Infancy To Middle Childhood PDF

Infancy to Middle Childhood Physical Intellectual Emotional Social  The Science of Development Understanding how and why (part 1) Science of human development Seeks to understand now and why people - all kinds of people, everywhere, of every age -...

Infancy to Middle Childhood Physical Intellectual Emotional Social  The Science of Development Understanding how and why (part 1) Science of human development Seeks to understand now and why people - all kinds of people, everywhere, of every age - change over time Understanding how and why (part 2) Growth is: Multidirectional Multicontextual Multicultural Multidisciplinary Plastic The Scientific Method Scientific method Way to answer questions using empirical research and data-based conclusions Five essential steps of the scientific method Begin with curiosity; ask questions Develop a hypothesis Test the hypothesis Draw conclusions Report the results Process, Not Proof Replication sixth and crucial step often Chapter 1 C o p y r i g h t © 2 0 2 4 b y M a c m i l l a n The Science of Development L e a r n i n g. A l l R i g h t s R e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition Understanding How and Why (part 1) Copyright © 2024 by Macmillan Le Science of human development Seeks to understand how and why people — all kinds of people, everywhere, of every age — change over time TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition C o p y Understanding How and Why (part 2) r i g h t © 2 0 Growth is … 2 4 b y Multidirectional M a c Multicontextual m i l Multicultural l Chargement… a n L Multidisciplinary e a r Plastic n i n g. A l l R i g h t s R e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition The Scientific Method Copyright © 2024 by Macmillan Le Scientific method Way to answer questions using empirical research and data-based conclusions Five essential steps of the scientific method Begin with curiosity; ask questions Develop a hypothesis Test the hypothesis Draw conclusions Report the results TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition C o p y Process, Not Proof r i g h t © 2 shows that data/evidence is more strong 0 Replication 2 > - 4 b y Sixth and crucial step often needed before the M a c scientific community accepts conclusions m i l Repetition of a study using different participants l Chargement… a n L e a r n i n g. A l l R i g h t s R e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition Not seen in A View from Science: Kicking, Class Punching…. and Courtesy Copyright © 2024 by Macmillan Le Step 1: Do childhood activities like martial arts produce strong and compassionate adults or aggressive ones? Step 2: The researchers hypothesized that taekwondo would benefit typical children. Step 3: Data were collected. Step 4: The researchers concluded that taekwondo may benefit students in primary school. Step 5: They published the study. TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition C o The Nature–Nurture Controversy (part p y r i D 1) g h t © 2 0 Nature 2 4 b The genetic influence on a person (same person despite anything y M a that could influence) c Nurture m i l l The non-genetic influences on each developing a n person which is everything from the mother’s nutrition L e a while pregnant to the national culture (Shapes who we are r n i n g. Both influence development lifelong. A l l R i g h t s R e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition The Nature–Nurture Controversy (part 2) T - Copyright © 2024 by Macmillan Le Differential susceptibility The idea that people vary in how sensitive they are to particular experiences. Often such differences are genetic, which makes some people affected “for better or for worse” by life events. Adverse childhood experiences (ACEs) Childhood experiences have been proven to have harmful effects on development. Physical and emotional problems in adulthood can be traced to ACEs. TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh Do think your are solely responsible for your choices and actions you which are related to your innate constitution (ie genetics : and biology) ? OR Are they led by a range of environmental factors (family , school , community , society)  Edition Y C o p y Five Perspectives on Development r i g h t © 2 0 Life-span perspective 2 4 b y Approach to the study of human development that M a c considers all phases of life, not just childhood or m i adulthood. l l a n L e Development viewed as a r n Multidirectional i n g I Multicontextual. A l l Multicultural R i g Multidisciplinary h t s Plastic R e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition Development Is Multidirectional = Copyright © 2024 by Macmillan Le Over time, human characteristics change in every direction. Discontinuity versus continuity Change can be rapid or gradual. Timing of losses and gains Critical period Sensitive period TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition predicare C o -not p y Patterns of Developmental Growth r i g h t © 2 0 2 4 b y M a c m i l l Chargement… a n L e a r n i n g. A l l R i g h t s R e s e Regression Ind child r first arrives regress maybe for : , one starts to , attention v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition Development Is Multicontextual (part 1) Copyright © 2024 by Macmillan Le “Human development is fundamentally contextual.” Ecological systems (Bronfenbrenner) Each person is affected by many social contexts and interpersonal interactions. Three nested levels surround individuals and affect them. This approach was later named bioecological theory. TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition i C o p y The Ecological Model r i g h t © beliefs 2 - , culture 0 Il 2 4 b y M a c m i l l a n L e a r n i n g. A l l R i g h t s R e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  oas Sohnisstress Employment (not if Alice & sure can ( child attend school so 2nd discussion occurs) Alice resture M O are schoolschool  ↑ PIES Physical : gross fine Intellectual : cognitive and motor skills , safety self-care , skills memory , , planning, organization, independence learning. Language Social : social swills , Emotional : emotions , friendships , social. life and demands mental health, self-regulation coping , well-being  Edition Development Is Multicontextual (part 2) Copyright © 2024 by Macmillan Le Historical context Cohort People born within the same historical period move through life together, experiencing the same events, technologies, and cultural shifts at the same ages. For example, the effect of the internet varies depending on what cohort a person belongs to. TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  W Edition C o p y Development Is Multicultural (part 1) r i g h t © 2 Culture 0 2 4 b A system of shared beliefs, norms, behaviors, and y M expectations that persist over time and guide behavior and a c m assumptions. i l l a Social construction n L e a Idea based on shared perceptions, not on objective reality r n i Many age-related terms, such as childhood, adolescence, n g yuppie, and senior citizen, are social constructions.. A l l Difference-equals-deficit error R i g h Mistaken belief that a deviation from some norm is t s necessarily inferior to behavior or characteristics that meet R e s the standard. e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition A Case to Study: A Very Rude Child? Copyright © 2024 by Macmillan Le Each group has a culture. There are ethnic cultures, national cultures, family cultures, college cultures, and more. We all belong to several groups, which may lead to a cultural clash. How would you react if a parent in your child’s class slaps their child in the face for interrupting an adult conversation? Do you think the child was rude or, on the contrary, that the parent should not have slapped the child in the example? TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition Your answer reflects your culture. C o p y Development Is Multicultural (part 2) r i g h t © 2 0 Ethnic group 2 4 b y People whose ancestors were born in the same region M a c and who often share a language, culture, and religion. m i l Race l a n A group of people who are regarded by themselves or L e a by others as distinct from other groups on the basis of r n i physical appearance, typically skin color. n g. A Intersectionality l l R The idea that the various identities need to be i g h combined. This is especially important when t s R discrimination occurs. e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition Development Is Multicultural (part 3) Copyright © 2024 by Macmillan Le Intersectionality Identities interact, increasing or decreasing harm. Combination of racism, sexism, ableism, ageism, and so on may harm individuals. Evidence is seen in life expectancy data. TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition m C o p y Development Is Multidisciplinary r i g h t © 2 0 Life-span perspective clusters into three main 2 4 b domains. y M a c Biological m i l Cognitive l a n Psychosocial L e a r n i Economics is also relevant to every physical and n g. cognitive domain of life-span development. A l l Should not be considered alone; socioeconomic R i g status h t s R e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition Development Is Plastic Copyright © 2024 by Macmillan Le Plasticity denotes two complementary aspects of development. People can change over time. New behavior is affected by what has already happened. Dynamic systems approach Human development is viewed as an ongoing, ever-changing interaction: Between individual and all systems, domains, and cultures TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition ·range C o p y Doing Science r i g h t © 2 0 Science is not a belief system. 2 4 b y It is a very special way of learning about the true M a c nature of the observable world. m i l l a Scientists use three basic research designs and n L e three strategies to study change over the life span. a r n i n Let’s explore these on the following slides. g. A l l R i g h t s R e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition Three Methods of Science: Survey = Copyright © 2024 by Macmillan Le Survey A research method in which information is collected from a large number of people by interviews, written questionnaires, or some other means. Benefits Quickest, least expensive, and informative Challenges Getting representative sample; refusals to participate; wording and survey construction; misreporting Influence of survey takers TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition C o p y Three Methods of Science: Observation r i g h t © 2 0 Scientific observation 2 4 b y Is a method of testing a hypothesis M a c m Benefits i l l a Unobtrusively watching and recording participants’ n L e behavior by trained observers a r n In a systematic and objective manner i n g In a naturalistic setting, in a laboratory, or searches of. A l archival data l R i g h Observation can also use data that reflect what t s R people have already done. e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition Three Methods of Science: Experiment (part 1) -Copyright © 2024 by Macmillan Le Experiment Aims to determine the cause-and-effect relationship between two variables by manipulating one Independent variable Is introduced to see what effect it has on the dependent variable Dependent variable May change as a result of whatever new condition or situation the experimenter adds mu The TheDeveloping Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition C o Three Methods of Science: Experiment p y r i (part 2) g h t © 2 0 Experimental group 2 4 b y Experiences the particular treatment or condition M a c (independent variable) m i l l a Control group (also called a comparison group) n L e Does not receive the experimental group treatment a r n i n g. A l l R i g h t s R e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition How to Conduct an Experiment Copyright © 2024 by Macmillan Le TheDeveloping The Developing Person Person Through Through the Life Childhood Span & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition C o The Designs of Developmental Science p y r i (part 1) g h t © 2 0 In addition to conducting surveys, observations, 2 4 b and experiments, developmentalists must y M a c measure how people change or remain the m i l same over time. l a n L e a To do this, scientists design cross-sectional, r n i longitudinal, or cross-sequential studies. n g. A l l Let’s take a closer look at these. R i g h t s R e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition The Designs of Developmental Science (part 2) Copyright © 2024 by Macmillan Le Cross-sectional research Comparing groups of people of one age with people of another age People being compared may not be similar in every way except age. TheDeveloping Developing Person Through the Life Span The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh  Edition C o p y Which Approach Is Best? r i g h t © 2 0 Cross-sequential research is the most time- 2 4 b consuming and complex, but it yields the best y M a information. c m i l l Chargement… a Hundreds of scientists research the same topics, n L e replicating one another’s work, to gain some a r n advantages of cohort-sequential research without i n g waiting for decades.. A l l R i g h t s R e s e r v e TheDeveloping Developing Person Through the Life Span d The Person Through Childhood & Adolescence Kathleen Stassen Kathleen StassenBerger Berger || Eleventh.  Edition Contrasting Perspectives Science and Truth Copyright © 2024 by Macmillan Le Many nonscientists are critical of science. If scientists and nonscientists attack each other with arrogance and disdain, that leads to counterattack, with no one considering any views but their own. Currently, the two attacking sides are often science and religion. Problems arise when people on either side stop listening to each other or when someone takes advantage of human ignorance and deliberately tries to “portr