Class Notes (834,986)
Canada (508,846)
Psychology (7,776)
PSYB32H3 (614)
Lecture

PSYB20 - Lecture 1.docx

3 Pages
103 Views
Unlock Document

Department
Psychology
Course
PSYB32H3
Professor
Mark Schmuckler
Semester
Fall

Description
PSYB20 – Lecture 1 Prof’s Speech - Purple Slide 2 – Development and the Developmental Sciences - What is development? o Development involves the systematic changes that occur in individuals between the moment of conception and the moment of death.  Systematic changes implies that development changes are somehow orderly; distinguishes between real changes (i.e. a haircut) and developmental changes - What is the science of development? o Developmental science versus developmental sciences o Interdisciplinary nature of the study of development Slide 3 – Child Development in Historical Perspective - Childhood in Medieval Times (6 - 15 centuries) o The view of children  Painters would depict children playing games, loose clothing  15 century – writings on how to raise children, laws recognizing that children may need protection began to establish, as well as the awareness of children being vulnerable beings o The contradictory nature of childhood  Childhood was viewed as a separate period of life, different relative to adults  Teenagers were seen as not fully matured  Modern society views childhood as an extremely important part of life, children do not have responsibilities of citizenship - Childhood in the Reformation (16 – century) o The influence of the Puritans  Presented a negative view of childhood and children  Children = evil, and were born evil  As the Puritans migrated to the US, they took with them the belief that a child‟s soul was tainted and he was born with “original sin” o The idea of “original sin”  Idea that children were born evil  The role of a parent was to civilize and restrain children from following their evil inclinations  Recommended harsh measures for parents to take in raising their children  Puritans later began to adopt a more moderate view on child rearing – recognized that they needed to teach the child right from wrong - Contemporary thoughts in child development have formed from centuries of theories - We have to return to earlier theories to understand the current - In religious texts, children were pure, innocent, but at the same time, children were talked about as evil, possessed, and in need of purification th - 17 century – in new philosophies, childhood was viewed much more humanely Slide 4 – Philosophical Roots of Human Development - John Locke and the British Empiricists o Rejected concept of innate ideas  i.e. child was not born evil o Mind of infant as a Tabula Rasa  idea that a child was born with nothing; „blank slate‟  „Tabula Rasa‟ led to the importance of nurture/environment o Knowledge gained through experiences  Children obtained all of their knowledge by experience  Experience shaped their personality  Parents could mold their child  Locke emphasized the use of praise and reward for getting children to do something rather than punishment, opposed physical punishment  During the time when beating in school was active, Locke signalled a change was needed, a change to compassion o Two important conceptual points
More Less

Related notes for PSYB32H3

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit