FEM 3101 (S EMESTER 1 - 201 2 -201 3 )

1. FEM 3101(SEMESTER1 -2012-2013) Developmental Psychology: Children and Adolescents

2. INSTRUCTOR: DR. SITI NOR YAACOB DEPT. OF HUMAN DEVELOPMENT & FAMILY STUDIES FACULTY OF HUMAN ECOLOGY TEL: 603-89467088/03-89467093/012-2841844 E-MAIL: sitinor@putra.upm.edu.my

3. COURSE SYNOPSIS Processes of physical, cognitive, social and emotional growth and development from conception through adolescence. Emphasis on the major aspects at each stage of development. Processes and outcomes of interaction between the child-adolescent and the environment.

4. COURSE OBJECTIVES By the end of the course students will be able to: • Identify ecological processes of physical, socio-emotional and cognitive development of children and adolescents.(C2) • Explain the effects of genetic, environment, and genetic-environment interactions influences on children-adolescent development. (C4, A3, CS) • Explain the effects of children-adolescent interactions with the environment on children-adolescent growth and development. (P3, CTPS, TS)

5. TOPICS Introduction Prenatal development Postnatal development Physical development in children Cognitive development in children Language development in children Socio-emotion and values development in children

6. TOPICS (cont) 8. Adolescents’ physical development 9. Adolescents’ cognitive development 10. Adolescents’ socio-emotional development 11. Adolescents’ vocational and career development

7. Assessments

8. About the course Introduction: Concepts, Theories & Research Part One: Child Psychology Part Two: Adolescent psychology

9. DEFINITION OF CONCEPT What is Growth (Pertumbuhan)? What is Development (Perkembangan)?

10. GROWTH • Growth is a quantitative process of change • ex. change in weight/height – i.e. changes in saiz and structure, physical and mental aspects. • Changes can be measured & assess - from one stage to the other. • Growth will reach its peak once a person mature.

11. DEFINITION • “Growth is an individual development in body size, for ex. changes in muscles, bones, hair, skin & glands. [Karl E. Garrison] • “Growth is a change that can be measured from one stage to the other, and from time to time” [Atan Long] • “Growth as an increment in a person external attributes. For examples in terms of size, height and body weight” [D.S Wright & Ann Taylor]

12. DEVELOPMENT • Developmental is defined as change. • Human development refers to a particular type of change or the pattern of change that begins at conception and continue through the life span. • Development occurs in the context of the significant social environment of life process (family, school, peer group, community).

13. Thus….Child Development is…. A scientific study of understanding all aspects of human constancy and change from conception through adolescence A part of a larger discipline known as developmental psychology or human development, which includes all changes experienced throughout the lifespan

14. Behavioral change as a developmental change • Three general condition/criteria • The change is orderly or sequential. • The change results in a permanent alteration of behavior. • The change results in a new behavior or mode of functioning that is more advanced, adaptive or useful than prior behaviors.

15. The study of childhood: Basic Concepts • Developmental Processes: Changes and Stability • Quantitative change (growth) refers to the easily measurable and sometimes obvious aspects of development. e.g: Involve changes in size or amount, such as height, weight.

16. Developmental Processes: Changes and Stability • Qualitative change refers to variations and modifications in functioning. • E.g ability of a newborn & 5 months old baby • Stability – constancy or enduring characteristics • Changes in development is continues  from one stage to the other  but maintaining a pattern • Specific characteristics  Cephalacaudal, proximodistal, mass to specific

17. Developmental stages • Prenatal • Infancy (0-2 years) & Toddlerhood (2-3 years) • Early childhood(3-6 years) • Middle childhood (6-10 years) • Adolescence (11-19 years) • Early (11-14 years) • Middle (15-17 years) • Late (18-19 years) • Adulthood(≥ 20 years) • Early (20-30 years) • Middle (40-50 years) • Late (60 years and above)

18. Domains of development • Physical development • Body, brain, senses, motor skills • Cognitive development • Learning, memory, language, thinking, moral reasoning • Psychosocial development • Personality, emotions, social relationships • Interrelated throughout development

20. Domains of Development (con’t)

21. Influences on Development: • Factors that can influence development are:- • Nature (sejadi) • Genetic (Warisan/baka/genetik) • Nurture (Asuhan) • Environment (Persekitaran) • Food intake (Pemakanan) • Health (Kesihatan)

22. Major Contextual Influences • Normative Influences • Normative age-graded influences/event, i..e. biological or social • Example = puberty or entry into formal schooling • Normative history-graded event, i.e. cohort (a group of people who share a similar experience) • Example = living during the Great Depression/Tsunami • i.e. Atypical events, e.g. having a birth defect • Non-normative Influences • Individual events that impact the person • Events can be traumatic or happy

23. Historical foundation: How the study of childhood has evolved? • Early Approaches • Medieval times • The Reformation • The Enlightenment • John Locke • John Jacques Rousseau • Darwin

24. Scientific Beginnings • Baby biographies • Charles Darwin • G. Stanley Hall • Normative Period of Child Study • Mental Testing Movement

25. An emerging consensus All domains are interrelated. Normal development includes a wide range of individual differences. Children help to shape their own development and influence others’ responses to them. Historical and cultural contexts strongly influence development. Early experience is important, but children can be remarkably resilient. Development in childhood is connected to development throughout the rest of the lifespan.

26. Theories in Developmental Psychology

27. What is a theory? A theory is a set of logically related concepts or statements, which seeks to describe and explain development and predict what kinds of behavior may occur under certain conditions. Hypotheses are tentative explanations or predictions that can be tested by research.

28. Theory An orderly, integrated set of statements that Describes Explains behavior Predicts

29. Benefits of theories in Developmental Psychology Explain the meaning of an event/facts Able to relate these facts

30. Theories • Psychoanalytic • Psychosexual (S. Freud) • Psychosocial (E. Erickson) • Learning • Behavioral Learning • Classical Conditioning (Pavlov) • Operant Conditioning (Skinner) • Social Learning (A. Bandura) • Cognitive • Cognitive Developmental Theory (J. Piaget) • Socio-cultural (L. Vygotsky) • Moral Development (Reasoning) (Kohlberg) • Human Ecology System (U. Bronfenbrenner)

31. Freud’s Three Parts of the Personality

32. Psychoanalytic • Trust versus mistrust • Autonomy vs shame • Initiative vs guilt • Industry vs Inferiority • Identity vs Identity Confusion • Intimacy versus isolation • Generativity vs stagnation • Integrity vs despair • Oral stage • Anal stage • Phallic • Latency • Genital Psychosexual (S. Freud)*Psychosexual stages Psychosocial (E. Erickson)* 8 stages of dev.

33. Psychoanalytic • Psychoanalytic theory proposes that morality develops through humans' conflict between their instinctual drives and the demands of society. • Freud identified three parts of the personality that become integrated during five stages of development • Id • Ego • Superego

34. Personality Structure superego ego ID

35. Personality Structures • ID (unconscious element) • the largest portion  is the source of basic biological needs and desires. • EGO (semi-conscious element) • the conscious  rational part of the personality, emerges in early infancy to redirect the id’s impulses so they are discharged in acceptable ways • SUPEREGO (The conscious element that function on the basis of morality). • the conscience that develops between ages 3 and 6 through interactions with parents, who insist that the child conform to the values of society.

36. Freud Psychosexual stages: • Oral stage [0- 1 year] – • Mouth is the focus of stimulation & interaction. Feeding & weaning are central • Anal stage [1-3 year] – • Anus as the focus of stimulation & interaction. Elimination & toilet training is central

37. Freud Psychosexual stages: • Phallic [3-6year] • The genital is the focus of stimulation. Gender role & moral development are central. • Conflict between id & superego • Children interested to know more different sexes, babies etc. • 2 main conflict: • Oedipus Conflict  son attracted to mother • Electra Conflict  daughter attracted to father • Penis envy

38. Freud Psychosexual stages: • Latency [6-12 year] • A period of suspended sexual activities; Energy shift to physical and intellectual activities. Focus on achievement • Genital [Adolescent – adulthood (12 & above)] • Genital are the focus of stimulation with the onset of puberty • Mature sexual relationship develop

39. Erikson’s Psychosocial stages

40. Behaviorism & Social Learning

41. Behavioral Theory • Learning based on reinforcement (punishment) or punishment • Positive reinforcement • Negative reinforcement • Punishment • Behavior modification • Stimulus & Response • Learning based on association of a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response. • Classical Conditioning • Ivan Pavlov Operant Conditioning (B.F. Skinner)

42. Behavioral Theory • Social Learning Theory • Albert Bandura • Modelling (Role model) • Theory that behaviors are learned by observing and imitating models • Observational learning • Models • Importance of values and thoughts in imitating behavior of a model • Practical implications?

43. Behaviorism & Social Learning • Development results from learning • Behaviorism – a mechanistic theory • Continuous change • Quantitative change • Importance of the environment • Associative learning

44. Cognitive Theory • Community & culture influence on development  Focus is the social, cultural, and historical complex of which the child is part. • Social Interaction • Zone of proximal development – The difference between what a child can do alone and with help • Scaffolding – Temporary support to help a child master a task. • Sensorimotor (0-2) • Preoperational (2-6) • Concrete Operational (6-11) • Formal Operation (11-adulthood) Jean Piaget Cognitive Development • Socio-Cultural Theory • L. Vygotsky

45. Vygotsky’s Sociocultural Theory Transmission of culture to new generation Beliefs, customs, skills Social interaction necessary to learn culture Cooperative dialogue with more knowledgeable members of society Zone of proximal Scaffolding

46. Cognitive Theory Moral Development Kohlberg • Paras 1: Moraliti Pra- konvensional (4-9 tahun) • Orientasi dendaan dan patuh/taat • Hedonisme Instrumental/Orientasi Egoistik • Paras 2:Peringkat Konvensional (10-15 tahun) • Moraliti “budak baik” • Moraliti mengekalkan susunan sosial & autoriti • Paras 3:Peringkat Pasca Konvensional • Moraliti kontrak, hak individu dan undang-undang secara demokrasi • Orientasi prinsip-prinsip moral yang universal dan beretika

47. THE ECOLOGICAL-SYSTEMS APPROACH • Human Ecological System • U. Bronfenbrenner • View of development that sees the individual as inseparable from the social context • Urie Bronfenbrenner’s bio-ecological theory • Understanding processes and contexts of development Micro system Meso system Exosystem Macrosystem Chronosystem

48. Ecological Systems Theory

49. RESEARCH METHODS IN STUDYING CHILDREN

50. How theory and research work together Which theory is generally accepted today? What is the relationship between theory and research?