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Lecture

PSYB20- lecture 1.docx

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Department
Psychology
Course
PSY100H1
Professor
Mark Schmuckler
Semester
Summer

Description
PSYB20- Lecture 1  Website for this course not on blackboard/intranet  All information in the textbook and lecture are relevant even if he does not go over it o Including all information from the supplementary text boxes in the text book  2 term tests and 1 final, not cumulative o 1/3 of content per test o Term tests will be held outside of class o MC, approx. 50 questions o 2 hours o Each exam is equally weighted _________________________________________________________________________________________________  Developmental changes are somehow orderly/patterned  We do this to distinguish between real and temporary changes in human behavior  Child development is a developmental sciences; all of the changed we experience throughout the lifespan  Centuries of thought and observations were used to understand the field of child development o In order to understand the present we must understand the past o Modern society views childhood as a child centered society o Numerous laws to protect children today o We give children less responsibilities then adults  Is this the way that childhood has always been seen? o Medieval times; childhood was seen as a separate part of life  Childhood was seen as being diff compared to adults, also recognized teens th  14 century; manuals and books about diff aspects of child care, and there were laws places  Children were recognized as being vulnerable  ‘pure and innocent’ o 16 century ; a puritan belief, original sin  View of childhood as being more negative, children were born evil  Role of the parents was to civilize and restrain children  Harsh restricted child rearing techniques  Dressed in less accommodating clothing  Violent behavior towards to children  Puritans brought this belief to the US  Puritans later learned the balance through a sense of reason being brought to the child o 17 century; human behavior, human dignity, respect  viewed children as much more humane  John Locke; the child could be viewed as a blank slate, tabula rassa. o Children were not born evil o Children were born with nothing ‘blank slate’, all of the information obtained was provided through experience o Parents need to be rational tutors to the child, the parents could mold them in any way that they chose o This theory was precursor for todays theories of praise and rewards o Continuous development; adult be
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