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CHILD DEVELOPMENT
CHAPTER 1 - Introduction
| Question | Answer |
|---|---|
| development | the pattern of change that begins at conception and continues through the life span |
| original sin view | advocated during the Middle Ages, the belief that children were born into the world as evil beings and were basically bad |
| tabula rasa view | the idea, proposed by John Locke, that children are like a “blank tablet” |
| innate goodness view | the idea, presented by Swiss-born philosopher Jean-Jacques Rousseau, that children are inherently good |
| genetic epistemology | the study of how children’s knowledge changes over the course of their development |
| culture | the behavior patterns, beliefs, and all other products of a group that are passed on from generation to generation |
| ethnicity | a characteristic based on cultural heritage, nationality characteristics, race, religion, and language |
| ethnic identity | a sense of membership in an ethnic group, based on shared language, religion, customs, values, history, and race |
| socioeconomic status (SES) | refers to the grouping of people with similar occupational, educational, and economic characteristics. |
| biological processes | changes in an individual’s body |
| gender | the psychological and sociocultural dimensions of being male or female |
| social policy | a government’s course of action designed to promote the welfare of its citizens |
| cognitive processes | changes in an individual’s thought, intelligence, and language |
| socioemotional processes | changes in an individual’s relationships with other people, emotions, and personality |
| prenatal period | the time from conception to birth |
| infancy | the developmental period that extends from birth to about 18 to 24 months |
| early childhood | the developmental period that extends from the end of infancy to about 5 to 6 years of age, sometimes called the preschool years |
| middle and late childhood | the developmental period that extends from about 6 to 11 years of age, sometimes called the elementary school years |
| adolescence | the developmental period of transition from childhood to early adulthood, entered at approximately 10 to 12 years of age and ending at 18 to 22 years of age |
| nature-nurture issue | Nature refers to an organism’s biological inheritance, nurture to environmental influences. The “nature” proponents claim biological inheritance is the most important influence on development; the “nurture” proponents claim that environmental experiences |
| coninuity-discontinuity issue | the issue regarding the extent to which development involves gradual, cumulative change (continuity) or distinct stages (discontinuity) |
| early-later experience issue | the issue of the degree to which early experiences (especially infancy) or later experiences are the key determinants of the child’s development |
Created by:
Jessica C
Popular Psychology sets