1. Review the Brief Chapter Summary.
2. Answer and submit the Learning Objectives. Write the question and then the answer.
3. Complete and submit the Learning Activity. Write the question and then the answer.
BRIEF CHAPTER SUMMARY
Child development is the study of all aspects of human growth and change in the first two decades of life, from
conception through adolescence. It is part of a larger, interdisciplinary field, developmental science, which looks at
all changes throughout the lifespan. Researchers often divide development into three broad domains - physical,
cognitive, and emotional and social - while recognizing that each domain influences and is influenced by the others.
Further, researchers usually divide the first two decades of life into five age periods. In addition, some researchers
identify the transition from adolescence to adulthood as a distinct period: emerging adulthood. These divisions make
the vast, interdisciplinary study of human constancy more orderly and convenient.
Theories are orderly, integrated ideas, based on scientific verification, that guide and give meaning to our
observations and give us a basis for practical action. This chapter provides an overview of philosophical and
theoretical approaches to child study from medieval to modern times. It also reviews major research strategies used
to study child behavior and development.
All major theories of child development take a stand on three basic issues: (1) Is development continuous or
discontinuous? (2) Is there one universal course of development or many possible courses? (3) Are genetic or
environmental factors (nature or nurture) more important in development? Modern child development theories also
pay attention to the various contexts in which children grow up. Further, theories differ in the degree to which they
emphasize stability versus the potential for change. Modern theories generally take a balanced point of view on these
issues, recognizing the merits of both positions.
Research methods commonly used to study children include systematic observation; self-reports; the clinical, or
case study, method; and ethnography. Investigators of child development may use a correlational research design,
which shows a relationship but does not allow inferences about cause and effect. Or they may use an experimental
design, which permits cause-and-effect inferences. To study how their participants change over time, investigators use
special developmental research strategies, including longitudinal, cross-sectional, sequential, and microgenetic
designs. Each method and each design has both strengths and limitations.
Conducting research with children poses special ethical dilemmas. Guidelines have been developed that can be
used to determine if the benefits of research outweigh the risks and to ensure that children's rights are protected.
LEARNING OBJECTIVES
After reading this chapter, you should be able to:
1.1 Explain the importance of the terms applied and interdisciplinary as they help to define the field of child
development. (p. 4)
1.2 List the age periods researchers use to study child development, and cite the three domains in which
development is often divided. (pp. 4-6)
1.3 Explain the role of theories in understanding child development, and describe the three basic issues on which
major theories take a stand. (pp. 6-10)
1.4 Trace historical influences on modern theories of child development, from medieval times through the early
twentieth century. (pp. 11-13)
1.5 Describe the theoretical perspectives that influenced child development research in the mid-twentieth century,
and cite the contributions and limitations of each. (pp. 14-21)
1.6 Describe six recent theoretical perspectives of child development, noting the contributions of major theorists.
(pp. 21-29)
1.7 Identify the stand that each modern theory takes on the three basic issues of child development presented
earlier in this chapter. (pp. 29, 30)
1.8 Describe the methods commonly used to study children, and cite the strengths and limitations of each.
(pp. 29, 31-35)
Chapter 1 History, Theory, and Research Strategies
1.9 Contrast correlational and experimental research designs, and cite the strengths and limitations of each.
(pp. 35, 37Ð-9)
1.10 Describe research designs used to study development, noting the strengths and limitations of each.
(pp. 40-43)
1.11 Discuss children's research rights, and explain why research involving children raises special ethical
concerns. (pp. 43, 45-46)
LEARNING ACTIVITY 1.8: Exploring Ethical Guidelines for Research with Children (pp. 43, 45Ð46)
To supplement the text coverage of ethics in child research, visit the following website: http://www.
srcd.org/ethicalstandards.html. Rreview the website and compare ethical guidelines for children
with those presented in the text. Answer the following questions:
1. What are some special ethical considerations for research with children?
2. Do theethical guidelines presented in the website adequately protect child research participants from undue risk? Explain.