PSY:Issues and Themes in Child Development (11-15) And Theories of development
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PSY:Issues and Themes in C
Institution
PSY:Issues And Themes In C
E. The Role of the Child in Development: do people choose the way they are or do other people make
them who they are? Active child v. passive child
1. Learning Theory/Behaviorism: Explores the way the systematic use of rewards and punishments
affects the likelihood that the child will or won’t...
PSY:Issues and Themes in Child Development (11-15)
And Theories of development
Chapter 1: Issues and Themes in Child Development (11-15)
Domains of Child Development and Themes and Issues in the Field
I. Domains of Child Development: manageable way of organizing the developmental process by ages and
stages of life; all continually interact with each other.
A. Physical Development: biological changes that occur in the body and brain.
1. Changes in size/strength
2. Integration of sensory and motor activities
3. Neurological/brain development
4. Development of fine and gross motor skills
B. Cognitive Development: changes in the way we think, understand and reason.
1. Accumulation of knowledge
2. Problem-solving
3. Decision-making
C. Social-Emotional Development: changes in the ways we connect to other individuals and express
and understand emotions.
1. Interaction with others
2. Express and regulate emotions
D. Examples:
1. Puberty
a) Dramatic physical changes over short period
b) Treated more like adults; responsibility
c) New experiences lead to cognitive changes
2. Infants
a) Supervision to keep out of danger
b) Exploration of new environments
c) Many opportunities for learning-cognitive development
II. Ages and Stages: terms used to identify broad periods of development that have behaviors and
characteristics that set the stage apart from the other stages.
A. Infancy 0-1 year:
1. Totally dependent on caregivers for physical care.
2. Use all of their senses to begin exploring their world
3. Begin to develop motor skills/explore physically
4. Strong attachment to caregivers
5. Foundation for learning language
B. Toddler 1-3 years:
1. Continued development of motor skills/exploration more active
2. Language develops rapidly
3. Show independence and autonomy from caregivers
4. Begin to fend for themselves
C. Early Childhood 3-6 years:
1. Learn about the physical and social world through play
2. Peers become more important
3. Learning skills to understand how other people think and feel
D. Middle Childhood 6-12 years:
, 1. Develop intellectual ability to think in a more ordered/structured way
2. School is major context for development
3. Develop clearer sense of self/who they are/what makes them unique
4. Play and peers essential
5. Physical changes that come with puberty mark transition from childhood to adolescence
E. Adolescence 12-18 years:
1. Bodies undergo physical changes
2. Thinking/reasoning more abstract
3. Stronger sense of self at present and to become
4. Family important
5. Peer relationships more important than before
III. Themes in the Field of Child Development: issues about the development of children that have been
debated.
A. Nature and Nurture: whether behavior, thoughts, and feelings result from genetic inheritance or
environmental influence
1. Nature: the influence of genetic inheritance on development
2. Nurture: the influence of learning/environment on development
3. Originally nature versus nurture
a) Ex) Aggressive behavior: “born that way,” or environmentally influenced
b) Originally argued one side or the other
c) Now-developmental outcome is a mix of both
d) Nature/Nurture inextricably intertwined in surprising/complex ways
(1) Ex) Many genes, especially) traits/behaviors, are expressed only through certain
interactions with the environment
B. Continuous Versus Stagelike Development: series of small steps that modify behavior bit by bit, or
proceeded in leaps and bounds
1. Stages: each has characteristics that distinguish it from those before and after
2. Continuous: development changes in small increments
3. Quantitative Change: changes in the amount or quantity of what is being measured
a) Ex) Growth, vocabulary, factual knowledge
4. Qualitative Change: changes in the overall nature of what you are examining
a) Ex) walking v. crawling, examining abstract ideas v. memorizing facts
5. Stage Theories: theories of development in which each stage in life is seen as qualitatively
different from the ones that come before and after
6. Incremental Theories: theories in which development is a result of continuous quantitative
change
7. All changes occur, some theories more appropriate for certain changes the others
C. Stability Versus Change: as people grow, develop and mature, do they stay the same or reinvent
themselves along the way
1. Anxiety, Shyness, Aggressiveness
a) Relatively stable over time
b) Expression of characteristics is what changes
(1) Ex) Small children hit/ kick, school-aged tease and taunt, adolescents social means
D. Individual Differences: there are general principles to describe patters but ultimately people are
unique
1. Ex) Children growing up in poverty are at risk for many developmental/mental health problems,
but a small group will thrive in the face of difficulty
2. The developmental pathway for a given individual is difficult to predict
3. Equifinality: The principle by which different developmental pathways may result in the same
outcome
a) Ex) Depression can result from biology/genetics OR early traumatic experiences
4. Multifinality: The principle by which the same pathways may lead to different developmental
outcomes
, a) Ex) Abuse can lead to depression, resiliency, OR healing
5. Developmental Psychopathology: An approach that sees mental and behavioral problems as
distortions/variations of normal developmental processes rather than illnesses (reduces stigmas).
a) Ex) Language disorders discussed alongside with typical language development
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