Introduction to Child and Adolescent Development (Part 1)
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The document emphasizes the importance of studying child and adolescent development to understand human behavior and inform parenting and teaching practices. It outlines developmental stages from infancy to older adulthood and discusses various aspects such as physical, cognitive, and socioemotional development. Additionally, it provides a historical overview of childhood, highlighting past societal attitudes and practices towards children, concluding with a mention of the global consensus on childhood established by the United Nations.
Introduction to Child and Adolescent Development (Part 1)
- 3. Why do we need to study development
- 4. To understand MECHANISMS THAT PRODUCE HUMAN BEHAVIOR
- 7. To answer questions such as:
- 8. ??? Are we products of our environment
- 9. ??? Are we a reflection of our genes
- 10. The study of development is really IMPORTANT
- 11. For the parents… Understanding of the typical infant , child, and adolescent development can help them deal with their offspring and guide them to successful futures
- 12. For the teachers… Understanding of the typical infant , child, and adolescent development can help them teach children READING
- 13. For the teachers… Understanding of the typical infant , child, and adolescent development can help them decide WHEN TO BEGIN INSTRUCTION
- 14. For the teachers… Understanding of the typical infant , child, and adolescent development can help them decide TO VARY INSTRUCTION
- 15. For the teachers… Understanding of the typical infant , child, and adolescent development can help them identify BEHAVIORS
- 16. For the teachers… Understanding of the typical infant , child, and adolescent development can help them deal with AGGRESSION
- 17. For the teachers… Understanding of the typical infant , child, and adolescent development can help them apply DEVELOPMENTALLY APPROPRIATE PRACTICES
- 18. What is
- 19. IT MEANS CHANGE OVER TIME
- 20. More specifically… Development means predictable changes that occur in structure or function over the life span
- 21. Life spans… Infancy (0-2 yrs. old)
- 24. Life spans… Adolescence (12-18 yrs. old)
- 27. Life spans… Older Adulthood (65 yrs. old and up)
- 28. What aspects of development do we study
- 33. A BRIEF HISTORY OF CHILDHOOD
- 34. Archaeological evidence show that children long ago were killed as religious sacrifices and sometimes buried in walls of buildings to “strengthen” structures.
- 35. In 1999, the mummifiedremains of a 15 – year old girl were found in the mountainsof Argentina. Anthropologistscalled her “La Doncella” (the maiden), and she and two younger children were apparentlysacrificed in an annual Inca corn harvest ceremonyabout 500 years ago.
- 36. During Greek and Roman times, children were sold into slavery for domestic work or as prostitutes, and used as collateral for loans.
- 37. Infanticide, the killing of an infant, was a common, and legal, practice in Europe if a child is sickly, deformed, one of twins, illegitimate, a girl, or otherwise unwanted.
- 38. Child abandonment was outlawed in Europe in the 1600s and foundling homes are established, where mothers could bring their unwanted infants and have them cared for by the Church.
- 39. In the 1700s, one – quarter of the infants born in Paris became foundlings (Katz, 1986). Unfortunately, wet nurses were rare, and in the days before baby formula, infants were fed porridge, and death rates exceeded 60% (Hrdy, 1999)
- 49. CHILDREN IN THE 21ST CENTURY
- 50. Many of the accounts on the conception of childhood belonged to Western civilization
- 54. Despite the discrepancy in how children around the world are treated, the view of childhood that evolved in the West over the past 500 years has been accepted by the UNITED NATIONS
- 55. The United Nations, 1989 approved
- 56. has been ratified by all but two of the 192 members of the United Nations