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The Study of Human Development

The Study of Human Development. Chapter 1. © 2009 by the McGraw-Hill Companies, Inc . Did you know?. In some societies there is no concept of adolescence or middle age? Within the next 50 years, it has been estimated that half the US population will be Hispanic, black, or Asian?

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The Study of Human Development

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  1. The Study of Human Development Chapter 1 © 2009 by the McGraw-Hill Companies, Inc

  2. Did you know? • In some societies there is no concept of adolescence or middle age? • Within the next 50 years, it has been estimated that half the US population will be Hispanic, black, or Asian? • More than 36 million people still live in poverty? • According to research, children who have been exposed to television and computers from an early age develop differently than children who grew up without them? © 2009 by the McGraw-Hill Companies, Inc

  3. Human Development • Human Development: the scientific study of processes of change and stability throughout the human life span • Developmental Scientists: professionals who study the science of development • Their work can have a drastic impact on human lives • Example: Researchers in Boston found that children who went to school hungry or lacked essential nutrients in their diets had poorer grades and more emotional or behavioral problems © 2009 by the McGraw-Hill Companies, Inc

  4. Formal Study of Human Development • The Scientific Study of How Humans Develop • Development is systematic (coherent and organized) • Development is adaptive (it is aimed at dealing with internal and external conditions of existence) • Development is life-long (i.e. life-span development) • Stanford Studies of Gifted Children © 2009 by the McGraw-Hill Companies, Inc

  5. ● Describe  Example: When do children say their first words? ● Explain Example:How do children learn to use language? Predict  Example: Will delayed language development affect speech? ● Modify  Example: Can therapy help speech delays? Four Goals of Developmental Psychology A better understanding of these concepts allows us to know when to intervene © 2009 by the McGraw-Hill Companies, Inc

  6. Domains of DevelopmentChange & Stability • Developmental Scientists study the following 3 main domains: • Physical Development  Body, brain, senses, motor skills, & health • Cognitive Development  Learning, memory, moral reasoning, language, thinking, & creativity • Psychosocial Development  Personality, emotional life, & relationships © 2009 by the McGraw-Hill Companies, Inc

  7. 3 Domains • Although we speak of each of these domains as if they were separate, they all impact each other. • “Our brains work better, our thinking is sharper, our moods are brighter, and our vulnerability to disease diminishes if we are physically fit.” • For example, a child who develops an ear infection may have delayed speech. © 2009 by the McGraw-Hill Companies, Inc

  8. Periods of the Life Span: A Social Construction • Based on subjective perceptions or assumptions • Varies among cultures • Changes over generations • Adolescence only recently introduced in industrial societies • In the past people were considered children until they left school. Adolescence was developed as a concept when formal high schools were developed and more families become financially capable of providing increased schooling to children © 2009 by the McGraw-Hill Companies, Inc

  9. Periods of the Life Span © 2009 by the McGraw-Hill Companies, Inc

  10. Influences on Development Individuals vary in rate and timing of development, due to: • Heredity: Inherited traits from biological parents • Environment: Physical & social influences • Maturation: Sequences of physical & behavioral patterns © 2009 by the McGraw-Hill Companies, Inc

  11. Contexts of Development: Family • What is a family?.......Depends! • Great changes • Over time • Place to place © 2009 by the McGraw-Hill Companies, Inc

  12. Nuclear Family Two generations, parents and children • Economic unit, history in farming • In the past families use to be a lot larger due to farming needs • Dominant in Western societies • Increasing numbers of • Working parents • Stepchildren • Gay/Lesbian Homes • Single parents © 2009 by the McGraw-Hill Companies, Inc

  13. Extended Family • A multi-generational kinship  Includes grandparents, cousins, aunts/uncles ……….and more!  Social roles are flexible  Historically, common in Asian, African, & Latin American cultures  Becoming less typical © 2009 by the McGraw-Hill Companies, Inc

  14. Contexts of Development: Socioeconomic Status (SES) • Includes income, education & occupation  Poor children more likely to:  Have emotional & behavior problems  Not reach cognitive potential  Have poorer school performance Why may this be the case? Do affluent children face issues also? © 2009 by the McGraw-Hill Companies, Inc

  15. Poverty Hurts Children © 2009 by the McGraw-Hill Companies, Inc

  16. Low SES & Related Risk Factors • Poverty-related risks that increase chance of negative outcomes include: • Living in neighborhoods with high unemployment • Lack of social support • Social support less likely in high-unemployment neighborhoods © 2009 by the McGraw-Hill Companies, Inc

  17. Contexts of Development:Culture • Culture – A way of life  Includes: • Customs • Traditions • Artwork  Learned behavior, passed on to children © 2009 by the McGraw-Hill Companies, Inc

  18. Contexts of Development:Race & Ethnicity ● Ethnic Group – A shared identity  United by ancestry, religion, or origin (cultural)  Contributes to shared attitudes & beliefs ● Race – A socially-constructed term  Scholars have no real consensus on definition  Categories ‘fluid’ – shaped by society & politics ● Ethnic Gloss  Overgeneralization that obscures cultural differences within a group  Examples: ‘Black’ or ‘Hispanic’. What can be an issue with this? © 2009 by the McGraw-Hill Companies, Inc

  19. Contexts of Development:Historical Context • Unique time in which people live & grow up • Experiences tied to time and place: • Great Depression • World War II • The “Sixties” © 2009 by the McGraw-Hill Companies, Inc

  20. Age-GradedNormative Influences • Similar for an age group  Maturational: Fixed in time • Puberty or menopause  Social: Timing is flexible  Marriage or parenthood © 2009 by the McGraw-Hill Companies, Inc

  21. Normative History-Graded Influences • Events that shape attitudes of a historical generation • Historical Generation: A group that experiences an event at a formative time • Ex: WWII children have strong social bond to each other • Cohort: Group born around the same time • A historical generation can have many cohorts © 2009 by the McGraw-Hill Companies, Inc

  22. Non-Normative Influences • Unusual events affecting individual lives  Typical events at atypical times • Puberty at age 20 • Marriage in teens  Atypical events • Birth defect • Winning the lottery © 2009 by the McGraw-Hill Companies, Inc

  23. Timing of Influences • Imprinting • Instinctively following first moving object seen after birth; usually mother • Konrad Lorenz & his ducklings • Indicates predisposition or readiness to learn © 2009 by the McGraw-Hill Companies, Inc

  24. Timing of Influences: Critical & Sensitive Periods • Critical Period • Specific time when an event (or its absence) has specific impact on development • Example: Genie • Sensitive Period • Developmental timing when child is particularly responsive to certain experiences. © 2009 by the McGraw-Hill Companies, Inc

  25. Timing of Influences: Plasticity of Development • Modifiability of performance • Plasticity lasts through life span, but has limits • Example: Limits and progress of Genie © 2009 by the McGraw-Hill Companies, Inc

  26. Baltes’s Life Span Approach: 6 Key Principles • Development is lifelong • Each period of the lifespan is affected by what happened before and will affect what happens after • Development is multidimensional • It is affected by biology, psychology, and social aspects • Development is multidirectional • Some abilities increase and others decrease • Development involves changing resource allocations • Individuals chose to invest their resources of time, energy, talent, money, and social support in different ways. • Development shows plasticity • Many abilities can be improved even late in life • Development is influenced by the historical and cultural context • History and culture influence your development. © 2009 by the McGraw-Hill Companies, Inc

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