McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 1 1—Introduction Child Development—Yesterday and Today Developmental Processes and Periods Developmental Issues Careers in Child Development Summary

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 2 1—Introduction It is not always clear how childhood experiences affect later life. Studying children helps parents, teachers, and others involved with children to offer them better guidance. Studying children helps each of us gain an understanding of our own history, which helps us understand our own lives.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 3 Child Development— Yesterday and Today Development is the pattern of change that begins at conception and continues through the life span.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 4 Child Development— Yesterday and Today Historical Views of Childhood –Original sin view Advocated during the Middle Ages, the belief that children were born into the world as evil beings and were basically bad –Tabula rasa view The idea, proposed by John Locke, that children are like a “blank tablet”

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 5 Child Development— Yesterday and Today Historical Views of Childhood (continued) –Innate goodness view The idea, presented by Swiss-born philosopher Jean- Jacques Rousseau, that children are inherently good –In the past century and a half, our view of children has changed dramatically We now conceive of childhood as a highly eventful and unique period of life that lays an important foundation for the adult years

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 6 Child Development— Yesterday and Today The Modern Study of Child Development –Shift from philosophical view to systematic observation and experimentation –Alfred Binet: Tasks to study attention and memory –Arnold Gesell: Photographic dome allowed unobtrusive observation; development relies on biological, maturational blueprint –G. Stanley Hall: Unfolding stages of development

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 7 Child Development— Yesterday and Today The Modern Study (continued) –Sigmund Freud’s psychoanalytic theory was prominent in the early part of the twentieth century. –During the 1920s and 1930s, John Watson’s (1928) theory of behaviorism influenced thinking about children. Watson argued that children can be shaped into whatever society wishes by examining and changing the environment.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 8 Child Development— Yesterday and Today The Modern Study (continued) –Genetic epistemology The term James Mark Baldwin gave to the study of how children’s knowledge changes over the course of their development.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 9 Child Development— Yesterday and Today Improving the Lives of Today’s Children –Health and Well-Being Poverty AIDS Starvation Poor health care Inadequate nutrition and exercise Alcohol and drug abuse Sexual abuse

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 10 Child Development— Yesterday and Today Improving Lives (continued) –Health and Well-Being (continued) Through direct work with children –Luis Vargas, child clinical psychologist Research on premature infants –Tiffany Field’s (2001) research focuses on how massage therapy can facilitate weight gain in premature infants

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 11 Child Development— Yesterday and Today Improving Lives (continued) –Families and Parenting Understanding child development can improve parenting, but good parenting takes time and commitment Contemporary families face pressures that make it difficult to devote time and effort to parenting Latchkey children Research on family and peer relations

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 12 Child Development— Yesterday and Today Improving Lives (continued) –Education Education is another important dimension in children’s lives Research suggests mentoring may help improve the education of many children

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 13 Child Development— Yesterday and Today Improving Lives (continued) –Sociocultural Contexts: Culture, Ethnicity, and Socioeconomic Status Context: settings influenced by historical, economic, and social factors that may reflect the influence of culture, ethnicity, and socioeconomic status. Culture: the behavior patterns, beliefs, and all other products of a group that are passed on from generation to generation.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 14 Child Development— Yesterday and Today Improving Lives (continued) –Sociocultural Contexts (continued) Ethnicity: Characteristics rooted in cultural heritage, nationality characteristics, race, religion, and language. Ethnic identity: A sense of membership in an ethnic group, based upon shared language, religion, customs, values, history, and race. Race: A controversial classification based on real or imagined biological characteristics.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 15 Child Development— Yesterday and Today Improving Lives (continued) –Sociocultural Contexts (continued) Socioeconomic status (SES): Grouping people with similar occupational, educational, and economic characteristics; implies inequalities. Poverty in the first few years of life is a better predictor of school completion and achievement than poverty in adolescence (Brooks-Gunn, 2003). Poverty is a powerful controller of home environment.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 16 Child Development— Yesterday and Today Improving Lives (continued) –Sociocultural Contexts (continued) Gender: The psychological and sociocultural dimension of being female or male.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 17 Child Development— Yesterday and Today Home Environments of Infants by Ethnicity and Poverty Status Refer to Figure 1.3

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 18 Child Development— Yesterday and Today Resilience, Social Policy, and Children’s Development –Resilience: The ability to triumph over adversities (e.g., poverty). –Social policy: A government’s course of action designed to promote the welfare of its citizens. Researchers increasingly undertake studies that they hope will lead to wise and effective decision making (Maccoby, 2001).

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 19 Child Development— Yesterday and Today Characteristics of Resilient Children and Their Contexts Refer to Figure 1.4

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 20 Review and Reflect: Learning Goal 1 Describe the past and the present in the field of child development.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 21 Review and Reflect: Learning Goal 1 –Review What is development? How has childhood been perceived throughout history? What are the key characteristics of the modern study of child development? What are some contemporary concerns about today’s children? What is social policy, and what is its status in regard to America’s children?

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 22 Review and Reflect: Learning Goal 1 –Reflect Imagine what your development as a child would have been like in a culture that offered fewer or distinctly different choices than your own. How might your development have been different if your family had been significantly richer or poorer than it was?

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 23 Developmental Processes and Periods Development –The pattern of change that begins at conception and continues through the life cycle –It is created by the interplay of biological, cognitive, and socioemotional processes

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 24 Developmental Processes and Periods Biological, Cognitive, and Socioemotional Processes –Biological processes: Changes in an individual’s body. –Cognitive processes: Changes in an individual’s thought, intelligence, and language. –Socioemotional processes: Changes in an individual’s relationships with other people, emotions, and personality.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 25 Developmental Processes and Periods Periods of Development –Prenatal period: The time from conception to birth; lasts approximately 9 months. –Infancy: The developmental period that extends from birth to about 18 to 24 months.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 26 Developmental Processes and Periods Periods of Development (continued) –Early childhood: The developmental period that extends from the end of infancy to about 5 to 6 years of age; sometimes called the preschool years. –Middle and late childhood: The developmental period that extends from about 6 to 11 years of age; sometimes called the elementary school years.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 27 Developmental Processes and Periods Periods of Development (continued) –Adolescence: The developmental period of transition from childhood to early adulthood; begins at approximately 10 to 12 years of age and ends at 18 to 22 years of age.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 28 Review and Reflect: Learning Goal 2 Identify the most important developmental processes and periods. –Review What are the three key developmental processes? What are five main developmental periods? –Reflect At what age did you become an adolescent? Were you physically, cognitively, and socioemotionally different when you became an adolescent? If so, how?

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 29 Developmental Issues Nature and Nurture –Nature-Nurture Issue Involves the debate about whether development is primarily influenced by nature or nurture (Kagan & Herschkowitz, 2005; Lippa, 2005) Nature: an organism’s biological inheritance Nurture: an organism’s environmental influences “Nature” proponents claim biological inheritance is the most important influence on development; “nurture” proponents claim that environmental experiences are the most important

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 30 Developmental Issues Continuity and Discontinuity –Continuity-Discontinuity Issue The issue regarding whether development involves gradual, cumulative change (continuity) or distinct stages (discontinuity)

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 31 Developmental Issues Continuity and Discontinuity in Development Refer to Figure 1.7

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 32 Developmental Issues Early and Later Experience –Early-Later Experience Issue The issue of the degree to which early experiences (especially infancy) or later experiences are the key determinants of the child’s development Western cultures tend to support early experiences as being more important than later experiences Most other cultures believe that later experiences are more important

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 33 Developmental Issues Evaluating the Developmental Issues –Development is not all nature or all nurture, not all continuity or all discontinuity, and not all early or later experiences (Gottlieb, 2004; Overton, 2004)

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 34 Review and Reflect: Learning Goal 3 Describe three key developmental issues –Review What is the nature and nurture issue? What is the continuity and discontinuity issue? What is the early and later experience issue? What is a good strategy for evaluating the developmental issues?

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 35 Review and Reflect: Learning Goal 3 –Reflect Can you identify an early experience that you believe contributed in important ways to your development? Can you identify a recent or current (later) experience that you think had (is having) a strong influence on your development?

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 36 Careers in Child Development Education and Research –College/University Professor : Teach courses at undergraduate or graduate level (or both) Conduct research Advise students and/or direct their research Serve on college/university committees –Researcher: At colleges/universities, government agencies, or private industry

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 37 Careers in Child Development Education and Research (continued) –Elementary School Teacher –Exceptional Children (Special Education) Teacher: Work with individual children who have a disability or are gifted –Early Childhood Educator: Teach at community college level

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 38 Careers in Child Development Education and Research (continued) –Preschool/Kindergarten Teacher –Family and Consumer Science Educator: Specialize in early childhood education or instruct middle/high school students about nutrition, interpersonal relationships, human sexuality, parenting, and human development –Educational Psychologist: Teach at college/university level and conduct research in educational psychology

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 39 Careers in Child Development Education and Research (continued) –School Psychologist: Focus on improving the psychological and intellectual well-being of elementary and secondary school students Give psychological tests, interview students and their parents, consult with teacher, and possibly provide counseling to students and their families

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 40 Careers in Child Development Clinical and Counseling –Clinical Psychologist: Help people with psychological problems –Psychiatrist: Help people with psychological problems Have medical degree, then do a residency in psychiatry Administer medications to clients

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 41 Careers in Child Development Clinical and Counseling (continued) –Counseling Psychologist: Like clinical psychologists, may do psychotherapy, teach, or conduct research Do NOT work with clients who have severe mental disorders –School Counselor: Identify students’ abilities and interests, guide students in developing academic plans, and explore career options with students

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 42 Careers in Child Development Clinical and Counseling (continued) –Career Counselor: Help individuals identify appropriate career options and guide them in applying for jobs –Social Worker: Help people with social, family, or economic problems and may specialize in a certain area –Drug Counselor: Counsel people with drug abuse problems

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 43 Careers in Child Development Medical, Nursing, and Physical Development –Obstetrician/Gynecologist: Prescribe prenatal and postnatal care and perform deliveries in maternity cases May treat diseases and injuries of the female reproductive system

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 44 Careers in Child Development Medical, Nursing, and Physical Development (continued) –Pediatrician : Medical doctor who specializes in working with children Administer drugs to children May counsel parents and children on ways to improve children’s health

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 45 Careers in Child Development Medical, Nursing, and Physical Development (continued) –Neonatal Nurse: Involved in the delivery of care to newborn infants –Nurse-Midwife: Formulate and provide comprehensive prenatal, perinatal, and postnatal care to selected maternity patients –Pediatric Nurse: Monitor infants’ and children’s health, work to prevent disease/injury, and help children attain optimal health

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 46 Careers in Child Development Medical, Nursing, and Physical Development (continued) –Audiologist: Assess and identify problems of hearing loss and problems in balance –Speech Therapist: Identify, assess, and treat speech and language problems –Genetic Counselor: Provide information and support to families who have members with birth defects or genetic disorders, and to families who may be at risk for inherited conditions

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 47 Careers in Child Development Families and Relationships –Child Welfare Worker: Work for child protective services to protect children’s rights, evaluate child maltreatment, and, if necessary, remove children from the home –Child Life Specialist: Work with children and families of children who need to be hospitalized

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 48 Careers in Child Development Families and Relationships (continued) –Marriage and Family Therapist: Provide psychotherapy within the context of a marital or family relationship

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 49 Review and Reflect: Learning Goal 4 Summarize the career paths involved in working with children –Review What are some education and research careers that involve working with children? What are some clinical and counseling careers that involve working with children? What are some medical, nursing, and physical development careers that involve working with children?

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 50 Review and Reflect: Learning Goal 4 (continued) Summarize the career paths involved in working with children (continued) –Review (continued) What are some family and relationship-oriented careers that involve working with children?

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 51 Review and Reflect: Learning Goal 4 –Reflect Which of the careers that were described are the most interesting to you? Choose three of these careers and go to the related website connections to learn more about them.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 52 Summary Development is the pattern of movement or change that occurs throughout the life span. Prior to the nineteenth century, philosophical views of childhood were prominent, including the notions of original sin, tabula rasa, and innate goodness. Today, we conceive of childhood as an important time of development.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 53 Summary Five important contemporary concerns in children’s development are health and well-being; families and parenting; education; the sociocultural contexts of culture, ethnicity, and socioeconomic status; and gender. Social policy is a national government’s course of action designed to promote the welfare of its citizens.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 54 Summary Development is influenced by an interplay of biological, cognitive, and socioemotional processes. Child development is commonly divided into the following periods from conception to adolescence: prenatal, infancy, early childhood, middle and late childhood, and adolescence.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 55 Summary The nature-nurture issue focuses on the extent to which development is mainly influenced by nature (biological inheritance) or nurture (experience). Some developmentalists describe development as continuous (gradual, cumulative change), others describe it as discontinuous (a sequence of abrupt stages).

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 56 Summary The early-later experience issue focuses on whether early experiences (especially in infancy) are more important in development than later experiences. Most developmentalists recognize that extreme positions on the nature-nurture, continuity- discontinuity, and early-later experience issues are unwise.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 57 Summary Education and research careers include college/university professor, researcher, elementary or secondary teacher, exceptional children teacher, early childhood educator, preschool/kindergarten teacher, family and consumer science educator, educational psychologist, and school psychologist.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 58 Summary Clinical and counseling careers include clinical psychologist, psychiatrist, counseling psychologist, school counselor, career counselor, social worker, and drug counselor.

McGraw-Hill © 2007 The McGraw-Hill Companies, Inc. All rights reserved.. Slide 59 Summary Medical, nursing, and physical development careers include obstetrician/gynecologist, pediatrician, neonatal nurse, nurse-midwife, pediatric nurse, audiologist, speech therapist, and genetic counselor. Families and relationships careers include child welfare worker, child life specialist, and marriage and family therapist.