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W1 - Developmental Psychology Introduction, W2 -Theories of Development…
W1 - Developmental Psychology Introduction
Nature vs Nurture
How development occurs
Sensitive period
A period of development in which certain behaviours are more easily learned
Eg; child learning a language
Crticial Period
A period of development during which certain experience is needed for future normal development. Without such experience later development would be impaired
Shapes neural, biological and behavioural development
Eg; critical period for development of binocular vision in children 3-8 months old
LIfespan Perspective
Conception to end of life
Multidimensional - physical, cognitivie, social, emotional
Historical context
Development Periods
Physical development
Bodily structure
Motoro develpoment
hormonal changes
Brain changes
Cognitivie development
sensation
perception
memory
language
problem solivng
Psychosocial development
Emotions
morality
social knowledge
personality
Research Methods
Systematic observation
Study child in naturalistic or structure setting and make notes
Self report
interveiws
tests
surverys
case study
Ethnography
culture perspective
engage in field work to explore beliefs and customs
Research Desgins
Correlational
Reveals relationship between variables
does NOT reveal cause and effect
Experimental
Allows cause and effect statements
Lab experiments may not apply in real world
Developmental Research Desgins
Longitudinal
same groups studied at different times
Cross-sectional
different groups/cohort studies/compared at the same time
Longitudinal sequential
mutliple groups studied together at different times
Rights of participants
Protection form harm
freedom to withdraw
informed consent
parental consent required 18yrs under
child has to agree to participate ( assent)
Privacy
Knowledge of results
Bronfenbrenner's Ecological Model
Proposes different systems around child
Microsystem
Small immediate environment child lives in
Eg; family, peers
Mezo system
Relationship between mircosystems, connections between contexts
Strength in the web of suppport around the child
communication between the setting
Eg; Family-school links, school-church links, family-peer links
Exosystem
contexts not directly linked to child but will directyl impact their microsystem and mesosystem experiences
Eg; parents workplace (parents wellbeing impacts child)
Macrosystem
cultures laws, values customs, polticial systems
Eg; educational policies and investment in schools to grant opportunities, foster individual aspirations
Coronostystem
Indigenous
Western theories dominate
individualistic
deficit approach
pathologies victims of injustice
Historically western cultural frame
suppressed indigenous psychologies and knowledge systems
Western concept of flourishing
Meaningful accomplishment
lacks appreciation of kinship, collective wellbeing, spirituality, nature
Social and emotional wellbeing framework
SEWB is holistic framework for ATSI wellbeing
culturally informed model
recognises deep connections between culture, family, history, sprirituality
imporant for understanding ATSI children
applications in health and social services
Knowledge system
caring for country nurtures and protects cultura and families into the future
country is source and creator of life and the provider of kinship, morality, ethics
land or country is at the core of meaning- making purpose, self esteem, resliaince
W2 -Theories of Development and Prenatal Development
Frued's Psychosexual Theory
Believes were driven by motives and conflicts
We're unaware of what these are
But are shaped by our earliest experiences eg; with fanily
Stages of psychosexual Dev
Oral - in infancy - mouth - ween child off of bottle pacifiers = smoking as adult, overeating, alcoholism
Anal - toddler - anus, potty train child = overly controlling, perfectionistic as adult (linked back to strict toilet training)
Phalic - ealry childhood - genitals, recognise oedipus/electra complexes = if unresolved may develop problems with authority or oversexual behaviours
Latency - Middle childhood - none - Foster social sills and dev defense mechanisms = not being able to dev strong friendship effects social skills/confidence as adult
Genital - Adolescence - genitals - Embrace sexual maturity = difficulty in romantic relationship as adult
Lack of Empircal evidence
Albert Bandura Social Learning Theory
Humans are cognitive beings
Processing of information critifcally influences leanring behaviour and dev
Observational Learning
Eg; bobo doll, if adult hit then child will copy behaviour
Acquisition
Attention - Pays attention to the cues to signal the skill
Observation - watch the model perform
Retention - observer creates mental picture of the skill and mentally reharse performing it
Performance
Motor reproduction - observe must be capable of repeating the skill
Motivation - observe must have right level of motivation to want to copy the skill
Performance - carrying it out
Pavlov Learning theory
Human dev is a product of learned association between stimuli and reposnses
Classical conditioning
Pavlov dogs - paired buzzer with food - associated buzzer with food and salivated
Class room setting - teacher asks students to quiet down + raises 1 arm -> eventually the arm raising itself will quiet students down
Skinner Learning theory
A learners behaviour becomes more or less probable depending on the consequences it produces
Operant conditioning
Positive Reinforcement = Add something pleasant
Negative Reinforcement = Removing something unpleasant
Positive punishment = Adding something unpleasant
Negative punishment = removing something plesant
Contribution and criticisms of learning theories
Leanring principles operate across the lifespan so can be used to understand behaviour at any age
leanring involves reacting to consequences for ones behaviour
they neglect thinking process in explaining behvaoiur
cannot explain how some behaviours occur in the absences of consequences
Biological Psychology
Geneitc inheritance role in child dev
Behavioural genetics
Adoption studies
Are children adopted in ealry life more similar physologically to their birth vs adoptive parents
twin studies
50% is geneitc 50% is environmental
Periods of Prenatal development
Germinal period = 1-14 days
Day 1 egg fertilised
Day 2 division of single cell zygote begains
Day 3-14 cell travels down fallopian tube to uterous and attach to uterine wall
Day 14 has approx 16 cells
Embryonic period = 3-8 weeks
Week 3 embryo has 3 layers
Ectoderm
Mesoderm
Endoderm
Week 4 ectoderm fold into neural tube, mesoderm heart forms, enoderm lungs form
Week 5 ear, mouth, throat, arms and leg buds appear, heart divides into 2 regions, brain differentiates into forebrain, midbrain, hindbrain
Week 6-8 sexual differentiation- ovaries or testes are evdient
Fetal period = 9 weeks-birth
Week 9 bone tissue emerges; fetus can turn head and open and cloes mouth
Weeks 10-12 fingers and toes form, external genitals dveleop
Weeks 13-16 Fetal movements become apparent to mother
Week 17-22 fingernails, toenails, teeth buds and eyelashes
Week 23-25 weeks of viability
Week 26-32 brain growth, weight gain
Weeks 33-38 weight grain, brain activity, lungs matrue
Influences on prenatal dev
Alcohol
Drugs
Hormones
Cigarettes
Measles
Lead, Mercury
Radiation
Environmental stresses
Can influence babys heqlth long term
ATSI pregnancies
Racism = stress
Limited access to health care
Poorer nutrituion
Substamce abuse
We need to provide culturally safe care - more ATSI people in health care to build trust in systems
Closing the gap leads to better birth outcomes
Respects cultural knowledge and kinship connection to country
What babies learn in the womb
if mother in unhealth brain wont develop properly
Month 3 - sense of smell dev, can hear mum heartbeat
If mother eats variety of foods we become LESS picker eaters
If mother responds to our kicking we learn that action has reaction
Month 8 brain is functional
Premature birth
Preterm = before 37 weeks
Risk factors
Previous preterm brith
Prgenancy with multiples (eg twins)
Smoking or drugs
Health of mother eg; diabetes or high blood pressure
Stress/stressful or truamatic life events
Experience more issues than regular babies
Feeding issues
Lighter babies may have cognitive problems later in lfie
Difficulty sucking/eating because born too ealry for reflex to dev
Kangaroo care
Places baby in skin to skin contact on chest
Recommended 1hr at a time multiple tines a day
Improves their breathing
Regulates their body temp
Allows baby to sleep for long time
Reduces crying and fusiness
Facilitates bonding
Supports brain maturation
Simple low cost effective intervention - endorsed by WHO
W3 - Physical Development
Physical Dev in Infancy
Baby examination made as soon as born
Heart rate
Respiratory Effort
Muscle tone
Looking for moving around
Reflex irritability
Prode and proke baby foot
If baby reacts/cry = good
Colour
Skin appearance = pink healthy
If pale = bad
APGAR test is repeated at 1 and 5 minutes
Baby has soft skull - Fontanelle until 6 months
Allows for easy birth
Sleep
before 2 months = 15hrs a day
6 months = 13hrs a day
24 months = 12 hrs a day
Baby has a 45 minute sleep cycle
Motor Dev
Newborn reflexes
Survival
Breathing
Rooting (turn cheek to direction of touch) (eg; find breast to drink)
Sucking/swallowing
Primitive
Moro (startle response- child throws arm back to loud noise)
Grasping (curls fingers around object in palm), Stepping, Swimming and Tonic neck, babinski (toes fan)
Fine motor skills
Emerge after 2 months
Play with object (rattle/ball)
Gross motor dev
Neck holding
Rolls over
Walking holding onto furniture
12-14 months walking
Fine Motor Skill Dev
0 to 3 months = hold object
1-1.5yr = scribble on paper
Between ages of 2 and 5 - learn to play, draw, eat with cutlery etc
Middle childhood
Age 7 - tie shoelases
Age 8 - use left and right hands indepenently, better handwriting
Gross motor skills
Hop
Skip
Gallop
Ride a bike
Throw and kick
Middle chidlhood
Rollerblading
Ball sports
Bike riding
Skipping rope
Most common period for children to pick up a sport
Better physical endurance
Improved motor coordinatoin
Achievement motivation
Teamwork
Friendships/confidence
Cross cultural differences
Physical dev follows universal sequence - but can be effected by cultural or economic factors
Traditional motor dev focuses on western norms
Milestones are cultural conventions - not universal standard
Crawling - Paraguay do not prioritise crawling as they always carry them
Walking - Jamaican and African cultures infants walk ealrier due to stretching exercises
Growth rates - slower in japanes infants due to dietry infants
Height - dutch children are tallest due to dairy intake
ATSI
Connection to country - engage in communal activities enhance motor skills
Experiential learning - explore environment freely
Climbing running - gross motor
Crafting and tool use - fine motor
Traditinoal dance - improves coordination and balance
Whilst biology sets the sequence, culture determines the pace
Cultural significantly influences the timing of physical milestones
Caregiving practices, nutrition and environment shape dev