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FCS 101 Week 1

by: Tiffani Marie

FCS 101 Week 1 FCS 101

Tiffani Marie
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Notes on what we study and the impacts of cohort, socioeconomic status, and culture.
Indiv and Fam Dev: Lifespan
Morrison, Wendy Bianchini
Class Notes
cohort, Culture, socioeconomic status, Gerontology, lifespan development, Human Lifespan, Lifespan, child development




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This 3 page Class Notes was uploaded by Tiffani Marie on Tuesday August 30, 2016. The Class Notes belongs to FCS 101 at Montana State University taught by Morrison, Wendy Bianchini in Fall 2016. Since its upload, it has received 71 views. For similar materials see Indiv and Fam Dev: Lifespan in Family and Consumer Sciences at Montana State University.

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Date Created: 08/30/16
FCS 101 08/29/16 Who We Are and What We Study The Origins  Human growth throughout life is a scientific study called, lifespan development.   Lifespan development branched from the study of childhood, called child development  th from the late 19  century (around 1877).  Charles Darwin, after his first born, began to document changes and development in  his child as the child grew up; this later was published as one of the first articles in  child development.   The first institute for child development, however, wasn’t began until the 1890’s by a  psychologist named G. Stanley Hall.   During world wars I and II the study of child development grew in popularity among  developmental scientists.   It was only until after world war II that adult development studies and its related fields  concerning age really began to take off. Around 1990 researchers began to study the  science of the aging process which is referred to as gerontology.  Impacts of Life Transitions  Normative, or predictable, transitions in life can include things such as beginning high  school, getting married, or retirement. Normative transitions are things that can be  expected at that time in someone’s life.   Non­normative, or atypical, transitions can include things such as starting medical school  at a late age, the death of a family member or friend, or a sudden loss of a job or income.  Non­normative transitions are things that are often unexpected, at an unusual time, and  can affect how someone perceives the world around them.   Developmentalists have revealed how several basic markers or conditions of life can  affect overall development, this includes things such as smoking, sleeping with a child, or any cultural or social backgrounds.  The Impacts of Cohort, Socioeconomic Status, and Culture The Cohort  Our birth group can be referred to as our cohort, this is the group of people who we will  travel though time with as we go through life.   There are several well­known cohorts including the Baby boomers, Generation X,  and the Millennials. Each of these groups went through their lives at around the same  pace. For example, since the baby boomers were born between 1946 and 1964 most  of this cohort is now in their old age and some could say we are now experiencing an  “old­age explosion.”   The biological limit of human life is referred to as, maximum lifespan. This happens to  be about age 105.  People that look and feel middle aged are often in their sixties and early seventies,  this can be defined as young­old.  Those that are beyond the middle aged stage and are either in their late seventies or  older can be referred to as old­old. Socioeconomic Status  In addition to individual being ranked based on socioeconomic status developers rank  nations as well.  Socioeconomic status is a term that refers to our education and income—based on our current situations. Through this we can see how certain situations such as  poverty, poor health, and poor education can cause various problems.   Nations that seem to be defined by their wealth and have more advanced  technology and high life expectancy are considered to be developed­world  nations. However, the nations that do not have a good wealth standing and may  not have things like running water or even clean water, are considered  developing­world nations.   Developed­world nations tend to have a vast access to things like  education, technology, and medical care. Developed­world nations include the U.S., Australia, Canada, New Zealand, and Japan.   Developing­world nations may have more widespread disease or what  they believe to be incurable infections, due to a lack of medical care. Most of these nations have very limited access to technology and have little to  no education opportunities available. Developing­world nations may  include countries within Africa and other desolate nations.  Culture   Poor livelihoods and shorter lifetimes are often associated with residing in developing  nations.   Social harmony is a premium of a collectivist cultures. In these cultures, it is  expected that many generations of family will live together or that the children  will one day take care of their parents in their late years. These families put  respect above all other values.   Individualistic cultures tend to promote traits such as independence,  competitiveness, and success. Parents will encourage their children to do better  for the child’s personal happiness, power, and success. These families are very  independent and self­sufficient in their adult years. 


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