{"id":3795,"date":"2018-07-21T20:38:47","date_gmt":"2018-07-22T00:38:47","guid":{"rendered":"https:\/\/www.amyork.ca\/academic\/zz\/?p=3795"},"modified":"2018-07-22T19:21:47","modified_gmt":"2018-07-22T23:21:47","slug":"the-nature-of-child-development","status":"publish","type":"post","link":"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/the-nature-of-child-development\/","title":{"rendered":"The Nature of Child Development"},"content":{"rendered":"<p>Orientation:<\/p>\n<ul>\n<li>Scientific study of patterns of growth, change, and stability from conception through adolescence<\/li>\n<li>Topical areas in Child Development o Physical development\u00ad body&#8217;s physical makeup, including brain, nervous system, muscles, and senses<\/li>\n<li>Need to eat, sleep, and drink o Cognitive Development\u00ad how growth and change in intellectual capabilities influence a person&#8217;s behavior.<\/li>\n<li>Learning, memory, problem solving, and intelligence o Personality and Social Development<\/li>\n<li>Personality Development\u00ad how enduring characteristics that make individuals unique change across the lifespan<\/li>\n<li>Which personality characteristics seem stable over the lifespan, and which change<\/li>\n<li>Social Development\u00ad how an individual&#8217;s interactions with others and their social relationships grow, change, and remain stable over the lifespan<\/li>\n<\/ul>\n<p>Age Ranges and Individual Differences<\/p>\n<ul>\n<li>Prenatal period\u00ad conception to birth<\/li>\n<li>infancy and toddlerhood\u00ad birth to 3<\/li>\n<li>preschool age\u00ad 3to 6<\/li>\n<li>Middle school\u00ad 6 to 12<\/li>\n<li>Adolescences\u00ad 12 to 20<\/li>\n<li>Social Constructions= shared ideas about reality that are widely accepted, but are functions of society and culture at a given time<\/li>\n<li>Milestones of development refer to averages\u00ad lots of individual variability<\/li>\n<li>No need to worry unless child is substantially late<\/li>\n<li>More commonality\/predictability the younger the child is Influence of Culture, Race, and Ethnicity on Development<\/li>\n<\/ul>\n<p>\u00adculture is another big influence on development<\/p>\n<p>\u00adWestern cultures\u00ad individualism, self\u00adesteem, independence<\/p>\n<ul>\n<li>Eastern cultures\u00ad collectivism, contribution to the family unit society in general<\/li>\n<li>Ex:<\/li>\n<\/ul>\n<p>o Child 1: agricultural community, few resources<\/p>\n<ul>\n<li>Expectations: help family with farming\/ income<\/li>\n<li>Parents focus more on basic protection and survival needs<\/li>\n<li>In later years, practical skills and hands on experiences<\/li>\n<li>Goal\u00ad survive into adulthood and contribute to the family o Child 2: parents focus more on lifestyle<\/li>\n<li>Flashy toys, playdates<\/li>\n<li>In later years, parents focus on the right schools and achievement<\/li>\n<li>Goal\u00ad go to college, make money<\/li>\n<li>Weird Cultures o Western, Educated, Industrialized, Rich, and Democratic<\/li>\n<li>12% of world&#8217;s population<\/li>\n<li>African\/Caribbean\/India: caregivers massage and exercise infants daily o Walk earlier compared to weird cultures, confirmed with lab experiments o Northern China: infants are toileted by laying them on their backs on sandbags most of the day o Delays onset of sitting, crawling, and walking relative to weird cultures<\/li>\n<li>Back sleeping can delay onset of crawling<\/li>\n<li>Some cultures do not encourage crawling, infants tend to skip that step o Race\u00ad limited use as a concept. 99.9% of everyone&#8217;s genetic material is the same<\/li>\n<li>Misuse of the term ethnicity\u00ad we&#8217;ll just consider it a cultural influence<\/li>\n<\/ul>\n<p>Cohort Influences on Development with Others in a Social World<\/p>\n<ul>\n<li>Cohort\u00ad group of people born at around the same time in the same place o The Lost Generation\u00ad aka the Generation of 1914 in Europe; those who fought in WWI. Born between 1883\u00ad1900\n<ul>\n<li>The Greatest Generation\u00ad aka the G.I. Generation; includes vets who fought in WWII. Born around 1901\u00ad1924. great depression. o The silent generation\u00ad aka the lucky few. 1925\u00ad1942. too young to join WWII. Fought Korean War.<\/li>\n<li>The Baby Boomers\u00ad generation born following WWII, 1946\u00ad1964. increases birth rate.<\/li>\n<\/ul>\n<\/li>\n<li>associated with rejection or redefinition of traditional values<\/li>\n<li>In Europe and north America widely associated with privilege o Generation X\u00ad those born after the baby boomers, 1960\u00ad1980 o Generation Y\u00ad aka millennial generation, late 1970\u00ad1980\u00ad2000 o Generation Z\u00ad early 2000 to present<\/li>\n<li>Cohort effects\u00ad particular impact of a group bonded by time or common life experience o Types of Cohort Effects<\/li>\n<li>History\u00ad graded influences\u00ad influences correlated with historical time; experienced by majority of a culture\n<ul>\n<li>Wars and epidemics<\/li>\n<li>Majority of a cohort experience the event in similar ways<\/li>\n<li>May affect cohorts differently<\/li>\n<\/ul>\n<\/li>\n<li>Age graded influences\u00ad effects on development that tend to occur at approximately same chronological age in most people\n<ul>\n<li>Biological effects<\/li>\n<li>Environmental effects (entering school)<\/li>\n<\/ul>\n<\/li>\n<li>Sociocultural\u00ad graded influences\u00ad social and cultural factors present at a particular time for a particular individual, depending on such variables as ethnicity, social class, and subcultural membership<\/li>\n<li>Non\u00ad normative life events\u00ad significant, unexpected, unpredictable events, for a particular individual, which do not follow predictable development pattern of life\u00ad cycle<\/li>\n<\/ul>\n<p>Historical Views of Childhood<\/p>\n<ul>\n<li>Original sin view\u00ad Middle Ages\u00ad kids are born bad o Religious salvation<\/li>\n<li>Tabula rasa view\u00ad late 1600s\u00ad kids are born blank o John Locke<\/li>\n<\/ul>\n<p>o Parents should spend a lot of time with kids, to teach them right and wrong<\/p>\n<ul>\n<li>Innate Goodness view aka noble savage view\u00ad 1700s\u00ad Jean\u00ad Jacques Rousseau. Kids are born innately good. o Parents stay out of the way<\/li>\n<li>Eventful, unique period of life<\/li>\n<li>Protection\/ education Key Issues and Questions<\/li>\n<li>Continuous vs. discontinuous change o Continuous\u00ad gradual, ongoing changes thru lifespan o Discontinuous\u00ad distinct, separate stages o Middle Ground<\/li>\n<li>Critical and Sensitive periods\n<ul>\n<li>Critical\u00ad point of dev. when a specific event has the greatest consequences<\/li>\n<\/ul>\n<\/li>\n<li>Chaffinch must hear adult singing before sexual maturation o Plasticity\u00ad degree to which developing behavior structure is modifiable o Sensitive\u00ad more flexible than critical period<\/li>\n<li>Relative Influence of nature vs nurture o Nativists\u00ad certain things are inborn, or will occur regardless of environment o Empiricists\u00ad most behavioral characteristics are result of learning o Middle Ground\u00ad trying to determined relative contributions of both<\/li>\n<\/ul>\n<p>Being an Informed Consumer of Child Development<\/p>\n<ul>\n<li>So many books about parenting o Consider the source o Evaluate the credentials\n<ul>\n<li>Understand the difference between anecdotes and scientific evidence<\/li>\n<li>Keep cultural context in mind o Don\u2019t assume something&#8217;s true just because it&#8217;s widely believed<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Orientation: Scientific study of patterns of growth, change, and stability from conception through adolescence Topical areas in Child Development o Physical development\u00ad body&#8217;s physical makeup, including brain, nervous system,&hellip; <a class=\"continue\" href=\"https:\/\/www.amyork.ca\/academic\/zz\/child-psychology\/the-nature-of-child-development\/\">Continue Reading<span> The Nature of Child Development<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[97],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3795"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=3795"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/3795\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=3795"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=3795"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=3795"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}