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Chapter 1 |
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Case Study: Tonya
The Field of Child Development
Three Developmental Domains
Effect of Contexts on Development
Basic Issues in Development
Nature and Nurture
Universality and Diversity
Qualitative and Quantitative Change
Applying Basic Lessons from Child Development
Theories of Child Development
Biological Theories
Behaviorism and Social Learning Theories
Psychodynamic Theories
Cognitive-Developmental Theories
Cognitive Process Theories
Sociocultural Theories
Developmental Systems Theories
Taking an Eclectic Approach
Developmental Periods
Infancy (Birth–2 Years)
Early Childhood (2–6 Years)
Middle Childhood (6–10 Years)
Early Adolescence (10–14 Years)
Late Adolescence (14–18 Years)
From Theory to Practice
Preparing for Developmentally Appropriate Practice
Strengthening the Commitment
Case Study: Latisha
The Field of Child Development
The field of child development examines how human beings change from the time of conception, throughout infancy and childhood, and into adolescence. Each child's developmental journey is guided by three factors: nature, nurture, and the child's own activity. Developmental theorists typically focus on the progression of children in three domains—physical, cognitive, and social-emotional—and look at how a variety of environmental contexts affect children's developmental course.
Basic Issues in Development
Three basic issues characterize developmental change during childhood and adolescence: (1) nature and nurture (the extent to which development involves a genetically controlled unfolding of characteristics and is guided by environmental factors); (2) universality and diversity (cases in which developmental progressions are common to all young people and others for which individuals differ because of inherited endowments and unique environmental conditions); and (3) qualitative and quantitative change (the extent to which development involves major reorganizations in functioning and other minor, trendlike modifications).
Theories of Child Development
Developmentalists have proposed a wide variety of explanations as to how and why children and adolescents change over time. These explanations can be categorized into seven theoretical frameworks: biological, behaviorist and social learning, psychodynamic, cognitive-developmental, cognitive process, sociocultural, and developmental systems perspectives. These perspectives often focus on different domains of development and may place greater or lesser importance on nature versus nurture, universality versus diversity, and qualitative versus quantitative change.
Developmental Periods
Infancy (birth to 2 years) is a remarkable time of rapid growth and emergence of basic human traits, including emotional bonds to other people, language, and motor mobility. Early childhood (2–6 years) is a time of imaginative play, rapid language development, advances in gross motor and fine motor skills, and expansion of social skills. During middle childhood (6–10 years), children tackle in earnest the tasks that they will need to participate effectively in adult society; they also develop friendships and internalize many of society's rules and prohibitions. In early adolescence (10–14 years), youngsters are preoccupied with the physical changes of puberty and sensitive about how they appear to others; at the same time, they are beginning to think in abstract and logical ways. Late adolescence (14–18 years) is a period of intensive interaction with peers and greater independence from adults. Although many older adolescents make wise choices, others engage in risky and potentially dangerous behaviors.
From Theory to Practice
Effective care of youngsters is based on universal developmental pathways and respect for individual differences. As a future educator, you can identify and capitalize on individual children's strengths and nudge children toward increasing responsibility. Through ongoing education, conversations with colleagues, and participation in professional organizations, you can keep up to date on advancements in child development and maintain an optimistic outlook on your ability to help children.
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