Foundations of Human Development

1. Foundations of Human Development Instructor~ Rachel Karlsen Website~ http://wpchd310a.wordpress.com Cell number~ 360-901-5297 Workshop #1

2. Welcome! • Please make a name tent. Write or draw two items on the name tent. One item should represent something significant from your childhood and one item should represents something significant about you, as an adult.

3. Encouraging Reminders John 14:9 • Jesus said to him, “…..Whoever has seen me has seen the Father….” • Reading passage: The Shack, by William Paul Young. p. 203-204 • Poem: The Best Poem in the World • While I am busy tolerating others, they are also tolerating me. • Prayer?

4. Learning Objectives(slide 1 of 2) • List four assumptions of developmental studies. • Discuss four developmental domains and how each contributes to an overall understanding of development. • Ilustrate through one’s own develoment how two opposing principles in one of the key issues has been encountered. 4. List and describe ways to measure development, including both descriptive and experimental approaches.

5. Learning Objectives (slide 2 of 2) • Explain the moral foundations of ethical research with human participants. • Define a theory and discuss the purposes and uses of developmental theories. • Identify three early theories of human development: preformationism, Locke’s environmentalism and Rousseau’s romantic naturalism

6. Topics • Introduction to Development • The Nature of Human Development • Theoretical Frameworks for Human Development • The Scientific Approach to the Study of Human Development

7. Schedule 6:00-7:00 Bible verse, meet n greet, overview of evening, overview of class, syllabus, file folders, website. 7:00-8:00 discussion/nature vs nurture debate (small groups), choose best to share, lecture notes, review main ideas from textbooks 8:00-8:30 break 8:30-9:00 Discussion groups/poster 9:00-9:45 Theory chosen, video if time 9:45-10:00 Share “take aways,” exit papers, Group work

8. Syllabus and expectations • Response to email • Attendance (one absence, be prompt) • Checklist for papers, see syllabus/rubric on website at http://wpchd310a.wordpress.com. The rubrics will help you include every necessary scored part in your assignments. • Due dates/see syllabus • 20% grade deduction if papers/projects are turned in after class night (Thursday, 10:00 pm using Moodle) • No late papers/projects accepted past Friday midnight Please send through WPC email, as an attachment. rakarlsen@warnerpacific.edu

9. Assignments due workshop 1(this week) • Read Chapter 1 in the Craig and Dunn text • Read the introduction and Chptr 1 of Crain • In a two-three page typewritten paper, write on the following topic: the nature-nurture debate has received a great deal of attention in developmental psychology. In your own words, explain this debate. Provide one example of an influence on development that represents “nature” and one that represents “nurture” and discuss your opinion of which one you think influences development more. Learning team: During class, choose a theory (Craig and Dunn, p. 9) and submit choice to instructor.

10. Assignments due Workshop 2(next week) • Review Craig & Dunn, pp. 20-30. • Read Crain, Chapters 2 and 3. • In a two-three page typewritten paper, evaluate the two main methods for conducting human developmental research (observational/descriptive and experimental designs), focusing on strengths and challenges of both descriptive and experimental research. Consider how you have personally interacted with research – even in informal ways. Has it been descriptive or experimental? Which do you find more pervasive? Was one more valuable than the other? Why? • Learning team: • Research origins of selected theory. • Submit one graphic representation (graph or time line) per group on the history of your selected theory to the present (represent who were the founding contributors of your theory, when they were alive, in what historical context the theory originated, and other theories around at the time) 10 points.

11. Parenting Ideas • In small dotted notebook, write down one of your best “parenting tips” that is not already in the notebook.

12. Identification might lead to a self-fulfilling prophecy. Children labeled as violence-prone might be treated in a way that would actually cause them to be more aggressive than if they hadn’t been so labeled. Both of the above Neither of the above 1. Some researchers have begun to raise the possibility that genetic markers might be found that would allow the identification of children as being particularly violence-prone. What argument has been used to oppose this use of genetic markers?

13. has been resolved with the emphasis of early learning taking precedence over genetics. posits that each trait is set at conception because of genetic determinism. proves that psychological traits are learned, while physical traits are genetic. focuses on the complex interaction of genetic and environmental factors. 2. The nature - nurture controversy:

14. Observed instances of creative behavior in during recess Amount of time spent exposed to art in kindergarten Professional status of parents Amount of time spent watching television 3. A researcher has a hypothesis that creativity is increased by exposure to art in kindergarten. If the researcher does an experiment to test this, what would be the independent variable?

15. Structured observation Naturalistic observation Self-report Experiment 4. For her project, Martell is most interested in studying adolescent behavior as it actually occurs in real life. Which method is most likely to help him accomplish this goal?

16. microsystem mesosystem exosystem chronosystem 5. Gina’s parents are actively involved with her childcare program. They volunteer and help to raise extra funds for educational supplies. Gina’s progress at childcare is positively affected by her parents activities. These connections are examples of the _______.

17. normative age-graded influence. normative cultural-graded influence. nonnormative life event. normative history-graded event. 6. Children who grow up during the aftermath of 9/11 will travel under different circumstances and hold different views of national security. This is an example of:

18. classical conditioning social learning operant conditioning habituation 7. Three-year-old Xander fell and cut his chin and required several stitches. The medical personnel in the emergency room who assisted in the suturing wore white coats. When Xander went to the store and saw a butcher in a white apron, he began to cry with fear. This is an example of ________.

19. True False 8. The scientific method is the process of posing and answering questions using careful, controlled techniques that include systematic, orderly observation and the collection of data.

20. Nature vs Nurture In groups of three or four, share the ideas from your paper. Choose the best (or a combination) to share with the whole group.

21. Discussion groups • Divide into groups. Discuss and write the main ideas in preformationism, Locke’s environmentalism and Rousseau’s romantic naturalism on poster paper. Be sure to illustrate your poster.

22. Preformationism • Key ideas • Children are basically miniature adults

23. Locke’s environmentalism • Key ideas • Self control • The best rewards and punishments • Small steps/gentle degrees • Rules (use models and practice) • Special characteristics • Academic instruction (Education is basically a socialization process)

24. Rousseau’s romantic naturalism • Rousseau said he would rather the child know nothing than have learned to rely on the ideas of others. Because of such radical statements, people often think Rousseau wanted us to simply ignore the child—to abandon the child to her own devices. • Key ideas • Nature’s plan (biological maturation) • Developmental stages with unique characteristics • Child centered

25. Rousseau role play (5 min) Small group demonstration: Divide into groups of two. Role play a parent teaching a child how to swing a baseball bat to hit a ball. One person is giving instructions and the other is receiving instructions. In the first role play, give and follow specific instructions (“Hold your hands together on the bat”). In the second role play, just throw the ball and figure out how to hit the ball, based on what feels right.

26. Introduction to Development • Development refers to changes over time in a person’s body, thought, and behavior due to biological and environmental influences • Developmental psychologists focus on common features of human development • They usually divide the lifespan into developmental periods or stages that most people share

27. Developmental Periods in the Human Lifespan

28. Interactive Approach • Human development is the result of several interacting forces • An interdisciplinary approach is necessary in order to fully understand all the forces that have an impact on the lifespan • These forces include biological potentials, social and environmental factors, and the individual’s own responses to those circumstances

29. Guiding Themes in Human Development • Biological and environmental factors affect development • Development occurs within a social context • Development is best understood by considering domains or categories of human experience • Development is best understood when placed in a theoretical framework and when studied through use of the scientific methods

30. The Nature of Human Development • Individual biology and the environment interact • Society and culture are powerful influences • Children are viewed more favorably today than in the past • Collectivist cultures stress interdependence and cooperation • Individualistic cultures emphasize competition and individual achievement

31. The Domains of Human Development • Physical • Changes in physical shape, size, sensory capabilities, motor skills • Cognitive • Acquisition of skills in perceiving, thinking, reasoning, problem solving, language • Personality • Acquiring stable and enduring personality traits • Sociocultural • The processes of socialization and enculturation

32. Video clip • Interview with UNICEF executive director about the effect of war on children in Gaza: • http://www.cnn.com/video/#/video/world/2009/01/16/curnow.gaza.children.veneman.intv.cnn

33. Theoretical Frameworks for Human Development • Theories are organized, coherent sets of ideas that help us understand, explain, and make predictions. • Theories change over time and may contradict each other. • Major types of theories: • Biological • Psychodynamic • Behavioral • Cognitive

34. Biological Views of Human Development • Genetics studies the biological instructions encoded in the human genome • Developmental neuroscience focuses on links between brain function, behavior, and thought • Evolution and natural selection focus on the adaptation of a species to its environment

35. Psychodynamic Approach • Psychodynamic approach emphasizes role of unconscious mind and the interactions of psychic processes • Sigmund Freud’s three processes (id…seek pleasure/avoid pain, ego…rational/conscious/function socially, superego..conscience) and five psychosexual stages. • Erik Erikson developed a psychosocial theory, emphasizing individual and social interactions, in which people pass through eight stages.

37. Trust versus mistrust – birth to 1 year Autonomy versus shame and doubt – 12 to 36 months Initiative versus guilt – 3 to 6 years Industry versus inferiority – 6 to 12 years Ego identity versus ego diffusion – 12 to 18 years Erikson’s Psychosocial Stages • Intimacy versus isolation – 18 to 40 years • Generativity versus self-absorption – 40 to 65 years • Integrity versus despair – 65 years and older

38. Behavioral Views • Focus on the processes that produce observable behavior • Classical Conditioning, Pavlov: reflexive, biologically-based responses to environment • Operant Conditioning, B.F. Skinner: how rewards and punishment influence our behavior • Social Learning Theory, Albert Bandura: what we learn from observing others

39. Cognitive Views • Cognitive-developmental theories focus on the processes that underlie the development of thinking, reasoning, and problem solving • Jean Piaget: Our minds adapt to new ideas through the processes of assimilating and accommodating new information to our schemes, or frameworks of knowledge • Lev Vygotsky emphasized the importance of learning from other people

40. Piaget’s Stages of Cognitive Development • Sensorimotor: • Birth to 2 years • Preoperational: • 2 years to 7 years • Concrete operational: • 7 years to 11 or 12 years • Formal operational: • 11 or 12 years and up

41. Integrative Approaches • Systems theories involve a broader focus on all the contexts in which humans develop • Urie Bronfenbrenner developed the bioecological model that emphasizes the interaction between individual and family and societal forces • Systems approach integrates biological, psychodynamic, behavioral, cognitive, and ecological perspectives

42. The Bioecological Model

43. Learning teams • Meet and decide which theory to focus on for group oral presentation (Craig, p. 9) • Biologically based theories (overview p. 10-11) • Psychodynamic theories (overview p. 11-14) • Behavioral theories (overview p. 14-16) • Cognitive theories (overview p. 16-18) If more than four groups: systems approach (p. 18-20) Sign up…each week, learning team assignments will use these selected theories.

44. Walk and Talk • Walk, read, talk, answer. Use sticky notes to answer questions on wall. • Write a proverb that your parents or caregivers repeated to you during your childhood. What lessons did that proverb reflect? • (Craig & Dunn, p. 25) Suppose a study found a large positive correlation between the amount of fat included in people’s diets and the degree to which they are overweight. What three causal explanations might describe this correlational finding? • What are some ethical dilemmas that might arise during human development research? • Write down a theory or opinion you have about human development. • (Craig & Dunn, p. 19) Make an diagram of the bioecological model using a series of examples from your life.

45. Video Clip • Description of Bronfenbrenner’s bioecological model: • http://www.youtube.com/watch?v=me7103oIE-g

46. The Scientific Approach to Studying Human Development • The scientific method uses specific techniques and ethical guidelines to study human behavior. Methods include: • Descriptive: case studies, observations, surveys, interviews, and psychological tests • Longitudinal Studies: study people over time • Correlational research: looks at relationships between variables • Experiments: test hypothesis by means of rigid controls

47. Case Study and Observation • Case study: compilation of detailed information on an individual, a family, or a community through interview, observations, & formal testing • Baby biography • Systematic observation: observational method in which researchers go into everyday settings and observe and record behavior while being as unobtrusive as possible • Naturalistic observation • Laboratory observation

48. Questionnaires and Surveys • Questionnaire: a paper and pencil method that asks respondents to answer questions about past or present behavior, attitudes, preferences, opinions, feelings, and so forth • Survey: a questionnaire administered to a large group • Interview: a questionnaire that is administered verbally, usually in a one on one setting • Representative sampling: selecting a sample from a larger population so that the sample represents or mirrors the population in every important way

49. Psychological Tests • Often involve the measurement of intelligence or personality traits • Must be carefully constructed and administered so that accurate results are obtained

50. Studying Development Across Time • Longitudinal design – same participants are studied at various points in time to see how they change as they age • Cross-sectional design –compares individuals of different ages at one point in time • Confounding • Cohort effects • Sequential cohort design –several overlapping cohorts of different ages are studied longitudinally