PSYC 2308 CTC Psychology Child Development Essay

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T SIXTH EDITION Childhood Adolescence VOYAGES IN DEVELOPMENT SPENCER A. RATHUSwe consider methods for the study of child development. Scientists have devised sophisticated methods for studying children, and the field of ethics helps us determine what types of research are deemed proper and what types are deemed improper. 4 PART 1 WHAT IS Motor Development This infant has just mastered the ability co pull herself up to a standing Dosition. Soon she will be able o stand alone, and then she will 105 egin to walk. child A person undergoing the period of development from infancy through puberty. fancy The period of very early ildhood, characterized by lack of complex speech; the first 2 years after birth. evelopment The processes by ich organisms unfold features and traits, grow, and become re complex and specialized in structure and function. owth The processes by which organisms increase in size, weight, strength, and other traits as they develop. 1.1 What is Child Development? Coming to Terms With Terms You have heard the word child all your life, so why bother to define it? We do so because words in common usage are frequently used inexactly. A child is a person experiencing the period of development from infancy to puberty two other familiar words that are frequently used inexactly. The term infancy derives from Latin roots meaning "not speaking," and infancy is usually des fined as the first 2 years of life, or the period of life before the development of complex speech. We stress the word complex because many children have a large vocabulary and use simple sentences before their second birthday. Researchers commonly speak of two other periods of development that lie between infancy and adolescence: early childhood and middle child- hood. Early childhood encompasses the ages from 2 to 5 years. Middle childhood generally is defined as the years from 6 to 12. In Western society, the beginning of this period usually is marked by the child's entry into first grade. To study development, we must also look further back to the origin of sperm and ova (egg cells), the process of conception, and the prenatal period. Yet we must also describe the mechanisms of heredity that give rise to traits in humans and other animals. Development is the orderly appearance, over time, of physical structures, psychological traits, behaviors, and ways of adapting to the demands of life. The changes brought on by development are both STOT qualitative and quantitative. Qualitative changes are changes in type or kind. Consider motor development. As we develop, we gain the abili- ties to lift our heads, sit up, crawl, stand, and walk. These changes are qualitative. However, within each of these qualitative changes are quantitative developments, or changes in amount. After babies begin to lift their heads, they lift them higher to run faster. 21 po stand higher. Soon after children walk, they begin to run. Then they gain the capacity I QEDevelopment occurs across many dimensions-biological, cognitive, social, emo- tional, and behavioral. Development is spurred by internal factors, such as genetics, and it is shaped by external factors, such as nutrition and culture. The terms growth and development are not synonymous, although many people use them interchangeably. Growth is generally used to refer to changes in size or quantity, whereas development also refers to changes in quality. During the early days following conception, the fertilized egg cell develops rapidly. It divides repeat- edly, and cells begin to take on specialized forms. However, it does not "grow" in that there is no gain in mass. Why? It has not yet become implanted in the uterus and is therefore without any external source of nourishment. Language development is the process by which the child's use of language becomes progressively more sophis- of new words and their meanings. ticated and complex. Vocabulary growth, by contrast, consists of the accumulation loq zirlt js svine Child development, then, is a field of study that tries to understand the processes that govern the appearance and growth of children's biological structures, psycho- logical traits, behavior, understanding, and ways of adapting to the demands of life. Professionals from many fields are interested in child development. They in- clude psychologists, educators, anthropologists, sociologists, nurses, and medical re- searchers. Each brings his or her own brand of expertise to the quest for knowledge.Photodisc/First Light we consider methods for the study of child development. Scientists have devised sophisticated methods for studying children, and the field of ethics helps us determine what types of research are deemed proper and what types are deemed improper. Motor Development This infant has just mastered the ability to pull herself up to a standing position. Soon she will be able to stand alone, and then she will begin to walk. child A person undergoing the period of development from infancy through puberty. infancy The period of very early childhood, characterized by lack of complex speech; the first 2 years after birth. development The processes by which organisms unfold features and traits, grow, and become more complex and specialized in structure and function. growth The processes by which organisms increase in size, weight, strength, and other traits as they develop. 1.1 What is Child Development? Coming to Terms With Terms You have heard the word child all your life, so why bother to define it? We do so because words in common usage are frequently used inexactly. A child a person experiencing the period of development from infancy to puberty two other familiar words that are frequently used inexactly. The term infancy derives from Latin roots meaning "not speaking,” and infancy is usually de fined as the first 2 years of life, or the period of life before the development of complex speech. We stress the word complex because many children have a large vocabulary and use simple sentences before their second birthday. Researchers commonly speak of two other periods of development that lie between infancy and adolescence: early childhood and middle child- hood. Early childhood encompasses the ages from 2 to 5 years. Middle childhood generally is defined as the years from 6 to 12. In Western society, the beginning of this period usually is marked by the child's entry into first grade. To study development, we must also look further back to the origin of sperm and ova (egg cells), the process of conception, and the prenatal period. Yet we must also describe the mechanisms of heredity that give rise to traits in humans and other animals. Development is the orderly appearance, over time, of physical structures, psychological traits, behaviors, and ways of adapting to the demands of life. The changes brought on by development are both qualitative and quantitative. Qualitative changes are changes in type or kind. Consider motor development. As we develop, we gain the abili- ties to lift our heads, sit up, crawl, stand, and walk. These changes are qualitative. However, within each of these qualitative changes are quantitative developments, or changes in amount. After babies begin to lift their heads, they lift them higher and higher. Soon after children walk, they begin to run. Then they gain the capacity to run faster.c9m Development occurs across many dimensions-biological, cognitive, social, emo- tional, and behavioral. Development is spurred by internal factors, such as genetics, and it is shaped by external factors, such as nutrition and culture. The terms growth and development are not synonymous, although many people use them interchangeably. Growth is generally used to refer to changes in size or quantity, whereas development also refers to changes in quality. During the early days following conception, the fertilized egg cell develops rapidly. It divides repeat- edly, and cells begin to take on specialized forms. However, it does not "grow" in that there is no gain in mass. Why? It has not yet become implanted in the uterus and is therefore without any external source of nourishment. Language development is the process by which the child's use of language becomes progressively more sophis- ticated and complex. Vocabulary growth, by contrast, consists of the accumulation of new words and their meanings. that govern the Child development, then, is a field of study that tries to understand the processes appearance and growth of children's biological structures, psycho- logical traits, behavior, understanding, and ways of adapting to the demands of life. Professionals from many fields are interested in child development. They in- clude psychologists, educators, anthropologists, sociologists, nurses, and medical re- searchers. Each brings his or her own brand of expertise to the quest for knowledge. PART 1 WHAT IS CHILD DEVELOPMENT?Cissy Vhe st le yahot bhow st sto 8 preferences, and skills are shaped by experience. There continues to be a long-standing nature-nurture debate in the study of children. In his theoretical approach to under- standing children, Watson came down on the side of nurture-the importance of the physical and social environments-found, for example, in parental training and ap- proval. Watson's view turned upside down the history of approaches to understand- ing children. Nature, or the inherited, genetic characteristics of the child, had long been the more popular explanation of how children develop into who they are. of overem- Four years after Watson sounded his call for the behavioral view, Arnold Gesell expressed the opposing idea that biological maturation was the main principle of development: "All things considered, the inevitability and surety of maturation are the most impressive characteristics of early development. It is the hereditary bal- last which conserves and stabilizes growth of each individual infant" (Gesell, 1928, p. 378). Watson was talking about the behavior patterns that children develop, whereas Gesell was focusing largely on the physical aspects of growth and develop- ment. Still, the behavioral and maturational perspectives lie at opposite ends of the continuum of theories of development. Many observers fall into the trap phasizing the importance of either nature or nurture; thus they risk of overlooking the ways in which nature and nurture interact. Just as a child's environments and experiences influence the development of his or her biological endowment, children often place themselves in environments that are harmonious with their personal characteristics. Children, for example, are influenced by teachers and by other stu- dents. Nevertheless, because of the traits they bring to school with them, some chil- dren may prefer to socialize with other children while other children may prefer to socialize with teachers. Still other children may prefer solitude. di baided millel ise en begrom bad tosoolS theory A formulation of relationships underlying observed events. A theory involves assumptions and logically derived explanations and predictions. What Are Theories of Child Development? unumi 10855) Child development is a scientific enterprise. Like other scientists, those who study development seek to describe, explain, predict, and influence the events they observe. When possible, descriptive terms and concepts are interwoven into theories. Theo- ries are based on assumptions about behavior, such as Watson's assumption that training outweighs talents and abilities, or Gesell's assumption that the unfolding of maturational tendencies holds sway. ding Theories enable us to derive explanations and predictions. For instance, a theory concerning the development of gender roles should allow us to predict how-and whether children will acquire stereotypical feminine or masculine gender-typed be- havior patterns. A broad theory of the development of gender roles might apply to children from different cultural and racial backgrounds and, perhaps, to children male and lesbian sexual orientations as well as to children with a hetero- sexual orientation. If observations cannot be explained by or predicted from a theory, with gay we may need to revise or replace the theory. of ni 2006 07 219791 Theories also enable researchers to influence events, as in working better with parents, teachers, nurses, and children themselves to promote the welfare of children. Psychologists may summarize and interpret theory and research on the effects of day care to help day-care workers provide an optimal child-care environment. Teachers may use learning theory to help children learn to read and write. Let us consider various theoretical perspectives on child development. wishoq dn bat bamno) llow aeris What is the Psychoanalytic Perspective on and Child Development? e ilgim I tilsiboge brom stwel sorob-tenggua uigim amerbasy ansis is to albingan didi bas A number of theories fall within the psychoanalytic perspective. Each one owes its origin to Sigmund Freud and views children-and adults-as caught in con- flict (Hergenhahn & Henley, 2014). Early in development, the conflict is between the child and the world outside. The expression of basic drives, such as sex and aggression, conflicts with parental expectations, social rules, moral codes, even laws. PART 1 WHAT IS CHILD DEVELOPMENT? However, that is, the opposing the outcor In this Erikson's dren as de riences du Sigmu Sigmun as the and cr a mod rience stress and c E origi Let that dre all ice on of T a E
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Running Head: CHILD DEVELOPMENT

Child Development
Student’s Name
Institutional Affiliation

1

CHILD DEVELOPMENT
Abstract
This essay has analyzed theories that govern child development. The essay is organized
into three key sections. The first section has analyzed the stages of child development while the
second part has described the various theories of child development. The third section has
analyzed the controversies that define these theories. The essay shows that child development
stages proceed from infancy, then the toddler stage, preschool and school age. The essay has also
discussed the various theories. These are Erikson’s psychosocial developmental theory perceives
development, Jean Piaget's stages of development and Freud’s psychosexual theory. Three
controversies were discussed. They include the nature vs nurture controversy, the active vs
passive debate and the continuity and discontinuity controversy.

2

CHILD DEVELOPMENT
Stages of Child Development
Child development is always conceived into different stages. Some authors argue that the
stages are five, namely; newborn, infant, toddler, preschool, and school-age (Goodway, Ozmun,
& Gallahue, 2019). Others argue the stages are three, notably, early childhood, middle
childhood, and adolescence. However, fundamentally, these stages are not different. The
newborn stage involves children who are below 1 month old. They react to their immediate
environment by exhibiting automatic responses. On the other hand, infants are within the first
year of life. Infants have enhanced motor control abilities in that they can easily move their
heads, sit without support (six to nine months), and crawl, pick objects as well as stand-in
between nine to twelve months.
Infants develop into toddlers. This stage begins between ages 1 and three 3 where they
begin walking, some can talk, and follow instructions. Preschool occurs between ages three and
five. This is the time when the kids start refining refine their motor skills as they can throw a
ball, skip, and hop and can dress themselves. School-age occurs between six to twelve years. The
children in this stage are characterized by self-confidence,...


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