Berk Child Development

Child Development
Laura E. Berk 8th edition

Chapter 1
History, Theory,
and Applied
Directions
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Domains of Development
Physical
Cognitive
Emotional and Social
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Periods of Development
Prenatal Conception to birth
Infancy and Toddlerhood Birth to 2 years
Early Childhood 2 to 6 years
Middle Childhood 6 to 11 years
Adolescence 11 to 18 years
Emerging Adulthood 18 to 25 years

Theory
An orderly, integrated, evidence-
based set of statements that
– Describes
– Explains
– Predicts behavior
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Basic Issues in Development
1. Continuous or discontinuous?
2. One course of development or
many?
3. Nature or nurture?

Continuous or Discontinuous
Development

Contexts of Development
Unique combinations of:
– Genetics
– Environment
 Can result in
different paths
of development

Nature and Nurture
Nature Nurture
Inborn, biological Physical and
givens social world
Based on genetic Influence
inheritance biological and
psychological
development

Resilient Children
What factors offer protection from the
damaging effect of stressful lives?
– High intelligence and socially endowed
talents, including temperament
– A warm parental relationship
– Social support outside the immediate family
– Community resources and opportunities

Historical Views of Childhood
Medieval Era Childhood (to age 7 or 8) regarded

and Earlier as separate phase with special
needs
16th Century Puritan “child depravity” views
17th Century John Locke’s “tabula rasa” or “blank

slate” view
18th Century Jean Jacques Rousseau’s “noble

savages” view

Key Principles of Darwin’s
Theory of Evolution
Natural Selection, or Survival of the Fittest
Species have Individuals best

characteristics that adapted to their
are adapted—or fit— environments survive
to their to reproduce.
environments. Their genes are passed
to later generations.

Early Scientific Study
of Development
Baby Day-to-day impressions of a child’s
Biographies behavior
Normative • Age-related averages

Approach • Based on measurements of large
numbers of people
Mental Testing Simon & Binet: Early developers of
Movement intelligence tests
James Mark • Developmental theorist

Baldwin • Nature and nurture of equal
importance
Freud’s Three Parts
of the Personality
• Largest portion of the mind
• Unconscious, present at birth
Id • Source of biological needs &
desires
• Conscious, rational part of mind
• Emerges in early infancy
Ego • Redirects id impulses acceptably
• The conscience
Superego • Develops from ages 3 to 6, from
interactions with caregivers
Freud’s Psychosexual Stages
Oral
Anal
Phallic
Latency
Genital
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Erikson’s Psychosocial Stages
Basic trust Birth–1 year Identity vs. Adolescence
vs. mistrust identity
confusion
Autonomy 1–3 years Intimacy vs. Emerging
vs. shame isolation Adulthood
and doubt
Initiative vs. 3–6 years Generativity Adulthood
guilt vs.
stagnation
Industry vs. 6–11 years Integrity vs. Old Age
inferiority despair

Behaviorism and Social Learning
Classical Stimulus – Response

Conditioning
Operant Reinforcers and Punishments

Conditioning
Social Learning Modeling

Piaget’s Stages of
Cognitive Development
Sensorimotor Birth–2 years
Preoperational 2–7 years
Concrete
7–11 years
Operational
Formal
11 years and older
Operational

Information-Processing Flowchart

Developmental Cognitive
Neuroscience
Brings together researchers from
psychology, biology, neuroscience, and
medicine to study the relationship between
the brain and the developing child’s
cognitive processing and behavior
patterns.

Ethology and
Evolutionary Psychology
Ethology Evolutionary
– Critical Periods Developmental
– Sensitive Periods Psychology
– Adaptive Value
of behavior to
the species
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Ethology - Sensitive Period
An optimal time for certain capacities to
emerge
Individual is especially responsive to
environment
Development is hard to
induce later
Boundaries less
defined than a critical
period

Evolutionary
Developmental Psychology
Seeks to understand adaptive value of
human competencies
Studies cognitive, emotional and social
competencies and change with age
Expands upon ethology
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Vygotsky’s Sociocultural Theory
Transmission of culture to a new

generation
– Beliefs, customs, skills
Social interaction
necessary to learn
culture
– Cooperative dialogue
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members of society

Ecological Systems Theory
Structure of the Environment

An Ever-Changing System
Bronfenbrenner:
chronosystem
Children are both
products and
producers of their
environment.

The Dynamic Systems View Of
Development

Social Policy
Planned set of actions
By a group, institution or governing body
To attain a social goal
 Public Policy
Laws and other
government social
policy programs
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Indicators of Children’s
Health and Well-Being
U.S. Rank Canadian
Rank
Childhood Poverty 23 16
Infant Death 26 16
Teen Pregnancy 28 21
Education Spending 10 6
Health Spending 16 4

Individualist and
Collectivist Societies
Individualist Collectivist
People think of People define
themselves as themselves as
separate from part of a group.
others. Concerned with
Concerned with group goals over
personal goals. individual goals.

Looking Toward the Future
Justification for child oriented policies:
Children are the future
Humanitarian grounds—children have
basic rights as human beings
Convention on the Rights of the Child

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Child Development

Laura E. Berk 8th edition

This multimedia product and its contents are protected under

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Family Life Royalty Free CD

Family Life Royalty Free CD

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Infancy and Toddlerhood Birth to 2 years

Early Childhood 2 to 6 years

Middle Childhood 6 to 11 years

Emerging Adulthood 18 to 25 years

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

DigitalVision Royalty Free Stock Photography

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Medieval Era Childhood (to age 7 or 8) regarded

17th Century John Locke’s “tabula rasa” or “blank

18th Century Jean Jacques Rousseau’s “noble

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Natural Selection, or Survival of the Fittest

Species have Individuals best

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Normative • Age-related averages

James Mark • Developmental theorist

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Classical Stimulus – Response

Operant Reinforcers and Punishments

Social Learning Modeling

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Artville Royalty Free

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Transmission of culture to a new

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Family Life Royalty Free CD

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

Copyright © 2009 Pearson Education, Inc. Publishing as Allyn & Bacon.

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