The Study of Human Development

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