Developmental psychologyy PDF

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Developmental Psychology ...

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Developmental psychology

- Developmental psychology study the relatively permeant changes in thinking, feeling and behaving that occur in people from conception (the action of receiving a child) through lifespan.

Life Stage

Physical/ Biological

Cognitive

Infancy Age: Birth to 2yrs

- Walking

- Recogn

Emotion/Social Cultural

Childhood Age: two to 10 yrs Adolescence Age: 10 to 20 yrs Early adulthood Age: 20 to 40 yrs Middle Age Age: 40 to 65 yrs Older Age Age 65 —-Beyond

Developmental psychologists often divide the lifespan into age based stages. The purposes is for study, research or to describe age related changes. Infancy - Perceptual abilities - ways of thinking - use of language - Social Skills Childhood - become increasing independent - basic skills of reading, writing and maths - children cognitive skills develop - develop an understanding of what is wrong and right Adolescence - Puberty is associated with many physical and psychological changes. - adolescences thought process is more logical, complex, and idealistic. - greater capacity to reason , problem solve and understand abstract concepts

Friday 9 June Notes - Physical development covers changes in size, proportion, appearance, motor skills and coordination. - Cognitive development involves changes in abilities such as thinking and reasoning, memory attention, imagination and language.

- Social and emotion development includes changes in self knowledge and -

understanding of other people, skills in making and maintaining friendships, reasoning about social and ethical matters, and behaviour The area of study for developmental psychologists, is how people develop and what causes their development. The focus is mainly on child as this is the time in the lifespan when the greatest changes occur and set individuals on their path through adolescence and adulthood to old age

Cognitive development A theory aims to - describe what we know - explain what we observe - provide testable predictions (hypotheses) - Cognitive Development refers to the development of perception, language, memory, problem solving, reasoning, learning, information processing, and other aspects of brain development compared to an adult’s capacities. In other words, cognitive development is the emergence of the ability to think and understand - Theorist- Siegler pointed out that there are many approaches that describe and explain children’s cognitive development. - Cognitive development can be regarded as occurring simply as the child gets order and is more less automatically capable of more complex language and mental abilities. In this view, the child is regarded as an incomplete, inadequate version of an adult (Garton) - Cognitive development describes the development of knowledge and how children learn under-various conditions. - Psychologists try to study cognitive development through experiments that aim to show how children learn something-a concept, a word, for example either with increasing age or by testing children at different ages —— Although this is considered more cognitive change then cognitive development What is the Difference between cognitive development and cognitive change Cognitive change is broadly defined as a child learning something, whereas cognitive development focuses on how they learn things and how how they change cognitively over time. - That is why studies of cognitive development look for age-related changes in thinking and hence to predict development.

- In Summary, Cognitive development is an individuals progressive acquisition of knowledge, predictable and able to be described accurately (Garton,2004) Jean Piaget

- Jean Piaget was a world famous Swiss Biologist and psychologist. Piaget created a -

theory of cognitive development that described the basic stages that children go through as they mature mentally. He believed that children are like ‘little scientists’ actively trying to make as sense of the world rather then simply socking up information passively. Schemas- They are cognitive framework or concepts that help people organise and interpret information. Overall Its an idea of something. Schemas can change overtime. Example of a Schemas- A young girl may have schema about a type of animal, such as a cat. According to her schema, cats are furry and have four legs. When she first encounters a dog, she might initially believe that it is a cat. Once she learns that is actually a dog, she will revise her schema for cats and create a new category for dogs.

The Four Stages of cognitive development (Piaget)

- Sensori-motor stage: Period between birth and two years of age , durring which an infants perception of the world is limited to sensory perceptions and motor activities. Behaviours are also limited to simple motor response caused by sensory stimuli

- Pre-operational stage: Period between 2 to 6 years of age, where the child learns language. During this period, the child does not yet understand concrete logic, cannot mentally manipulate information, and unable to take the perspective of other people (Egocentrism)

- Concrete operational stage: Period between 7 and 11 years of age, during this they gain better understating of metal operations. They start to thinking logically about concrete events but they have hard ties understanding abstract or hypothetical concepts

- Formal operational stage: Period between 12 years of age to adulthood when people develop the ability to think about abstract concepts. The skills such logical though, deductive reasoning and systematic planning also appear during this stage. Physical Development - Physical Development measures the change in physical attributes, including but not limited to, weight, height, motor skills, coordination and appearance - The basic sequence of physical development is the same for everyone although the average ages at which these take place vary. Outline the stages of physical development associated with age range: - o-2 years of age, crawling, standing, walking, sitting - 2-6 years of age, running, skipping, swimming. balancing - 7-10 years of age, combing movements and skills and higher level performance in ball games, dance and aerobics - 11-12 years of age, development of specialised skills for particular sports, such as for gymnastics, athletics, football and netball

Social Development - Social development is the change in how we interact with others and how we understand and interpret others thoughts, expressions, ideas and also measures our developing aptitude in establishing and maintaining relationships and appropriate social behaviour - Healthy social development allows us to form positive relationships with family, friends, teachers, and other people in our lives.

- How it is developed and refined Social development relies on our own and others judgments of others and their behaviour, and ourselves and our own behaviour. Judgments can be based on and clearly by body language, emotion, appearances, the way they talk , how they interact to typical events and other factors. With these judgments it allows us to set a example to predict their behaviour and untimely forms an overall assessment of their goals, their character and their personalities. - All of this judgements are gained, changed, refined with experience. - Social cognition- it is understanding the world around though watching, interpreting and remembering social information and then using it to assess ourselves and others.

- So social cognition refers to something that occurs as a result of interaction with others, taking advantage of their different perspectives and experiences

- Piaget theory- He argued that children generally ‘find about the world alone’.

- He also pointed that when similar aged-children disagreed between themselves about

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the solution to pairs of moral problems (what is right or wrong), one of which was accidental and the other deliberate, they were able to see the different views put forward and argued by other children. The ability to take other views into a account enabled children to an advanced, type of reasoning. ‘Vygotsky Theory- on the other hand argued that children learn from others who have greater knowledge then themselves— his theory is how children take this learning and make it into something that they can use themselves.

Emotional Development - Emotions are defined as strong feeling. It beings at infancy and continues through to adulthood. - The first emotion recognised by babies include jot, anger, sadness and fear. - Later children begin to develop more complex emotions like shyness, surprise, elation, embarrassment, shame, guilt, pride, and empathy appear - Very young children’s emotions are mainly made up physical reactions(such as heart racing) and behaviours. Children later learn to recognise feelings, and their emotions is largely influenced by their thinking. - The four components to the experience of emotion Physical responses (heart racing,breathing), feelings that children learn to recognise, thoughts and judgments associated with certain feelings and any actions signals that prompt/are prompted by emotions

- Emotional development builds on social development though recognising and expressing feelings.

- Children develop their social and emotional skills through wide network of social relationships including with other adults and children. Supported by their increased language, thing and planning capabilities, young children are more able to wait for things they want, to negotiate solutions to everyday problems, and make decisions for themselves and with others. The changes between infants and adolescence in emotional development Infants and children are unable/ learning to recognise their own emotions, the emotions of others and how they manage them. Their emotions are also more physically expressed through physiological changes and behaviour where as normal development allows grown children and adolescents to be able to accurately respond to and identify emotions What are the changes in language development between 18 months and 3 years Between 18 months and two years, infants can say about 50 words but understand many more, learn that words have meaning, echo single words from a third party, say the names of toys and familiar objects, form three word sentences, attempts to hum simple songs, listens to short rhymes, points to facial parts when asked, can use simple words when prompted and understand simple requests. Between two and three years, they can identify up to ten objects in a book, use simple phrases and sentences, respond to name and directions....