1 / 20

Chapter 1: Studying Child and Adolescent Development

Chapter 1: Studying Child and Adolescent Development. PED 392 Child Growth and Development. Where do children develop. Home = 41% School = 32% Public Settings = 27% If 1/3 of a child's development happens at school, teachers should be prepared to enhance that development. Figure 1.6.

rollin
Download Presentation

Chapter 1: Studying Child and Adolescent Development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 1: Studying Child and Adolescent Development PED 392 Child Growth and Development

  2. Where do children develop • Home = 41% • School = 32% • Public Settings = 27% • If 1/3 of a child's development happens at school, teachers should be prepared to enhance that development

  3. Figure 1.6 • 60% received regular care from someone other than a parent • 75% can make friends easily • 66% recognize letters • 94% can count to 10

  4. Special situations • Populations • Ethnic diversity • Special needs students • Poverty • Family structures • Each requires different needs for those students with these situations.

  5. Development • Changes that occur in the child over time. • The key is OVER TIME. • Every child develops, some just develop at different speeds and levels.

  6. Theories • Biological • Psychoanalytical • Behavioral • Cognitive • Contextual • Which is correct?

  7. Biological • Predetermined biological timetable • All children progress through predictable stages • Environment plays little or no role in the sequence of the stages

  8. Psychoanalytical • How the child relates to the environment • Stages build upon each others (Piaget, Erickson, Freud) • How does the child deal with different needs at different stages?

  9. Behavioral • Behaviors are influenced by the environment • Gradual, continuous process • Punishments and rewards • Albert and the rat - loud noises associated with the rat, Albert became afraid of the rat alone • Pavlov’s dog- conditioned to eat with the sound of a bell – bell makes him salivate.

  10. Cognitive • Cognitive Development Theories • Piaget’s Theory • Information Processing Theories • Supercomputer • Social Learning Theories • Process and store social behaviors

  11. Cognitive Cognitive Development Theory • Children pass through the same sequence of stages, but not at the same ages • Piaget • Sensorimotor • Preoperational • Concrete Operational • Formal Operational

  12. CognitiveInformation Processing Theory • Gradual increases in thinking result from increases in attention, memory and acquiring strategies for learning. • The brain is like a computer, with information being entered, processed and stored. • Interplay between information from the environment and the information processing system of the child • Existing knowledge influences ability to learn new

  13. CognitiveSocial Learning Theory • Learning social behaviors • Store information from observation and imitation • Consequences of actions regulate behaviors • The child may influence the environment in the same way the environment influences the child.

  14. Contextual • The child plays an active role in development • Actively seeks different social contexts • Social-cultural • Ecological

  15. ContextualSocial Cultural Theories • Lev Vygotsky • Knowledge is co-constructed between people • Interactions between two people build each persons knowledge • Language is a key component

  16. ContextualEcological Theories • Russian dolls – layers of development • Child is #1 • Physical and social environment are #2 • Shared beliefs, values, customs are #3 • Historical events (laws) is #4

  17. Developmental theories • Which is correct? • Answer: All of them • These theories combine to form a full view of the overall development of the child. • Teachers should be aware of all the different theorietical approaches to development

  18. Child Research • Case studies – one person is studied; may include researcher bias • Correlational studies – Associations of different variables; not cause and effect • Longitudinal studies – Follows children over time to see changes; takes years to complete. • Cross sectional studies – Different students at different ages at the same time; much quicker, but there are variations in subjects

  19. Child Research • Generalizability – How well the findings apply to another sample, or the general population. • Ethnicity, ages, sex, social class, etc • Reliability – The consistency of the measurement under similar circumstances. • Can the study be done the same way, and get the same results a 2nd time. • Validity – Whether it provides an accurate measure of the phenomenon. • Head size = intelligence levels?

  20. Research Ethics • IRB – Institutional Review Board • Used for “special populations” • Checks the effects of the study on the individual being studied • Is it safe, no adverse affects on subjects • Informed consent (parents or guardians)

More Related