Child Psychology Introduction

Why Study Children? To maximize childrens development To be more effective as parents and teachers To understand children To understand adults To understand the process of development The History of Childhood Periods of enlightenment & ignorance regarding children Medieval times - miniature adults Reformation - Harsh, restrictive parenting Locke - "tabula rasa" 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 Bayley studies of intelligence McFarland and Honzig studies Oakland growth studies Assumptions Definition of an assumption a strongly held belief may be conscious or outside of awareness may fit with available evidence or not guides attitudes and behaviors Some of my assumptions. These are specific assumptions which relate to psychology, families and children. These assumptions deduce from the ecological philosophical position and often contrast with assumptions which deduce from hedonism. Psychology is both a science and an art. Psychology has limits. Human behavior is complex. Its causes are multiple. There is a reciprocal and interactive relationship between cognition, emotion and behavior. No ONE theory of human behavior is adequate. All actions have consequences. Individuals have freedom (limited choice). Life involves struggle (competing forces). The pathology model is too limiting. Human beings are "elastic," adaptable.

The family is basic. Human beings are unique. Givers and receivers influence each other. To love and to be loved are necessary. Sex differences and similarities both exist. Growth can be continual. Committed relationships take effort to maintain. Parenting is challenging, growthful, joyful. What assumptions would you add? Which of my assumptions do you disagree with? Are there others you would like to modify? Why? How do assumptions effect our interpretation of data, our feelings, thoughts, actions? Is there a reciprocity? Summarize your own philosophy of life, interpretive criteria and basic assumptions. Methods of Child Study Science Observation and measurement - The Challenge Reliability Validity Variables independent and dependent Selection and randomization Basic Methods of Research Case study Systematic naturalistic observation Correlation analyses Systems Approaches - Flow of causation Complex, many variables, less precise Experimental methods Small-n approaches Multiple Methods Each method has strengths and weakness Combining methods adds strength to the process Time Strategies Emphasize Development Longitudinal strategies Cross-Sectional strategies Sequential strategies Risk research Retrospective designs Prospective designs Epidemiologic Research Prevalence or incidence Ethics in Research Integrity Openness Awareness of research effects

Theories of Child Development 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 Drive Theory libido or thantos Structures of the psyche: Id, ego, and superego Stages of psychosexual development: Oral, anal, phallic, latency & genital The unconscious Defenses, e.g., denial, projection, supression Coping Mechanisms Object Relations Theory The ultimate goal of human behaviors not merely satisfaction of bodily pleasure but the establishment of meaningful human relationships Identification Developing a satisfying relationship between the self and the other Projective Identification the manipulation of behavior in someone else in order to fit with ones previously defined pattern of expected behavior (4 major patterns: dependency, power, sexuality, ingratiation) Margaret Mahlers early bonding stages (birth to 18 months): Autistic phase, symbiotic stage, separation-individuation, differentiation, rapproachmont The problem of splitting Erickson 8 stages which involve social interaction Each stage has a major focus We will discuss Ericksons stages throughout the course Organismic Discontinous Nature and nurture New developments multiple drive sources, many theories have split off Classical Theories 2 - Social learning perspective Theorists: Skinner, Pavlov, Bandura Basics Classical paradigm behavior controlled by antecedents Operant (instrumental) paradigm behavior controlled by consequences

Consequences Behaviors Increases the Probability Decreases the Probability Add Positive Reinforcement Inflictive Punishment Subtract Negative Reinforcement Restrictive Punishment

Modeling powerful learning process even for complex behaviors Mechanistic Continuous Emphasis on nurture New developments Classical Theories 3 - Cognitive Development Theorists: Piaget, Flavel Basics Adaptation through assimilation and accommodation Scheme, an action pattern or mental structure involved in the acquisition and organization of knowledge Four stages: sensorymotor, preoperational, concrete operational, formal operational More discussed throughout the course Organismic Discontinuous? Nature and nurture New developments More Recent Theories 1 - Information processing Basics Attention Memory: sensory, short-term, long-term Computer analogy Organismic and mechanistic Continuous Nature and nurture More Recent Theories 2 - Ethology Theorist: Lorenz Basics Instinct Critical or sensitive periods where environmental experience is essential Organismic Continuous and discontinuous Nature and nurture

More Recent Theories 3 - Ecological systems Theorist: Bronfenbrenner Basics Micro-, meso-, exo-, and macrosystems Balance and harmony Organismic Nature and nurture More Recent Theories 4 Sociocultural/Linguistic systems Theorist: Vygotsky Basics Zone of proximal development Scaffolding Culture and ethnicity play important developmental roles Many applications to child development and education Organismic Continuous Nature and nurture More Recent Theories 5 - Dynamic systems theory (family systems) Basics All elements in the system affect each other The whole is greater than the sum of the parts Fit is more important than cause Feedback loops operate to maintain the status quo (negative feedback looks or create change (positive feedback loops) Structure coalitions, power, communication pathways Process directives and paradoxes Organismic Continuous Nature and nurture