Child Development 2023 with complete solution

child development study of the persistent, cumulative, and progressive changes in the physical, cognitive, and social-emotional development of children determined by: nature (genetic) nurture (social/physical development) existing conditions for child (foundations) child's own activity (choices) three developmental domains: physical, cognitive, social-emotional physical development (biological changes & genetics) changes of the body and brain and age related changes in motor control and heath behaviors cognitive development changes in reasoning, concepts, memory, and language that are cultivated by children's experiences at home or school social-emotional development changes in emotion, self-concept, motivation, social relationships, and moral reasoning (children's interactions with other people) context broad social environment (family, school, community) nature v. nurture nature-inherited characteristics that influence development nurture- environmental factors that affect development temperaments a child's way of responding to events (affected by nature) muturation genetically guided changes that occur through development sensitive period period in development when certain environmental experiences have a greater impact than other times universality developmental changes that occur in just about everyone (learning to crawl before walk) diversity individual differences in development (first words "social or objects") qualitative change MAJOR changes in development that reflects reorganization or modifications of functioning; stages (learning to run, speaking in sentences) stages period of development characterized by a qualitatively distinct way of behaving or thinking -Piaget- universal hierarchical levels of logic and thinking skills -Erickson- distinct social-emotional soft levels quantitative changes GRADUAL changes in development that reflect minor modifications (growing taller) biological theories focuses on inherited physiological structures of the body and brain that support survival, growth, and learning (nature) Montessori -children's maturity levels impose limits on their limits and physical abilities serve valuable lessons for them behaviorism focuses on how children's behavioral and emotional responses change as a direct result of particular environmental stimuli (nurture) Skinner "work for rewards, avoid punishment" social learning theory focuses on how children's beliefs and goals influence their actions and how they often learn by observing others psychodynamic theory focuses on how early experiences and internal conflicts can shape an individual's social development Freud- sexual impulses Erickson- internal cognitive development theory focuses on the qualitative developments in ways of thinking Piaget- logical thinking skills Kohlberg- moral reasoning cognitive process focuses on how people learn and interpret info and how these processes change over time Siegler-children use different processes for same tasks sociocultural theory focuses on children's learning of tools, thinking processes, and communicating through meaningful interactions with others -impact of culture on learning Vygotsky development systems theory focuses on how development is affected by many different factors Bronfenbrenner scientific method question, design an investigation, collect data, study data, share results validity extent to which a data collection technique actually assesses what the researchers intends for it to assess reliability extent to which a data collection technique yields consistent, dependable results experimental study research study in which a researcher manipulates one aspect of the environment and controls the others (control groups) quasi-experimental study research study in which one or more experimental treatments are administered but in which random assignment is not possible correlation study investigators look for naturally occurring associations two variables are related to each other and can be measured predictably cross-sectional study performance of different individuals at different age points are compared longitudinal study performance is tracked through years of a particular group constructivism theory that states learners construct a body of knowledge rather than absorbing information as it is received schemes Piaget an organized system of thought processes assimilation Piaget-way of adapting to environment way of associating new things with existing schemes accommodation Piaget- way to adjusting schemes to a new event (modify or create new scheme) Piaget's 4 stages of cognitive development sensorimotor preoperational concrete operations formal operations symbolic thought ability to mentally think about external objects "out of sight objects are still thought about" conservation the recognition that amounts stay the same if nothing is added or subtracted despite any changes in shape or arrangement mediation Vygotsky process in which meaning is obtained through adult help by associating new material with old ZPD Vygotsky the range of tasks that children can only accomplish with adult help Spearman's G the "general factor" in intelligence that influences performance in specific areas distributed intelligence thinking facilitated by objects (technology), peers, and symbolic tools dynamic assessment a measure of how ability levels change when a child receives help from outside sources