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the child

TermDefinition
• Continuous Children stay on same path throughout development
• Discontinuous Children change paths at any point in development
• Ethological theory Behaviours are viewed as adaptive because they have survival value.
Maturation theory Development reflects the natural unfolding of a pre-arranged biological plan.
Critical period A time when a child is ready and able to learn something.
• Imprinting Forming emotional bond between child and first moving object (usually mother)
Behaviourism theory Children develop through experiences with external stimuli and learn through stimulus-response associations.
Classical conditioning Learning through associations between stimuli and responses.
Operant conditioning Learning through consequences such as rewards and punishments.
Biological perspective Development is mainly caused by biological forces.
Maturational theory Development happens naturally as a child’s biology matures.
Ethological theory Children’s behaviors develop because they help them adapt to their environment.
Psychodynamic perspective Development happens as children resolve conflicts at different ages.
Freud’s theory Development involves conflicts between biological urges and social rules.
Erikson’s theory Development involves challenges involving trust, independence, initiative, and identity.
Learning perspective Development is mainly shaped by a child’s environment and experiences
Skinner’s operant conditioning Behavior is shaped by rewards and punishments.
Bandura’s social cognitive theory Children learn by observing others and through rewards and punishment.
Cognitive-developmental perspective Development reflects children’s efforts to understand the world.
Piaget’s theory Children’s thinking changes through different stages as they develop.
Contextual perspective Development is influenced by different environments that affect each other.
Vygotsky’s theory Children develop through social interactions with parents, teachers, and others.
Bronfenbrenner’s theory A child’s development is influenced by different parts of their environment, both close and distant.
Naturalistic Observation natural, but hard to observe rare/private behaviour
Structured Observation controlled setting, but may change behaviour
Sampling Behaviour with Tasks convenient, but may not be natural
Self-report easy, but children may forget or answer inaccurately
Physiological Measures independent evidence, but limited to certain behaviours
Genotype one’s complete set of genes
Genes groups of nucleotide in sections of the dna that act as a manual to the body
Phenotype one’s physical, behavioural, psychological features
Created by: user-1840785
 

 



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