Studying a Child’s World : Chapter 1 Studying a Child’s World : FMST 332

Major points to consider The scientific study of child development began during the late 19th C and has evolved to become part of the study of the full life span. Developmental scientists study change and stability in the physical, cognitive and psychosocial domains. Development is subject to internal and external influences. Important contextual influences on development include family, neighborhood, socioeconomic status, culture, ethnicity and history. In this section, we begin our understanding of children and their development by considering how perspectives of development have changed through the centuries leading up to our current study and beliefs about children and human development. Some of the major points from this chapter include: The scientific study of child development began during the late 19th C and has evolved to become part of the study of the full life span. The basis of the study of human development is to examine change and stability, across three domains: physical, cognitive and psychosocial. Development is subject to internal and external influences. Important contextual influences on development include family, neighborhood, socioeconomic status, culture, ethnicity and history. FMST 332

Big Picture What are your assumptions about the nature of development and the factors that contribute to it? Stop for a moment and consider your own development or that of someone close to you. We would say that that child developed - but what does that mean? What are your own assumptions about the nature of development? What occurs during development? What might influence it? Your textbook offers a vignette of Victor, The Wild Boy of Aveyron. In this example you can see the combined impact of the natural child and the effects of society. Rousseau believed that a child is born in a pure, natural state and society ruins him. However, in the case of Victor, he was wild because he had never been socialized. Also, there is a possibility that Victor was autistic, as many of his symptoms indicate, and that he was abandoned because he was not functioning normally. FMST 332

Developmental Assumptions Development is age-related changes that are orderly, cumulative and directional. There are qualitative and quantitative changes. Later abilities, behavior and understanding emerge from earlier ones in systematic ways. Development is both normative and individualistic Development is the product of genes, environment and developmental history. Three assumptions: Development is age-related changes that are orderly, cumulative, and directional. There are qualitative and quantitative changes. – There is qualitative change as behavior undergoes reorganization to become increasingly more complex. Later abilities, behavior, and understanding emerge from earlier ones in systematic ways. Normative development reflects typical behavior for the average child. Individual development is coherent, reflecting continuity and change. Child development is a field that is scientific, applied and interdisciplinary. Study human constancy and change from birth to death Domains: Physical development Cognitive development Emotional and social development Individual development as being continuous or discontinuous FMST 332

Domains of Development Physical Development Change in growth: body and brain, sensory capacities, motor skills, and health Cognitive Development Change and stability in learning, memory, moral reasoning, language, thinking, and creativity Psychosocial Development Change and stability in personality, emotional life, and social relationships FMST 332

The Whole Child PHYSICAL COGNITIVE PSYCHOSOCIAL If a school was interested in teaching to the ‘whole child’ what might they do? FMST 332

Periods of Development Prenatal period From conception to birth Infancy and toddlerhood From birth to 2 years Early childhood From 2 to 6 years Middle childhood From 6 to 11 years Adolescence From 11 to 20 years Periods of development Based on subjective perceptions or assumptions Varies among cultures Varies over times of history Western industrial societies: a sequence of five periods over the life span FMST 332

Basic Developmental Concepts Normative development: typical or average development of all children Individual development: variations around the normative course of development Development is influenced by: 1) Genetics 2) Developmental history 3) Environment FMST 332

Normative ages - variation FMST 332

Individual development – individuals vary from the norm; continuity within each child’s individual developmental pathway over time FMST 332

Basic Developmental Concepts Qualitative changes: novel ability emerges that can’t be measured with a previous standard of measurement Ex: Babbling babies eventually learn to say actual words Ex: Egocentric toddlers become young adults with empathy for others Quantitative changes: when change can be measured using same standard of measurement before Ex: Toddlers learning to walk eventually walk across the room Ex: Attention span changes from 15 minutes to 50 minutes FMST 332

Historical Foundations for Understanding and Studying Development Medieval times (6th – 15th C) Reformation (16th C) Philosophies of the enlightenment John Locke (17th C) Tabula rasa (children as blank slates) Jean-Jacques Rousseau (18th C) Development unfolds naturally as society permits Charles Darwin (19th C) Through natural selection, humans have acquired common traits that have helped us to adapt and increase our chances of survival Natural selection Scientific beginnings (late 19th C/early 20th C) Influence on theories: Culture, Philosophies about children, Scientific progress Theory on human development moved from belief to science Darwin’s Theory of Evolution Provided a framework for examination of gene-environment interaction. Organisms exhibit adaptation to environmental circumstances to increase chances of survival in a particular environment. This process occurs via natural selection where advantageous genetic traits are passed on to one’s progeny. The theory created interest in child development as researchers questioned human evolution and survival via structural changes over time. Philosophically, the nature-nurture debate entailed two opposing views: Locke’s tabula rasa view where experience is the key to development and Jean Jacques Rousseau’s view that development unfolds naturally, normatively. [1-3] Present views incorporate an interaction between genes and environment. Researchers explore the relative combination of genes and environment to various traits and behaviors (e.g., depression, intelligence, personality). [1-2] Early Approaches Baby biographies: journals of individual children as early as 1787 Darwin (1877) abstracts on development gave baby biographies scientific respectability “Victor” added to nature and nurture debate Hall (1904) pioneered adolescence studies Gesell (1930s) studied child motor development Fig. 1.1 names in child development through history FMST 332

The Study of Child Development New Frontiers Methods, questions, and proposals changed Technology, e.g., cameras, videos, tape recorders, improved objectivity in studies. Basic Research (to answer questions) versus Applied Research (to solve a practical problem) Research findings impact on child rearing, education, health, and social policy Basic Research gives us information about specific aspects of development without worrying about how the information can be used in “real-life.” Applied Research sets out to apply that basic research in order to help solve problems in a practical way. FMST 332

An Emerging Consensus All development domains are interrelated Normal development is very diverse Children’s development: bidirectional effects History and culture influences development Children are remarkably resilient Continuity between childhood and rest of life Developmental domains are interrelated: Different domains or aspects of development affect each other as they develop A problem in one can affect development of the other Development in one can enhance the development of the other Normal development is very diverse: All children differ in personality, temperament, talents, and abilities Differences due to heredity and environment Differences due to speed of maturation, gender, social interactions, or disabilities Bidirectional influence on development: Children affect the reactions of adults Adults respond to and react to children Culture and history influences: Children develop within specific environments bound by culture, time, and place History differs at each point in time Continuity between childhood and rest of life: Traumatic events or severely deprived childhood may have lasting consequences Children are remarkably resilient to early trauma Growth and development continue throughout the life-span FMST 332

Influences on Development Heredity, Environment, and Maturation Heredity: characteristics from biological parents Environment: factors outside the self Maturation: natural sequence of physical changes and behavior patterns in development Rate and timing of development varies in each individual The influences and interrelationships of heredity (nature) and environment (nurture) depend upon several variables. The more impaired the child is due to heredity or trauma, the less influential can be the environment. In cases of abuse or neglect, normal development can be prevented. If the trauma or abuse occurs during certain critical or sensitive periods, the effects are much worse. FMST 332

Influences on Development Major Contextual Influences Family structure and function have varied over history and societies Family influences: nuclear and extended Socioeconomic Status and risk factors Neighborhood and population Culture and Ethnicity The Historical Context The influences and interrelationships of heredity (nature) and environment (nurture) depend upon several variables. The more impaired the child is due to heredity or trauma, the less influential can be the environment. In cases of abuse or neglect, normal development can be prevented. If the trauma or abuse occurs during certain critical or sensitive periods, the effects are much worse. Review the news article about the 8 year old boy bringing a gun to and shooting another child in a child care center. What are the influences on this child’s demonstration of social development? FMST 332

Poverty Hurts Children: Higher risks associated with living poor in the US Health Death in infancy Premature birth Low birthweight Inadequate prenatal care No regular source of health care 1.6X 1.8X 1.9X 2.8X 2.7X Education Math scores (ages 7-8) Reading scores (ages 7-8) Repeated a grade Expelled from school School drop-out (age 16-24) 5 pts lower 4 pts lower 2x 3.4x 3.5x FMST 332

Major Contextual Influences Normative Influences Normative age-graded influences: timing of biological events is fixed, while timing of social events is varied Ex: puberty, entry into college Normative history-graded influences: a historical generation may include more than one age cohort Ex: AIDS epidemic; WWII FMST 332

Major Contextual Influences Nonnormative Influences Unusual or unexpected events that impact an individual Events can be traumatic or happy Young people can create nonnormative life events, actively participating in their own development FMST 332

Major Contextual Influences Timing of Influences Critical Period: Specific time when a given event, or its absence, has a specific impact on development. Sensitive Period: Times in development when a child is particularly responsive to certain kinds of experience. Plasticity: modifiability of performance. FMST 332

Major points to consider The scientific study of child development began during the late 19th C and has evolved to become part of the study of the full life span. Developmental scientists study change and stability in the physical, cognitive and psychosocial domains. Development is subject to internal and external influences. Important contextual influences on development include family, neighborhood, socioeconomic status, culture, ethnicity and history. FMST 332