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• Psych 122 explores child development from prenatal stages to puberty, describing physical, social, cognitive, emotional, and moral changes. It examines factors influencing children's behavior and is relevant for future psychology professionals and parents.
• The course contains five modules, each presenting topics on child psychology.
• Encourages reflecting on personal childhood experiences and observation.
• Readings and research can give a better understanding of the topics.

Course Learning Outcomes

• Discuss theoretical perspectives on child development.
• Synthesize factors promoting or threatening positive child development.
• Describe pre- and post-natal development and the birth process.
• Effectively express ideas on different developmental domains.
• Relate cognitive, socio-emotional, and physical development to personal childhood experiences.
• Show sensitivity for the uniqueness of children.
• Promote children's role in nation building and parental responsibility in development.
• Espouse Christian doctrines on family, married life, and nurturing children from conception.

Module I. An Overview of Child Psychology

Unit 1: Perspective of Child Psychology and Significance of Child Study

• Child Psychology is defined, and its relevance in personal and professional context is highlighted.
• Learning outcomes cover discussing the nature of child study and explaining areas of child development to understand children.
• Child Psychology is the scientific study of individuals from prenatal beginnings to early adolescence (approximately twelve years old).
• It deals with physical growth, maturation, environmental influences, and psychosocial interactions.
• It describes, explains, and considers biological and interactive influences on behavior during childhood.
• Child psychology is useful in understanding children's behavior, increasing knowledge of the developmental process and promotes physical & psychological well being, and addresses welfare issues.
• The field looks at the developmental changes of childhood, adolescence and adulthood.
• This course will mainly focus on childhood and asks the students to reflect on their childhood.

Unit 2: Theoretical Perspectives of Child Development

• Various theoretical psychology foundations, and the way childhood behaviors can give insight with the changes that come along with them are discussed.
• A topic learning outcome for this section, this section was "Demonstrate the utility of the theories and concepts in the promotion of positive growth and development in children".
• Theoretical perspectives include: behavioral, organismic, psychodynamic, ethological, ecological, and life span.

Module II. Biological Foundation of Development

• Module II covers biological and environmental influences and factors affecting pregnant women and offspring, hereditary.
• It explains hereditary influences on genetic abnormalities and concepts of growth, development, and maturation.

Unit 1: Hereditary Influence on Development

• Heredity's role in human development is discussed.
• Details come from both male and female to format new life.
• Hereditary explains one's different health status and conditions, their physical appearance, characteristics and personality traits.
• Concepts of growth, development, and maturation are explained.
• It explains the concepts and hereditary abnormalities.
• Learning outcomes include: discussing influences and distinguishing hereditary from environmental behavioral influences.
• Related terms include "growth" (physical/physiological, often quantitative), "development" (progressive series of qualitative changes), and "maturation" (unfolding of traits via heredity and environment).
• Hereditary explains the passing of traits from parent to offspring.

Unit 2: Prenatal Development

• Prenatal development from conception to the weeks before birth and it's maternal factors are discussed.
• Learning outcomes are to examine prenatal development and recognize importance of mothers and females.
• Statistics and importance of prenatal development, major phases, and influences were considered with relation to caring for a pregnant woman.

Unit 3: Perinatal Environment and Birth

• Discusses the environment shortly before, during, and after birth, including labor stages/
• Potential birth complications include cultural influences in childbirth.
• The learning outcomes are to identify birth process stages/ potential complications and to examine post-natal development including cultural influences.

Hereditary/Environmental principles

• Canalization: Genes limit development to few outcomes.
• Range-of-Reaction: Genotype sets phenotype limits; environment determines the specific expression.
• Niche-Picking: Genotypes drive individuals to select compatible environments.
• Rubber-Band Hypothesis: Compares environmental forces lengthening of genetic traits as stretched rubber band

Chromosomes and Genes

• Sperm and ovum contain 46 chromosomes.
• Chromosomes are rod-like structures containing genes. At conception, the zygote receives 23 chromosomes from each parent.
• Autosomes determine individual traits.
• Sex chromosomes determine gender.
• XX = female, XY = male.
• Genes are composed of DNA and control body processes, structural formation, and regulate structural genes.

Chromosomal Abnormalities

• Chromosomal and genetic abnormalities that can occur.
• Developmental disorders can stem from chromosomal variations or matching defects, affecting both autosomes and sex chromosomes.
• It is estimated that 60% of early spontaneous abortions and 5% of later abortions can be attributed to chromosomal aberrations.
• Uneven segregation results in cells with additional or missing chromosomes.

Female Abnormalities

• Turner's Syndrome: XO, phenotypically female with underdeveloped features.
• Poly-X or "superfemale syndrome": XXX, XXXX, XXXXX, phenotypically female but may have some intellectual deficits such as language development.

Male Abnormalities

• Klinefelter's Syndrome: XXY or XXXY, phenotypically male with female traits.
• Supermale Syndrome: XYY, XYYY, XYYYY, phenotypically male.
• Infantile autism and developmental delays are examples of autosomal abnormalities.

Causes of Chromosomal Abnormalities

• Uneven segregation during germ cell meiosis may result in two X chromosomes in one ovum and none in another.
• The mother's age is also factor.
• The father's damaged sperm cell is also factor.

Genetic Abnormalities

• Recessive traits are characterized that can cause lethal risks include: cystic fibrosis and phenylketonuria.

Elaborate: Interacting with Children with Special Needs

• Focus on strengths, use various communication methods, and provide a stimulating, flexible, and loving environment.

Module III. Physical and Motor Development

• How physical and motor development are developed.
• Piaget's perspective on the stages of cognitive development will be also used and how these changes allow children to learn and acquire new knowledge.

Explore: The Filipino Child's Growth

• Filipino children are facing issues in size relating to stunting and malnutrition.
• Exclusive and beneficial to an infant as nutrition, mother should consider supplementing their infant.
• This problem related to proper food intake.

Explain: Physical and Motor Development

• After the new born is born and the connection is cut, significant and exciting developments start to happen.
• A parent-newborn relationship begins .

Explain: Physical Growth and Development

• The process of increasing physical / physiological processes in humans with quantitative data.
• The process of progressive series happens in a pattern which is developed by maturation.
• The interactive relationship with hereditary and environment consists of alterations in complexity.

Chromosomes and Genes

• Is rod-like or threadlike structures contain the genes At the time of and the zygote receives 23 and .
• These in the nuclei and the chromosomes are which the father receives in the process.
• The 23rd pair are , more genes from mother XX.

Physical Growth and Development

• Body is third of half of final and will then show different features of a .
• The has processes with growth, and and of at all.

Muscles and Bones

• Most of and is slow as progresses at different 7, the child 2015-327.

MOTOR DEVELOPMENT

• What is happening: it's referred to the development of.
• The baby to 1911 by to perform.
• Children develop different by using their .
• Each have a process are, , .

Theories

• is not and do what and and as of , .
• With and can the 2010;20.

Module IV. Learning and Development, Language and Communication Skills, and Cognition

• The module is to learn processes as is and from at a for in.

Explain: Learning and Development

• Plays which development and all well, and and.
• An for in the and as and which are .
• A more and to

Learning and Development

• and as the as