Child Psychology (Developmental Psychology 1)

DEVELOPMENTAL PSYCHOLOGY 1 An Overview of Child Psychology 0502B – Prof. Brines Iglesias I. II. a. b. a. b. c. d. e. f. BS PSCYHOLOGY 1 – 2ND SEM TOPIC OVERVIEW Introductory Perspective of Child Psychology and Significance of Child Study Definition and Scope of Child Study Facts Theoretical Perspectives of Child Development Behavioral Perspective Organismic Perspective Psychodynamic Perspective Ethological Perspective Ecological Perspective Life Span Perspective INTRODUCTORY PERSPECTIVE OF CHILD PSYCHOLOGY AND SIGNIFICANCE OF CHILD STUDY Developmental Psychology  scientific approach to explain growth, change, and consistency throughout the lifespan.  how thoughts, feelings, and behaviors change throughout a person’s life – from conception to old age.  describe, explain, and optimize development. DEFINITION AND SCOPE OF CHILD STUDY Child Psychology  scientific study of an individual from prenatal beginnings to the early stages of adolescent development.  approximately until 12 years old.  deals with physical growth and maturation; influences of environment to development; psycho-social interactions between a child and significant others  describe and explain changes in behavior across the period of childhood  Significance of Child Study:  understand children’s behavior and its relation with adult behavior  increase knowledge on the process of development and the conditions conducive to physical and psychological well-being  facilitate early detection of problems in the development and help in the prevention of deviant or atypical behavior VIDUYA, ARLENETTE L.  know the principles and stages of growth and the developmental tasks to expect from each stage  utilize research and information on child study in caring for children in our society and address current issues on the welfare of children               FUN FACTS A child’s brain has its most dramatic growth period from birth until the age of 5. The eyesight of babies is somewhere around 20/2400. They can only see clearly about a foot away. By the time they turn 6 months, they can see at 20/20. Babies should not be given water to drink before the age of 6 months old. This is because their bodies cannot yet process water. It would be dangerous for them! Babies and kids can laugh up to 300 times a day. At the age of 5 months, a child recognizes his or her name. Playtime is a very powerful and necessary learning tool for youngsters. Children seem to develop best, when they have consistent contact with at least three, supportive and loving adult influences throughout their life. Language is the most difficult thing a child must learn in their early development. A toddler between the ages of 1 and 2 years, will gain 2 million new brain connections every second. Flavor preferences learned in infancy can last for years. At the age of 1, kids use both hands equally. As they grow, they prefer one hand or the other. About 90% of kids are right-handed. A curious child may ask 73 questions every day! A child’s sense of privacy usually begins around 8–9 years old. THEORETICAL PERSPECTIVES OF CHILD DEVELOPMENT Various perspectives that enable us to understand and explain childhood behavior BEHAVIORAL PERSPECTIVE Classical Conditioning  pairing or association of two stimuli produces a response  Ivan Pavlov – a dog would learn to salivate at the sound of bell due to frequent association with food.  John Watson – to explain many aspects of children’s behavior Operant Conditioning (B.F. Skinner)  consequences of reward or punishment on behavior Social Learning Theory (Albert Bandura)  learning by observing and imitating others ORGANISMIC PERSPECTIVE  views the child as constantly seeking to adapt to the world by relating new experiences to existing knowledge and modifying it to incorporate new information  Cognitive Structural Theory (Jean Piaget) PSYCHODYNAMIC PERSPECTIVE Psychosexual Stages (Sigmund Freud)  development as a discontinuous process that proceeded in a series of discrete steps,  sequences of stages are the same for all children, but different treatment received  fixation – stuck in one stage of psychosexual development; caused by unresolved issues in previous psychological stages of personality development STAGE AGE HAPPENINGS RANGE Oral 0-1 year Pleasure from oral Stage old activities (sucking and tasting). Anal 2-3 years Pleasure from anal. Focus Stage old on controlling bladder and bowel movements Phallic 3-6 years Focus on differences Stage old between male and female Latency 6 years old Focus on intellectual and Stage to puberty social pursuits Genital Beyond Seeks relationship with Stage puberty others  ID – pleasure; EGO – rational; SUPEREGO – parental or societal values Psychosocial Stages of Development (Erik Erikson)  personal and social tasks needed to be developed in each stage of development STAGE BASIC VIRTUE CONFLICT Infancy (birth to Trust vs. Hope 18 months) Mistrust Early Autonomy vs. Will Childhood (2-3 Shame and years) Doubt Preschool (3-5 Initiative vs. Purpose years) Guilt School Age (6- Industry vs. Competence 11 years) Inferiority Adolescence Identity vs. Role Fidelity (12-18 years) Confusion Young Intimacy vs. Love Adulthood (19- Isolation 40 years) Middle Generativity vs. Care Adulthood (40- Stagnation 65 years) Maturity (65- Ego Integrity vs. Wisdom death) Despair ETHOLOGICAL PERSPECTIVE Ethology  study of biological bases of behavior including evolution and causation in development  sees development as a process of adaptation to the environment  searches for cross-cultural universals (behaviors common to all children across a wide range of different cultures) ECOLOGICAL PERSPECTIVE Ecological Systems Theory (Urie Bronfenbrenner)  influence of different types of environments that an individual is exposed to LIFE SPAN PERSPECTIVE  development as a process that continues into adulthood and old age, accounting all periods of life  normative or age-graded – sets of experiences which most children and adults undergo at approximately the same age or time  non-normative changes – unexpected changes or do not conform to a prescribed schedule which may push development to new directions. DEVELOPMENTAL PSYCHOLOGY 1 Biological Foundation of Development 0502B – Prof. Brines Iglesias BS PSCYHOLOGY 1 – 2ND SEM I. TOPIC OVERVIEW Hereditary Influence on Development a. Types of Changes b. Principles HEREDITARY INFLUENCE ON DEVELOPMENT  concepts of growth, development, and maturation, and the hereditary influences that concern these TWO TYPES OF CHANGES a. Quantitative – easily measurable features b. Qualitative – descriptive features of development TERMS Growth DEFINITION physical or physiological changes in human beings Development progressive series of changes which occur in a relatively manner as a result of maturation and experience Maturation unfolding of traits resulting from interactive relationship of heredity and environment; preprogrammed changes including alterations in structure, complexity, integration, organization, and function. PRINCIPLES Nature vs. Nurture  Nature – totality of influences biologically transmitted from the parents of the offspring  Nurture – all external conditions and factors potentially capable of influencing individuals  same hereditary predisposition may lead to several outcomes depending on environment Canalization Principle  operation of genes tends to limit/restrict development to a smaller number of outcomes  Strongly canalized – relatively difficult to modify  Less canalized – can be modified because of variety in life experiences Range-of-Reaction Principle  genotype/genetic endowment sets limits to a range of possible phenotype (ways in which person’s genotype is expressed in observable or VIDUYA, ARLENETTE L. measurable characteristic); environment may determine the point of range Niche Picking  genotypes may direct individuals to seek environments which are most compatible with their biological predispositions  to seek or build environments which are congenial or stimulating Rubber-Band Hypothesis  genetic traits as rubber band where its length is stretched by environmental forces  initial unstretched genetic endowments but natural forces of the environment may have stretched their expression of lengths CHROMOSOMES  rod-like or thread-like structures that contains the genes  23 chromosomes from the sperm and 23 chromosomes from the ovum  22 pairs are autosomes that determine the different traits of an individual  23rd pair are the sex chromosome; XX – female, XY – male; gender is determined by the sperm Chromosomal Abnormalities  variations or defects in chromosomes or chromosome matching  60% of early spontaneous abortion and 5% or later abortions  Causes of Chromosomal Abnormalities: a. Uneven segregation of chromosomes into daughter cells during meiosis  the meiosis of a female germ cell may produce one ovum containing two X chromosomes and a second ovum with no X chromosome. b. Mother’s age  past the age of 35 may increase probabilities for Down syndrome, Klinefelter’s Syndrome or poly-X syndrome.  The aging ova hypothesis – degeneration of the ova as women are towards the end of their reproductive years. c. Damaged sperm cell  25 % of Down syndrome cases receive their extra 21st chromosome from their fathers.  Fathers exposed to repeated abdominal Xrays may have damaged chromosomes.  Majority of girls with Turner’s syndrome originate an abnormal sperm that neither contains an X or Y chromosome.  The XYY or supermale syndrome is attributed to the father. 1. Abnormalities of the Sex Chromosomes Female Abnormalities: a. Turner’s Syndrome ; XO  Appearance: phenotypically female but small in stature with stubby fingers and toes, a webbed neck, broad chest, small, underdeveloped breasts  Fertility Condition: sterile  Intellectual Characteristics: normal in verbal intelligence but frequently score below average on tests of spatial abilities b. Poly-X or “superfemale syndrome”  Appearance: phenotypically female and normal in appearance  Fertility Condition: fertile  Intellectual Characteristics: score relatively below average in intelligence with greatest deficits on tests of verbal reasoning. Male Abnormalities: a. Klinefelter’s Syndrome ; XXY or XXXY  Appearance: phenotypically male with the appearance of some female secondary sex characteristics i.e. enlarged hips and breasts at puberty; significantly taller than normal XY males.  Fertility Condition: sterile with underdeveloped testes.  Intellectual Characteristics: about 20 to 30 percent of these cases have deficits in verbal intelligence b. Supermale Syndrome ; XYY, XYYY, XYYYY  Appearance: phenotypically males significantly taller than normal XY males; have large teeth; often develop severe acne in adolescence.  Fertility Condition: typically fertile although many of these cases have low sperm counts.  Intellectual Characteristics: may be affected by infantile autism linked with the fragile X syndrome (brittle X chromosome that may have separated in two or more places). Infantile autism is a serious emotional disorder of early childhood characterized by extreme selfinvolvement, repetitive self-stimulating behaviors and delayed/absent language and social skills. 2. Autosomal Abnormalities a. Down Syndrome (Trisomy 21)  a child inherited an extra 21st chromosome  mental retardation, congenital eye, ear, and heart defects; almond-shapes eyes with eyelid folds that give an oriental appearance; round heads, short necks, protruding tongues, sloping foreheads and awkward-footed walk.  affectionate and have placid, cheerful temperaments.  intellectual development declines after the first year; have difficulty attending to, discriminating and interpreting environmental information.