Child Development and the PITS: Simple Questions, Complex Answers, and Developmental Theory

2002 ◽  
pp. 3-20
Author(s):  
Frances Degen Horowitz
Keyword(s):  
Child Development ◽  
Developmental Theory

William Stern: Forerunner of Human Science Child Developmental Thought

2011 ◽  
Vol 42 (2) ◽  
pp. 157-173 ◽  
Author(s):  
Eugene M. DeRobertis
Keyword(s):  
Child Development ◽  
Child Psychology ◽  
Human Science ◽  
Developmental Theory ◽  
Relevant Today ◽  
Humanistic Approach ◽  
Core Characteristics

Abstract In this article, it is argued that William Stern was a forerunner of human science thinking in child psychology. Stern’s view of development, though widely neglected even among humanists, is consonant with human science thought on the whole as well as human science child developmental theory. Certain core characteristics of human science psychology are noted with special emphasis on how they relate to the study of child development. Stern’s views are then shown to be illustrative of these characteristics. In addition, various aspects of Stern’s highly humanistic approach to child development are shown to be relevant today.

The Best Interests of the Village Children

2002 ◽  
Vol 30 (3) ◽  
pp. 355-390 ◽  
Author(s):  
Gregory DeClue
Keyword(s):  
Child Development ◽  
Child Custody ◽  
Developmental Psychology ◽  
Developmental Theory ◽  
Best Interests ◽  
Custody Evaluations ◽  
Socialization Theory ◽  
Effective Parenting ◽  
Child Custody Evaluations ◽  
The Village

This article tracks a practicing forensic psychologist's efforts to develop a scientifically based framework for doing child custody evaluations. To apply knowledge from the field of developmental psychology to questions considered by the courts, a search was made for an empirically validated list of effective parenting behaviors. Contrary to expectations, no such list was found. A new developmental theory, group socialization theory, suggests that this is because parents are much less influential than has been assumed. Implications for child custody evaluators are explored. Other psychologists, particularly child development researchers, are encouraged to comment.

Piaget's Developmental Stages

2011 ◽  
pp. 713-715
Author(s):  
Shellie Hipsky
Keyword(s):  
Child Development ◽  
Developmental Stages ◽  
Developmental Theory ◽  
Jean Piaget ◽  
Stages Of Development ◽  
External Reality ◽  
Lasting Impression ◽  
Insight Into

Jean Piaget (1896-1980) was a Swiss psychologist whose cognitive-developmental theory left a lasting impression on how child development is viewed. He felt that children are not simply empty vessels into which adults pour knowledge (Piaget, 1952). Piaget based much of his theory on his masterful observations of children, and demonstrated many experiments that study how children adapt and react to their world (Vidal, 2000). One of the main points of his theory was that of adaptation (Piaget, 1971). The child’s mind adapts from infancy to childhood to adulthood to achieve a better fit with external reality. Piaget sensed that children construct knowledge actively as they manipulate and interact with their environments. Many of his thoughts and ideas were influenced by his background in biology. This document will provide insight into Piaget’s Stages of Development as well as look at technology that meets the needs of children at specific times during their life.

Constructing the Child in Psychology: the Child-as-Primitive in Hall and Piaget

1995 ◽  
Vol 26 (2) ◽  
pp. 35-57 ◽  
Author(s):  
Ann Johnson
Keyword(s):  
Cognitive Development ◽  
Child Development ◽  
Evolutionary Theory ◽  
Developmental Theory ◽  
Development Theory ◽  
Development Research ◽  
Fundamental Assumption ◽  
Construction Of Meaning ◽  
Primitive Notion ◽  
The Way

AbstractThis analysis focuses on a particular sedimented construction of the child found in child development theory. In traditional developmental theory the child is conceptualized as being qualitatively different from the adult; the child is conceived as "other" and as an incomplete version of the adult. The historical roots of this construction of meaning are explored through examination of two influential contributors in the child development field, G. S. Hall and Jean Piaget. The source of Hall's conception of the "child-as-primitive" in evolutionary theory is demonstrated, and the consequences of his romanticized view of the "primitive" child are examined. Piaget's stage approach to cognitive development is similarly analyzed, with an emphasis on the way in which his method of inquiry reflects the fundamental assumption of the child's incompleteness, and the on the use of the "child-as-primitive" image in his theory. Anthropological and philosophical contributions in this area are reviewed, and ethical consequences of the "primitive" notion are explored. Implications for phenomenological approaches to child development research and theory are offered, with emphasis on Merleau-Ponty's contributions in this area.

The Concurrent Validity of the Minnesota Child Development Inventory as a Measure of Young Children's Language Development

1989 ◽  
Vol 54 (1) ◽  
pp. 101-105 ◽  
Author(s):  
J. Bruce Tomblin ◽  
Cynthia M. Shonrock ◽  
James C. Hardy
Keyword(s):  
Child Development ◽  
Language Development ◽  
Expressive Language ◽  
Strong Predictor ◽  
Receptive Language ◽  
Strongly Correlated ◽  
Language Measure ◽  
The Mean ◽  
Child Development Inventory ◽  
Mean Length Of Utterance

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

Complex Trauma and Prenatal Alcohol Exposure: Clinical Implications

2012 ◽  
Vol 13 (2) ◽  
pp. 32-42 ◽  
Author(s):  
Yvette D. Hyter
Keyword(s):  
Central Nervous System ◽  
Nervous System ◽  
Child Development ◽  
Academic Outcomes ◽  
Complex Trauma ◽  
Prenatal Alcohol Exposure ◽  
Alcohol Exposure ◽  
Clinical Implications ◽  
Prenatal Alcohol ◽  
The Brain

Abstract Complex trauma resulting from chronic maltreatment and prenatal alcohol exposure can significantly affect child development and academic outcomes. Children with histories of maltreatment and those with prenatal alcohol exposure exhibit remarkably similar central nervous system impairments. In this article, I will review the effects of each on the brain and discuss clinical implications for these populations of children.

New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces

2017 ◽  
Vol 2 (12) ◽  
pp. 40-54
Author(s):  
Jamie B. Boster ◽  
Joann P. Benigno ◽  
John W. McCarthy
Keyword(s):  
Language Development ◽  
Augmentative And Alternative Communication ◽  
Developmental Theory ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Devices ◽  
Development Of Language ◽  
Communication Needs ◽  
System Interfaces ◽  
Language Content

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.

Childbearing and child development: Demographic and psychosocial trends.

1979 ◽  
Vol 34 (10) ◽  
pp. 866-871 ◽  
Author(s):  
Henry P. David ◽  
Wendy H. Baldwin
Keyword(s):  
Child Development
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