Child Psychology - Introduction

Psychology 333 Dennis Karpowitz

Stop staring at me!

Ill be there for you.

Why Study Children?

1. Maximize childrens development Societys future 2. Increase effectiveness as parents and teachers 3. Understand children 4. Understand adults The present is informed by the past 5. Understand the process of development

Discussion

Which reason for studying children is most meaningful to you? Why?

The History of Childhood

Periods of enlightenment & ignorance Medieval times - miniature adults Reformation - Harsh, restrictive parenting 1632 Locke - tabula rasa 1712 Rousseau - noble savages

Scientific Beginnings

Anthropometric lab G. Stanley Hall Baby biographies Mandatory education Binet and the testing movement

Norms and Longitudinal Studies

Gesell Institute Norms Bailey studies of intelligence McFarland/Honzig studies of personality Oakland growth studies of adolescence

The Role of Personal Assumptions

Thought through or automatic Linked to feeling and action Think about your own personal assumptions. How might they affect your understanding in this class?

Some of My Assumptions

Psychology is both art and science Psychology has limits as a discipline Human behavior has multiple causes Psychology is preparadigmatic Psychological theories have:
Range of usefulness Point of maximum applicability

An Example of Three Theories

My Assumptions Continued

All actions have consequences Human beings have limited freedom Life involves struggle Children are robust and vulnerable Family is powerful (+ & -) Human beings are unique Growth can be continual

What are your assumptions?

How do your assumptions effect your view of children? Parents? Teachers? Compare and contrast your assumptions with mine What evidence is there for your assumptions?

Methods of Child Study

Science

Observation and measurement - The Challenge Reliability Validity

Basic Methods of Research

Case study Systematic naturalistic observation Correlational methods Systems approaches Experimental methods Small-n approaches

Time Strategies ** Development

Longitudinal strategies Cross-Sectional strategies Sequential strategies

Risk research

Retrospective designs Prospective designs

Epidemiologic Research

Prevalence or incidence

Multiple Methods

Each method has strengths and weakness Combining methods adds strength to the findings

Ethics in Research

Integrity Openness Awareness of research effects

Theories of Child Development

Bricks

Brick Home

What is a theory?

Organizes data Allows us to see some things more clearly Hides other things from view

Classical Theories 1

Psychoanalytic perspective Theorists: Freud, Erickson, Mahler Basics Organismic (active) Discontinous (stages or periods) Nature and nurture (bio. & environ.) New developments

Classical Theories 2

Social learning perspective Theorists: Skinner, Pavlov, Bandura Basics Mechanistic (passive) Continuous (no stages or periods) Emphasis on nurture (environment) New developments

Classical Theories 3

Cognitive Development Theorists: Piaget, Flavell Basics Organismic (active) Discontinuous (stages or periods) Nature and nurture (bio. & environ.) New developments

More Recent Theories 1

Information processing Basics Organismic and mechanistic Continuous (no stages or periods) Nature and nurture (bio. & environ.)

More Recent Theories 2

Ethology Theorist: Lorenz Basics Organismic (active) Continuous and discontinuous Nature and nurture (bio. & environ.)

More Recent Theories 3

Ecological systems Theorist: Bronfenbrenner Basics Organismic (active) Nature and nurture (bio. & environ.)

More Recent Theories 4

Sociocultural/Linguistic Approach Theorist: Vygotsky Basics Organismic (active) Continuous (no stages or periods) Nature and nurture (bio. & environ.)

More Recent Theories 5

Dynamic systems theory (family systems) Basics Organismic (active) Continuous (no stages or periods) Nature and nurture (bio. & environ.)

End