August 29, 2018
FCS -391-1 – Bloom
Chapter 1
Goal of Child Development- to identify an explain persistent cumulative progress and changes in
physical, cognitive, and social development
Key Factors
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Nature- genetics
Nurture- environment
The childs own activity- choices and efforts
*Just because a child has good genetics and they are bright students does not mean they will stay
that way if they live in a bad environment
Developmental Domains
Physical
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Genetics
Prenatal growth and birth process
Body/brain changes and motor skills
Health
Cognitive
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Concepts, language, memory, reasoning
Social and Emotional
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Emotions, self-concept, motivation, social relationships, moral reasoning and behavior
Problem solving and working things out
Important Terms
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Nature
Nuture
Universality
Diversity- not everyone develops the same
Qualitative changes- research with words
Quantitative changes- Research with numbers
Theories of Child Development
Biological Theories
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Darwin, Montessor, Lorenz, Bowlby
*believes everyone follows the same pattern
Emphasizes motor abilities and body maturation
Believes experience has no impact
*baby ducks following mother duck
Behaviorist and Social Learning Theories
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Behaviorism visible, external behaviors and environmental influences
Pavlov
Believe that you can train kids to do what you want
Potty training using candy or sticker is an example
Psychodynamic Theories
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Interaction between internal conflicts and environment
Role of early experience
Social/ personality, abnormal development
Fraud, Erikson
Cognitive and Developmental Theories
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Qualitative changes in thinking processes
Children play an active roll
Piaget, Kohlberg
Cognitive Process Theories
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Detailed analysis of what children think an do
Where they are and what they understand
Sociocultural Theories
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Impact of social and cultural systems
Process of children becoming full adult participants in the society into which they are
born
Helping them understand that there are a lot of different types of people in the world
Developmental Systems Today
-Dynamic relation among systems
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Childs body
Physical environment
Multiple, interconnected social systems
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Bronfenbrenner
*forgets to look at how technology effects children’s development
Developmental Periods
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Infancy (birth to 2 years)
Early Childhood (2-6 years)
Middle Childhood (6-10 years)
Early Adolescence (10-14 years)
Late Adolescence (14-18 years)
Developmentally Appropriate Practice
Instruction, approach, and services adapted to the:
-Age
-Characteristics
-Developmental progress of the children
Being Developmentally Appropriate
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Look at their strengths and emphasize them
Meet diverse needs
Encourage children to advanced thinking and behavior
DAP and NAEYC
Ways to strengthen your commitment as teachers/adults who work with children
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Maintain awareness of current research through continued coursework
Work with colleagues and professionals to share concerns and gain new perspective
Join organizations and subscribe to journals