01 child psychology intrduction
TRANSCRIPT
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Child Psychology - IntroductionChild Psychology - Introduction Psychology 333 Dennis Karpowitz
Stop staring at me!
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I’ll be there for you.I’ll be there for you.
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Why Study Children?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
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DiscussionDiscussion
Which reason for studying children is most meaningful to you?
Why?
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The History of ChildhoodThe History of Childhood Periods of enlightenment & ignorance Medieval times - miniature adults Reformation - Harsh, restrictive parenting 1632 Locke - “tabula rasa” 1712 Rousseau - noble savages
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Scientific BeginningsScientific Beginnings Anthropometric lab
G. Stanley Hall
Baby biographies
Mandatory education
Binet and the testing movement
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Norms and Longitudinal StudiesNorms and Longitudinal Studies
Gesell Institute – Norms
Bailey studies of intelligence
McFarland/Honzig studies of personality
Oakland growth studies of adolescence
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The Role of Personal The Role of Personal AssumptionsAssumptions
Thought through or automaticThought through or automatic Linked to feeling and actionLinked to feeling and action
Think about your own personal Think about your own personal assumptions. How might they affect assumptions. How might they affect your understanding in this class?your understanding in this class?
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Some of My AssumptionsSome of My Assumptions
Psychology is both art and sciencePsychology is both art and science Psychology has limits as a disciplinePsychology has limits as a discipline Human behavior has multiple causesHuman behavior has multiple causes Psychology is preparadigmaticPsychology is preparadigmatic Psychological theories have:Psychological theories have:
• Range of usefulnessRange of usefulness• Point of maximum applicabilityPoint of maximum applicability
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An Example of Three Theories
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My Assumptions ContinuedMy Assumptions Continued
All actions have consequencesAll actions have consequences Human beings have limited freedomHuman beings have limited freedom Life involves struggleLife involves struggle Children are robust and vulnerableChildren are robust and vulnerable Family is powerful (+ & -)Family is powerful (+ & -) Human beings are uniqueHuman beings are unique Growth can be continualGrowth can be continual
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What are your assumptions?What are your assumptions? How do your assumptions effect your How do your assumptions effect your
view of children? view of children? Parents? Parents? Teachers? Teachers?
Compare and contrast your Compare and contrast your assumptions with mineassumptions with mine
What evidence is there for your What evidence is there for your assumptions?assumptions?
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Methods of Child StudyMethods of Child Study
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ScienceScience
Observation and measurement - The Observation and measurement - The ChallengeChallenge
ReliabilityReliability ValidityValidity
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Basic Methods of ResearchBasic Methods of Research
Case studyCase study Systematic naturalistic observationSystematic naturalistic observation Correlational methodsCorrelational methods Systems approaches Systems approaches Experimental methodsExperimental methods Small-n approachesSmall-n approaches
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Time Strategies ** DevelopmentTime Strategies ** Development
Longitudinal strategiesLongitudinal strategies Cross-Sectional strategiesCross-Sectional strategies Sequential strategiesSequential strategies
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Risk researchRisk research
Retrospective designsRetrospective designs Prospective designsProspective designs
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Epidemiologic ResearchEpidemiologic Research
Prevalence or incidencePrevalence or incidence
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Multiple MethodsMultiple Methods
Each method has strengths and weaknessEach method has strengths and weakness
Combining methods adds strength to the Combining methods adds strength to the
findingsfindings
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Ethics in ResearchEthics in Research
IntegrityIntegrity OpennessOpenness Awareness of research effectsAwareness of research effects
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Theories of Child Theories of Child DevelopmentDevelopment
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BricksBricks
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Brick HomeBrick Home
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What is a theory?What is a theory?
Organizes dataOrganizes data Allows us to see some things more Allows us to see some things more
clearlyclearly Hides other things from viewHides other things from view
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Classical Theories 1Classical Theories 1
Psychoanalytic perspectivePsychoanalytic perspective Theorists: Freud, Erickson, MahlerTheorists: Freud, Erickson, Mahler BasicsBasics Organismic (active)Organismic (active) Discontinous (stages or periods)Discontinous (stages or periods) Nature Nature andand nurture (bio. & environ.) nurture (bio. & environ.) New developmentsNew developments
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Classical Theories 2Classical Theories 2
Social learning perspectiveSocial learning perspective Theorists: Skinner, Pavlov, BanduraTheorists: Skinner, Pavlov, Bandura BasicsBasics Mechanistic (passive)Mechanistic (passive) Continuous (no stages or periods)Continuous (no stages or periods) Emphasis on nurture (environment)Emphasis on nurture (environment) New developmentsNew developments
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ClassicalClassical Theories 3Theories 3
Cognitive Development Cognitive Development Theorists: Piaget, FlavellTheorists: Piaget, Flavell BasicsBasics Organismic (active)Organismic (active) Discontinuous (stages or periods)Discontinuous (stages or periods) Nature Nature andand nurture (bio. & environ.) nurture (bio. & environ.) New developmentsNew developments
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More Recent Theories 1More Recent Theories 1
Information processingInformation processing BasicsBasics Organismic Organismic andand mechanistic mechanistic Continuous (no stages or periods)Continuous (no stages or periods) Nature Nature andand nurture (bio. & environ.) nurture (bio. & environ.)
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More Recent Theories 2More Recent Theories 2
EthologyEthology Theorist: LorenzTheorist: Lorenz BasicsBasics Organismic (active)Organismic (active) Continuous Continuous andand discontinuous discontinuous Nature Nature andand nurture (bio. & environ.) nurture (bio. & environ.)
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More Recent Theories 3More Recent Theories 3
Ecological systemsEcological systems Theorist: BronfenbrennerTheorist: Bronfenbrenner BasicsBasics Organismic (active)Organismic (active) Nature Nature andand nurture (bio. & environ.) nurture (bio. & environ.)
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More Recent Theories 4More Recent Theories 4
Sociocultural/Linguistic ApproachSociocultural/Linguistic Approach Theorist: VygotskyTheorist: Vygotsky BasicsBasics Organismic (active)Organismic (active) Continuous (no stages or periods)Continuous (no stages or periods) Nature Nature andand nurture (bio. & environ.) nurture (bio. & environ.)
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More Recent Theories 5More Recent Theories 5
Dynamic systems theory (family Dynamic systems theory (family systems)systems)
BasicsBasics Organismic (active)Organismic (active) Continuous (no stages or periods)Continuous (no stages or periods) Nature Nature andand nurture (bio. & environ.) nurture (bio. & environ.)
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EndEnd