HDFS EXAM 1

Question 1

WHY STUDY CHILDREN

Answer 1

1. interest in how to best educate children
   2.medical interest in how to best treat children
2. parental interest in how to raise children

Question 2

WHO STUDIES CHILD DEVELOPMENT

Answer 2

psychologists, sociologists, anthropologists, biologists, neuroscientists, medicine, family scientists

Question 3

PERIODS OF DEVELOPMENT

Answer 3

Parental : conception to birth
Infancy and toddlerhood : birth to 2 years
Early childhood : 2 to 6 years
Middle childhood: 6 to 11 years
Adolescence : 11 to 18 years
Emerging adulthood : 18 to mid- to late 20s

Question 4

DOMAINS OF DEVELOPMENT

Answer 4

Physical
Cognition
Emotional and Social

Question 5

PHYSICAL (DOMAIN OF DEVELOPMENT)

Answer 5

CHANGES IN:
body size and proportions, appearance
functioning of body systems, health
perceptual and motor capacities

Question 6

COGNITION (DOMAINS OF DEVELOPMENT)

Answer 6

CHANGES IN
Intellectual abilities

Question 7

EMOTIONAL AND SOCIAL (DOMAINS OF DEVELOPMENT)

Answer 7

CHANGES IN
Emotional communication
Self-understanding, knowledge about others
Interpersonal skills and relationships
Moral reasoning and behavior
Regulation of emotions

Question 8

WHAT IS A THEORY

Answer 8

An orderly, integrated set of statements that describes, explains, and predicts behavior
Applies scientific method

Question 9

CONTINUOUS

Answer 9

If development is continuous, the DIFFERENCE BETWEEN INDIVIDUAL IS A DIFFERENCE OF AMOUNT/COMPLEXITY

Question 10

DISCONTINUOUS

Answer 10

New ways of understanding the world and interacting with the world emerge in a stage like fashion
*New abilities come rapidly and then plateau

Question 11

NATURE

Answer 11

Genetic trait/inborn

Question 12

NURTURE

Answer 12

physical and social world

Question 13

STABILITY

Answer 13

Level of a characteristic is set
Early experiences having lifelong impact
Often emphasize heredity (nature)

Question 14

PLASTICITY

Answer 14

Change to various characteristics are possible based on experiences (things can be altered

Question 15

MEDIEVAL ERA (6TH TO 15TH CENTURY)

Answer 15

Childhood regarded as a separate period of time
Children were VULNERABLE BEINGS AND NEEDED PROTECTION

Question 16

REFORMATION (16TH CENTURY)

Answer 16

Children were BORN EVIL and had to be CIVILIZED (puritan belief)
Children needed to be disciplined
Children taught to use reason to tell right from wrong
Puritans in America began adopting balance between SEVERITY and PERMISSIVENESS as children gained self-reliance and self-control

Question 17

JOHN LOCKE

Answer 17

British philosopher
VIEWED CHILDREN AS A BLANK SLATE (TABULA RASA) -> children are taught by their parents
*beginnings of what became known as BEHAVIORISM
Proponent of: NURTURE, MANY COURSES OF DEVELOPMENT, PLASTICITY, AND CONTINUOUS DEVELOPMENT
Children are PASSIVE ACTORS (has been discarded now)
Use of kindness and compassion

Question 18

JEAN-JACQUES ROUSSEAU

Answer 18

Children are NOBEL SAVAGES
Naturally know right and wrong
Innate plan for growth
Adults must adapt so as not to harm child’s unique ways of thinking and feeling
DEVELOPMENT: STAGELIKE/DISCONTINUOUS; SINGLE COURSE; PROPONENT OF NATURE

Question 19

TIME PERIOD OVERVIEW

Answer 19

MEDIEVAL - childhood (7-8) regarded as separate phase with special needs, protextions
16TH - Puritan “child depravity” views (evil)
17TH - John Locke “tabula rasa” view; continuous development
18TH - Jean-Jacques Rousseau “noble savages” view, natural maturation

Question 20

CHARLES DARWIN

Answer 20

British naturalist
Created natural selection and survival of the fittest
Physical and behavior adaptations
Scientific study of children born out of attempts to understand human evolution and development

Question 21

G. STANLEY HALL

Answer 21

Extremely influential psychologist and founder of CHILD-STUDY MOVEMENT
Based his ideas on evolution
MATURATION PROCESS= development is genetically determined series of events that unfold automatically, much like A FLOWER
NORMATIVE APPROACH= collected data on large number of individuals and compute averages to represent typical development / gave parents an idea of what to expect as their kids develop

Question 22

ALFRED BINET

Answer 22

IQ TESTS
intelligence= good judgment, planning, and critical reflection

Question 23

3 IDEAS OF CHILD DEVELOPMENT

Answer 23

EVOLUTIONARY THEORY: DARWINS ideas of natural selection and survival of the fittest are still influential
NORMATIVE APPROACH: HALL AND GESELL age-related averages based on measurements of large numbers of children
MENTAL TESTING MOVEMENT: BINET AND SIMON early developers of intelligence tests

Question 24

FREUD

Answer 24

PSYCHOSEXUAL THEORY = how parents manage their Childs sexual and aggressive drive in first few years (id, ego, superego)
Criticized= overemphasis on sexual feelings/did not study children directly

Question 25

ERIK ERIKSON

Answer 25

FIRST TO RECOGNIZE DEVELOPMENT OCCURS ACROSS LIFESPAN Focused on ego's role - expand Freuds stages to whole lifespan PSYCHOSOCIAL DEVELOPMENT: basic trust vs mistrust, autonomy vs shame and doubt, initiative vs guilt, industry vs inferiority

Question 26

PSYCHOSOCIAL DEVELOPMENT

Answer 26

BASIC TRUST VS MISTRUST : BIRTH - 1 YEAR form warm responsive care infants gain sense of trust that world is good AUTONOMY VS SHAME AND DOUBT : 1 YEAR - 3 YEAR using increased motor and mental skills children want to decide for themselves INITITATIVE VS GUILT : 3 YEAR - 6 YEAR children engage in make believe play, gain insight into who they can become INDUSTRY VS INFERIORITY : 6 YEARS TO PUBERTY at school children learn to work and cooperate with others IDENTITY VS ROLE CONFUSION : ADOLESCENCE INTIMACY VS ISOLATION : EMERGING ADULTHOOD GENERATIVITY VS STAGNATION : ADULTHOOD INTEGRITY VS DESPAIR : OLD AGE

Question 27

CONTRIBUTIONS AND LIMITATIONS OF ERIKSON

Answer 27

Emphasis of early experience and unique life history as important Inspired research into emotion and social development, attachment, parenting, morality, adolescence, and other areas Not commonly used today, largely considered TOO VAGUE

Question 28

BEHAVIORISM

Answer 28

directly observable events, stimuli and responses, are then appropriate focus of study Began with John Watson and inspired Pavlov who sough to classically condition children's behavior (white rat and kids and noise) Watson noted how environment is a supreme force in development (continuous)

Question 29

BF SKINNER

Answer 29

OPERANT CONDITIONING REINFORCERS- increase behaviors PUNISHMENT- decrease behaviors

Question 30

SOCIAL LEARNING THEORY

Answer 30

ALBERT BANDURA EMPHASIZED MODELING AND OBSERVATIONAL LEARNING AS POWERFUL SOURCE OF DEVELOPMENT Children develop personal standards of behavior and self-efficacy through OBSERVATION

Question 31

BEHAVIORISM AND SOCIAL LEARNING THEORY ISSUES AND CONTRIBUTION

Answer 31

ISSUES: too narrow a view of important environmental influences, underestimates children's contribution, CONTINUOUS development and NURTURE CONTRIBUTIONS: applied BEHAVIOR ANALYSIS - eliminate undesirable behaviors and increase desirable responses via conditioning and modeling, many possible courses of development

Question 32

JEAN PIAGET

Answer 32

FATHER OF CHILD DEVELOPMENT COGNITIVE DEVELOPMENT THEORY believed children actively construct knowledge as they manipulate and explore their world DISCONTINUOUS STAGES BOTH NATURE AND NURTURE - BRAIN GROWS AS CHILDREN EXPORE THEIR WORLD how children learn through play

Question 33

COGNITIVE DEVELOPMENT THEORY STAGES

Answer 33

SENSORIMOTOR- BIRTH - 2 YEARS infants think by acting on the world, as a result they invent ways of solving sensorimotor problems PREOPERATIONAL - 2 - 7 YEARS preschoolers use symbols, develop language and make believe play. thinking still lacks the logic of later stages CONCRETE OPERATIONAL - 7 - 11 YEARS reasoning becomes logical and better-organized, thinking is not yet abstract FORMAL OPERATIONAL - 11 YEARS ON abstract thinking enables use of hypotheses, inferences, adolescents no longer rely on real-world circumstances for logic problems

Question 34

COGNITIVE DEVELOPMENT THEORY CONTRIBUTIONS AND LIMITATIONS

Answer 34

encouraged development of educational philosophies that emphasize children's discovery learning some argue Piaget underestimated children's abilities training can improve children's performance on Paige's tasks IGNORES CULTURAL AND SOCIAL INFLUENCES children have agency

Question 35

INFORMATION PROCESSING

Answer 35

Human brain viewed as a symbol manipulating machine through which information flows INPUT- information perceived by senses OUTPUT- behavioral responses

Question 36

INFORMATION PROCESSING STRENGTHS AND LIMITATIONS

Answer 36

Committed to research methods Precise accounts of how children of different ages think in many aspects Limited by inability to develop a cohesive theory Much better at explaining components of thinking Has difficulty with non-linear thinking (imagination and creativity)

Question 37

ETHOLOGY

Answer 37

Concerned with the ADAPTIVE OR SURVIVAL VALUE OF BEHAVIOR and its evolutionary roots Can be traced to Darwin Spawned new area of research evolutionary psychology KONRAD LORENZ - observed in nature that behavior patterns promote survival, developed idea of imprinting (breastfeeding) *imprinting lead to critical period

Question 38

CRITICAL AND SENSITIVE PERIODS

Answer 38

CRITICAL PERIOD- limited time span in which a child is biologically predisposed to acquire certain behaviors SENSITITVE PERIOD- biologically optimal to learn behaviors and most responsive to environment (language acquisition) *how to handle emotions - parent teaching

Question 39

SOCIOCULTURAL THEORY

Answer 39

VYGOTSKY Children and societies develop by children socially interacting to learn from knowledgable members of their society Social interaction vital for not only social, but also cognitive development

Question 40

DYNAMIC SYSTEMS PERSPECTIVE

Answer 40

Childs mind, body, physical and social world form an integrate system to produce behavior Child must reorganize their behavior so components can work together in a more complex effective way

Question 41

URIE BRONFENBRENNER

Answer 41

ECOLOGICAL SYSTEMS THEORY

Question 42

ECOLOGICAL SYSTEMS THEORY

Answer 42

Child develops within a complex system of relationship affected by the surrounding environment MICROSYSTEM, MESOSYSTEM, EXOSYSTEM, MACROSYSTEM, CHRONOSYSTEM

Question 43

MICROSYSTEM

Answer 43

Immediate surroundings

Question 44

MESOSYSTEMS

Answer 44

Interactions of Microsystems (home, school, neighborhood)

Question 45

EXOSYSTEM

Answer 45

Systems outside of children but affect experiences (parent workplace)

Question 46

MACROSYSTEM

Answer 46

Cultural values, laws, customs, resources

Question 47

CHRONOSYSTEM

Answer 47

Temporal dimension; environmental changes that will occur over one's life

Question 48

THEORY SUMMARY - PSYCHOANALYTIC PERSPECTIVE

Answer 48

DISCONTINUOUS, ONE COURSE OF DEVELOPMENT, BOTH NATURE AND NURTURE

Question 49

THEORY SUMMARY - BEHAVIORISM AND SOCIAL LEARNING THEORY

Answer 49

CONTINUOUS, MANY POSSIBLE COURSES OF DEVELOPMENT, EMPHASIS ON NURTURE

Question 50

THEORY SUMMARY - PIAGET'S COGNITIVE-DEVELOPMENTAL THEORY

Answer 50

DISCONTINUOUS, ONE COURSE OF DEVELOPMENT, BOTH NATURE AND NURTURE

Question 51

THEORY SUMMARY - INFORMATION PROCESSING

Answer 51

CONTINUOUS, ONE COURSE OF DEVELOPMENT, BOTH NATURE AND NURTURE

Question 52

THEORY SUMMARY - ETHOLOGY AND EVOLUTIONARY DEVELOPMENT PSYCHOLOGY

Answer 52

BOTH CONTINUOUS AND DISCONTINUOUS, ONE COURSE FOR DEVELOPMENT, BOTH NATURE AND NURTURE

Question 53

VYGOTSKY'S SOCIOCULTURAL THEORY

Answer 53

BOTH CONTINUOUS, MANY POSSIBLE COURSES FOR DEVELOPMENT, BOTH NATURE AND NURTURE

Question 54

ECOLOGICAL SYSTEMS THEORY

Answer 54

NOT SPECIFIED FOR CONTINUOUS OR DISCONTINUOUS, MANY POSSIBLE COURSES FOR DEVELOPMENT, BOTH NAUTRE AND NURTURE

Question 55

DYNAMIC SYSTEMS PERSPECTIVE

Answer 55

BOTH CONTINUOUS AND DISCONTINUOUS, MANY POSSIBLE COURSES FOR DEVELOPMENT, BOTH NATURE AND NURTURE