Developmental Psychology Lecture 1.docx

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Department
Psychology
Course
PSYB32H3
Professor
Mark Schmuckler
Semester
Fall

Description
Developmental Psychology Lecture 1 o Developmental changes are systematic, they are often patterned o Child development is part of a larger group of “developmental sciences” and to understand the field it is important to understand how we got here o Childhood during the medieval era was seen as separate piece of time  Childhood was view very differently from how it is viewed in current era  Children were view as vulnerable beings  Religious texts refer to children as being pure, innocent, and often angelic  Painters depicted children as playing, looking up at adults  During the same time they also viewed the child as sinned; which was contradictory to the angelic image children were seen as depicting o In modern society childhood is viewed as extremely important  We have laws for children; no exploitation, not responsible for citizenship, etc. o By the 14 century, you began seeing books and laws about how to raise children o Reformation – puritan belief – view of childhood because somewhat negative (all children were born evil thus parents job was to purify and restrain the child from sin)  Children dressed different, acted more adult-like, which was part of becoming civilized  Child was tainted – burn with original sin  Using reason to purify child  Trained in self-control  A lot of child rearing occurred o During the 17 century, new philosophies were introduced which had implications, which were much more humane  John Locke a. Child reasonably viewed as blank slate – “tabula rasa” b. Children weren’t born evil instead were born with nothing c. All development gained through experience , parents needed to be rational tutors d. Emphasized praise and rewards to get children to do things instead of punishments  Kindness and compassion were better utilities towards raising children  Child development is a continuous process, and it emphasizes importance of nurture or environment on growth of children.  Similar to plasticity, development doesn’t have single course but has multiple course o During the 18 century, Rousseau who didn’t view the child as a blank slate came up with a new idea  He viewed t
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