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Child Psychology - Introduction

Child Psychology - Introduction. Psychology 333 Dennis Karpowitz. Stop staring at me!. I’ll be there for you. Why Study Children?. 1. Maximize children’s development – Society’s future 2. Increase effectiveness as parents and teachers 3. Understand children

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Child Psychology - Introduction

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  1. Child Psychology - Introduction • Psychology 333 • Dennis Karpowitz Stop staring at me!

  2. I’ll be there for you.

  3. Why Study Children? 1. Maximize children’s development – Society’s 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

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

  5. The History of Childhood • Periods of enlightenment & ignorance • Medieval times - miniature adults • Reformation - Harsh, restrictive parenting • 1632 Locke - “tabula rasa” • 1712 Rousseau - noble savages

  6. Scientific Beginnings • Anthropometric lab • G. Stanley Hall • Baby biographies • Mandatory education • Binet and the testing movement

  7. Norms and Longitudinal Studies • Gesell Institute – Norms • Bailey studies of intelligence • McFarland/Honzig studies of personality • Oakland growth studies of adolescence

  8. 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?

  9. 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

  10. An Example of Three Theories

  11. 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

  12. 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?

  13. Methods of Child Study

  14. Science • Observation and measurement - The Challenge • Reliability • Validity

  15. Basic Methods of Research • Case study • Systematic naturalistic observation • Correlational methods • Systems approaches • Experimental methods • Small-n approaches

  16. Time Strategies ** Development • Longitudinal strategies • Cross-Sectional strategies • Sequential strategies

  17. Risk research • Retrospective designs • Prospective designs

  18. Epidemiologic Research • Prevalence or incidence

  19. Multiple Methods • Each method has strengths and weakness • Combining methods adds strength to the findings

  20. Ethics in Research • Integrity • Openness • Awareness of research effects

  21. Theories of Child Development

  22. Bricks

  23. Brick Home

  24. What is a theory? • Organizes data • Allows us to see some things more clearly • Hides other things from view

  25. Classical Theories 1 • Psychoanalytic perspective • Theorists: Freud, Erickson, Mahler • Basics • Organismic (active) • Discontinous (stages or periods) • Nature and nurture (bio. & environ.) • New developments

  26. Classical Theories 2 • Social learning perspective • Theorists: Skinner, Pavlov, Bandura • Basics • Mechanistic (passive) • Continuous (no stages or periods) • Emphasis on nurture (environment) • New developments

  27. ClassicalTheories 3 • Cognitive Development • Theorists: Piaget, Flavell • Basics • Organismic (active) • Discontinuous (stages or periods) • Nature and nurture (bio. & environ.) • New developments

  28. More Recent Theories 1 • Information processing • Basics • Organismic and mechanistic • Continuous (no stages or periods) • Nature and nurture (bio. & environ.)

  29. More Recent Theories 2 • Ethology • Theorist: Lorenz • Basics • Organismic (active) • Continuous and discontinuous • Nature and nurture (bio. & environ.)

  30. More Recent Theories 3 • Ecological systems • Theorist: Bronfenbrenner • Basics • Organismic (active) • Nature and nurture (bio. & environ.)

  31. More Recent Theories 4 • Sociocultural/Linguistic Approach • Theorist: Vygotsky • Basics • Organismic (active) • Continuous (no stages or periods) • Nature and nurture (bio. & environ.)

  32. More Recent Theories 5 • Dynamic systems theory (family systems) • Basics • Organismic (active) • Continuous (no stages or periods) • Nature and nurture (bio. & environ.)

  33. End

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