Chapter 1 Section 2
Studying Children

Child Development is the study of how children grow
in different ways – physically, emotionally, socially,
and intellectually.

Development refers to the changes over time in the structure, thought, or
behaviour of a person as a result of both biological and environmental
influences. Usually, these changes are progressive and cumulative (they
build on one another) and they generally result in increasing: body size,
complexity of activity, and integration of organization and function.

Some development, such as prenatal growth, is primary biological, while
other development, such as emotional growth, depends mainly on the
environment.

Most development, however can not be categorized as either biological or
environmental, because it involves the interaction of both elements.
Two main influences on development are:

Heredity: the biological transfer of characteristics that
are physically inherited from previous generations.

Environment: the people, places, and things that
surround and influence an individual.

An example of the complexity of the factors affecting
development:
◦ A parent and child may both be overweight. Is the tendency
toward obesity inherited, or is the weight problem a result of
dietary patterns and habits learned in the family?

In general, heredity sets the limits, while environment
determines how far toward the limits the person will
go.
Family
Blood Type
Home
Eye Colour
Hair Colour
School
Community




Physical Development
Social Development
Emotional Development
Intellectual Development

Physical Development is the change in physical size
(growth) and development of physical abilities and
skills involving muscles in the body.

Social Development is the process of learning to
interact with others and to express oneself to others.

Emotional Development is the process of learning to
recognize and express one’s feelings and learning to
establish one’s identity and individuality.

Intellectual Development is the increasing ability to
interpret or understand everyday situations and to use
that experience when faced with new situations through
problem solving.
◦ Also referred to as cognitive or mental development

Looking at the group of scholars we’ve researched,
consider the contributions that each have provided to
the field of child development.
◦ Connect one scholar to each type of development as their focus
(Physical, Social, Emotional, and Intellectual)
◦ What do you think motivated the study of their specific
research, experiments, or theories?
◦ Write why you connected each scholar to that type of
development and state your ideas on their motives.

Development is similar for everyone.
◦ all go through same stages in approx. same order.

Development builds on earlier learning.
◦ learning sequentially; each skill builds on the last.

Development proceeds at an individual rate.
◦ all follow similar pattern, but rate and style is unique to each.

The different areas of development are interrelated.
◦ many types of changes happen at once, they’re connected and
interact within one another.

Development is continuous throughout life.
◦ sometimes rapid, sometimes slow, but it does not stop.

Discussion:
◦ Are parents today more or less likely to raise their children as
they themselves were raised? Why? Why not?
 Discuss with a partner and share your ideas with the class.

Considering sequences of development:
◦ Select 3 different skills; then, for each skill, write up a
sequence of earlier skills on which the final skill is based.
 Work with a partner and share your ideas with the class.

Discussion:
◦ How might the safety of a child be affected by their rate of
development?
 Example: Some children at age 3 might be able to use playground
equipment independently, while others may not be physically
developed enough and may need assistance and careful watching.
 Brainstorm other examples by pairing up partners (groups of 4)
 Share your ideas with the class.

Brainstorm a list of 5 skills or abilities that are learned
by incorporating various types of development.
◦ State how each type of development contributes.
◦ Work in your groups of 4, share your findings with the class.

On your own:
◦ Make a list of 5 skills that your have learned within the last
year.
◦ Add, to this list, 3 skills you’d like to develop in the near
future.
 From this list, choose 1 and discuss how the 5 characteristics of
development play(ed) a part in your development of this skill.

Temperament: A person’s characteristic modes of responding
emotionally and behaviorally to environmental events,
including such attributes as activity level, irritability,
fearfulness, and sociability.
◦ Hereditary influences
 Twin studies (identical vs. fraternal) have provided convincing
evidence to temperament being based on genetic influences.
◦ Environmental influences
 Home environment has been found to be impactful on temperament.

Parameters of Temperament
◦
◦
◦
◦
◦
Activity Level
Irritability/Negative Emotionality
Soothability
Fearfulness
Sociability

Generally speaking, temperament is found to be relatively
stable over time and often seen as the cornerstone of human
personality development. Researchers (Thomas and Chess,
1977) identified Temperament profiles
◦ Easy Temperament
 Easygoing children are even-tempered, are typically in a positive mood, and are quite
open and adaptable to new experiences. Their habits are regular and predictable.
◦ Difficult Temperament
 These children are active, irritable, and irregular in their habits. They often react very
vigorously to changes in routine and are very slow to adapt to new persons or
situations.
◦ Slow-to-warm-up Temperament
 These children are quite inactive, somewhat moody, and can be slow to adapt to new
persons and situations. They typically respond to novelty in mildly negative ways