Child Development

Laura E. Berk 8th edition

Chapter 1

History, Theory, and Applied Directions

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Domains of Development
Physical Cognitive Emotional and Social

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Periods of Development
Prenatal Infancy and Toddlerhood Early Childhood Middle Childhood Adolescence Emerging Adulthood Conception to birth Birth to 2 years 2 to 6 years 6 to 11 years 11 to 18 years 18 to 25 years

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Theory
An orderly, integrated, evidencebased set of statements that Describes Explains Predicts behavior
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Basic Issues in Development

1. Continuous or discontinuous?
2. One course of development or

many? 3. Nature or nurture?

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Continuous or Discontinuous Development

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Contexts of Development
Unique combinations of: Genetics Environment
Can result in

different paths of development

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Nature and Nurture

Nature
Inborn, biological givens Based on genetic inheritance

Nurture
Physical and social world Influence biological and psychological development

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Resilient Children
What factors offer protection from the damaging effect of stressful lives?
High intelligence and socially endowed talents, including temperament A warm parental relationship Social support outside the immediate family Community resources and opportunities

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Historical Views of Childhood

Medieval Era and Earlier
16th Century 17th Century

Childhood (to age 7 or 8) regarded as separate phase with special needs Puritan child depravity views
John Lockes tabula rasa or blank slate view

18th Century

Jean Jacques Rousseaus noble savages view

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Key Principles of Darwins Theory of Evolution

Natural Selection, or Survival of the Fittest
Species have characteristics that are adaptedor fit to their environments. Individuals best adapted to their environments survive to reproduce. Their genes are passed to later generations.
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Freuds Three Parts of the Personality

Id
Largest portion of the mind Unconscious, present at birth Source of biological needs & desires Conscious, rational part of mind Emerges in early infancy Redirects id impulses acceptably The conscience Develops from ages 3 to 6, from interactions with caregivers
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Ego

Superego

Eriksons Psychosocial Stages

Basic trust vs. mistrust Birth1 year Identity vs. identity confusion 13 years Intimacy vs. isolation Adolescence

Autonomy vs. shame and doubt Initiative vs. 36 years guilt

Emerging Adulthood

Generativity Adulthood vs. stagnation

Industry vs. inferiority

611 years

Integrity vs. despair

Old Age

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Behaviorism and Social Learning

Classical Conditioning Operant Conditioning Social Learning
Stimulus Response

Reinforcers and Punishments

Modeling

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Piagets Stages of Cognitive Development

Sensorimotor Birth2 years

Preoperational 27 years
Concrete Operational 711 years

Formal Operational

11 years and older

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Ethology - Sensitive Period

An optimal time for certain capacities to emerge Individual is especially responsive to environment Development is hard to induce later Boundaries less defined than a critical period
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Vygotskys Sociocultural Theory

Transmission of culture to a new generation
Beliefs, customs, skills

Social interaction necessary to learn culture

Cooperative dialogue with more knowledgeable members of society
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Ecological Systems Theory

Structure of the Environment

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An Ever-Changing System
Bronfenbrenner: chronosystem Children are both products and producers of their environment.

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The Dynamic Systems View Of Development

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