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DIFFERENCE
GROWTH DEVELOPMENT
Definition Definition
Quantitative Qualitative
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Heredity-Definition:
B. The sum of characteristics and associated potentialities transmitted genetically to an individual organism.”
2. Definition:
“One’s heredity consists of all the structures, physical characteristics, functions or capacities derived from
parents, other ancestry or species”. – (Douglas and Holland- 1947”.
Analysis:
Thus heredity refers to a biological mechanism as a result of which a child gets something from his ancestral
stock through his parents.
Definition: Individual Differences:
Carter B. Good (1959),
1. Individual Differences stand for “the variations or the deviations among individuals in regard to a single
characteristic or a number of characteristics”.
2. Definition:
The differences between individuals that distinguish or separate them from one another and make one as an
unique individual in oneself are named as “individual differences” in psychological terminology.
Analysis:
Individual differences are seen in the three domains namely Cognitive, Affective and Psycho-motor like:
¾ Physical differences
¾ Mental differences (IQ, Thinking..)
¾ Difference in motor ability
¾ Difference in achievements
¾ Emotional differences
2. Cognitive Development– IQ inherited from parents etc E.g., Studies of intelligence report results that seem
to show that intelligence is genetically determined for the most part.
Trends in Development
¾ The genetic material that makes us different one from the other, also makes us similar in many ways---
development changes take place in an orderly sequential patterns . Some of the patterns of
development are:
¾ Developmental Direction: HEAD region to the organism downward.
¾ Differentiation and Integration: are facets of the progressive changes in organisation of individual as a
functioning system
¾ Cumulative Influence: Some events predispose the individual to certain kinds of behaviour in latter
life.
¾ A significant alteration of either the life history or of the stimulating conditions is likely to produce a
different type of behaviour.
Task/Assignment: Prepare a report of three research studies, results of which suggest that genetic
factors make a considerable contribution to individual’s development and behaviour.
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C) Child development in socio- cultural context: Interplay of poverty, caste, gender and tribal
communities:
A state of society in which members of diverse ethnic, racial, religious, or social
groups maintain an autonomous participation in and development of their
traditional culture or special interest, within the confines of a common civilization.
Pluralistic society
“A pluralistic society accepts many different sorts of people, from different races,
sexual orientations, cultures, and religions. Pluralistic ideas are part of a philosophy
known as pluralism.”
• Impact of Pluralistic society on child development with respect to Physical Emotional and Social.
Task/ Assignment: Select any one socio – cultural context in India and write a 1000 words essay on
their parenting styles , or make a scrap book to depict child development in any one tribal community
in India.
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A. Methods:
2. Clinical :
¾ Clinical method is a part of clinical psychology which is an art and technology of dealing with
adjustment problem.
¾ Clinical method is directed towards the study of individual behaviour.
¾ The clinical set up is associated with health care and treatment of the children/individuals
¾ It helps the investigator to find the root cause of the problem or exceptional behaviour.
¾ Suggest possible treatment and provide appropriate environment
Characteristics
Method of Diagnosis
¾ Diagnosis is based on the past events, experiences, its impact and reactions, the present environment
and adjustment problems. The following techniques are used-
¾ Adequate physical check up
¾ Making out a case history
Method of treatment
Limitations
¾ Subjective method
¾ Lengthy method
¾ Costly
¾ Difficult preparation –human sources may not cooperate in preparation of case history
¾ Difficult interpretation – no definite norms
¾ No laboratory verification
¾ Limited scope – no universal application
B. Approaches:
Cross Sectional Approach
Meaning: Cross-sectional research studies are based on observations that take place in different groups at one
time.
¾ This method is used to gather information only. The information may then be used to develop other
methods to investigate the relationship that is observed.
¾ The cross-sectional method of investigation often is used when the research aim is to compare
developmental levels at various ages or backgrounds.
¾ Many children at different ages are studied in groups according to their age, and the results on the
same sets of measures are compared for the groups.
Characteristics:
¾ In psychology, cross-sectional research studies are often used by researchers studying developmental
psychology.
¾ They often do this to examine changes in similar groups at different ages.
¾ However, a cross-sectional study may also compare groups from different backgrounds.
¾ When we conduct a study using cross-sectional design, we take a group of samples from a set, or
continuum, to see if there are any differences in the section of the continuum.
A cross-sectional study may also compare people from different backgrounds. If the reading ability of six-
year-olds were measured in low, middle, and high-income families, one would have a "cross-section" of
reading ability at that age for the various income groups in a community.
Merits
¾ Using a cross-sectional design has one advantage in that a study can be conducted in a shorter amount
of time as opposed to waiting for a group of 5 year olds to reach the age of 15 and observe the changes
in social behavior over the course of 10 years
¾ A cross-sectional study may also compare people from different backgrounds.
¾ Cross-sectional studies help us to identify the age-demarcated transitions during which one or more
changes take place, and individual differences in the ages at which an ability is acquired.
¾ Efficient, large numbers of subjects
¾ Can measure attitudes, beliefs, behaviors, personal or family history, genetic factors, existing or past
health conditions, or anything else that does not require follow-up to assess.
Limitations
Meaning
¾ Cross-cultural research as the activity of solving problems cross-culturally; this process leads to new
knowledge using the scientific method and the comparative technique which are currently accepted as
adequate by scholars in the field.
¾ People differ culturally to the extent that their customs, roles, and other learned behaviors that are
passed on from generation to generation are different.
¾ It is often impossible to investigate the effects of certain variables, simply because they do not appear
in our own society.
¾ The main purpose of cross-cultural research in psychology and education is the elaboration of general
and specific objectives to the cultures involved without distorting an articulate common goal.
¾ Social and psychological disciplines, behavioral laws need to be tested against the universal human
being. If this is not done, proposed behavioral laws or general goals can only be accepted in the
particular society or culture in which they are found.
¾ For this reason, using abstract generalizations about some cultural groups without looking at their
relationships with society is methodologically wrong and ethically inappropriate.
¾ Knowledge: Findings of similarities and differences of behavior and mental functioning have added to
the body of psychological knowledge
¾ Critical Thinking: Psychological findings are now analyzed to determine whether similar results will
be found in different cultures
Merits
¾ The advantage of the cross-cultural approach as compared with the single cultural research approach is
that the possibilities for misinterpretation are less with the former.
¾ It permits generalization to other societies or cultures or subcultures of the same nation
¾ Confirming and exploring the universality of some relationship or attribute of social man;
¾ Natural experiments, in which regions differ in some environmental factor which can be studied using
an experimental treatment;
¾ Maximum variability studies.
Limitations
¾ The problem in inferences occurs when researchers attribute the source of group differences to culture
without being empirically justified in doing so. And even if the source of observed differences is
indeed culture, it is not exactly clear what cultural variables produce the differences and why.
¾ When group differences have been found, researchers have typically concluded that those differences
have a cultural, racial, or ethnic source, when in fact the mere documentation of between-group
differences does not justify such interpretations.
3. Longitudinal Approach
Meaning
Merits
Limitations
¾ That longitudinal data require repeated measures imposes practical constraints. To begin with, it is
necessarily costly, in that it involves research time and efforts to collect data.
¾ However, most statistical techniques for longitudinal data analysis require large samples for sufficient
statistical power
¾ Takes a long time
¾ Longitudinal studies, particularly those which cover greater periods of time, are renowned for
participant attrition through mobility and morbidity. This causes massive headaches in terms of the
generalizability of the research,
¾ Its cost in efforts to maintain contact with the sample, and the statistical headache of coping with
missing data.
Task/ Assignment: Observe an adolescent and conduct a case study on his overall development.
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¾ Refers to any person that has a more advanced ability level or a better understanding, with respect
to a particular task, process, or concept
¾ Can be a teacher, coach, older adult, peers, younger person, computers, etc
¾ The Zone of Proximal Development : Considered to be the difference between what a child is able
to do with guidance and what they are able to do without guidance
¾ Cognitive constructivism is based on the work of Jean Piaget. His theory has two major parts: an
ages and stages component that predicts what children can and cannot understand at different ages,
and a theory of development that describes how learners develop cognitive abilities.
How Cognitive Development Occurs
Four developmental stages and the processes by which children progress through them.
1. Sensori motor Stage (birth to 24 months)
¾ Piaget's theory of constructivism impacts learning curriculum because teachers have to make a
curriculum plan which enhances their students' logical and conceptual growth.
¾ Teacher must put emphasis on the significant role that experiences-or connections with the
adjoining atmosphere-play in student education. For example, teachers must bear in mind the role
those fundamental concepts, such as the permanence of objects, plays when it comes to
establishing cognitive structures.
¾ The role of teachers is very important. Instead of giving a lecture the teachers in this theory
function as facilitators whose role is to aid the student when it comes to their own understanding.
¾ This takes away focus from the teacher and lecture and puts it upon the student and their learning.
¾ The resources and lesson plans that must be initiated for this learning theory take a very different
approach toward traditional learning Instead of telling, the teacher must begin asking.
¾ Instead of answering questions that only align with their curriculum, the facilitator in this case
must make it so that the student comes to the conclusions on their own instead of being told.
¾ Also, teachers are continually in conversation with the students, creating the learning experience
that is open to new directions depending upon the needs of the student as the learning progresses.
Teachers following Piaget's theory of constructivism must challenge the student by making them
¾ Effective critical thinkers and not being merely a "teacher" but also a mentor, a consultant, and a
coach.
¾ Without a clear moral education agenda, the role of educators in the students' formation of moral
judgment is vague.
¾ Efforts at intervention or social modeling should be done in collaboration with the other social
systems that influence the lives of students.
¾ So many opportunities exist for modeling of negative attributes that much consideration should be
given to the active pursuit of a moral education curriculum
¾ Deliberate role modeling and opportunities for ethical discussions.
¾ The obligations of educators and their efforts at modeling culturally acceptable behavior is more
important than it has ever been.
¾ Encourage democratic groups in class which students are encouraged "to think on Moral issues
¾ Encouraging the students to think of themselves as a community, is not practicing a form of
indoctrination.
Development Task/Assignment: Present the Biography of any one psychologist using any creative
technique
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Definition: The process whereby something or someone is pushed to the edge of a group and accorded lesser
importance. This is predominantly a social phenomenon by which a minority or sub-group is excluded, and
their needs or desires ignored.
Impact of Marginalization :
How do the marginalized feel?, Excluded, Ignored, Victimized, Deprived, Role of the teacher,
Definition of Diversity
The inclusion of individuals representing more than one national origin, color, religion, socioeconomic
stratum, sexual orientation, etc.
Impact of Diversity
Stereotyping
Definition: Stereotyping is when you judge a group of people who are different from you based on your own
and/or others opinions and/or encounters.
Gender, Religion, Socio economic status , Intellectual abilities, Role of the teacher
B) Issues and Implications of changing family structure:-
What Is Attachment?
Definition:
¾ An emotional bond between an infant or toddler and primary caregiver, a strong bond being vital
for the child’s normal behavioral and social development.
¾ It focuses mainly on relationships during early childhood, and the impact that these have on the
emotional development and mental health of children as they grow up.
Attachment
¾ A secure attachment is likely to develop when an adult is sensitive and attuned to the baby’s
communications, and when the adult provides consistent and predicable care which meets the
needs of the baby quickly and reliably.
¾ An insecure attachment is likely to develop when the adult is insensitive and not well attuned to
the baby’s communications, and when the care is inconsistent and unpredictable and does not
satisfy the baby’s needs quickly or reliably.
¾ The quality of this enduring mother/child bond will have a significant impact on the child’s
developing personality and future social, emotional and mental wellbeing - for better or for worse.
c) Interventions for life skills in the areas of coping with stress, Effective communication and
interpersonal skills
Definition:
¾ Life skills are abilities for adaptive and positive behaviour, that enable individuals to deal
effectively with the demands and challenges of everyday life.
¾ Coping with stress is about recognizing the sources of stress in our lives, recognizing how this
affects us, and acting in ways that help to control our levels of stress. This may mean learning how
to relax, so that tensions created by unavoidable stress do not give rise to health problems.
Task/Assignment:Prepare a programme for life skill intervention for any one issues mentioned above.
The intervention programme can be based on the above mentioned issues like Marginalization,
Stereotyping and its impact.
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¾ Self-concept – (beliefs)
¾ Self-esteem – (worthiness)
¾ Self-efficacy – (accomplishments)
¾ Types of Self: (Positive, Negative, Real, Ideal Social) with examples
¾ How it affects formation of self
¾ ( For Ex. Choice Behaviour, Motivational efforts, Perseverance, facilitating thought process,
Vulnerability to stress etc.)
¾ Five components of EI
o Personal Competencies
o Self Awareness
o Self Regulation
o Motivation
o Social Competencies
o Empathy
o Social Skills
1.If the adolescent is actively searching for, or exploring, their identity (Crises)
2.if the adolescent is dedicated to, or made a commitment to, any personal values or beliefs.
Identity Achievement: Identity achievement refers to having found one's true sense of self. It is a key
element of personality development. Identity achievement can only occur after a person has actively
explored a wide variety of options available to him. In other words, a person must undergo an identity
crisis (or identity moratorium) in order to reach identity achievement. For instance, a person who is in
identity achievement with regard to occupation would have first tried out various career routes
Identity Diffusion: Identity diffusion is one step in the process of finding a sense of self. It refers to a
period when an individual does not have an established identity, nor is actively searching for one. In other
words, it's a time when a person's identity remains unresolved, yet there is no identity crisis (called an
identity moratorium).Children and young teens are often in a state of identity diffusion for most types of
identity, such as religious, occupational or cultural identity.
Identity Moratorium: An identity moratorium is one step in the process of finding a sense of self. It is a
period of active searching for one's occupational, religious, ethnic or other form of identity. During a
moratorium, individuals typically explore many different options and do not feel committed to any one
approach.
Identity Foreclosure: It occurs when people think they know who they are, but they have not even
explored their options yet. Identity foreclosure mimic identity, but it isn't actually a true identity. A person
must undergo an identity crisis (also called moratorium) in order to achieve a genuine sense of self.
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¾ Young people are seen as synonymous of problems of delinquency, drugs, or party animals especially
of urban culture.
¾ young people being lumped together as a problem group called 'youth/s
¾ Or highly regressed youths who cannot think
¾ Entertainment as career option for teens.
¾ Heavy emphasis on beauty - Appearance and weight so transition to adulthood difficult.
¾ Girls are surrounded by images of female beauty that are unrealistic and unattainable.
¾ Stereotypical images of uniformly beautiful, obsessively thin and scantily dressed objects of male
desire. And studies show that girls who are frequent viewers have the most negative opinion of their
gender.”
¾ For teenage boys macho image. The Ajay Devgan kind of depiction. Super hero.
• Research has found strong associations between increases in advertising for non-nutritious foods and
rates of childhood obesity. Aerated drinks are refreshing. Smoking is heroic and stylish. Couch
potatoes – no exercise.
• Colors Perceptions get colored - What is macho? What is smart? What is savvy? Materialistic
perceptions of the world, prejudiced views - fair are beautiful, dark is ugly, ex community is
backward. These lead to negative or biased attitudes.
• Encourages Stereotypes: The media perpetuate stereotypes about gender, intelligence, religion,
color.
• Aggression – violence in movies, television, gaming etc create hyper active kids who can turn
aggressive as they grow up.
• Emotional disturbance- Distress, disappointment, stress as they live in a make believe world.
• Affects motivation levels: decreased interest and motivation for hard work
• Identity crisis
B. Peer relations: competitions, cooperation and peer pressure
¾ Concept of Peer relationships?
¾ Concept of Competition, cooperation in peer relationships
¾ Concept of Peer pressure
¾ Impact of peer pressure
¾ Teachers role
¾ Deviant physical attributes, such as speech problems, physical clumsiness or disability, may lead to
peer relation difficulties.
¾ Hyper activity – aggression
¾ Shy and withdrawn children are likely to experience peer relationship difficulties
Impact of Peer pressure
¾ Fashion choices
¾ Alcohol and drug use
¾ Decision to have a boyfriend or girlfriend
¾ Choice of who your friends are
¾ Academic performance
C. Role of teacher in establishing identity with respect to media and peer relations.
Peer pressure :
• Training young kids in self –assertion
• Developing a self-identity
• Doing workshops on peer pressure- experts
• skits and plays displaying these issues followed by discussion
• Experts and counselors on the issue
• As teachers- Talk to your teen.
• Open up the lines of communication with the parents
• Build an action plan with the teen
• Work with experts and NGO’s
• Do not allow the teen to place all of the blame at their friend’s /groups feet
• Train to take responsibility
• More cooperative learning strategies
• Use of films
• Reflections
• Learning to say no- assertion
Teacher’s role for Mass media
• Experts talk on ill-effects of T.V/ media etc
• Research findings share with kids
• Develop a course in 'media education' which aims to create an active understanding of the emergence
and workings of various media and provides critical tools that would help students discern the
'underlying messages' they are subjected to in different kinds of media products (such as
advertisements, soap operas, rock music, teen magazines etc.).
• Teach children about media influence- eto analyze T.V ads /film scenes –over claiming. How to
analyze articles. Detect stereotypes
• Parent workshops - Restrict T.V. times – channelize reading habits, sports, music etc Identify suitable
good quality programmes on television and help parents and children to make informed choices of
what to view, encouraging the use of television in a measured and worthwhile manner. Also caution
parents and children about programmes that are clearly unsuitable for students.
• Classroom discussions on film stereotypes.
• Critical thinking and Problem solving approaches that asks fundamental higher order questions.
• Create libraries of good films and programmes that have learning potential and are relevant to
children. Use these programmes consciously for active learning of subject matter or exposure to
human and global issues, and, as far as possible, not as mere entertainment or 'fillers'.
• Closer ties with school and parents.
Task / Assignment: Review a film related to any of the above mentioned issues and submit a report.
References: