understood without considering all three domains. FCS 1500-001, UNIVERSITY OF UTAH 3 Crucial Elements to Human Development 1. Science- based on and interested in the development of theories, analysis of data, and scientific methodology. The purpose of this science of human development is to understand how and why people change over time, and how and why they stay the same. 2. Diversity- all kinds of people, identify universalities as well as individuality. The goal is to identify universalities (i.e., things that apply to all humans) as well as factors that contribute to individuality and uniqueness. 3. Connections between Change and Time: life from beginning to end! FCS 1500-001, UNIVERSITY OF UTAH Nature and Nurture Nature: In development, nature refers to genes. Thus, traits, capacities, and limitations inherited at conception are NATURE. Nurture: In development, nurture includes all environmental influences that occur after conception, from the mother's nutrition while pregnant to the culture of the nation. Differential susceptibility: the idea that people vary in how sensitive (for better or worse) they are to particular experiences, either because of their genes or because of their past experiences). FCS 1500-001, UNIVERSITY OF UTAH Four Characteristics of Development We will study all phases of life (from conception through old age and death). There are four characteristics of human development that will guide our study: 1. Multi-directionality: Development is not static, it is ever-changing. In some cases, the speed and timing of, and even the possibility for development are affected by specific periods which are sensitive to or critical for specific types of change. Critical period of development: time when a specific facet of development MUST occur to ensure normal development. Example: limb development is critical during prenatal development Sensitive period of development: a time when a certain type of development is most likely to happen or can happen most easily. Example: language learning during early childhood is a sensitive period. FCS 1500-001, UNIVERSITY OF UTAH 2. Multi-contextual: Humans develop is dozens of different contexts that profoundly affect development. Contexts include physical surroundings and family configurations. There are two examples of multi-contextual considerations: 1. Historical Context- Cohort: all persons born within a few years of one another, group of people whose shared age means that they travel through life together. 2. Socioeconomic Context (SES)- More than just money, it considers occupation, education, and neighborhood. FCS 1500-001, UNIVERSITY OF UTAH 3. Multicultural Culture: includes values, customs, clothes, dwellings, cuisine, and even ways of thinking and behaving. Culture affects human at every moment! Difference-equals-deficit error: the mistaken belief that a deviation from some norm is necessarily inferior. Cultural differences are part of a careful approach to human development. FCS 1500-001, UNIVERSITY OF UTAH  Intersectionality: the idea that various identities need to be combined. Our many identities interact with and are influenced by each other Can divide rather than connect, important to be aware of them. FCS 1500-001, UNIVERSITY OF UTAH 4. Plasticity Human development is malleable and durable. Human traits can be molded, yet people maintain a certain durability of identity. Our development is always linked to what came before, but change is always possible. Dynamic-systems approach: the view that development is an ever-occurring, ever- changing interaction between the person and all the systems, domains, and cultures relevant to their life. FCS 1500-001, UNIVERSITY OF UTAH The Scientific Method 4 basic steps, sometimes a 5th 1. Ask a question: could be on previous research or a personal observation 2. Develop a hypothesis: reformulate and segment the question into a hypothesis, or a specific prediction to be tested. 3. Test the hypothesis: design, conduct research to provide empirical evidence about hypothesis. 4. Draw conclusions: use evidence to support or refute hypothesis 5. Make the findings available: publish research FCS 1500-001, UNIVERSITY OF UTAH General Research Designs Correlational Design: examines the relationships between two variables -Correlational coefficient- number between 0-1 that indicates the strength of the relationship. The sign of the coefficient (+ or - ) indicates the direction of the relationship. -Is positive if both variables increase or decrease together, negative if one variable increases while other decreases. -CANNOT infer causality (correlation does NOT equal causation). Experimental Design -Random sampling -Independent variable (added by researcher to see if it affects the dependent variable) -Dependent variable (may change as a result of the independent variable) -CAN infer causality FCS 1500-001, UNIVERSITY OF UTAH Research Designs 1. Longitudinal: same individuals at multiple time points (measures change) Example: reading ability of group of children who are 8, over multiple times. 2. Cross-sectional: different groups at same time (doesn't measure change) Example: reading ability compared between children who are 5, 8, and 11. 3. Cross-sequential: multiple cohort across time (measures change) Example: reading ability of groups of children who are 5, 8, and 11, over multiple times. FCS 1500-001, UNIVERSITY OF UTAH Research Methods Systematic Observation Neurobiological Methods -Naturalistic Way brain responds to stimulus -EEG -Structured -ERP 2 ways to conduct a structured -PET observation -fMRI 1. Event Sampling: make a mark each time that event/behavior occurs Clinical or Case Study Method 2. Time Sampling: record every behavior Focus on one group or individual during a specific time frame Self-Reports Ethnography Way to gather data on culture, typically -Clinical interview, tests, questionnaire naturalistic FCS 1500-001, UNIVERSITY OF UTAH Reliability and Validity Researchers work towards targets of accuracy, in order for research to be sound. Reliability: consistency, repeatability Validity: Am I measuring what I think I'm measuring? FCS 1500-001, UNIVERSITY OF UTAH Ethics in Human Development Research -Risk vs. Benefit Ratio -Participants should be protected from harm (physical and psychological) -Participants must have informed consent- explanation of the research in age appropriate terms -Privacy- concealment of identifying factors of participants -Debriefing- results of study in language participants will understand -Beneficial Treatments- individuals in control group have a right to an alternative beneficial treatment FCS 1500-001, UNIVERSITY OF UTAH In Conclusion... Thank you for being here on the first day of class! Please come chat with me if you have questions. FCS 1500-001, UNIVERSITY OF UTAH Required Reading for Next Class- Skim Read Ch. 1 Reading Guide for Chapter 1: What makes the study of human development a science? What question is at the heart of the nature/nurture debate? What does the term differential susceptibility mean? What is the difference between a critical and a sensitive period of development? How do Erikson's stages differ from Freud's? What are Piaget's periods of cognitive development? What are cross-sectional, longitudinal, and cross-sequential studies? FCS 1500-001, UNIVERSITY OF UTAH References Berger, K. S. (2021). Invitation to the Life Span (5th ed.). Macmillan Higher Education. *This textbook will be referenced in all PowerPoints and lectures. FCS 1500-001, UNIVERSITY OF UTAH