Chapter 1: History, Theory, and Research Strategies Flashcards
(40 cards)
Child Development
A discipline studying how children remain the same and change from birth to 18 years of age
Developmental Science
The science studying every change that happens throughout a child’s life
Domains of Development
1) Physical
2) Cognitive
3) Emotional and social
Physical Development Domain
The domain focusing on physical changes experienced by a child, including both growth within and without
Cognitive Development Domain
The domain focusing on mental changes experienced by a child, including development of memory, problem solving, and language
Emotional and Social Development Domain
The domain focusing on emotional changes experienced by a child, including both intrapersonal and interpersonal skills
Prenatal Period
Conception to birth; the most rapid time of change
Infancy and Toddlerhood
Birth to two years old; motor, perception, and intellect begin forming as well as language abilities; when a child takes its first steps
Early Childhood
Two years old to six years old; when a child’s body begins growing taller, inner and outer language develop rapidly, morals begin to be defined, and friendships with peers begins
Middle Childhood
Six years old to eleven years old; when a child begins becoming more athletic, is able to master core subject concepts, and becomes more adept at understanding themselves as well as other people
Adolescence
Eleven years old to eighteen years old; transitory period from childhood to adulthood; puberty and sexual maturity; autonomy is created as well as what is most important to the individual
Emerging Adulthood
Eighteen years old to mid- to late-twenties; marked by exploration of choices before more defined commitments
Theory
An organized grouping of statements that defines behavior and its predictors
Continuous Development
A slower (gradual) process which increasingly adds the same skill over time
Discontinuous Development
Skills are added or appear at specific times and intervals
Discontinuous Perspective
Development is accomplished through steps until an individual reaches the top tier of functioning
Developmental Stages in the Discontinuous Perspective
Qualitative rather than quantitative; changes tend to be quicker rather than slower
Contexts
A developmental model suggesting that children grow and mature according to their environment
Nature-Nurture Controversy
Factors contributing to a child’s development and maturity based on genetic and environmental factors
Plasticity
Theory of development stating that a child’s behavior can change over time according to environmental experiences
Stability vs. Plasticity
Differences in theoretical opinion stating that development due to environmental factors happens either all at once (stability) or throughout time (plasticity)
John Locke (1632-1704)
Precursor to behaviorism; saw a child as a tabula rasa (blank slate) whose characters are a result of collective experiences; his philosophies changed harsh punishments into more compassionate ones; held that a child’s development was continuous, nurtured, and characterized by high plasticity - also held that children were inactive participants in their development
Jean-Jacques Rousseau (1712-1778)
Rejected the tabula rasa opinion of John Locke; referred to children as noble savages whose behaviors were innate and a result of their natural-born instincts; held that adults could either help or hinder a child’s development; held that a child’s development was discontinuous, determined by nature - also held that children were active participants in their development whose destinies were determined solely by them
Four Stages of Development (Rousseau)
1) Infancy
2) Childhood
3) Late childhood
4) Adolescence
