Читать книгу Infants and Children in Context - Tara L. Kuther - Страница 86
Descriptions of Images and Figures
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The details are as follows.
Physical domain: a boy pitching a baseball
Cognitive domain: a girl in the classroom
Socioemotional domain: two girls talking as they walk back from school
Caption: Advances in physical, cognitive, and socioemotional development interact, permitting children to play sports, learn more efficiently, and develop close friendships.
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The details are as follows.
On the left: a) Continuous development
The four stages of a human’s physical development are shown above a convex slope.
On the right: b) Discontinuous development
The four stages of a human’s physical development are shown above four different steps of an ascending staircase.
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The horizontal axis shows the age and the vertical axis shows the length from 58 centimeters to 74 centimeters in increments of 2 centimeters.
A graph line which connects various points marked on the graph area resembles an ascending step pattern.
A caption below reads: Infants’ growth occurs in a random series of roughly 1-centimeter spurts in height that occur over 24 hours or less. The overall pattern of growth entails increases in height, but whether the growth appears to be continuous or discontinuous depends on our point of view.
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The diagram consists of two concentric bands around a circle.
The details of significant relationships within each are as follows.
Circle: Microsystem with the child at the center
relationships with peers and adults
Mesosytem: home; school; playground; neighborhood, religious settings
relationships with siblings and parents; with students and teachers
First band: Exosystem—school board; local government; mass media; religious setting; parent’s workplace
Second band: Macrosystem—customs; cultural values; government laws/policies
Bidirectional arrows connect the exosystem with the macrosystem.
Below the figure is a dotted arrow indicating time pointing to the right. A caption above the arrow reads: Chronosystem—environmental changes and transitions over the lifespan
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The details of the diagram are as follows.
Genetics influences:
Directly, the process of Conception; Birth; Childhood; Adolescence; Adulthood
Indirectly, through genetic susceptibility to environmental effects and through the environment, resulting in epigenetic factors, leading to the process of Conception; Birth; Childhood; Adolescence; Adulthood
A caption says: Development is influenced by the dynamic interplay of genetic andenvironmental factors. Genetic predispositions may influence howwe experience environmental factors, and environmental factorsmay influence how genes are expressed.
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The diagram consists of a table with four columns and four rows. The four columns represent four years; namely, 2020, 2022, 2024, and 2026.
The four rows from the top downward represent, 1st grade, 3rd grade, 5th grade, and 7th grade, respectively.
A cross-sectional research design includes all data in the first column; namely, 1st, 3rd, 5th, and 7th grade for the year 2020.
A longitudinal research design runs diagonally across columns; for example, 1st grade in 2020, 3rd grade in 2022, 5th grade in 2024, and 7th grade in 2026.
A cross-sequential study design includes the data from the longitudinal design as well as for the diagonal rows above and below.
