1. W ELCOME TO HDFS 311: I NFANT AND C HILD D EVELOPMENT

2. W HY STUDY CHILD DEVELOPMENT ? “It’s simple, really. The physical, cognitive, social, and emotional growth that takes place in the first years of a child’s life sets the foundation for success or failure in learning and life.” - Erickson Institute, 2012

3. C URRENT CHILD DEVELOPMENT ISSUES No Child Left Behind Preschool Suspensions Television and Video Games Vaccine Debate ADHD/Medicating Children Cell Phones Impact of Military Deployment To spank or not to spank Spanish Immersion Classrooms Childhood Obesity Epidemic Bullying Cosleeping

4. C HAPTER 1 History, Theory, and Research Strategies

5. T HOUGHT QUESTION What are three things that have influenced your own development?

6. W HAT IS A THEORY ? An orderly, integrated set of statements that describes, explains, and predicts behavior Theories are important for two reasons: Organizing framework Foundation for practical action Understanding development  Improving child welfare Example of a strong theory of children’s self- regulation would: Describe regulatory behaviors children exhibit in early childhood when put in stressful or new situations Explain the progression of these behaviors and why they are important Predict the consequences of poor self-regulation development for child outcomes.

7. B ASIC ISSUES OF CHILD DEVELOPMENT Continuous or discontinuous development? One course of development or many? Nature or nurture?

8. M ID -T WENTIETH C ENTURY THEORIES Pyschoanalytic Perspective Pavlov Freud Erickson Behaviorism Watson Skinner Social Learning Theory Bandura Piaget’s Cognitive-Developmental Theory Piaget

9. P SYCHOANALYTIC PERSPECTIVE Children move through a series of stages in which they confront conflicts between biological drives and social expectations. Freud: psychosexual theory Erikson: psychosocial theory Watch this short video on Erickson’s theory: http://education-portal.com/academy/lesson/eriksons-stages-of-identity- formation.html **The psychoanalytic perspective is no longer mainstream in developmental research

10. B EHAVIORISM AND SOCIAL LEARNING Study of directly observable events (stimuli and responses). Pavlov’s dogs:

11. B EHAVIORISM AND S OCIAL LEARNING, CONT. Watson and classical conditioning in children Watch this video of Watson and his historical experiment on Little Albert: http://education-portal.com/academy/lesson/watson-and-little-albert.html Skinner: Operant conditioning Reinforcement (positive and negative) and punishment Bandura: Social Learning Theory Modeling, imitation, observational learning

12. P IAGET ’ S COGNITIVE - DEVELOPMENTAL THEORY Children actively construct knowledge as they explore the world. Children are “little scientists.” Watch this video on Piaget’s stage theory: http://education-portal.com/academy/lesson/piagets-stages-of-cognitive- development.html

13. R ECENT THEORETICAL PERSPECTIVES Information Processing Ethology and Evolutionary Developmental Psychology Vygotsky’s Sociocultural Theory Vygotsky Ecological Systems Theory Bronfenbrenner

14. R ECENT THEORETICAL PERSPECTIVES Information Processing The human mind as a symbol-manipulating system through which information flows Inputs (information) and outputs (behaviors) Evolutionary and Developmental Psychology Seeks to understand adaptive value of cognitive, emotional, and social competencies as they change with age What role does the newborn’s visual preference for facelike (particularly maternal) stimuli play in survival? What roles do reflexes play in survival?

15. R ECENT THEORETICAL PERSPECTIVES Vygotsky’s Sociocultural Theory How culture is transmitted to the next generation Social interaction crucial for cognitive development Thought question: How do parent-child interactions such as the one shown here transmit culture and stimulate cognitive development that is culturally appropriate?

16. E COLOGICAL SYSTEMS THEORY

17. R ESEARCH STRATEGIES AND DESIGN Why learn about research on child development? Why not leave it to the scientists? To be able to think critically about what studies we may read in the newspaper or a magazine. Individuals working with children (e.g., teachers) may be able to collaborate with researchers to enhance child development.

18. C OMMON RESEARCH METHODS Systematic observation Naturalistic observation Observing in natural environment (e.g., the playground) Strength: able to detect everyday behaviors Limitation: may not see specific behavior of interest Structured observation Can be a laboratory setting Strength: greater control over situations Can create situations to elicit certain behaviors Limitation: may see behaviors that do not occur naturally Watch this video on the Strange situation, a structured observation: http://www.youtube.com/watch?v=36GI_1PBQpM

19. P URPOSES OF OBSERVATION Learn about child development Assess children’s progress Develop curriculum and instructional methods Make decisions about a child Understand your own practices To prevent or solve problems

20. M ORE ON OBSERVATIONS Preparing to Observe What do you want to observe? Plan for the observation Be objective & inconspicuous What are challenges when we observe young children? What do you want to observe? Gap between pure observation and interpretation. GOAL: observe without bias and interpret what we see accurately.

21. T YPES OF OBSERVATION Anecdotal : open narrative (it tells a story), brief (a “snapshot”). Running Records : A longer narrative method. Observers do not participate in activities. Lists of behaviors with no interpretations **We will learn more about running records later in the course because this is the technique you will use for your observations. Duration : How long an event or behavior lasts. Need to know what you’re looking for. Event : How often does behavior occur in a certain time? Checklists & Rating Scales : record behaviors on a rating scales or a checklist. Non-narrative method.

22. C OMMON RESEARCH METHODS, CONT. Self-report Clinical interview Flexible, conversation Structured interview Direct, universal questions Surveys and questionnaires Example of parent survey questions: 1-2 = never or rarely3-4 = frequently5-6 = very frequently 1. I read picture books with my child. 2. I play with my child at least half an hour a day. 3. When talking to my child, I use long sentences (e.g. complete sentences and/or compound sentences).

23. C OMMON RESEARCH METHODS, C ONT. Case Study Method Qualitative studies Individuals or small groups Ethnography Cultural studies Participant observation

24. R ESEARCH DESIGNS Correlational design Explores relationships or associations among variables Experimental Explores cause and effect Independent variable (IV): causes change in another variable Dependent variable (DV): changes due to IV IV  DV Watch this video on research designs: http://education-portal.com/academy/lesson/types-of-research-designs.html

25. R ESEARCH DESIGNS Cross-sectional

26. R ESEARCH DESIGNS Longitudinal

27. R ESEARCH DESIGNS Sequential

28. A PPLY WHAT YOU KNOW ! For the following study: Identify the IV and DV Identify which type of design was used Correlational or experimental? Cross-sectional, longitudinal, or sequential?

29. W ANT A SMART BABY ? TV’ S NOT GOING TO HELP (CNN) -- Watching television does not make babies smarter, according to a study released this week in the journal Pediatrics, adding to existing research that challenges the usefulness of baby educational videos and DVDs. Researchers from Children's Hospital in Boston, Massachusetts, and Harvard Medical School reached this conclusion after monitoring more than 800 children from birth to 3 years of age.