1. PSYC 3205: Human Development I Infancy through Childhood

2. Domains of Development Domain Changes in Physical Body size & proportions, appearance Body size & proportions, appearance Functioning of body systems, health Functioning of body systems, health Perceptual & motor capacities Perceptual & motor capacities Cognitive Intellectual abilities Intellectual abilities Emotional and Social Emotional communication Emotional communication Self-understanding, knowledge about others Self-understanding, knowledge about others Interpersonal skills & relationships Interpersonal skills & relationships Moral reasoning & behavior Moral reasoning & behavior

3. Periods of Development Prenatal Conception to birth Infancy and Toddlerhood Birth to 2 years Early Childhood 2 to 6 years Middle Childhood 6 to 11 years

4. Basic Issues in Development 1.Continuous or discontinuous? 2.One course of development or many possible courses? 3.Relative influence of nature and nurture? Figure 1.1

5. Continuous or Discontinuous Development Figure 1.2

6. Stability vs. Plasticity? StabilityPlasticity .

7. Nature and Nurture NatureNurture © Stuart Monk | Dreamstime.comStuart MonkDreamstime.com

8. Resilient Children 4 characteristics:  Personal characteristics  A warm parental relationship  Social support outside the immediate family  Community resources and opportunities Watch: Dr. Michael Maddaus © Ami Beyer | Dreamstime.comAmi BeyerDreamstime.com

9. Historical Views of Childhood Medieval Era Childhood (to age 7 or 8) regarded as separate phase with special needs, protections 16th Century Puritan “child depravity” views 17th Century John Locke “tabula rasa” or “blank slate” view; continuous development 18th Century Jean-Jacques Rousseau “noble savages” view; natural maturation

11. Early Scientific Study of Development Evolutionary Theory Darwin’s ideas of natural selection and survival of the fittest are still influential. Normative Approach Hall & Gesell: Age-related averages based on measurements of large numbers of children Mental Testing Movement Binet & Simon: Early developers of intelligence tests

12. Gesell’s Photographic Dome 1928

13. Theory An orderly, integrated set of statements that: Photodisc, Education 2 Royalty Free

14. Personality Structure Personality develops as a result of our efforts to resolve conflicts between our biological impulses (id) and social restraints (superego).

15. Freud’s Psychosexual Stages Oral Anal Phallic Latency Genital © Constantin Opris | Dreamstime.comConstantin OprisDreamstime.com

16. Erikson’s Psychosocial Stages Basic trust v. mistrust Birth–1 year Autonomy v. shame and doubt 1–3 years 1–3 years Initiative v. guilt 3–6 years Industry v. inferiority 6–11 years

17. Behaviorism & Social Learning Classical Conditioning Stimulus – Response Operant Conditioning Reinforcers & punishments Social-Cognitive Approach ModelingSelf-efficacy

18. Social Learning Theory Modeling or Observational Learning A baby claps her hands after her mother does; a child talks like his father. Cognition Stressed today; social-cognitive approach Personal Standards Children begin to believe their own abilities will help them succeed.

19. Behavior Modification Combines conditioning and modeling to eliminate undesirable behaviors and increase desirable responses

20. Limitations of Behaviorism and Social Learning Theory  Too narrow a view of important environmental influences  Bandura’s work is unique in that it grants children an active role in their own learning.

21. Cognitive Piaget Logical thinking starts here Logical AND abstract

22. Information-Processing Flowchart Figure 1.3 How humans encode, store, and retrieve information; input to output process

23. Sheldon Cooper’s Friendship Flowchart

24. DevelopmentalCognitiveNeuroscience PsychologyBiologyNeuroscienceMedicine

25. Neuroscientists  Making rapid progress in identifying the types of experiences that support or undermine brain development at various ages  Clarifying the brain bases of many learning and behavioral disorders  Contributing to treatments for children with disabilities

26. Ethology Concerned with the adaptive or survival value of behavior and its evolutionary history Roots traced to Darwin: –Imprinting –Critical period –Sensitive period

27. Evolutionary Developmental Psychology Seeks to understand adaptive value of human competencies Studies cognitive, emotional, and social competencies as they change with age Expands upon ethology Wants to understand the entire organism– environment system

28. Sensitive Period An optimal time for Individual is Boundaries less © Anita Patterson Peppers | Dreamstime.comAnita Patterson PeppersDreamstime.com

29. Vygotsky’s Sociocultural Theory Transmission of culture to new generation –Beliefs, customs, skills Social interaction vital for cognitive development –Cooperative dialogues with more knowledgeable members of society Family Life Royalty Free

30. Ecological Systems Theory Figure 1.4

31. Ecological Systems Theory Eg: U.S. Census (2012): Stay-at-home dads: 3.4% of all stay-at-home parents in 2 parent families Only 1.6% in 2001 Figure 1.4

32. Dynamic Systems Perspective Dynamic Systems Theory: new forms arise during development Indeterminism is inherent in system Butterfly effect: small perturbation creates unpredicted novelty (chance encounter; kind word; discouragement, etc) Figure 1.5