Childhood Development Week 1 Notes
Childhood Development Week 1 Notes PSYC 3030
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This 3 page Class Notes was uploaded by csutter on Wednesday January 6, 2016. The Class Notes belongs to PSYC 3030 at Bowling Green State University taught by Marie Tisak in Spring 2014. Since its upload, it has received 44 views.
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Date Created: 01/06/16
1/11/16 Monday Introduction and Goals of Research I. Child Development A. Developmental psychology a. scientific study i. describes behavioral change (how) ii. factors/explanations (why) *process/mechanisms B. Periods of development a. prenatal i. conception-birth b. infancy/toddlerhood i. birth-2 years c. early childhood i. 2-6 years d. middle childhood i. 6-11 years C. How development happens a. physical i. the body/brain b. cognitive i. thinking/understanding/reasoning c. social/emotional i. connecting to others and understanding feelings II. Goals A. To understand/establish universals of behavior and development a. Nature vs nurture B. To explain individual differences a. How twins differ b. Siblings C. To consider the context/situation a. Home-life vs school/social-life 1/13/16 Wednesday Ch.2 Theories I. Theories A. Theory a. An orderly, integrated set of statements that: i. describes ii. explains iii. predicts behavior B. Basic issues a. Nature vs nurture i. born this way (genetic)? vs environment? b. Active vs passive i. is the child ‘active’ in their development? Or ‘passive’? ii. even infants can show preference c. Continuity vs discontinuity i. what happens early in life will effect later development *not liking school because of an early-on incident *doing well in school because parents always read to them as infants d. Qualitative vs quantitative i. how communication is done vs how much communication is done e. One developmental course vs many i. schooling ii. daycare iii. home life f. Cultural specifity vs developmental universals C. Early views of childhood a. John Locke i. father of “Learning Theory” ii. “tabula rasa”/blank slate *children are born with a “blank slate” and need to be taught in order to learn b. Jean-Jacques Rousseau i. biological view ii. Piaget got his stages of childhood ideas from Rousseau iii. Montessori schools *Children have the ability to teach themselves if given the right resources II. Ethology A. Concerned with the adaptive, or survival value of behavior and its evolutionary history a. Charles Darwin influence B. Charles Darwin a. Theory of evolution b. Knowing the past is the key to understanding the future i. Looking at how other children/parents were raised and deciding on how to raise another child c. Began the scientific study of humans d. Importance of observing babies i. Observational research C. Konrad Lorenz a. Imprinting i. The automatic process by which animals attach to their mother ii. Based on ‘critical period’ iii. Need to have attachment for positive results D. Arnold Gesell a. Maturational Theory b. Development occurs according to prearranged scheme c. Age norms of development i. Children should be developing the same stages of maturity around the same age
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