1 / 54

Chapter 3: Child Development

Chapter 3: Child Development. Heredity and Genes. Developmental Psychology: The study of progressive changes in behavior and abilities from conception to death Heredity (Nature): Transmission of physical and psychological characteristics from parents to their children through genes

wright
Download Presentation

Chapter 3: Child Development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Chapter 3: Child Development

  2. Heredity and Genes • Developmental Psychology: The study of progressive changes in behavior and abilities from conception to death • Heredity (Nature): Transmission of physical and psychological characteristics from parents to their children through genes • DNA (Deoxyribonucleic Acid): Molecular structure, shaped like a double helix that contains coded genetic information

  3. Genes • Specific areas on a strand of DNA that carry hereditary information • Dominant: The gene’s feature will appear each time the gene is present • Recessive: The gene’s feature will appear only if it is paired with another recessive gene • Polygenic: Characteristics that are controlled by many genes working in combination

  4. Figure 3.2

  5. Figure 3.3

  6. Table 3.1

  7. Temperament • Temperament: The physical “core” of personality • Includes sensitivity, irritability, distractibility, and mood

  8. Newborns’ Temperaments • Easy Children: 40 %; relaxed and agreeable • Difficult Children: 10 %; moody, intense, easily angered • Slow-to-Warm-Up Children: 15 %; restrained, unexpressive, shy • Remaining Children: Do not fit into any specific category (Chess & Thomas, 1968)

  9. Environment (“Nurture”) • All external conditions that affect development, especially the effects of learning • Sensitive Periods: A period of increased sensitivity to environmental influences; also, a time when certain events must occur for normal development to take place

  10. Developmental Problems • Congenital Problems: Problems or defects that occur during prenatal development; “birth defect” • Genetic Disorder: Problem caused by inherited characteristics from parents or defects in genes

  11. Teratogens • Anything capable of causing birth defects (e.g., narcotics, radiation, cigarette smoke, lead, and cocaine) in a developing fetus • Fetal Alcohol Syndrome (FAS): Caused by repeated heavy alcohol consumption during pregnancy

  12. Deprivation and Enrichment • Deprivation: Lack of normal stimulation, nutrition, comfort, or love during development • Enrichment: When environments are deliberately made more complex, intellectually stimulating, and emotionally supportive during development

  13. The Mozart Effect: Fact or Fiction? • Rauscher & Shaw (1998) claimed that after college students listened to Mozart they scored higher on a spatial reasoning test • Original experiment done with adults; tells us nothing about children

  14. The Mozart Effect: Hypothesis and Conclusion • What effect would listening to other styles of music have? • Most researchers unable to duplicate the effect • Conclusion: Those who listened to Mozart were just more alert or in a better mood

  15. Developmental Level • An individual’s current state of physical, emotional, and intellectual development

  16. Newborns (Neonates) and Their Reflexes • Grasping Reflex: If an object is placed in the infant’s palm, she’ll grasp it automatically (all reflexes are automatic responses; i.e., they come from nature, not nurture) • Rooting Reflex: Lightly touch the infant’s cheek and he’ll turn toward the object and attempt to nurse; helps infant find nipple or food

  17. More Neonatal Reflexes • Sucking Reflex: Touch an object or nipple to the infant’s mouth and she’ll make rhythmic sucking movements • Moro Reflex: If a baby’s position is abruptly changed or if he is startled by a loud noise, he will make a hugging motion

  18. Figure 3.7

  19. Maturation • Physical growth and development of the body, brain, and nervous system • Increased muscular control occurs in patterns • Cephalocaudal: From head to toe • Proximodistal: From center of the body to the extremities

  20. Readiness • Exists when maturation has advanced enough to allow rapid acquisition of a particular skill

  21. Basic Emotions • Anger, fear, joy • Take time to develop • Appear to be innate

  22. Emotional and Social Development • Social Smile: Smiling elicited by social stimuli; not exclusive to seeing parents; occurs at 2-3 months • Social Development: Development of self-awareness, attachment to parents or caregivers, and relationships with other children and adults

  23. More on Social Development • Self-Awareness: Awareness of oneself as a person; can be tested by having infants look in a mirror and see if they recognize themselves; occurs at about 15 months • Social Referencing: Observing other people in social situations to get information or guidance

  24. Figure 3.10

  25. Separation Anxiety • Crying and signs of fear when a child is left alone or is with a stranger; generally appears around 8-12 months

  26. Mary Ainsworth and Attachment • Quality of Attachment • Secure: Stable and positive emotional bond • Insecure-Avoidant: Tendency to avoid reunion with parent or caregiver; anxious or emotional bond • Insecure-Ambivalent: Desire to be with parent or caregiver and some resistance to being reunited; also anxious emotional bond

  27. Figure 3.11

  28. Play and Social Skills • Solitary Play: When a child plays alone even when with other children • Cooperative Play: When two or more children must coordinate their actions

  29. Optimal Caregiving • Proactive Educational Influences: A parent’s warm, educational interactions with her child • Goodness of Fit (Chess & Thomas, 1986): Degree to which parents and child have compatible temperaments • Paternal Influences: Sum of all effects a father has on his child

  30. Figure 3.13

  31. Parenting Styles (Baumrind, 1991) • Authoritarian Parents: Enforce rigid rules and demand strict obedience to authority; children tend to be emotionally stiff and lacking in curiosity • Overly Permissive: Give little guidance, allow too much freedom, or don’t hold children accountable for their actions; children tend to be dependent and immature and frequently misbehave

  32. Parenting Styles (cont.) • Authoritative: Provide firm and consistent guidance combined with love and affection; children tend to be competent, self-controlled, independent, and assertive

  33. Types of Child Discipline • Power Assertion: Using physical punishment or a show of force • Withdrawal of Love: Withholding affection • Management Techniques: Combine praise, recognition, approval, rules, and reasoning

  34. Side Effects of Child Discipline • Power Assertion: Children tend to be aggressive, violent, defiant, not spontaneous, and hate their parents • Withdrawal of Love: Children tend to be self-disciplined, anxious, insecure, and dependent on adults

  35. Spanking • No long-term damage if backed up by supportive parenting • Frequent spanking leads to increased aggression and more problem behaviors

  36. Language Development • Cooing: Spontaneous repetition of vowel sounds by infants; at 6-8 months • Babbling: Repetition of meaningless language sounds (e.g., babababa); 7 months • Single-Word Stage: The child says one word at a time • Telegraphic Speech: Two word sentences that communicate a single idea (e.g., “Want yogurt”)

  37. Figure 3.14

  38. Noam Chomsky and the Roots of Language • Biological Disposition: Presumed hereditary readiness of ALL humans to learn certain skills such as how to use language • Chomsky: Language patterns are inborn • Parentese (Motherese): Pattern of speech used when talking to infants • Marked by raised voice; short, simple sentences, repetition, and exaggerated voice inflections

  39. Jean Piaget and Cognitive Development • Piaget believed that all children pass through a set series of stages during their cognitive development; like Freud, he was a Stage Theorist • Transformations: Mentally changing the shape or form of a substance; children younger than 6 or 7 cannot do this

  40. More Piagetian Concepts • Assimilation: Application of existing mental patterns to new situations • Accommodation: Existing ideas are changed to accommodate new information or experiences

  41. Jean Piaget: Sensorimotor Stage • Sensorimotor (0-2 Years): All sensory input and motor responses are coordinated; most intellectual development here is nonverbal • Object Permanence: Concept that objects still exist when they are out of sight

  42. Absence of Object Permanence

  43. Presence of Object Permanence

  44. Jean Piaget: Preoperational Stage • Preoperational Stage (2-7 Years): Children begin to use language and think symbolically, BUTtheir thinking is still intuitive and egocentric • Intuitive: Makes little use of reasoning and logic • Egocentric Thought: Thought that is unable to accommodate viewpoints of others

  45. Preoperational Conservation of Quantity

  46. Jean Piaget: Concrete Operational Stage • Concrete Operational Stage (7-11Years): Children become able to use concepts of time, space, volume, and number BUT in ways that remain simplified and concrete, not abstract • Conservation: Mass, weight, and volume remain unchanged when the shape or appearance of objects changes • Reversibility of Thought: Relationships involving equality or identity can be reversed

  47. Concrete Conservation of Quantity

  48. Concrete Abstract Reasoning

  49. Jean Piaget: Formal Operations • Formal Operations Stage (11 Years and Up): Thinking now includes abstract, theoretical, and hypothetical ideas • Abstract Ideas: Concepts and examples removed from specific examples and concrete situations • Hypothetical Possibilities: Suppositions, guesses, or projections

  50. Formal Abstract Reasoning

More Related