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Developmental Psychology Chapter 7
Developmental Psychology Chapter 7
Developmental Psychology Chapter 7
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Recommended: Developmental Psychology Chapter 7
Developmental Psychology Journal Articles
The five journal articles I examined were all from a
journal titled Developmental Psychology, May 2000. The first
journal article that I observed was "Sleep Patterns and
Sleep Disruptions in School-Aged Children." This study
assessed the sleep patterns, sleep disruptions, and
sleepiness of school-age children. Sleep patterns of 140
children (72 boys and 68 girls; 2nd-, 4th-, and 6th-grade
students) were evaluated with activity monitors
(actigraphs). In addition, the children and their parents
completed complementary sleep questionnaires and daily
reports. The findings reflected significant age differences,
indicating that older children have more delayed sleep onset
times and increased reported daytime sleepiness. Girls were
found to spend more time in sleep and to have an increased
percentage of motionless sleep. Fragmented sleep was found
in 18% of the children. No age differences were found in any
of the sleep quality measures. Scores on objective sleep
measures were associated with subjective reports of
sleepiness. Family stress, parental age, and parental
education were related to the child's sleep-wake measures.
The next article I observed was "Shared Caregiving:
Comparisons Between Home and Child-Care Settings." The
experiences of 84 German toddlers (12-24 months old) who
were either enrolled or not enrolled in child care were
described with observational checklists from the time they
woke up until they went to bed. The total amount of care
experienced over the course of a weekday by 35 pairs of
toddlers (1 member of each pair in child care, 1 member not)
did not differ according to whether the toddlers spent time
in child care. Although the child...
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...h their
mothers and their fathers on separate occasions in their
families' homes. Parent-child pairs played for 8 minutes
each with a feminine-stereotyped toy set (foods and plates)
and a masculine-stereotyped toy set (track and cars). Levels
of affiliation (engaging vs. distancing) and assertion
(direct vs. non-direct) were rated on 7-point scales every 5
seconds from the videotapes for both parent and child.
Overall, the play activity accounted for a large proportion
of the variance in parents' and children's mean affiliation
and assertion ratings. Some hypothesized gender-related
differences in behavior were also observed. In addition,
exploratory analyses revealed some differences between the
different ethnic groups. The results highlight the
importance of role modeling and activity settings in the
socialization and social construction of gender.
In Touchpoints: Your Child’s Emotional and Behavioral Development, by T. Berry Brazelton and Joshua D. Sparrow they created a research study of four children over four years, from three to six. This is where the book begins an introduction of the four “Brazelton babies” which are, Billy, Minnie, Marcy, and Tim. It lists numerous everyday situations that parents are bound to deal with, and instead of exploding handling it the Brazelton way. Touchpoints as the book explains in the introduction is a time of vulnerability as the child continues to grow and develop, because during these moments there are setbacks or regression in their behavior.
In different countries and cities, infant caretaking styles can differ widely due to varying cultures and values. For example, the study done by Morelli, Rogoff, Oppenheim and Goldsmith in 1992 revealed differences in the infant sleeping practices between Mayan parents and U.S. parents from Utah. While more Mayan parents preferred to let their infants sleep on their bed to develop a close mother-infant bond, more U.S. parents preferred to keep their infants on a separate bed and to let them sleep alone as soon as possible in order to allow their child to become independent (Morelli et al., 1992). The purpose of this study is to examine the caretaking practices of a current parent through an interview and to compare and contrast the parent’s
McKenna, James J. Joyce, Edmund P. "Cosleeping and Biological Imperatives: Why Human Babies Do Not and Should Not Sleep Alone." Neuroanthropology.net. n.p. 21 December 2008. Web. 8 March 2014
Francis’s study analyzes three to five-year-old preschool students as well as their parents about their views about toys and viewing materials based on gender. The study showed that parental beliefs shaped their child 's opinions of gender roles based on the toys they played with. The parent 's idea of what is female and what is male is transferred onto the toys their child plays with which in terms developed their child 's stereotype of what is male and female based on their toy selection and color. In the article “How do today 's children play and with which toys?”, by Klemenovic reference that a child 's view on gender stereotypes is developed by their parents who train them on how to use the toys. Klemenovic (2014) states "Adults start training in the first months of a child 's life because knowledge of objects is the outcome of other people 's behavior towards us" (Klemenovic, 2014, p. 184). Young children’s development of gender stereotypes is largely influenced by his or her parent’s actions and view on what they consider male or female. A parent’s color preference and toy selection can influence a child’s gender bias or association to a specific
The short-term benefits to infants of co-sleeping with their mothers would be increase breast feeding which promotes bed-sharing, increase sleep interval and duration, less crying time, increase compassion to mother’s communication (McKenna, Mosko , & Richard, pg. 604). Short-term benefits to mothers who co-sleep with their infants would be more sleep time with gratification, increase sensitization to infant’s physiological-social status, increase wellbeing and the ability to understand developmental signals from the infant, and improved skill to supervise and accomplish infant wants (McKenna, Mosko , & Richard, pg. 604). Long-term benefits of co-sleeping for infants are under-represented, but it can spread relief with sexual identity, infants become independent and increase control of their reactions and anxiety, and they become more self-determining in task problem solving and initiating because they are better at being unaccompanied (McKenna, Mosko , & Richard, pg. 604). Parents should know the benefits of co-sleeping either long-term or
Throughout the world, for centuries, parents and infants have engage in many different sleeping arrangements. In the Western World solitary sleeping is strongly encouraged by the American Academy of Pediatrics (AAP). Solitary sleeping, or sleeping in separate rooms and separate beds, is said to promote the infants independence and reduce the risk of Sudden Infant Death Syndrome (SIDS). The AAP has even issued multiple warnings on the dangers of shared sleeping arrangements, citing concerns regarding the safety, wellbeing, and the independence of the child. While the health and safety of an infant is the top priority for all the Western idea of solitary sleeping does not consider the different cultural beliefs of others. Therefore, despite
Methods: The research was conducted by the use of multiple types of surveys which were conducted by telephone. The first was a sleep survey called the Children’s Sleep Habits Questionnaire (CSHQ) which is a forty-five item questionnaire that examines the previous w...
From this research of examining how gender socialization is projection through toys to children, have led to conclusion that in order to prevent children from living by these stereotypes portrayed through toys, parents should encourage gender-neutral and cross-gender play in children at an early age. Just for the mere that their brain is so receptive to knowledge into creating to become the person they are to be in life. Give children a chance to not only have fun while playing with their toys and that there aren’t any pressures on them that this what they should be and that there a mind full options that they can choose from.
After getting a chance to take ECH 320 online, I was able to get an understanding of what is the meaning of cognitive development in a young child. Cognitive development is when a child is learning thought process and how to solve problems. Taking this course has allowed me to follow and understand the course standard as well as being able to live my purpose which is to teach students in early childhood education. Just like I had mentioned in my assignment I was able to take my learning’s from the course and even just Piaget’s theory on sensorimotor sub stages and be able to start to live my purpose through teaching young minds. With this particular course it allowed me to use some of religious learning I learned as a young child and help include
Developmental theories are broken up into two perspectives; Life-course, and Latent Trait. These perspectives may answer questions on why juveniles have grown to lead a destructive life-style and why others grow out of their delinquency. Latent trait explains that some tendencies we are may be born with and how important it is to be there for our children. Our parenting skills do have a profound effect on how our children may lack self control or have an impulsive behavior.
Psychological development is the development of a person’s emotional, intellectual, cognitive, and social capabilities and functions that they acquire throughout their lifetime. This starts from birth and carries on until death, but how does pregnancy affect the development stage? There are many myths that when women become pregnant their cognitive capabilities begin to decrease and the mother suffers from ‘baby brain’ or ‘placenta brain’. Scientists are interested in this and some wondered what role pregnancy plays in the increase or decrease of a woman’s cognitive function.
It is inevitable, children and adults constantly evolve and the evolution of this population requires an ongoing scientific investigation (Eberbach & Crowley, 2009). The scientific investigation of the evolution of children and adults is described as developmental psychology. Developmental psychologists establish theories of developmental trajectories, interpersonal, intrapersonal, emotional, and cognitive processing. Moreover, developmental psychologists endeavor to provide descriptive and expository research to enhance client and professional development (Machery, 2011).
The article entitled An Analysis of Schema Theory and Learning Theory as Explanations for Variance in Adolescent Adjustment to Divorce is a research done with adolescents to see how well a child and his or her parents adjust to divorce. The researchers are trying to find a way to help children deal with divorce. The researchers are trying to see if there is a connection between a child?s age and their sex that affects the way they adjust to divorce. After trying to see if these two factors are connected, researchers then also study to see if a child?s relationships with his or her parents also have a role in the child?s adjustment. This research was done to help understand if schema theory had something to do with the children?s adjustment when it came to divorce. With all the possibilities, the researchers wanted to narrow it down using the schema theory. The schema theory is said to be a way of thinking, and not wanting to change what you know.
Leading up into class I was both bit nervous and excited, since this was the first time in years that I haven’t taken a class outside of my particular major. As I was going through the course schedule, I had in my mind that I did not just want to take any old class just because I need it to graduate. So I came across developmental psychology and thought to myself that this would be a good fit because I enjoy learning about other people. Once class started, I was a little confused of how it the class was going to be because I already had the thought in my head that I was going to be learning about people older in age, rather than learning about how babies develop before they are born. After understanding more about what I was going to learn
I took this class because it aligns with other studies I have done. I have completed life coaching certificates and other psychology and mental classes. My expectations for this class are to learn what it means to educate and be educated. In life and business, I can see where understanding individual and/or group motivations can help show the bigger picture and give ideas on how to proceed.