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A Child’s World: Infancy Through Adolescence, Tenth Edition By Diane E. Papalia,
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Sally Wendkos Olds, Ruth Duskin Feldman
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Entering a Child’s World
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PART 1
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Studying a Child’s World Chapter 1
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Guideposts for Study n
1. What is child development, and how
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has its study evolved? n
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2. What are six fundamental points on
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which consensus has emerged?
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3. What do developmental scientists
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study?
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Guideposts for Study n
4. What are the three major domains and
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five periods of child development? n
5. What kinds of influences make one child different from another?
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The Study of Child Development n
Early Approaches n
Baby biographies: journals of individual children as early as 1787
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Darwin (1877) abstracts on development gave baby biographies scientific respectability
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“Victor” added to nature and nurture debate
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Hall (1904) pioneered adolescence studies
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Gesell (1930s) studied child motor development
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John Locke 16321704 Jean Jacques Rousseau 17121778 Charles Darwin 18091882
Alfred Binet 18571911 John Dewey 18591952
Some pioneers in the study of a child’s world: A timeline
Maria Montessori 18701952
G. Stanley Hall 18441924 James Mark Baldwin 18611934
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John B. Watson 18781958
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Arnold Gesell 18801961
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The Study of Child Development n
Studying the Life Span n
All aspects of human development from conception to death
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Growth and development occur throughout the life span
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Aspects of adult development have an impact on the way children develop
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The Study of Child Development New Frontiers
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Methods, questions, and proposals changed Technology, e.g., cameras, videos, tape recorders, improved objectivity in studies. Basic Research (to answer questions) versus Applied Research (to solve a practical problem) Research findings impact on child rearing, education, health, and social policy
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An Emerging Consensus
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All development domains are interrelated
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Normal development is very diverse
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Children’s development: bidirectional effects
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History and culture influences development
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Children are remarkably resilient
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Continuity between childhood and rest of life
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An Emerging Consensus n
Developmental domains are interrelated: n
Different domains or aspects of development affect each other as they develop
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A problem in one can affect development of the other
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Development in one can enhance the development of the other
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An Emerging Consensus n
Normal development is very diverse: n
All children differ in personality, temperament, talents, and abilities
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Differences due to heredity and environment
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Differences due to speed of maturation, gender, social interactions, or disabilities
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An Emerging Consensus n
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Bidirectional influence on development: n
Children affect the reactions of adults
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Adults respond to and react to children
Culture and history influences:
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Children develop within specific environments bound by culture, time, and place
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History differs at each point in time
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An Emerging Consensus n
Continuity between childhood and rest of life:
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Traumatic events or severely deprived childhood may have lasting consequences
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Children are remarkably resilient to early trauma
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Growth and development continue throughout the lifespan
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The Study of Child Development: Basic Concepts n
Developmental Processes: Two Kinds of Change
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Quantitative Change: Change in number or amount, e.g., height, weight, vocabulary.
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Qualitative Change: Change in kind, structure, or organization, e.g., from nonverbal to verbal
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communication.
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The Study of Child Development: Basic Concepts Developmental Processes: Underlying Stability
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Constancy in certain characteristics such as personality and behavior.
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§ Ability to modify some characteristics is more
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limited than others, e.g., shyness.
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Domains of Development n
Physical Development Change in growth: body and brain, sensory capacities, motor skills, and health
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Cognitive Development Change and stability in learning, memory, moral reasoning, language, thinking, and creativity
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Psychosocial Development Change and stability in personality, emotional life, and social relationships
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Periods of Development: A Social Construction n
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Periods of development
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Based on subjective perceptions or assumptions
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Varies among cultures
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Varies over times of history
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Western industrial societies: a sequence of five periods over the life span
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Periods of Development: A Social Construction
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Prenatal Period: Conception to birth
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Infancy and Toddlerhood: Birth to age 3 Early Childhood: 3 to 6 years
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Middle Childhood: 6 to 11 years
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Adolescence: 11 to about 20 years
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Influences on Development n
Heredity, Environment, and Maturation n
Heredity: characteristics from biological parents
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Environment: factors outside the self
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Maturation: natural sequence of physical changes and behavior patterns in development
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Rate and timing of development varies in each individual
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Influences on Development n
Major Contextual Influences n
Family structure and function have varied over history and societies
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Family influences: nuclear and extended
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Socioeconomic Status and risk factors
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Neighborhood and population
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Culture and Ethnicity
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The Historical Context
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Health Death in infancy 1.6x more Premature birth 1.8x more Low birth weight 1.9x more Inadequate prenatal care 2.8x more No regular source of healthcare 2.7x more Education Math scores (ages 78) 5 pts lower Reading scores (ages 78) 4 pts lower Repeated a grade 2.0x more Expelled from school 3.4x more Be a school dropout (ages 1624) 3.5x more
Poverty Hurts Children
Low income child is at higher risk
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Table 1.2
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Major Contextual Influences n
Normative Influences n
Normative agegraded influences: timing of biological events is fixed, while timing of social events is varied
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Normative historygraded influences: a historical generation may include more than one age cohort
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Major Contextual Influences n
Nonnormative Influences n
Unusual or unexpected events that impact an individual
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Events can be traumatic or happy
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Young people can create nonnormative life events, actively participating in their own development
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Major Contextual Influences n
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Timing of Influences n
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Critical Period: Specific time when a given event, or its absence, has a specific impact on development. Sensitive Period: Times in development when a child is particularly responsive to certain kinds of experience. Plasticity: modifiability of performance.
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The End
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