PSYC 2290 Lecture 1: PSYC 2290 ALL the LECTURE NOTES
10 May 2018
School
Department
Course
Professor
Medieval views of children
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Plato- children born with an innate knowledge (came to world with some kind of predispositions
and tendency’s)
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Aristotle - knowledge rooted in experience (came with nothing and what happened determined)
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Locke - the infant is like a blank state (similar to Aristotle)
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Rousseau - children born with innate sense of justice and morality
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Origins of a new science
Research on children began with a baby biographies (many details)
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In the early 20th century child development research was used to promote healthy development
(children reach their full potential)
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The normative approach - age related averages are computed to represent typical development
(what can we expect) (rough age where sit and do things) (people want know if child normal)
-
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Theories of child development
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These are the same theories that dominate the field of psychology (look how explain child
development)
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Historical view of children and childhood
Maturational theory - natural unfolding of a pre-arranged biological plan (genetics) (muscles
develop and bones grow)
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Ethological theory - Imprinting (bonding and attachment, how certain behaviours help bond which
enhances survival)
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Critical and sensitive periods (only develop if the child is exposed to proper stimulation at correct
time) (children need to be exposed to language before nine or ten, then they don’t understand
grammar) (critical is time limit if certain stimulation is not achieved than the skill never develops
to full capacity whereas sensitive is time period where the child will more easily learn at particular
time, If learn after sensitive period the language is stored at different place)
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Developmental neuroscience (brain does not develop if neglected at some point)
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Biological theories
Freud
Id have it (fail to delay gratification) , Ego (learning to self regulate) develops from internalizing
stuff from parents , Superego (conscious)
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Psychological development
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Focus on childhood and unconscious motives
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Believe that move from one stage to next stage,
Erickson
psychosocial stages (eight) (progress through environmental demands)
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Development a lifelong process
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Psychodynamic theories
Environment moods development
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Classical conditioning - higher order thinking (conditioned that A+ is good association)
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Operant conditioning - positive reinforcement (giving something) , negative reinforcement (taking
away something), partial reinforcement (not rewarding good behaviour or giving it away
sometimes/ when you sometimes give in), positive punishment (spanking) , negative punishment
(taking away something good)
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Learning theories
Observational learning
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Intrinsic reinforcement (feeling good)
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Social cognitive theory (how social interaction change way think)
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Self efficacy (self confidence that sense of accomplishment)
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Social learning theories
Lecture One
Thursday, January 4, 2018
1:38 PM
Child Development Page 1
Self efficacy (self confidence that sense of accomplishment)
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Looking at Paige - children adapt to and seek to understand their environment
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Qualitative, stage like development
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Information processing theory - memory development (especially short term memory)
( determines how well children do in reading writing)
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Cognitive theory
Ecological systems theory
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Contextual Perspective
Child Development Page 2
Ecological systems theory
Microsystems - children this is the people and social systems they interact with daily
bases parents siblings friends and school and neighbours interact on regular bases,
mesosystems - involves things like parents involvement at school how components of
Microsystems get along with each other the child feels good when parents make contact
with teachers at school, exosystems - that impact the child that child doesn’t have direct
contact such as education systems and their policies or child and family services and
their policies , macro systems - more like the culture the child comes from such a how
are children in the culture viewed such as someone who needs protection or getting the
child into sleeping pattern or not concerning with it at all also include norms for child
rearing, chronosystem is about time factor more of different social eras such as changes
in child rearing practises over time in that spanking use to be normal now has changed
over time and how old child is when mom and dad decide to have another child
➢
Vygotsky
development occurs through social interactions ) child does not develop outside the
interactions with others
➢
Contextual Perspective
Is similar to other psychological research with some special considerations
➢
Early development is related to later a development, continuity-
discountiunity issue, in that continuity changes are gradual and continuous
such a short term memory of child expands and gets better over time
whereas discontinuity is at what stage of development the child is different
than one stage in that look different go about things different for example
neuro pathways that form which didn’t exist and as get older some neutrons
are lost different than previous stage
□
Nature-nurture issue, what we bring as predisposition influences our
interactions, person becomes even more easy going because was easy
going first place *elicit a reaction that only enhances their
temperament*
Current view looks at interaction of these
Dynamic systems theory - says that children are not passive but active
recipients of information and determine who they want to interact
with
Development is jointly influenced by heredity and environment
□
Active-passive issue, children are very active recipient of info and
influence their own development
Children influence their own development
□
5 domains of development - physical, emotional, social - the more
they interact the more their language develops and more they hear
words and get better at interacting with others and also get cognitive
development because the brain is growing due to increase in language
and brain develops in social areas and makes them more emotionally
interactive, language, cognition
Development in different domains is connected
□
Universal changes , learn to do math, change clothes
◊
Normative age graded changes
Cohort related changes - change for different generations and
may be different form parents to children generations over time,
spanking was common in one generation and putting the child
on their back or stomach to fall-asleep changes
◊
Normative history graded changes
Unique non shared events - to a particular child, can be genetic
such as inheriting a disorder or disease, developing cancer,
◊
Non-normative changes
Different types of developmental changes
□
These include;
▪
There are theories about how development occurs
➢
Child development research
Lecture Two
Tuesday, January 9, 2018
12:44 PM
Child Development Page 3
Document Summary
Plato- children born with an innate knowledge (came to world with some kind of predispositions a(cid:374)d te(cid:374)de(cid:374)(cid:272)(cid:455)"s(cid:895) Aristotle - knowledge rooted in experience (came with nothing and what happened determined) Locke - the infant is like a blank state (similar to aristotle) Rousseau - children born with innate sense of justice and morality. Research on children began with a baby biographies (many details) In the early 20th century child development research was used to promote healthy development (children reach their full potential) The normative approach - age related averages are computed to represent typical development (what can we expect) (rough age where sit and do things) (people want know if child normal) These are the same theories that dominate the field of psychology (look how explain child development) Maturational theory - natural unfolding of a pre-arranged biological plan (genetics) (muscles develop and bones grow) Ethological theory - imprinting (bonding and attachment, how certain behaviours help bond which enhances survival)
