The Study of Child Development OT 500 Spring 2016 Shelley Mulligan PhD., OTR/L.

Slides:



Advertisements
Similar presentations
 Why do we study child development?  Write down your opinion.
Advertisements

The nature of development  From the moment of conception, human beings undergo processes of development.  Development is the pattern of change that begins.
DED 101 Educational psychology, guidance and counseling
A Child’s World: Infancy Through Adolescence , Ninth Edition
CHAPTER 1 THE STUDY OF HUMAN DEVELOPMENT. In this chapter What distinguishes developmental science from popular common sense ideas about people? How do.
Studying a Child’s World :
Introduction to Human Development
Human psychological development
Principles of Development. Developmentally appropriate practices result from the process of professionals making decisions about the well-being and education.
Principles of Development drawn from NAEYC (1996), & Berk (2006)
The Life-Span Perspective. Since 1900, the older adult population has increased dramatically –Greatest increases up to 2040 will be in the 85-and-over.
“Teaching” by Sharleen L. Kato
Support the development of children 1. What is child development? Berk (2000, p.4) defines child development as “a field of study devoted to understanding.
Support the development of children
Chapter one Human Development The scientific study of the processes of development.
DEVELOPMENT IN INFANCY AND EARLY CHILDHOOD by Dr. Azher Shah Associate Professor Department of Paediatric Medicine.
+ Theories, Theorists and Research EDUC August
Early Childhood Special Education. Dunst model interest engagement competence mastery.
©2005 McGraw-Hill Ryerson Ltd. Chapter 1 Foundations of Life-Span Development.
Understanding The Learner (UTL) (Spring Semester: PgDE – 2009) __________________________ 1.Child Development: An Introduction Module Tutor Karma Gayphel.
WHAT IS CHILD DEVELOPMENT?. The dictionary says… Child Development is: Change in the child that occurs over time. Changes follow an orderly pattern.
What is Development? Systematic changes and continuities –In the individual –Between conception and death “Womb to Tomb” Three broad domains –Physical,
Lifespan Development Chapter 4 Objectives:
Lifespan Development Chapter 4. Areas of lifespan Development Physical development: changes in the body and its various systems. Social Development: involves.
Periods Of Development The things you need to know before digging into Theorists.
Infancy and Childhood. The Study of Development Developmental Psychology The study of how people grow and change throughout the lifespan; from conception.
Professor Roberts Intro to Psychology Professor Roberts Intro to Psychology Chapter 3: Developing Through the Life Span.
Chapter 1.1 & 1.2 Study Guide Review
Feldman Child Development, 3/e ©2004 Prentice Hall Chapter 1 An Introduction to Child Development Child Development, 3/e by Robert Feldman Created by Barbara.
Child Development Basics. Periods of Development Prenatal: Conception to birth Prenatal: Conception to birth time of fastest growth in human life span.
Principles of teaching, Learning and Assessment
Learning About Children
VCE Psychology Unit One Area of Study 2: Lifespan Psychology
Child Development and Pedagogy Overview of CDP Child development – 15 questions of 15 Marks Inclusive education – 5 questions of 5 Marks Language and pedagogy.
Adolescent Development
Introduction to Personality Theory
Principle Of Learning and Education Course NUR 315
1—Introduction Child Development—Yesterday and Today
Child Development 1 (Wk 1)
Foundations of Human Development
Concepts of Growth and Development
Lifespan Development Chapter 1 An Introduction to Lifespan Development
A Topical Approach to Life-Span Development 6e
An Introduction to Lifespan Development
California's Early Learning and Development System Overview
Growth & Development Growth Development
Professor Roberts Developing Through the Life Span
Housekeeping: Candidate’s Statement
UNIT 1: INTRODUCTION TO PSYCHOLOGY
Chapter 1 Issues and Themes in Child Development
Contexts of development example
Chapter 9 Human Development Introduction
Growth and Development
ESSENTIALS OF LIFE-SPAN DEVELOPMENT JOHN W. SANTROCK
Agenda To Get: To Do: Handout for guided notes
Making a Difference in the Lives of Children and Adolescents
Domains of development Goals of developmental psychology
Understanding Growth and Development – to help us explain behavior
CHAPTER 10 LIFE CYCLE UNIT 4 DEVELOPMENTAL AND PSYCHOSOCIAL CONCERNS
Basic Concepts and Issues on Human Development
Human Development The scientific study of the processes of development
Principles of Development
Human Development The scientific study of the processes of development
Developmental Science
“Teaching” by Sharleen L. Kato
CHAPTER 10 LIFE CYCLE.
Principles of Development
Lifespan development.
NAEYC Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8.
Presentation transcript:

The Study of Child Development OT 500 Spring 2016 Shelley Mulligan PhD., OTR/L

Course Overview You will gain insight into your life up to this point…why you are who you are !!! WHY we study child development…. o To help us understand and describe what people are like at different ages, how they change as a result of age, and why developmental change happens; gain insight into human nature o To predict what an individual will be like at a later point in development; origins of adult behavior

WHY we study child development…. To gain insight into the origins of sex differences, gender roles and cultural influences on development To use knowledge to enhance the quality of children’s lives and optimize conditions for development To prevent and treat developmental problems

What is Development? Orderly appearance over time of bodily functions and structures, psychological traits, behaviors and ways of adapting to the demands of everyday life Humans develop in many areas including motor skills, cognitive skills including communication and language, social and emotional skills, and adaptive behavior ** Growth refers only quantitative changes in size, or amount; development refers to growth as well as qualitative changes

Course Objectives Understand theories of development and major perspectives of key theorists (learning, psychoanalytic, cognitive, biological, ecological, sociocultural). Discuss major themes/debates in human development: nature-nurture; active-passive participation; continuity-discontinuity. Apply principles, concepts, and knowledge related to normal human development from conception to emerging adulthood and how they might differ across socio-cultural contexts.

Course Objectives Articulate the critical role of occupational engagement as a catalyst for human development across domains, and how occupational engagement evolves throughout childhood. Describe the typical patterns of growth and development of children from birth to adulthood, including skill development in the following areas: physical/motor, cognitive, communication, social and emotional.

What do Child Development Experts do for Work in the Real World? o Teachers o Child care Providers o Health-care practitioners o Program developers o Provide advice for Policy –makers o Provide advice for Business and industry

Universally Accepted Characteristics and Principles of Development o Equips us for adapting to the environment o Proceeds from the relatively simple and global to the more complex and specific; its cumulative o is relatively enduring and occurs throughout the life span

Characteristics of Development Universally Accepted Development results from constant interplay of biology and the environment (nature AND nurture) AND one’s experiences, and perceptions of those experiences Development occurs in multi-layered contexts and is a dynamic, reciprocal process

Periods of Child Development Conception and Prenatal Infancy (first 2 years of life) Early Childhood (2-5 years) Middle Childhood (6-12 years) Adolescence (13-18 years) Emerging Adulthood (18-23 years)

Major Developmental Areas Physiological, Biological: height, weight, physical changes, nutrition, sleep Motor Skills: mobility, fine and gross motor, oral-motor Cognition: learning, conceptual knowledge, problem solving, thinking skills, intelligence, reading, math Communication: non-verbal, expressive and receptive language Social, Emotional, Psychological: managing emotions, personality, relating to others Adaptive Behavior: managing stress, coping skills, developing interests, self-care, community participation, and life skills Occupational Performance: self-care/self–help skills; play /leisure; instrumental ADLs-homemaking, community living skills; school-related skills; work-paid and volunteer; social/community participation)

Development and Occupational Performance What are Occupations? – those meaningful activities people do; how we occupy our time Development supports occupational performance Occupational engagement (doing our daily activities) supports development Eg. Getting dressed Practicing piano Hanging out with friends Sitting in a classroom listening to a lecture

3 Main Controversies in Understanding HOW we development The Nature – Nurture Controversy The Continuity – Discontinuity Controversy The Active – Passive Controversy

The Nature – Nurture Controversy To what extent is human behavior the result of Nature (heredity)????? o Cognitive-development theories o Biological theorists To what extent is human behavior the result of Nurture (environmental influences, and one’s upbringing)????? o Learning theories Contemporary views - both nature and nurture relatively equal, BUT somewhat trait dependent

The Continuity – Discontinuity Controversy Do developmental changes occur o Continuously (gradually)????? OR Discontinuously (qualitative leaps)????? Maturational theories have an orientation toward continuity Stage theories (Freud, Piaget)have an orientation toward discontinuity

The Active – Passive Controversy Does development happen naturally? OR Do we need to teach and motivate? For learning to occur, do educators need to motivate passive learners, or encourage active learners to explore or both?? Perspectives of children as both active and passive o Bronfenbrenner’s bidirectional influence; Bandura’s mutual influencing between children and the environment How automatic is development? Do we need to teach kids to use the potty? To talk? To swim?...or will they figure it out????? Perhaps this controversy is also TRAIT dependent.