Theories of Development PSY200-03 Module 2 + 3 PDF

THEORIES OF DEVELOPMENT MODULE 2 CLASS #5: TUESDAY, JANUARY 21, 2025 TIME: 4:30–5:20PM 1  2 MODULE 2: COURSE LEARNING OUT...

THEORIES OF DEVELOPMENT MODULE 2 CLASS #5: TUESDAY, JANUARY 21, 2025 TIME: 4:30–5:20PM 1  2 MODULE 2: COURSE LEARNING OUTCOMES  2.1 Describe how biological and evolutionary theories contribute to our understanding of development  2.2 Describe how psychoanalytic theories contribute to our understanding of development  2.3 Describe how humanistic theories contribute to our understanding of development Answers for  2.4 Identify and explain learning theories of development Handout #1 – Research Methods  2.5 Identify and explain cognitive theories of development Exercise located on  2.6 Identify and explain systems theories of development iLearn (Module 1)  KEY FIGURE: ALBERT BANDURA Bandura showed we acquire knowledge + skills via observational learning: observing behaviour of others (models) rather than by direct experience  Models: people who engage in responses that serve as examples for others to imitate (1925-2021) example you buying a gift for you niece and she not liking it until her father uses it and shows it to her  4 BANDURA’S SOCIAL-COGNITIVE THEORY Reciprocal Determinism A process of human development based on the interaction of personal (e.g., personality) behavioural (e.g., decisions), and environmental factors (e.g., school)  Example: To understand why a child might be doing poorly in school we need to look at their attitudes toward education (personal), studying habits (behavioural), and how their teachers interact with them (environmental) KEY FIGURE: LEV VYGOTSKY Vygotsky’s sociocultural theory emphasized cognitive development being influenced by the child’s social environment, culture, and interactions with peers, parents, and other adults  Agreed with Piaget that children have innate desire to explore the world and learn in an adaptive way  Disagreed with Piaget that learning occurs in specific stages and that it only involves the (1896-1934) private exploration of the environment Text ZONE OF PROXIMAL DEVELOPMENT AND SCAFFOLDING Zone of Proximal Development Abilities child can learn with help from another person  Scaffolding: Child learns to master new skill (e.g., riding a bike, writing, cooking, playing a sport etc.) or concept (e.g., reptiles, fairness, rules, etc.) through guidance by an experienced other (e.g., parent, teacher, etc.) Text  ECOLOGICAL SYSTEMS THEORIES THE VIEW THAT A WEB OF FACTORS WITHIN AND OUTSIDE OF US IMPACT OUR DEVELOPMENT ACROSS THE LIFESPAN WE ARE MADE UP OF COMPLEX AND DYNAMIC (I.E., EVER CHANGING) SYSTEMS THAT CANNOT BE FULLY UNDERSTOOD IF THEY ARE ISOLATED FROM THE WHOLE 7 Things are constantly changing the name for it is called Dynamic  8 ECOLOGICAL SYSTEMS THEORIES We are all composed of (e.g., immune system) and nested within complex systems (e.g., Canadore College) You yourself are a complex system! interdependent. Complex system “our class”  ECOLOGICAL SYSTEMS THEORY (1979) Life transitions Uri Bronfenbrenner (1917-2005) Cultural values Development is a complex system of relationships affected by multiple levels Popular media of the surrounding environment, from Interactions immediate settings of family and school between parents and teachers to broad cultural values, laws, and Parents customs Genes  Physical + psychological well-being: result from adaptive adjustment 9 Text  BRONFENBRENNER’S ECOLOGICAL SYSTEMS THEORY If we want to understand substance abuse Ecological systems model tells us (e.g., alcoholism), we should consider the: that we cannot only focus on the individual level to understand  Individual: genetics people’s psychology  Microsystem: parents  Mesosystem: Interactions between parents and community members  Exosystem: socioeconomic status (SES) socioeconomical class=  Macrosystem: cultural attitudes toward alcohol (e.g., South Korea vs. India)  Chronosystem: transition from high- school to college 10  Prenatal Development and Birth Module 3 Module 3: Course Learning Outcomes  Describe the 3 stages of prenatal development  Identify risks associated with teratogenic maternal diseases, drugs, and other factors on preconceptual and prenatal development Include a discussion of different teratogens and nutrition challenges cross culturally  Explain how the Apgar scale is used to assess the health of newborns  Describe the risks associated with low birthweight in infants Text  Conception Males and females have different sex cells called:  Gametes (Sperm [M] and Ova [F])  Gametes unite at conception Conception: when sperm fertilizes an ovum to form a new cell called:  Zygote  A single cell created when the sperm and ovum unite (23 pairs of chromosomes) 23 from mom and 23 from dad  Chromosomes Each gamete from biological parents has 23 single chromosomes  Gives us 46 chromosomes in total (23 pairs)  22 pairs are autosomes  Contain most of the genetic information  23rd pair are the sex chromosomes (X and Y)  Determine biological sex of fetus  Females: XX; Males: XY  Age of First-Time Mothers Canadian parents generally older when they have children today  The average age of Canadian mother’s at time of child delivery is 32 years of age (Statistics Canada, 2023)  In many other countries, mother’s are younger when they first have children (e.g., Angola, Chad, and Bangladesh)  Multiple Births and Older Parents In most cases, baby’s conceived and born one at a time  About 3.3% of births in Canada, more than one baby is born  ~66% are fraternal twins (dizygotic)  ~33% are identical twins (monozygotic) Since 1980s, multiple births have become more common in the last few decades in Canada as a result Text  Assisted Human Reproduction Women over 35 more likely to conceive twins and more likely to have used assisted human reproduction (AHR) procedures and treatments  Introduces new legal and ethical issues:  Assisted Human Reproduction Act protects health and safety of parents who undergo AHR and their children  Examples:  Fertility medication (e.g., gonadotropins)  In-vitro fertilization (successful live birth in about 38% under 35 years of age) First treatment can be paid for in Canada 1. Germinal Stage Conception to implantation (~2 weeks)  Spermfertilizes ovum in fallopian tube to form zygote (contains 23 pairs of chromosomes)  Zygotetravels down fallopian tube to the uterus where implantation occurs  2. Embryonic Stages From implantation until ~8 weeks  Major body structures and organs develop (e.g., heart)  Head grows before other body parts and organs (e.g., lungs) grow before extremities (e.g., arms)  Heartbeat can be detected in embryo ~6 weeks  Genetic code (XX or XY) causes sex organs to differentiate ~7 weeks (parents usually don’t know sex of fetus until ~18-20 weeks; 5 months) 3. Fetal Stage Fetal Stage Prenatal stage from 9th week until birth  Characterized by gains in size  The fetus is suspended in amniotic fluid  Placenta: membrane that permits the exchange of nutrients and waste products between the mother and developing child  The fetus is connected to the placenta through the umbilical cord Does the fetus pee inside of the womb?  That’s it for Today! Next Class: will be recorded and uploaded to iLearn (under Module 3)  Will be ready for you to view on Thursday, January 23  Kahoot! Review for Modules 1-3 will be posted to iLearn (will stay open until Sunday, January 26 [11:00PM])  Test #1 (Modules 1-3) on Tuesday, January 28 35 questions (M/C, T/F) 50 minutes to complete in class