CHAPTER 1: CHILD DEVELOPMENT TODAY: WHO, HOW, AND WHY

Instructor’s Resource Manual For Child Development A Cultural Approach Third Edition Lene Arnett Jensen, PhD, Jeffrey Jensen Arnett, PhD,

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Copyright © 2020, 2017, 2013 Pearson Education, Inc. All rights reserved.1

CHAPTER 1: CHILD DEVELOPMENT TODAY: WHO, HOW, AND WHY

CONTENTS

LEARNING OBJECTIVES............................................................................................................ 1 LECTURE OUTLINE .................................................................................................................... 2

LECTURE LAUNCHERS, DISCUSSION IDEAS, AND ACTIVITIES .................................... 15

CRITICAL THINKING ACTIVITY ............................................................................................ 21 SUPPLEMENTAL READINGS .................................................................................................. 22 REVEL VIDEOS .......................................................................................................................... 22 HANDOUT ................................................................................................................................... 23

LEARNING OBJECTIVES

Section 1 1.1 Describe the nature of the “global demographic divide” between developing and developed countries, and explain why the United States is following a different demographic path from other developed countries.

1.2 Distinguish between children in developing countries and developed countries in terms of income, education, and cultural values.

1.3 Explain why socioeconomic status (SES), gender, and ethnicity are important aspects of child development within countries.

1.4 Summarize the evolution of characteristics that make modern humans distinct from other primate species.

1.5 Identify the major changes in human cultures since the Upper Paleolithic period.

1.6 Apply information about human evolution to how child development takes place today.Section 2 1.7 Provide some reasons why the field of child development primarily focused on younger children until about the mid-20th century.

1.8 Specify when the field of child development began to address adolescence in a notable way, and explain why the age range that Hall had designated for adolescence has been moved downward by contemporary researchers.

1.9 Explain why the field of child development has recently expanded to encompass emerging adulthood.

1.10 Describe the cultural-developmental model that will provide the structure for this text.

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Lene Arnett Jensen/Jeffrey Jensen Arnett; Child Development: A Cultural Approach, 3e Copyright © 2020, 2017, 2013 Pearson Education, Inc. All rights reserved.2 Section 3 1.11 Recall the five steps of the scientific method.

1.12 Identify some key ethical standards for child development research.

1.13 Summarize the main measurements used in research on child development.

1.14 Distinguish between different types of research designs.

1.15 Describe the two major types of research designs used in research on child development.

1.16 Name and define the three general levels at which child development contributes knowledge.

1.17 Give examples of how scientific knowledge can be applied across contexts to improve children’s lives.

LECTURE OUTLINE

I. Section 1: Child Development Across the Globe

A. Children Today: A Worldwide Demographic Profile

• Population Growth and Change

LO 1.1 Describe the nature of the “global demographic divide” between developing and developed countries, and explain why the United States is following a different demographic path from other developed countries.

• Today, the average number of children per family is lower than at any

other time in history, yet the number of children is at its highest and rising.

• Historically, most women gave birth to four to eight children, yet most

of those children died in infancy or childhood due to inadequate medical care and nutrition.

• Medical advances facilitated a worldwide decline in rates but an

increase in life expectancy due to the cure and eradication of deadly diseases such as smallpox, typhus, diphtheria, and cholera.

• The current total fertility rate (TFR), or number of live births per

woman, is 2.5 worldwide. This is higher than the replacement rate of 2.1, seen in a stable population. The TFR is expected to decline to 2.1 by 2050.

• There is a “global demographic divide” between the wealthy,

economically developed countries that represent about 20% of the world’s population. Most growth will occur in economically developing countries, while a decline is expected in wealthy, developed countries.

• Developed countries are the most affluent countries in the world as

classified by the Organization for Economic Cooperation and Development (OECD).

• These countries likely include Canada, the United States, Japan, South

Korea, Australia, New Zealand, Chile, and most European countries.

• In contrast, developing countries have less wealth\ but an increasing

economic presence in the global economy. 3 / 4

Lene Arnett Jensen/Jeffrey Jensen Arnett; Child Development: A Cultural Approach, 3e Copyright © 2020, 2017, 2013 Pearson Education, Inc. All rights reserved.3

• According to the United Nations, nearly 50% of the population in

developing countries is younger than 25 years of age, compared to less than 30% for developed countries.

• Many developing countries, such as India, are improving

economically. Although most of its population lives on less than $2 a day, half of its children are underweight and malnourished, and half of the women and three-quarters of the men are literate, India is expected to lead the world in economic production by 2050.

• The population of developing countries is 6.3 billion or 80% of the

world’s population, while developed countries represent 20% of the world’s population at 1.3 billion.

• The populations of most developed countries, except that of the United

States, are expected to remain steady between now and 2050.

• The U.S. population is expected to have slight gains because the

TFR is 1.8, close to the replacement rate of 2.1, and the United States has generous immigration laws compared to other OECD countries. Most immigration gains will come from Mexico and Latin America, with the Latino population in the United States.rising from 16% to 30%.

• The populations of some countries are projected to decline.
• Germany, Taiwan, and most eastern countries will experience

population declines.ii. Japan is expected to decline the most due to low fertility and lack of immigration.

• Canada will experience increases in population due to open

immigration policies.

• Variations Across Countries

LO 1.2 Distinguish between children in developing countries and developed countries in terms of income, education, and cultural values.

• There are large income and education differences between developing

and developed countries.

• 40% of the world’s population lives on less than $2 per day.

ii. 80% live on a family income of less than $6,000 per year, with Africa remaining the poorest region in the world.iii. 90% of individuals in developed countries are in the top 20% of the global income distribution.

• There is also an educational divide between developing and developed

countries.

• Nearly 100% of children in developed countries are afforded a

primary and secondary education, and about half go on to college or vocational school.ii. In developing countries, 80% of children attend primary school, but only half advance to secondary school; college attendance is for the rich.

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