Introduction to Developmental Psychology
The concept and main factors of development
Basic overview of research strategies, methods and designs focused on human development
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Introduction to Developmental Psychology
Dear students,
welcome to the Developmental Psychology course. Requirements for completion and basic information about the course can be found in the attached presentation. We hope that the Interactive syllabus will make it easier for you to study in this difficult semester. This syllabus will be continously supplemented. We wish us all good health.
The goals of the lecture I
Reading
Each lecture will contain a reading chapter. To get the most from the text we recommend to follow this script.
1) Answer the "Questions before Reading"
Answering these questions will help you to prepare for the content of the text, reflect on your expectations of the text, and place the read information into the overall context.
2) Read the text
Each week there will be approximatelly 15 pages of compulsory reading. Sometimes the texts will be longer. In these cases the text will be divided into "compulsory" and "optional" sections. However for those who take their preparation for future profession seriously we recommend to read both parts.:)
3) Answer the "Questions after Reading"
Answering these questions will help you determine if you have mastered the key knowledge that will be required in the final test.
NOTES: In some cases we would add some extra comments to the text. These comments will be highlighted under "NOTES" section
The most important parts that will be vital for your future studying and practice are highlighted.
We also recommend to make notes during the reading and revise them few days later.
Text 1: Introduction to Developmental Psychology and Its Research Strategies
Source:
Shaffer, D. R., Kipp, K., Wood, E., & Willoughby, T. (2013). Developmental psychology: childhood and adolescence (Fourth Canadian Edition). Nelson Education. (1st chapter; pp 1-39)
Compulsory reading: pp. 2-5, 9-16, 27-30,
Optional reading: pp. 6-8, 17-26, 31-39
Questions before Reading:
What was your motivation for enrolling in the course?
What are your expectations from the course?
What questions do you want to be answered during the course?
Questions after Reading:
What ss development?
What causes us to develop?
What are the basic characteristics of development?
Considering the historical perspective how could contemporary western societies be described?
What is reliability and validity?
What are the common methodsused in developmental psychology research?
What is cross-sectional design?
What is longitudinal design?
NOTES: Table 1.1: A chronological Overview f Human Development is correct and usefull, however for our purposes we will be using slightly different periodization - see Picture 1 at the end of this chapter.
Shaffer, D. R., Kipp, K., Wood, E., & Willoughby, T. (2013). Developmental psychology: childhood and adolescence (Fourth Canadian Edition). Nelson Education. (1st chapter; pp 1-39)
Development - core characteristics, periods of human development
The goals of the lecture II
Describe core characteristics of development
Describe basic periodization of human development
Describe basics of Erikson´s theory of psychosocial development
Text 1: Principles of development
Source:
Panda, K. C. (1981). Elements of Child Development (1 vyd.). Kalyani Publishers. (3rd chapter; pp 30-32)
Compulsory reading: pp.30-32
Questions before Reading:
Can you name some of universal principles of development?
Is there a difference between growth and development?
Questions after Reading:
What is the difference between growth and development?
What are the basic principles of development?
Panda, K. C. (1981). Elements of Child Development (1 vyd.). Kalyani Publishers. (3rd chapter; pp 30-32)
Text 2: Erikson´s theory of psychosocial development
Source:
Panda, K. C. (1981). Elements of Child Development (1 vyd.). Kalyani Publishers. (3rd chapter; pp 30-32)
Compulsory reading: pp.30-32
Questions before Reading:
Can you name some of universal principles of development?
Is there a difference between growth and development?
Questions after Reading:
What is the difference between growth and development?
What are the basic principles of development?
Early developmental stages (prenatal, infancy, toddlerhood)
The goals of the lecture III
To learn basic information about physical development, reflexes, learning, cogntive fuctions (language, memory, sensation, perception), personality, sexuality and gender in infancy and toddlerhood
To learn basic information about parenting in infancy and toddlerhood
Text 2: Infancy and toddlerhood - physical and cognitive development Principles of development
Source:
Zgourides, G. (2007). Developmental Psychology (1 ed.). IDG Books Worldwide. (chapter 4)
Compulsory reading: pp. 31-33, 35, 40,41, 43, 47-51
Questions before Reading:
How do infants and toddlers learn?
What are the main developmental changes in this period?
Questions after Reading:
Cen you describe main infant reflexes blinking, Babinksi, Grasping, Sucking, Moro etc.)?
Can you describe main fomrs of learning in infancy and toddlerhood (classical conditioning, operant conditioning, observational learning) ?
Do you know the main motor milestones - when child starts to roll over,sit without assistance, stand alone/walk?
Do you know basic information about cognitive abilities in infancy and toddlerhood (when do lon- term memory is formed,basic terms from language development)?
What are the personality characteristics of child in infancy and toddlerhood?
Zgourides, G. (2007). Developmental Psychology (1 ed.). IDG Books Worldwide. (chapter 4)
The little Albert study (optional)
Very famous (ethically controversial) experiment that was mentioned in TEXT 2 - section about Classical conditiong
Early development: attachment, deprivation, Erikson´s theory
The goals of the lecture IV
Describe basics of Attachment theory
Describe basics of Psychosocail deprivation
Describe basics of Erikson´s theory of psychosocial development
Attachment
Dear students,
bellow are basic information about Attachment. You can find some more information in chapter Seminars.
Texts attachment 1-3
Questions before Reading:
How does the early bond with an adult (attachment) affects child´s future?
Are there any patterns of attachment linked to differences in children´s socio-emotional development and adjustment?
Questions after Reading:
Can you name main authors of attachment theories (Evolutionary Theory of attachment, Monkey studies, Imprinting theory, Strange Situation Test)?
What is the difference between Learning/behaviorist theory of attachment and Evolutionary theory of attachment?
Can you name and describe stages of human attachment?
Can you name and describe four attachment patterns?
Attachment 1
Source: Pasco Fearon, R., & Roisman, G. (2017). Attachment theory: progress and future directions. Current Opinion in Psychology, stránky 131-136. Compulsory reading: pp. 131-134
Attachment 2
Source: McLeod, S. (5. 2 2017). https://www.simplypsychology.org/. Načteno z Simply Psychology: https://www.simplypsychology.org/simplypsychology.org-attachment.pdf Compulsory reading: pp. 1-5
Attachment 3
Source: Cherry, K. (17. 6 2019). https://www.verywellmind.com/. Načteno z Very well mind: https://www.verywellmind.com/what-is-attachment-theory-2795337 Compulsory reading: pp. 4-7
Video about attachment theory
optional
Psychosocial deprivation
Psychosocial deprivation = psychical hardship (mainly)
More rigorously - psychosocial deprivation is the state of long-term
dissatisfaction of vital psychological needs, especially emotional and
social needs
To understand deprivation = To understand needs
Basic developmental needs (according to Z. Matějček)
• certain amount, quality and variability of external stimuli - visual,
auditory, tactile, movement, human contact
(GOAL: The child "tunes" to a certain level of activity
and is not "undernourished" or overloaded)
• certain constancy,
order, and sense in stimuli — a "meaningful world"; Enables transformation of incoming impulses into experience,
knowledge and (working) strategies; if we perceive
everything in our surroundings as unpredictable and unstable - the result is internal chaos
• primary
emotional and social relationships, the need for a stable positive attitude towards the caregiver and vice versa - provides the child with a sense of life certainty and is a prerequisite for
the desirable internal arrangement of personality, provides a basis for development in all areas
•identity - social usefulness and social value; healthy self-awareness; this
consciousness is a prerequisite for a person to acquire social roles in life
paths and to set value goals for his / her endeavors
•Open future - life
perspectives, shared with carers - „there will be tommorrow“ (with someone close to me)
Maslow´s hierarchy of needs
Really important
Common conditions leading to deprivation (according to Z. Matějček)
- extreme social isolation
- Institutional care, hospitalism
- ad R. Spitz: anaclitic depression; stage of protest, despair, detachment
- absence of a
stable carer deprivation in the family
•external factors related to the family
situation:
parent loss, addiction, promiscuity, poor social situation (e.g. refugee), "overemployment" of parents, etc.
•internal factors - personality
of parents:
emotional immaturity, character immaturity, serious psychopathology, deprivation in parent´s childhood…
Children with increased sensitivity to deprivation: mental health problems and disorders, special needs (motor,
sensory disorders, etc….)
Matějček´s typology of deprived children according to characteristic behavior and manifestations (high probability this will be in test)
- Relatively positively adapted children:
deprivation has led to
attempts to adapt by appropriate means, to some autonomy and to finding sources
of satisfaction in a socially acceptable way. Good adaptation may fail during changes - new conditions
that the child is not used to and its underdeveloped
ability to adapt may not suffice these new situations
- children with a direct increase in unsaturated needs:
Child manifests itself with maldaptive behavior in the area of the unsatisfacted need (attempts to attract attention, intrusiveness) or in general behavior (total restlessness, hyperactvity); commonly deprived needs are emotional and social, so the behavior is mostly targeted to fulfill these needs. On the other hand interst in school work is on decline; these children are noticeable with both bad behavior and worse school performance (that does not match intelligence).
- children with a substitutive increase in the intensity of other tendencies:
manifested particularly by aggressiveness, opposition, destructive tendencies, explosions of anger, cruelty, increased nutritional needs…;
„manifestations of primitive affects uncontrolled by anxiety and conscience.“
- passive, apathetic, "attenuated“ type:
a group of symptoms of regressive nature (sucking finger, enuresis and encopresis, automatisms, anorexia); children are detached, reserved in attempts for contact, introverted, sometimes "strikingly nice and kind"; children seem silent and obedient, sometimes even frightened, infantile, indifferent to success and failure, without initiative, may even appear retarded in more severe cases
- Socially hyperactive type:
In the context of a poorly stimulating environment, children try to seek the maximum supply of social incentives and to attract attention; but they do not know the stability of contact, emotional attachment, social interest is rather chaotically dispersed, communication and social behavior remain at a lower level.
- Socially provocative type
The need for attention and contact is manifested in a disturbing or violent manner towards educators, or aggression towards other children (as competitors); children may appear defiant, "uncontrollable", but in individual contact with educator they may act as "exchanged" – kind and affectionate. Later, they tend to get to unbearable life situations.
Text 1: How early experience Shapes Human Development: The case of Psychosocial Deprivation
Source:
Nelson III, C. A., Zeanah, C. H., & Fox, N. A.
(2019). How early experience Shapes Human Development: The case of Psychosocial
Deprivation. hindawi:Neural Plasticity, stránky 1-12.
Compulsory reading: pp. 1,2,5,6,8
Questions before Reading:
How would you describe psychosocial deprivation?
In what areas psychosocial deprivation negatively affects human development and future life?
Questions after Reading:
What is critical and sensitive period?
What are the consequences of psychosocial deprivation on psychological health?
What are the consequences of psychosocial deprivation on neural development?
What are the consequences of psychosocial deprivation on socio-emotional behvaior?
How early experience Shapes Human Development The case of Psychosocial Deprivation
Extremely interesting but optional and voluntary reading
Source: Kumsta, R., Kreppner, J., Kennedy, M., Knights, N., Rutter, M., & Sonuga-Barke, E. (2015). Psychological Consequences of Early Global Deprivation: An Overview of Findings From the English & Romanian Adoptees Study. European Psychologist, p.138-151.
Erikson´s theory of psychosocial development
Text I: Erikson´s psychosocial theory of development
Source:
Syed, M., McLean K.C. (2007). Erikson´s Theory of Psychosocial Development
Questions before Reading:
How do human develop throughout their lifespan?
Questions after Reading
Are you able to describe at least first five stages of psychosocial development?
In what aspects Eriksonś theory differs from Freud´s theory?
Early childhood (preschool age)
The goals of the lecture V
To describe overall physical growht during early childhood
To briefly describe sexual development in early childhood
To briefly describe main changes and phenomenons in cognitive development
To briefly describe language development
To briefly describe main changes in psychosocial development
To point out to important changes in gross and fine motor
Text 1: Early Childhood
Source:
Walker, N., & Bobola, F. (2017). Psychology 172: Developmental Psychology: Life Span Development By Lumen Learning. College of the Canyons. (chapter 5)
Textbook can be found on: https://www.canyons.edu/_resources/documents/academics/faculty/nwalker/Psychology172Textbook.pdf
Compulsory reading: pp. 72, 74-81, 88
Questions before Reading:
Questions after Reading:
Can you describe Erikson´s third psychosocial task?
Can you describe Piaget´s preoperational stage?
What is Theory of Mind?
What have you learned about development of self-concept in preschool age?
What changes happens in physical development during early childhood?
What development happens in language?
Walker, N., & Bobola, F. (2017). Psychology 172: Developmental Psychology: Life Span Development By Lumen Learning. College of the Canyons. (chapter 5)
Middle school age
The goals of the lecture VI
To describe physical growth durng middle childhood
To describe Piaget´s concept of concrete operational intelligence
To describe language development
To briefly describe Information processing theory
To describe main specifics of psychosocial development in middle childhood
To describe main family tasks
Text I: Middle Childhood
Source:
Walker, N., & Bobola, F. (2017). Psychology 172: Developmental Psychology: Life Span Development By Lumen Learning. College of the Canyons. (chapter 6)
Compulsory reading: pp. 90-95, 106-109
Questions after Reading:
Can you describe main aspect of concrete operational thought (classification, reversibility, reciprocity)?
Can you name three levels of memory according to Information processing theory?
Are you able to describe main changes in language development?
Can you namefive family tasks according to Berger (2005)?
Walker, N., & Bobola, F. (2017). Psychology 172: Developmental Psychology: Life Span Development By Lumen Learning. College of the Canyons. (chapter 6)
Mental development from childhood to adolescence
The goals of the lecture VII
To learn basics about Piaget´s theory of cognitive development
To learn basics about Kohlberg´s theory of moral development
Piaget´s theory of cognitive development
Text I: Jean Piaget´s Theory of Cognitive Development
Source: McLeod, S. A. (2018, June 06). Jean Piaget's theory of cognitive development.
Retrieved from https://www.simplypsychology.org/piaget.html
Questions before reading:
What causes the differences in the thinking of children and adults?
On what trajectories do cognitive function develop?
Questions after Reading:
Can you describe all 4 stages of cognitive development?
Can you describe basic terms of Piaget´s theory (schema, adapation process,, equilibrium, accomodation, assimilation)?
McLeod, S. A. (2018, June 06). Jean Piaget's theory of cognitive development.
Extra materials
Piaget´s theory was a turning point in the upbringing and education of children and adolescents and is still relevant, so we recommend not to be satisfied with just the basics, but to get more information about it - for example, at the link below
https://www.simplypsychology.org/piaget.html
Kohlberg´s theory of moral development
Text I: Kohlberg´s stages of moral development
Source: Crain, W. C. (1985). Theories of development. Prentice-Hall. pp. 118-136. (chapter seven)
Retrieved from: http://www.polsci.tu.ac.th/lawrence.pdf
Compulsory reading: 1-8, 12, 13, 16-18
Questions after Reading:
Can you describe all 6 stages of cognitive development?
Do you know what Heinz´s dilemma is?
Crain, W. C. (1985). Theories of development. Prentice-Hall. pp. 118-136. (chapter seven)
Extra materials
Kohlberg´s theory was groundbraking, so we recommend not to be satisfied with just the basics, but to get more information about it - for example, at the link below:
https://www.simplypsychology.org/kohlberg.html
Adolescence
The goals of the lecture VIII
Summarize the overall physical growth
Describe the changes that occur during the puberty
Describe the changes in brain maturation
Describe the changes the changes in sleep
Describe characteristics of emotional, social and cognitive development
Describe changes in self-concept
Describe development of identity
Text 1: Adolescence
Source:
Lally, Martha, & Valentine-French, S. (2017). Lifespan Development: A Psychological Perspective (Second Edition). Martha Lally, Suzanne Valentine-French.(chapter 6)
Textbook can be found on: http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf
Compulsory reading: pp. 215-218, 220-221, 227-229, 233 - 235, 237-240
Questions before Reading:
What developmental changes are typical for adolescence?
What are the most important developmental tasks that are specific for adolescence?
Questions after Reading:
What physical changes occur during the puberty?
Can you describe Erikson´s fifth psychosocial task?
Can you describe Marcia´s four identity statuses?
Lally, Martha, & Valentine-French, S. (2017). Lifespan Development: A Psychological Perspective (Second Edition). Martha Lally, Suzanne Valentine-French.(chapter 6)
Early adulthood (social criteria, aspects of the identity, emerging adulthood concept)
The goals of the lecture IX
To identify markers of adulthood
To describe briefly process of transition from adolescence to adulthood (special focus on emerging adulthood)
To identify changes in physical development in young adults
To briefly characterize cognitive changes in early adulthood
To basically outline the sexuality in early adulthood
To briefly describe the development of identity in early adulthood
Summarize the overall physical growth
To explain personality in adulthood (special focus on Five-factor model)
To explain attachment in young adulthood
To describe the factors that influence parenting
Text 1: Early adulthood
Lally, Martha, & Valentine-French, S. (2017). Lifespan Development: A Psychological Perspective (Second Edition). Martha Lally, Suzanne Valentine-French.(chapter 7)
Textbook can be found on: http://dept.clcillinois.edu/psy/LifespanDevelopment.pdf
Compulsory reading: pp. 3,4,7,9,15,24,28,35-39,41-42,57-59
Questions before Reading:
Questions after Reading:
Are you able to describe the concept of emerging adulthood (author, key features, age span, etc.) ?
What are the markers of becoming an adult in western society?
What are the specific changes in cognitive development?
Are you able to describe Five-Factor Model of personality?
Lally, Martha, & Valentine-French, S. (2017). Lifespan Development: A Psychological Perspective (Second Edition). Martha Lally, Suzanne Valentine-French.(chapter 7)
Other aspects of mental development from childhood to adulthood
Dear students,
in previous topics we have described basic aspects of cognitive development, indentity and social development and also development of relations. Other very important aspect of mental development is emotional development.
In chapter bellow, you can find three texts describing this aspect of human development.
Text I: Emotional and Social Development in Childhood
Source:
Denham, S., von Salich, M., Olthof, T., Kochanoff, A., & Caverly, S. (2002). Emotional and Social Development in Childhood. In Blackwell Handbook of Childhood Social Development: (Wiley Blackwell Handbooks of Developmental Psychology) (1 vyd., s. 307-323). Blackwell Publishers.
Downloaded from:
https://www.researchgate.net/publication/313753923_Emotional_and_social_development_in_childhood
Denham, S., von Salich, M., Olthof, T., Kochanoff, A., & Caverly, S. (2002). Emotional and Social Development in Childhood. In Blackwell Handbook of Childhood Social Development: (Wiley Blackwell Handbooks of Developmental Psychology) (1 vyd., s. 307-323). Blackwell Publishers.
Text II: Emotional Development in Childhood
Source:
Saarni C. Emotional Development in Childhood. In: Tremblay RE, Boivin M, Peters RDeV, eds. Lewis M, topic ed. Encyclopedia on Early Childhood Development [online]. https://www.child-encyclopedia.com/emotions/according-experts/emotional-development-childhood. Published September 2011. Accessed March 19, 2021.
This article is particularly valuable for the Table 1 (Noteworthy Markers of Emotional Development Ratio to Social Interaction) and for the Table 2 that lists skills of emotional competence
Saarni C. Emotional Development in Childhood. In: Tremblay RE, Boivin M, Peters RDeV, eds. Lewis M, topic ed. Encyclopedia on Early Childhood Development [online]. https://www.child-encyclopedia.com/emotions/according-experts/emotional-development-childhood. Published September 2011. Accessed March 19, 2021.
Text III: Infancy and Childhood: Emotional Development
Source:
Thompson, R. A. (2001). Infancy and Childhood: Emotional Development, 7382-7387. https://doi.org/10.1016/B0-08-043076-7/01707-1
Downloaded from: https://www.researchgate.net/publication/291069180_Infancy_and_Childhood_Emotional_Development
Thompson, R. A. (2001). Infancy and Childhood: Emotional Development, 7382-7387. https://doi.org/10.1016/B0-08-043076-7/01707-1
Developmental difficulties and disorders
The goals of the lecture XI
Basic description of developmental disabilities
Basic description of main developmental perspectives on disabilities (mechanistic, organismic, contextualist)
Basic description of developmental disability in family context
Text 1: Disabilities and Development
Source:
Lerner, R. M., Easterbrooks, M. A., & Mistry, J. (2003). Handbook of Psychology, Volume 6, Developmental Psychology (1 vyd.). John Wiley.
Compulsory reading: pp.514,516,517. 527
Questions before Reading:
How would you define developmental disability?
In what ways can developmental disability affect the development?
In what ways can developmental disability influence family quality of life and family functioning?
Do you know any ways how to support and work with the family of your student with developmental disability?
Questions after Reading:
How would you define developmental diability?
What is difference between current classification of mental retardation and classification used in 1970´s - early 1990´s ?
What are the differences between mechanistic, organismic and contextualist perspectives on disabilities
Lerner, R. M., Easterbrooks, M. A., & Mistry, J. (2003). Handbook of Psychology, Volume 6, Developmental Psychology (1 vyd.). John Wiley.
Seminars
Seminar I
Attachment
For the next seminar
Go through this chapter in Interactive syllabus, watch the movies, make notes, prepare questions.
Definitons:
„Lasting psychological connectedness between human beings.“
"Attachment is a deep and enduring emotional bond that connects one person to another across time and space."
(Ainsworth, 1973; Bowlby, 1969)
Attachment is characterized by specific behaviors in children, such as seeking proximity to the attachment figure when upset or threatened.
(Bowlby, 1969)
Attachment behavior in adults towards the child includes responding sensitively and appropriately to the child’s needs. Such behavior appears universal across cultures.
Attachment theory explains how the parent-child relationship emerges and influences subsequent development.
Theories and authors:
R. Spitz: development of "object" relationships, depression from abandonement
M. Mahler: phases of Ego development, process of separation, proces of individuation
D. W. Winnicott: development of "self", "good enough mother", transition objects
W. R. Bion: "Containment" of the affective states of the child
Jurist, Fonagy, Target: “Mentalization” of affects
J. Bowlby, M. Ainsworth : The theory of early emotional attachment
How important is theory of early emotional attachment considered?
In Borkoldoy mountains are peaks named after the authors of the theory
Harlow's experiments with maternal deprivation
A documentary movie "Mother love" (1959)
Harlow's experiments with maternal deprivation
A documentary movie "Mother love" (1959)
Harlow's experiments with maternal deprivation
Attachment formation proces in Homo sapiens
Child obviously wants to stay close to it´s attachment figure. However in it´s first year is unable to follow it´s attachment figure. Therefore there are inborn patterns, mirror neurons, etc. that helps to make a bond with the attachment figure.
Development of attachment
1) before the onset of attachment: asocial stage, uncritical sociability (approx. 0-3 months)
2) beginnings of emotional attachment: undifferentiated bond, first formation phase (about 6th to 8th month)
3) period of strong emotional attachment: around 4 years
4) intentional relationship and partnership
Strange situation test (SST)
The Strange situation is a standardized procedure devised by Mary Ainsworth in the 1970s to observe attachment security in children within the context of caregiver relationships. It applies to infants between the age of nine and 18 months.
The procedure involves series of eight episodes lasting approximately 3 minutes each, whereby a mother, child and stranger are introduced, separated and reunited.
8 sequences:
1. Mother and child enter the unknown room
2. The mother sits down and the child is free to move around
3. comes an unknown person
4. Mother goes away leaving child with unknown person
5. Mother returns, stranger leaves
6. The mother leaves, leaving the child alone in the room
7. stranger returns
8. stranger goes away and mother returns
What is being observed in SST:
- the degree of proximity that children seek with their mothers before and after separation
- the degree of proximity that children seek from strangers when mother leaves a room for a while by the mother
- separation protest after mother leaves the room, behavior after return of mother