CHILD DEVELOPMENT EXAM SET
QUESTIONS AND ANSWERS
information processing - ANSWER --the human mind might also be viewed as a
symbol-manipulating system through which information flows
-info presented as input then emerges as behavioral response (output)
-info is coded, transformed, organized
sensitive period - ANSWER --a time that is biologically optimal for certain capacities to
emerge because the individual is especially responsive to environmental influences
-boundaries are less well-defined than critical period
-development can occur later but is harder to induce
sociocultural theory - ANSWER --focuses on how culture - the values, beliefs, customs,
and skills of a social group - is transmitted to the next generation
-social interaction: dialogue with MKO (more knowledgable others)
-necessary for children to acquire ways of thinking/behaving that make up community's
culture
-Vygotsky
ecological systems theory - ANSWER --views the child as developing within a complex
system of relationships affected by multiple levels of the surrounding environment
-interrelated, nested structures that form complex functioning system
-Brofenbrenner
microsystem - ANSWER --innermost level of enviro consists of activities/interaction
patterns in child's immediate surroundings
-self development with enviro factors
-physical attributes, personality, capacities affect adults interaction vice versa
-3rd parties: if supportive interaction is enhanced
mesosystem - ANSWER -the second level encompasses connections between
microsystems
-school, home, neighborhood, child-care center
-connection of all 4 creates enhancement
-what parents do at home AND what teachers do at nursery
exosystem - ANSWER --social settings that a person may not experience firsthand but
that still influence development in immediate settings
-parents workplace, religious orgs, community health, welfare services
-informal: can provide another layer of support and advice that greater enhances inner
system
macrosystem - ANSWER --cultural values, laws, customs, and resources
,-how a culture operates can greatly affect the immediate settings
continuous development - ANSWER --a process of gradually adding more of the same
type of skills that were there to begin with
discontinuous development - ANSWER -a process in which new ways of understanding
and responding to the world emerge at specific times
nature-nurture controversy - ANSWER -are genetic factors (nature) or environmental
factors (nature) more important in influencing development?
plasticity - ANSWER -the brain's ability to change, especially during childhood, by
reorganizing after damage or by building new pathways based on experience
social learning theory - ANSWER --the theory that we learn social behavior by
observing and imitating and by being rewarded or punished
-observational learning
-children become more selective in what they imitate over time
-develop personal standards from observing
-Bandura
cognitive-developmental theory - ANSWER --children actively construct knowledge as
they manipulate and explore their world
-sensorimotor (birth-2yrs): think by acting with senses; i.e pulling lever to hear music
box
-preoperational (2-7yrs): use symbols and role play to develop language, logic still
lacking
-concrete operational (7-11 yrs): info can be organized & logical but only when
perceived directly
-formal operational (11yrs+): abstract thinking/problem solving occurs
-Piaget
List the three broad dimensions in which development is defined. - ANSWER -Physical,
cognitive, and psychosocial development
Describe continuous and discontinuous development. One course of development
versus many courses of development. Give an example of one personal and one
environmental factor that shape the context of a child's development. - ANSWER --
Continuous development sees our development as a cumulative process: Changes are
gradual.
-discontinuous development sees our development as taking place in specific steps or
stages: Changes are sudden.
Briefly discuss how nature and nurture can be used to explain the underlying causes of
development. - ANSWER -Nature can be used to explain the underlying causes of
development because people are not all born with the same personalities or
, characteristics. Nurture can be used because people are raised differently and end up
developing differently.
Describe how a theory's position on nature and nurture affects whether there is an
emphasis on stability or change. - ANSWER -When a theory's position is on nature,
there is probably an emphasis on stability. This is because the idea of "nature"
emphasizes the idea that children are all born "programmed" and nothing will influence
that. When a theory's position is on nurture, there is probably an emphasis on change.
This is because the idea of "nurture" emphasizes the idea that children are influenced
by their environment and can change based on that.
Explain a sensitive period. - ANSWER -A sensitive period is a point in development
where the child can most quickly develop a skill or process information. For example,
learning a language.
Describe John Locke's theory of development. - ANSWER -John Locke believed that
everyone was born with a blank slate aka tabula rasa. He believed children are shaped
by experience and they have no innate characteristics.
Describe the concepts of modeling and behavior modification. - ANSWER -Modeling is
a way in which behavior is learned. When a person observes the behavior of another
and then imitates that behavior, he or she is modeling the behavior.
Explain Piaget's theory including the notions of adaptation and equilibrium. - ANSWER -
Cognitive Development theory is the idea that children actively construct knowledge as
they explore the world. There is an inborn ability to adapt to and explore the
environment. Equilibrium is the desire to make sense of the world. There are 4
qualitatively different stages and children's ideas are very different from adults.
Explain Vygotsky's sociocultural theory and the importance of social interaction. -
ANSWER -Sociocultural theory is the idea that social interaction is vital for cognitive
development. There is a transmission of culture to new generations through beliefs,
customs, values, and skills. Young children are "apprentices in thinking" and dialogues
with experts lead to learning and development. Scaffolding is providing assistance at
the student's level.
Determine the similarities and differences between cognitive development and
sociocultural theories. - ANSWER -Piaget believed that children have an inborn ability,
while Vygotsky believed that children could be influenced by other people. Piaget's
theory has stages, while Vygotsky's does not.
Explain how Bronfenbrenner's ecological systems theory views development. -
ANSWER -Ecological systems theory is the idea that a child's biology joins with
environmental factors to influence development. There are four levels that interact with
the individual and with each other. The environment reacts to the child and the child
reacts to the environment.
QUESTIONS AND ANSWERS
information processing - ANSWER --the human mind might also be viewed as a
symbol-manipulating system through which information flows
-info presented as input then emerges as behavioral response (output)
-info is coded, transformed, organized
sensitive period - ANSWER --a time that is biologically optimal for certain capacities to
emerge because the individual is especially responsive to environmental influences
-boundaries are less well-defined than critical period
-development can occur later but is harder to induce
sociocultural theory - ANSWER --focuses on how culture - the values, beliefs, customs,
and skills of a social group - is transmitted to the next generation
-social interaction: dialogue with MKO (more knowledgable others)
-necessary for children to acquire ways of thinking/behaving that make up community's
culture
-Vygotsky
ecological systems theory - ANSWER --views the child as developing within a complex
system of relationships affected by multiple levels of the surrounding environment
-interrelated, nested structures that form complex functioning system
-Brofenbrenner
microsystem - ANSWER --innermost level of enviro consists of activities/interaction
patterns in child's immediate surroundings
-self development with enviro factors
-physical attributes, personality, capacities affect adults interaction vice versa
-3rd parties: if supportive interaction is enhanced
mesosystem - ANSWER -the second level encompasses connections between
microsystems
-school, home, neighborhood, child-care center
-connection of all 4 creates enhancement
-what parents do at home AND what teachers do at nursery
exosystem - ANSWER --social settings that a person may not experience firsthand but
that still influence development in immediate settings
-parents workplace, religious orgs, community health, welfare services
-informal: can provide another layer of support and advice that greater enhances inner
system
macrosystem - ANSWER --cultural values, laws, customs, and resources
,-how a culture operates can greatly affect the immediate settings
continuous development - ANSWER --a process of gradually adding more of the same
type of skills that were there to begin with
discontinuous development - ANSWER -a process in which new ways of understanding
and responding to the world emerge at specific times
nature-nurture controversy - ANSWER -are genetic factors (nature) or environmental
factors (nature) more important in influencing development?
plasticity - ANSWER -the brain's ability to change, especially during childhood, by
reorganizing after damage or by building new pathways based on experience
social learning theory - ANSWER --the theory that we learn social behavior by
observing and imitating and by being rewarded or punished
-observational learning
-children become more selective in what they imitate over time
-develop personal standards from observing
-Bandura
cognitive-developmental theory - ANSWER --children actively construct knowledge as
they manipulate and explore their world
-sensorimotor (birth-2yrs): think by acting with senses; i.e pulling lever to hear music
box
-preoperational (2-7yrs): use symbols and role play to develop language, logic still
lacking
-concrete operational (7-11 yrs): info can be organized & logical but only when
perceived directly
-formal operational (11yrs+): abstract thinking/problem solving occurs
-Piaget
List the three broad dimensions in which development is defined. - ANSWER -Physical,
cognitive, and psychosocial development
Describe continuous and discontinuous development. One course of development
versus many courses of development. Give an example of one personal and one
environmental factor that shape the context of a child's development. - ANSWER --
Continuous development sees our development as a cumulative process: Changes are
gradual.
-discontinuous development sees our development as taking place in specific steps or
stages: Changes are sudden.
Briefly discuss how nature and nurture can be used to explain the underlying causes of
development. - ANSWER -Nature can be used to explain the underlying causes of
development because people are not all born with the same personalities or
, characteristics. Nurture can be used because people are raised differently and end up
developing differently.
Describe how a theory's position on nature and nurture affects whether there is an
emphasis on stability or change. - ANSWER -When a theory's position is on nature,
there is probably an emphasis on stability. This is because the idea of "nature"
emphasizes the idea that children are all born "programmed" and nothing will influence
that. When a theory's position is on nurture, there is probably an emphasis on change.
This is because the idea of "nurture" emphasizes the idea that children are influenced
by their environment and can change based on that.
Explain a sensitive period. - ANSWER -A sensitive period is a point in development
where the child can most quickly develop a skill or process information. For example,
learning a language.
Describe John Locke's theory of development. - ANSWER -John Locke believed that
everyone was born with a blank slate aka tabula rasa. He believed children are shaped
by experience and they have no innate characteristics.
Describe the concepts of modeling and behavior modification. - ANSWER -Modeling is
a way in which behavior is learned. When a person observes the behavior of another
and then imitates that behavior, he or she is modeling the behavior.
Explain Piaget's theory including the notions of adaptation and equilibrium. - ANSWER -
Cognitive Development theory is the idea that children actively construct knowledge as
they explore the world. There is an inborn ability to adapt to and explore the
environment. Equilibrium is the desire to make sense of the world. There are 4
qualitatively different stages and children's ideas are very different from adults.
Explain Vygotsky's sociocultural theory and the importance of social interaction. -
ANSWER -Sociocultural theory is the idea that social interaction is vital for cognitive
development. There is a transmission of culture to new generations through beliefs,
customs, values, and skills. Young children are "apprentices in thinking" and dialogues
with experts lead to learning and development. Scaffolding is providing assistance at
the student's level.
Determine the similarities and differences between cognitive development and
sociocultural theories. - ANSWER -Piaget believed that children have an inborn ability,
while Vygotsky believed that children could be influenced by other people. Piaget's
theory has stages, while Vygotsky's does not.
Explain how Bronfenbrenner's ecological systems theory views development. -
ANSWER -Ecological systems theory is the idea that a child's biology joins with
environmental factors to influence development. There are four levels that interact with
the individual and with each other. The environment reacts to the child and the child
reacts to the environment.
