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Lecture 1.docx

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University of Toronto Scarborough
Konstantine Zakzanis

PSYB20- Lecture #1:  History of developmental psychology o Development involves the systematic change that occurs in individuals between the moment of conception and death o Developmental psychology relies heabily on that it’s an imperial science ( imperial evidence is most valuable)  What is the science of development? o Developmental science vs. developmental sciences o Developmental science= more accurate b/c not just psychologists, but biologists and sociologists as well  Modern society today views childhood as very important (children need a lot of attention, care, etc) o There are numerous laws for the protection and care of children o Children have the right to education  But is this how childhood has always been seen? th th o Childhood in medieval times was seen as a separate stage of life (6 -15 Century)  Clothes were different, played games  Texts and literature were written differently when describing children  Teenagers also considered as not fully mature o 14 century handbooks and laws began o emerge about children (parent-children handbooks) o Children in medieval times  child being vulnerable and needing protection o Religious texts contradictory (children were angel link, but also associated with the demon. Need to be purified  “original sin”) o Children in Reformation   strong puritan belief (16 Century(   more negative belief (Children were born evil  original1 sin) Parents had to civilize/ tame children  Children were dressed in less comfortable clothes and had to dress and act like adults  Disobedient children were punished or beaten  Child “rearing” was believed to be a parent’s obligation  Emphasize reason (right from wrong)  Parents had to teach kids self-control  17 Century  Period of Enlightenment o John Locke  Blank slate (child)  tabula rasa  Children not born evil (not innately evil 7 no original sin)  children born with no ideas (blank)  Children b/came who they were depending on what they were exposed to and what they experienced  View was very ahead of time  Children could be moulded  Praise and reward better than punishment/ $  Praise and rewards enable the children to learn and also have them be more likely to repeat the positive action/ behaviour  Very against physical punishment because led to fear and anger (especially in school and would therefore make them not want to learn)  Child deserved kindness and compassion 1) Development= continuous process 2) Importance of nurture (environment = very important)  Notion of plasticity multiple courses for development not
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