Overview of

Child Development
Child Development
 Definition:
 Change in the child that occurs over time. Changes follow an
orderly pattern that moves toward greater complexity and
enhances survival.
 Periods of development:
 Prenatal period: from conception to birth
 Infancy and toddlerhood: birth to 2 years
 Early childhood: 2-6 years old
 Middle childhood: 6-12 years old
 Adolescence: 12-19 years old
 Prenatal Infancy
 It is a time of  A time of extreme
tremendous growth- dependence on adults.
from a single cell to an Many psychological
organism, complete activities are just
with a brain and beginning.
behavioural
capabilities.
 Early Middle
Childhood Childhood
 Young children learn  Children master the
to become more self- fundamental skills of
sufficient and to care reading, writing and
for themselves. arithmetic and they are
 They develop school formally exposed to
readiness skills and the larger world and
spend many hours in its culture.
play and with peers.
Adolescence
 Begins with rapid physical changes-dramatic
gains in height and weight; changes in body
contour; and the development of sexual
characteristics.
 More time is spent outside of the family.
 Domains of Development
Development is described in three domains, but growth
in one domain influences the other domains.
 Physical Domain:
 body size, body proportions, appearance, brain development, motor
development, perception capacities, physical health.
 Cognitive Domain:
 thought processes and intellectual abilities including attention, memory,
problem solving, imagination, creativity, academic and everyday
knowledge, metacognition, and language.
 Social/Emotional Domain:
 self-knowledge (self-esteem, metacognition, sexual identity, ethnic
identity), moral reasoning, understanding and expression of emotions,
self-regulation, temperament, understanding others, interpersonal skills,
and friendships.
Theories
 What is a theory?
 Orderly set of ideas which describe, explain, and predict
behavior.

 Why are theories important?

 To give meaning to what we observe.
 As a basis for action -- finding ways to improve the lives and
education of children.
Origins of Child
Development
Theories
 15th centuries
Medieval period
 Preformationism: children seen as little adults.
 Childhood is not a unique phase.
 Children were cared for until they could begin caring
for themselves, around 7 years old.
 Children treated as adults (e.g. their clothing,
worked at adult jobs, could be married, were made
into kings, were imprisoned or hanged as adults.)
 16th Century
Reformation period
 Puritan religion influenced how children were
viewed.
 The belief that children were born into the
world as evil beings and were basically bad.
 Children were born evil, and must be
civilized.
 A goal emerged to raise children effectively.
 Special books were designed for children.
 17th Century
Age of Enlightenment
 John Locke believed in tabula
rasa
 He argued that children are not
innately bad but, instead, are
like a “blank tablet”

 Children develop in response to

nurturing.

 Forerunner of behaviorism
www.cooperativeindividualism.org/ locke-john.jpg
 18th Century
Age of Reason
 Jean-Jacques Rousseau
 children were noble savages, born with an
innate sense of morality; the timing of growth
should not be interfered with.
 Children are basically good, they should be
permitted to grow naturally, with little parental
monitoring or constraint.

 Rousseau used the idea of stages of

development.

 Forerunner of maturationist beliefs

 19th Century
Industrial Revolution
 Charles Darwin
 theories of natural selection and survival of
the fittest

 Darwin made parallels between

human prenatal growth and
other animals.

 Forerunner of ethology
 20th Century
Theories about children's development
expanded around the world.

 Childhood was seen as worthy of special

attention.

 Laws were passed to protect children,

 Psychoanalytical
Theories
Beliefs focus on the formation of personality. According
to this approach, children move through various stages,
confronting conflicts between biological drives and
social expectations.
Sigmund Freud
Psychosexual Theory
 Was based on his
therapy with troubled
adults.
 He emphasized that a
child's personality is
formed by the ways
which his parents
managed his sexual and
aggressive drives.
 Erik Erikson
Psychosocial Theory
 Expanded on Freud's theories.
 Believed that development is life-long.
 Emphasized that at each stage, the child
acquires attitudes and skills resulting from
the successful negotiation of the
psychological conflict.
 Identified 8 stages:
 Basic trust vs mistrust (birth - 1 year)
 Autonomy vs shame and doubt (ages 1-3)
 Initiative vs guilt (ages 3-6)
 Industry vs inferiority (ages 6-11)
 Identity vs identity confusion (adolescence)
 Intimacy vs isolation (young adulthood)
 Generativity vs stagnation (middle adulthood)
 Integrity vs despair (the elderly)
 Behavioral and
Social Learning
Theories
Beliefs that describe the importance of the
environment and nurturing in the growth of a
child.
Behaviorism

 Developed as a response to
psychoanalytical theories.

 Behaviorism became the dominant view

from the 1920's to 1960's.
 John Watson
 Early 20th century, "Father of
American Behaviorist theory.”
 Based his work on Pavlov's
experiments on the digestive
system of dogs.
 Researched classical
conditioning
www.psych.utah.edu./…/Cards/Watson.html
 Children are passive beings who
can be molded by controlling the
stimulus-response associations.
B. F. Skinner

 Proposed that children "operate" on their

environment, operational conditioning.

 Believed that learning could be broken down

into smaller tasks, and that offering
immediate rewards for accomplishments
would stimulate further learning.
Social Learning Theory
Albert Bandura
 Stressed how children learn by observation
and imitation.
 Believed that children gradually become
more selective in what they imitate.
 Biological Theories

Belief that heredity and innate biological

processes govern growth.
Maturationists: G. Stanley Hall
and Arnold Gesell

 Believed there is a predetermined biological

timetable.

 Hall and Gesell were proponents of the

normative approach to child study: using age-
related averages of children's growth and
behaviors to define what is normal.
Ethology

 Examines how behavior is determined by

a species' need for survival.
 Has its roots in Charles Darwin's research.
 Describes a "critical period" or "sensitive
period,” for learning
 Konrad Lorenz

 Ethologist,
known for his
research on
imprinting.
 Attachment Theory

 John Bowlby applied ethological principles

to his theory of attachment.
 Attachment between an infant and her
caregiver can insure the infant’s survival.
 Cognitive Theories

Beliefs that describe how children learn

 Cognitive development
Jean Piaget theory
 Children "construct" their
understanding of the world through
their active involvement and
interactions.
 Studied his 3 children to focus not
on what they knew but how they
knew it.
 Described children's
understanding as their "schemas”
and how they use:
 assimilation
 accommodation.
 Piaget’s Cognitive
Development Stages
 Sensori-motor
 Ages birth - 2: the infant uses his senses and motor abilities to
understand the world
 Preoperation
 Ages 2-7: the child uses metal representations of objects and is
able to use symbolic thought and language
 Concrete operations
 Ages 7-11; the child uses logical operations or principles when
solving problems
 Formal operations
 Ages 12 up; the use of logical operations in a systematic fashion
and with the ability to use abstractions
 Lev Vygotsky
Socio-Cultural Theory
 Agreed that children are active
learners, but their knowledge is
socially constructed.
 Cultural values and customs
dictate what is important to learn.
 Children learn from more expert
members of the society.
ced.ncsc.edu/hyy/devtheories.htm
 Vygotsky described the "zone of
proximal development", where
learning occurs.
Information Processing Theory
 Uses the model of the computer to describe
how the brain works.
 Focuses on how information is perceived,
how information is stored in memory, how
memories are retrieved and then used to
solve problems.
 Systems Theory

The belief that development can't be

explained by a single concept, but rather by a
complex system.
Urie Bronfenbrenner
Ecological Systems Theory
 The varied systems of the
environment and the
interrelationships among the
systems shape a child's
development.
 Both the environment and biology
influence the child's development.
 The environment affects the child
and the child influences the
environment.
 Bronfenbrenner’s Ecological Model
 The microsystem - activities and
interactions in the child's immediate
surroundings: parents, school,
friends, etc.
 The mesosystem - relationships
among the entities involved in the
child's microsystem: parents'
interactions with teachers, a school's
interactions with the daycare
provider
 The exosystem - social institutions
which affect children indirectly: the
parents' work settings and policies,
extended family networks, mass
media, community resources
 The macrosystem - broader cultural
values, laws and governmental
resources
 The chronosystem - changes which
occur during a child's life, both
personally, like the birth of a sibling
and culturally, like the Iraqi war.
Outline of 20th Century Theories
 Psychoanalytical Theories
 Psychosexual: Sigmund Freud
 Psychosocial: Erik Erikson

 Behavioral & Social Learning Theories

 Behaviorism: Classical Conditioning - John Watson &
Operant Conditioning - B.F. Skinner
 Social Learning - Albert Bandera
 Biological Theories
 Maturationism: G. Stanley Hall & Arnold Gesell
 Ethology: Konrad Lorenz
 Attachment: John Bowlby
Outline of 20th Century Theories
 Cognitive Theories
 Cognitive Development: Jean Piaget
 Socio-cultural: Lev Vygotsky
 Information Processing

 Systems Theories
 Ecological Systems: Urie Bronfenbrenner