Part I

1. Part I Chapter One Introduction Defining Development Five Characteristics of Development Developmental Study as a Science Cautions from Science Prepared by Madeleine Lacefield Tattoon, M.A.

2. Beginnings

3. Introduction What will happen to the baby just born, or to the schoolchild trying to make a friend, or to the emerging adult wondering how to pay for college, or to the elder contemplating retirement? Why should you care?

4. Defining Development The science of human development seeks to understand how and why people—all kinds of people, everywhere—change or remain the same over time. There are 3 crucial elements.

5. 1. Science • developmental study is a science…. • theories • data • analysis • critical thinking • sound methodology

6. 2. Diversity • studying all kinds of people • young and old • rich and poor • every ethnicity, background • sexual orientation

7. 3. Connections Between Change and Time • Changing or remaining the same over time • transformations • consistencies of human life

8. Dynamic Systems Theory • stresses the fluctuations and transitions • the dynamic synthesis of multiple levels of analysis • the interaction between people and within each person • parent and child • prenatal and postnatal life • between ages 2 and 102

9. Bioecological Systems • Urie Bronfenbrenner • must examine all systems surrounding the development of each person • microsysems • exosystems • macrosystems

10. The Ecological Model • Microsysems • a person’s immediate surroundings • Exosystems • local institutions, such as schools and churches • Macrosystems • larger social setting, including cultural values, economic polices, and political processes

11. Five Characteristics of Development “…the reciprocal connections between one moment in life and another… leading to five principles that are useful for understanding any age of human life…”

12. 1. Multidirectional • changes in direction; development is dynamic, not static • revealing unexpected twist and turns

13. Gains and Losses

14. The Butterfly Effect • the power of a small change • all change may have a large effect • every change affects a dynamic system • a tiny event could have an enormous impact • opposite can occur… large changes can affect people in contradictory ways

15. 2. Multicontextual “…humans develop in dozens of contexts that profoundly affect their development…” • physical surroundings • family patterns • Social context • historical • socioeconomic

16. The Historical Context • Corhort • people born within a few years of one another

17. The Socioeconomic Context • Socioeconomic status (SES) • more than money • includes advantages and disadvantages • Question: does low SES cause damage in infancy or in late adulthood?

18. 3. Multicultural “…culture affects each human at every moment… culture is so pervasive, people rarely notice their culture while they are immersed in it…”

19. Deciding What to Do Each Moment • the patterns of behavior are passed from one generation to the next • groups have their own culture • values • customs • clothes and dwellings • cuisine • assumptions

20. Ethnicity, Race, and Income • Ethnic groups share certain attributes • ancestral heritage • national origin • religion • culture • language • Ethnic categories arise from history, sociology, and psychology, not from biology

21. Ethnicity, Race, and Income • Race used to categorize groups of people • based on appearance • 95% of the genetic differences between one person and another occur within, not between, supposed racial groups • race is misleading as a biological category • race = social construction - an idea created by society • perceived racial differences lead to discrimination - affects cognition

22. Ethnicity, Race, and Income • Social Construction (SES) • form of income or wealth • overlaps with ethnicity and race • national history and SES affect culture, development

23. 4. Multidisciplinary “…a broad array of disciplines and cross-cutting topics… each person develops simultaneously in body, mind, and spirit…” Development is divided into three domains; • Biosocial • Cognitive • Psychosocial

24. The Three Domains

25. Mirror Neurons • reflected brain cells • observed actions • mirror the intentions, sensations, and emotions of those around • implications of Mirror-Neuron Research • possible cultural transmission or social organization

26. 5. Plasticity • denotes two complementary aspects of development • human traits can be molded • yet maintain durability of identity • culture and upbringing affect both aspects of plasticity • Genes and other biological influences • provides hope and realism

27. Developmental Study as a Science • based on objective evidence • laden with subjectiveperceptions

28. Steps of the Science Method • ask a question • developing a hypothesis • test the hypothesis • draw conclusions • Make the finding available • Replication

29. Ways to Test Hypotheses • Four methods: • Observation • The Experiment • The Survey • The Case Study

30. Observation • Record behavior systematically and objectively • occur in a naturalistic setting • tries to be unobtrusive • can occur in a laboratory or in searches of archival data

31. The Experiment • Used to establish cause • notes whether their behavior changes • independentvariable = imposed treatment or special condition • dependentvariable = specific behavior being studied • experimental group: is given a particular treatment • control group: does not get the treatment

32. The Survey • Information is collected from a large number of people by: • interview • questionnaire • some other means • wording and the questions can influence answers

33. The Case Study • intensive study of one individual or situation • asking about past history • current thinking • future plans • can provide unanticipated insight

34. Studying Change over Time • Cross-Sectional Research • designed to compare groups of people who differ in age but share other important characteristics (i.e., education, SES, ethnicity)

35. Studying Change over Time • Longitudinal Research • design in which the same individuals are followed over time and their development is repeatedly assessed

36. Studying Change over Time • Cross-Sequential Research • designed to first study several groups of different ages and then follow those groups over the years

37. Caution from Science • developmental scientists also discover changes that are not beneficial • television, divorce, shift work, automobiles.

38. Caution from Science • Correlation and Causation • a correlation indicates the degree of relationship between two variables. • a correlation is positive if both variables tend to increase or decrease together • a correlation is negative if one variables tends to increase when the other decreases

39. Caution from Science • Ethics in Research • Caution for all scientists is to ensure that research meets ethical standards • “code of ethics” • A set of moral principles that members of a profession or group are expected to follow

40. Caution from Science • Protection of Research Participants • Researcher must ensure that participation is voluntary, confidential, and harmless

41. Caution from Science • What should we Study? • Consider the most important ethical concern: • “Are scientists studying issues that are crucial to human development?”