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• Ways of Thinking About Children

  • Child Development Theories
  • Research Methods
• Bioecological Model by Urie Bronfenbrenner


  • To highlight the multiple layers of influence on the child
• Ethology by Konrad Lorenz and Nikolaas Tinbergen


  • To understand the functions of behavior in different species
• Behaviorism by B.F. Skinner


  • To explain learned behavior
• Social Cognitive Theory by Albert Bandura


  • To explain acquisition of Behavior and Cognitions such as attitudes
• Cognitive Developmental Theory by Jean Piaget

  • To explain the development of logical thought and moral judgement
• Sociocultural Theory by Lev Vygotsky

  • To explain acquisition of knowledge and language ability
• Information Processing / Social Information Processing by Kenneth Dodge


  • The step by step processing of information
• Psychodynamic By Sigmund Freud


  • To explain personality and neurosis
• Research Methods


  • Experimental
  • Non-Experimental
  • Qualitative
• Experimental


  • A research method used to investigate the interaction between independent and dependent variables, which can be used to determine a cause-and-effect relationship
  • Pre-Experimental - Happens even before the true experiment starts
  • True Experimental - An experiment conducted to prove or disprove a cause-and-effect relationship between two variables
  • Quasi Experimental - An empirical interventional study used to estimate the causal impact of an intervention on target population without random assignment
  • Statistical - The rigorous development of improved or new statistical methods grounded in probability and statistical theory
• Non-Experimental


  • Non-experimental research designs do not have any manipulation or control of any variables. It relies on descriptive, observational, or correlational data
  • Cross-Sectional - a type of observational research that analyzes data of variables collected at one given point in time across a sample population or a pre-defined subset
  • Correlational - investigates relationships between two variables (or more) without the researcher controlling or manipulating any of them
  • Observational - A qualitative research technique where researchers observe participants' ongoing behavior in a natural situation
• Qualitative


  • A type of research that explores and provides deeper insights into real-world problems. Qualitative research helps generate hypotheses as well as further investigate and understand quantitative data
• Nature and Nurture


  • Nature
  • Nurture
• Nature


  The role of genes in individual Diversity
• Nurture


  The role of culture in group diversity. The influence of external factors
• Behavioral Genetics


  • The study of how genes and environment contribute to individual differences in behavior
• Shared Environment


  Factors that make individuals residing in the same family similar to each other
• Non-Shared Environment


  Factors that make individuals in the same family different from each other
• Genotype


  The set of genes that is directly inherited and transmitted to descendants. The genetic makeup of an organism
• Phenotype


  The observable traits of a person
• Cultural Mismatch


  A pattern of incompatibilities between home and school. It is when the culture in school is significantly different from the child's family or house culture
• Culture


  The pattern of values, beliefs, institutions and behaviors shared by a group of people, a pattern that is different from that of other groups and is communicated from one generation to the next
• Risk and Resilience


  • Risk Factor
  • Resilience
• Risk Factor


  An aspect of the child or environment that increases the probability of poor outcomes
• Common risk factors for children

  • Abuse
  • Negative Parental attitude and child
  • Physical hostile disciple
  • Low maternal affection
• Resilience


  Refers to the ability to adapt and flourish in the face of adversity and includes the ability to recover from trauma
• Protective Factors


  • It is a factor that decreases the likelihood of poor outcomes in children at risk
• Protective Factors


  • High quality parenting, especially a warm, nurturing mother
  • High intelligence, reading ability and achievements
  • A strong relationship with a father figure or surrogate parent like a favorite teacher or relative
• Accumulation of Risk


  Risk factors tend to go together, they are correlated. Several risk factors like unmarried mothers, low maternal education, poverty, many siblings, maternal depression, and many poor classmates were highly correlated. A child who had one of these risk factors was likely to have some of the other risk factors as well
• Stability in Development


  Stability of Risk across Childhood - Children's risk status is quite stable. Despite this general stability of risk factors, some children's life circumstances do change. Canalization protects children from early risk factors for a short time. Canalization is the tendency for development of a specific genotype to follow the same trajectory under different conditions
• The Importance of Early Experience

  Early experience influences later experience, children are flexible and adjust to the quality of their environment at any age
• Maternal Depression as a Risk Factor

  When a mother is clinically depressed, she may experience sadness, loss of interest in daily activities, fatigue, and inability to think clearly. This may affect her children. Maternal depression is also associated with children's social and emotional problems
• Poverty as a Risk Factor

  Poverty is another powerful and all-too-common risk factor for children. Socioeconomic status (SES) refers to a combination of parental education, occupation, and income. Family Investment Model and Family Stress Model provide mechanisms explaining the association between low income and child development outcomes
• Ethnicity and Poverty


  In most countries, poverty and ethnicity go hand in hand. Families that are persistently poor are more likely to be headed by African American families than families that are able to increase their income
• Classroom Implications of Poverty

  Poor children are more likely than wealthier children to develop problems that undermine their achievement in school
• Classroom Implications: The Case of School Readiness and Preschool


  • School Readiness
  • Measuring School Readiness
  • What should be done for children who are not ready for school?
  • Head Start
• School Readiness


  Refers to skills that prepare for formal instruction, such as being able to follow directions; having self-control; and knowing the alphabet, basic numbers, and color
• Measuring School Readiness


  Some states require tests of kindergarten readiness. Some readiness tests measure beginning academic skills, like knowledge of letters, numbers, or shapes. Many readiness tests do not meet standards for validity or reliability, yet are still used by schools
• What should be done for children who are not ready for school?

  A maturationist assumes that school readiness depends on abilities driven by a genetic maturationist timetable. An environmentalist would assume that school readiness is driven by having the right experiences