ch 1 child development

7/30/2019 ch 1 child development

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Child Development CLDDV 104Child Development CLDDV 104

Conception Through Early ChildhoodConception Through Early Childhood


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Outline for First ClassOutline for First Class

Introductions/AttendanceIntroductions/Attendance

Review SyllabusReview Syllabus

Classroom PoliciesClassroom Policies

Classroom ExerciseClassroom Exercise Begin Lesson, Chapter 1Begin Lesson, Chapter 1

ReviewReview


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IntroductionsIntroductions

NameName

First Class? Second Class? Last Class?First Class? Second Class? Last Class?

Recall a specific event rather than aRecall a specific event rather than a

general behavior when you were a smallgeneral behavior when you were a smallchild.child.


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Purpose for taking this classPurpose for taking this class..

Social or Behavior ScienceSocial or Behavior Science

EducationEducation

NursingNursing

Understanding own childrenUnderstanding own children Foster ParentFoster Parent

ContContd Educational Creditsd Educational Credits

RequirementRequirement OtherOther


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Human DevelopmentHuman Development

Definition: The study of people, all kinds ofDefinition: The study of people, all kinds of

people and why they change or remain thepeople and why they change or remain thesame over time.same over time.


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Crucial Elements of HumanCrucial Elements of Human

DevelopmentDevelopment

Empirical Science

All Groups of PeopleChange


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Empirical ScienceEmpirical Science

Based on DataBased on Data

Based onBased onExperiences/ObservatExperiences/Observat

ionsions

Based on ActualBased on ActualFactsFacts

Ex. Drunk Driving,Ex. Drunk Driving,

Seatbelts, SecondSeatbelts, SecondHand SmokeHand Smoke


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All Groups of PeopleAll Groups of People

Young or oldYoung or old

Rich or poorRich or poor

Different EthnicDifferent Ethnic

GroupsGroups

Different CulturesDifferent Cultures


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ChangeChange

Continuity: stableContinuity: stable

over timeover time(unchanging)(unchanging)

ExampleExample--biologicalbiological

sexsex

Discontinuity:Discontinuity:

changes unlike beforechanges unlike before(changing)(changing)

ExampleExample--BrainBrain

DevelopmentDevelopment(Psychologist Ross(Psychologist Ross

ThompsonThompson by far theby far the

most complexmost complexstructure in the knownstructure in the known

universeuniverse


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Life Span Approach toLife Span Approach to


According to developmentalists, Baltes, Smith &According to developmentalists, Baltes, Smith &

Bates and Staudinger & Lindenberger, theBates and Staudinger & Lindenberger, theunderstanding of any age group evolves aroundunderstanding of any age group evolves around

five principles of development.five principles of development.

Multidirectional

Multidisciplinary

Plasticity

Multicontextual

Multicultural


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MultidirectionalMultidirectional

Any direction or path.Any direction or path.

Consistency is very rare and developmentalistConsistency is very rare and developmentalisthave learned that human development is nothave learned that human development is not

linear. (Refer to figure 1.1, p. 7)linear. (Refer to figure 1.1, p. 7)


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MultidirectionalMultidirectional

Edward Lorenz, weather expert, in 1972Edward Lorenz, weather expert, in 1972

described what happens when change isdescribed what happens when change isinfluenced by a significant power sourceinfluenced by a significant power sourcethethe Butter Fly EffectButter Fly Effect

Butter Fly Effect: Idea that a small eventButter Fly Effect: Idea that a small eventor thing can have a large impact if itor thing can have a large impact if ithappens to tip the balance, causing otherhappens to tip the balance, causing other

changes that create a major event.changes that create a major event. Examples ?Examples ?


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MultidirectionalMultidirectional Opposite of the Butter Fly Effect.Opposite of the Butter Fly Effect.

Large event that has a small or insignificantLarge event that has a small or insignificantimpact.impact.

For example, Ragnhild Dybdahl (2001) studiedFor example, Ragnhild Dybdahl (2001) studiedpreschoolers who had experienced fleeing frompreschoolers who had experienced fleeing from

their homes with their mothers during war time.their homes with their mothers during war time.Despite the tragedy of war the bond betweenDespite the tragedy of war the bond betweenmother and child helped them cope and nomother and child helped them cope and nosignificant change in behavior, socially orsignificant change in behavior, socially or

emotionally was observed.emotionally was observed. What about Hurricane Katrina?What about Hurricane Katrina?


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MulticontextualMulticontextual

Consider how different backgrounds mayConsider how different backgrounds may

influence our development.influence our development.

Physical Surroundings and FamilyPhysical Surroundings and Family

Situations.Situations. Social Contexts: Historical andSocial Contexts: Historical and

SocioeconomicSocioeconomic


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MulticontextualMulticontextual

Historical Context: Events that happenedHistorical Context: Events that happened

during a specific time with a group ofduring a specific time with a group ofpeople that lived in that era. This group ofpeople that lived in that era. This group of

people would be called apeople would be called a cohortcohort..


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Multicontextual: CohortsMulticontextual: Cohorts Do you know of any importantDo you know of any important

events that occurred at theevents that occurred at the

time of your birth?time of your birth? What important events do youWhat important events do you

remember as having affectedremember as having affectedyou and your classmatesyou and your classmatesduring your school years( forduring your school years( forexample, assassinations,example, assassinations,wars, natural disasters) ?wars, natural disasters) ?Describe, if you can, howDescribe, if you can, howthese events influenced yourthese events influenced yourdevelopment.development.

When you were in the 6thWhen you were in the 6thgrade, what attitude did mostgrade, what attitude did most

of the people you knew haveof the people you knew havetoward the following?toward the following?

A. mothers who workedA. mothers who workedoutside the homeoutside the home

B. FathersB. Fathers roles in childroles in childrearingrearing

C. Senior CitizensC. Senior Citizens

D. People of other ethnicD. People of other ethnicgroupsgroups

E. Children with DisabilitiesE. Children with Disabilities F. Birth ControlF. Birth Control


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MulticontextualMulticontextual--SocioeconomicSocioeconomic The second context that is studied and observed inThe second context that is studied and observed in

numerous articles and research is socioeconomic statusnumerous articles and research is socioeconomic status

(SES).(SES). SES is a classification system to identify poor, middleSES is a classification system to identify poor, middle

class and the rich according to income, educationalclass and the rich according to income, educationallevel, occupation, and other factors.level, occupation, and other factors.

Many programs offered to families with young childrenMany programs offered to families with young childrenhave qualifying criteria in order to receive services. Forhave qualifying criteria in order to receive services. Forexample, the Parent Child Home Program (PCHP) mainexample, the Parent Child Home Program (PCHP) mainpriority is the SES disadvantage families living in lowpriority is the SES disadvantage families living in lowperformance school areas.performance school areas.

The High/Scope Perry Preschool Study of 1962 by DavidThe High/Scope Perry Preschool Study of 1962 by DavidWeikert studied children living in poverty while attendingWeikert studied children living in poverty while attendinga high quality preschool program.a high quality preschool program.


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MulticulturalMulticultural Definition: BelongingDefinition: Belonging

to different groupsto different groupsthat share the samethat share the same

values, experiencesvalues, experiences

or customs.or customs.

College CommunityCollege Community

Age groupsAge groups

NeighborhoodNeighborhood

People withPeople with

DisabilitiesDisabilities

Ethnic GroupsEthnic Groups


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MultidisciplinaryMultidisciplinary Human development occurs through manyHuman development occurs through many

different domains or categories.different domains or categories. These different domains or disciplines ofThese different domains or disciplines of

development which interrelate in order todevelopment which interrelate in order toproduce cause and effect are:produce cause and effect are:

BiosocialBiosocial = brain and body= brain and body

CognitiveCognitive = thought processes, perceptual abilities,= thought processes, perceptual abilities,languagelanguage

PsychosocialPsychosocial = emotions, personality, interpersonal= emotions, personality, interpersonal

relationshipsrelationships

What task or skill is learned by using the domains listedWhat task or skill is learned by using the domains listedabove and how?above and how?


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MultidisciplinaryMultidisciplinary

Berger. The Developing Person through childhood adolescence,7th edition, chapter one


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It is essential to include all the domainsIt is essential to include all the domains

when learning how onewhen learning how ones development.s development.As educators, parents, professionals,As educators, parents, professionals,

nurses and human beings we mustnurses and human beings we must

consider the whole person. We areconsider the whole person. We are

diverse in culture, contexts, and are everdiverse in culture, contexts, and are ever

changing based on our environment andchanging based on our environment and

internal experiences.internal experiences.


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Child Psychopathology (disorders of theChild Psychopathology (disorders of the

mind.mind.

For Example: Autism, Depression,For Example: Autism, Depression,

Phobias (fear) and Anxiety.Phobias (fear) and Anxiety.

These disorders tend to be inherited traitsThese disorders tend to be inherited traits

of environment or family members.of environment or family members.


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AutismAutism According to the California Department Developmental Services: AAccording to the California Department Developmental Services: Autism is autism is a disorder thatdisorder that

severely impairs development of a personseverely impairs development of a persons ability to communicate, interact with other people, ands ability to communicate, interact with other people, andmaintain normal contact with the outside world.maintain normal contact with the outside world.

The disorder was first described in 1943 by American psychiatrisThe disorder was first described in 1943 by American psychiatrist Leo Kannert Leo Kanner..

One of the mostOne of the mostcommon developmental disabilities, autism affects approximatelycommon developmental disabilities, autism affects approximately 1 in 500 to 1 in 1661 in 500 to 1 in 166 children andchildren andappears before the age of three. It is about four times more comappears before the age of three. It is about four times more common in males than in females.mon in males than in females.

Research has shown a direct correlation between these disordersResearch has shown a direct correlation between these disorders and the part of the brain thatand the part of the brain thatcontrols emotions, feelings and noncontrols emotions, feelings and non--verbal communication.verbal communication.

The Amgydala appears typical in most brain scans but with a specThe Amgydala appears typical in most brain scans but with a special 3ial 3--D scan it is flatter.D scan it is flatter.


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PlasticityPlasticity Development can be shaped or changed while stillDevelopment can be shaped or changed while still

maintaining onemaintaining ones identity, culture and upbringing.s identity, culture and upbringing.

For example, a child with Down Syndrome may be moreFor example, a child with Down Syndrome may be moreindependent and confident in a household where theyindependent and confident in a household where theyare:are:zz treated the same as their siblings that dontreated the same as their siblings that dont have downt have down

syndrome.syndrome.

zz Parents encourage responsibilityParents encourage responsibility

zz Parents donParents dont use labels.t use labels.

zz Siblings allow the child to accomplish tasks without help.Siblings allow the child to accomplish tasks without help.

zz Neighborhood treats the child the same as all the rest.Neighborhood treats the child the same as all the rest.


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The Life Span Approach toThe Life Span Approach to


This leads us to understand and appreciate thatThis leads us to understand and appreciate that

no one is exactly the same as his or her cohort,no one is exactly the same as his or her cohort,SES or culture.SES or culture.

Complexity within these approaches exists.Complexity within these approaches exists.

Examples:Examples:zz Neighborhood (Collective) EfficacyNeighborhood (Collective) Efficacy

Residents of a particular area show concern and care forResidents of a particular area show concern and care fortheirtheirhoodhood environment as well as each other.environment as well as each other.

It takes a village to raise a child.It takes a village to raise a child.African ProverbAfrican Proverb

zz ResiliencyResiliency Ability to overcome severe threats to developmentAbility to overcome severe threats to development


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Developmental Study as a ScienceDevelopmental Study as a Science

Scientific methodScientific method:: a general way to seeka general way to seek

evidence to answer a questionevidence to answer a question

zz Formulate a research questionFormulate a research question

zz Develop a hypothesisDevelop a hypothesiszz Test the hypothesisTest the hypothesis

zz Draw conclusionsDraw conclusions

zz Make findings availableMake findings available


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Scientific ObservationScientific Observation ObservationObservation: systematically observe and: systematically observe and

record behavior in an objective manner.record behavior in an objective manner.

zz Can be laboratory or naturalisticCan be laboratory or naturalistic

zz ExampleExample::A study on childhood obesity foundA study on childhood obesity found

that only 5% of kids got physical exercise bythat only 5% of kids got physical exercise by

walking or riding their bikes to school.walking or riding their bikes to school.


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ExperimentExperiment Research method toResearch method to

establish causeestablish cause--andandeffecteffect

zz by manipulating oneby manipulating one

variable (independent v.)variable (independent v.)

zz

and then observing andand then observing andrecording the resultingrecording the resulting

changes in the otherchanges in the other

variable (dependent v.).variable (dependent v.).

Experimental groupExperimental group: is: is

given a particulargiven a particulartreatmenttreatment

Control group:Control group: does notdoes not

get the treatmentget the treatment

Read example in textRead example in text

about experiment onabout experiment onactivity and obesity (p.activity and obesity (p.

19).19).


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Experiment contExperiment contdd


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Other MethodsOther Methods Survey: questionnaire by phone, person orSurvey: questionnaire by phone, person or

email in order to obtain data.email in order to obtain data.

Case Study: intensive analysis of oneCase Study: intensive analysis of oneindividual at a time.individual at a time.


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Studying Changes Over TimeStudying Changes Over Time Design a study toDesign a study to

answer theanswer thequestion:question: HowHow

much does readingmuch does reading

comprehensioncomprehensionimprove between 4improve between 4

and 6 years ofand 6 years of

age?age?


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Measuring change over timeMeasuring change over time CrossCross--sectional: Differ in age but similarsectional: Differ in age but similar

characteristicscharacteristics LongitutidinalLongitutidinal: Same indviduals over time,: Same indviduals over time,

assessing over and over againassessing over and over again

CrossCross--sequential: combination of studyingsequential: combination of studying

groups of people who are different agesgroups of people who are different ages

over the years.over the years.


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Ecological System ApproachEcological System Approach Bronfenbrenner's Ecological ModelBronfenbrenner's Ecological ModelAccording toAccording to

developmental researcher Urie Bronfenbrenner,developmental researcher Urie Bronfenbrenner,each person is significantly affected by interactionseach person is significantly affected by interactionsamong a number of overlapping systems.among a number of overlapping systems.

MicrosystemsMicrosystems intimately and immediately shapeintimately and immediately shapehuman development. The primary microsystems forhuman development. The primary microsystems forchildren include the family, peer group, classroom,children include the family, peer group, classroom,neighborhood, and sometimes a church, temple, orneighborhood, and sometimes a church, temple, ormosque.mosque.

MesosystemsMesosystems refer to interactions among therefer to interactions among themicrosystems, as when parents coordinate theirmicrosystems, as when parents coordinate theirefforts with teachers to educate the child.efforts with teachers to educate the child.

Surrounding and supporting the microsystems areSurrounding and supporting the microsystems are

thethe exosystemsexosystems, which include all the external, which include all the externalnetworks, such as community structures and localnetworks, such as community structures and localeducational, medical, employment, andeducational, medical, employment, andcommunications systems, that influence thecommunications systems, that influence themicrosystems.microsystems.

Influencing all three of these systems is theInfluencing all three of these systems is themacrosystemmacrosystem, which includes cultural values,, which includes cultural values,political philosophies, economic patterns, and socialpolitical philosophies, economic patterns, and socialconditions.conditions.

Bronfenbrenner has recently added a fifth system,Bronfenbrenner has recently added a fifth system,thethe chronosystemchronosystem, to emphasize the importance of, to emphasize the importance ofhistorical time. Together, these systems provide thehistorical time. Together, these systems provide thecontext of human development.context of human development.


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Cautions from ScienceCautions from Science Correlation vs. CausationCorrelation vs. Causation

AA correlationcorrelation indicates the degree ofindicates the degree ofrelationship between two variables.relationship between two variables.

Positive correlationPositive correlation: the variables increase or: the variables increase ordecrease together.decrease together.

zz ExampleExample:: The more hours you work, the more moneyThe more hours you work, the more moneyyou will be paid.you will be paid.


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Correlation contCorrelation contd.d. Negative correlationNegative correlation: as one variable: as one variable

increases, the other decreases.increases, the other decreases.zz ExampleExample:: The more clothes you buy, the lessThe more clothes you buy, the less

money you will have in your checkingmoney you will have in your checking

account.account.

Correlations range from 0 to +/Correlations range from 0 to +/-- 1.001.00

CORRELATION IS NOT CAUSATIONCORRELATION IS NOT CAUSATION


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Quantity and QualityQuantity and Quality Quantitative: easily summarized, compared,Quantitative: easily summarized, compared,

charted and expressed in numbers or rank.charted and expressed in numbers or rank.

Qualitative: Open ended, not easily transferableQualitative: Open ended, not easily transferable

into numbers particular conditions.into numbers particular conditions.

A question that makes you say, HMMMMM?A question that makes you say, HMMMMM? Is the College admission process based on quantity orIs the College admission process based on quantity or

quality?quality?


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EthicsEthics Principles that members of a professionPrinciples that members of a profession

are expected to follow.are expected to follow. General principlesGeneral principles

zz Do no harmDo no harm

zz Secure informed consentSecure informed consentzz Keep information of participants confidentialKeep information of participants confidential

zz Report research findings honestly andReport research findings honestly and

carefullycarefullyzz Base generalizations on more than one studyBase generalizations on more than one study


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Prepare the Child for thePrepare the Child for the

Path not the path for thePath not the path for thechildchild

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ch 1 child development