Developmental Psychology 1.0 Lecture Notes PDF

DEVELOPMENTAL PSYCHOLOGY 1.0 Course: Developmental Psychology: Childhood and youth University of Europe for Applied Sciences Berlin Dr. Costanza De Simone October 16th 2024 About me… GS School of Education Technisc...

DEVELOPMENTAL PSYCHOLOGY 1.0 Course: Developmental Psychology: Childhood and youth University of Europe for Applied Sciences Berlin Dr. Costanza De Simone October 16th 2024 About me… GS School of Education Technische Universität München …and my research “How do I catch a “Where do babies fish?“ come from?“ Schedule Introduction Day Week Content Topic(s) 16.10.24 W1 Lecture Developmental psychology 1.0 23.10.24 W2 Lecture Classical Theories (1) 30.10.24 W3 Lecture Classical Theories (2) Beginnings 06.11.24 W4 Lecture Genetics and prenatal development 13.11.24 W5 Lecture + Assignment Birth and Newborn Infancy and Toddlerhood 20.11.24 W6 Lecture Physical and Cognitive Development 27.11.24 W7 Lecture Social and Emotional Development Early Childhood 04.12.24 W8 Lecture Physical and Cognitive Development 11.12.24 W9 Lecture + Assignment Social and Emotional Development Middle to Late Childhood 18.12.2024 W10 Lecture Physical and Cognitive development 08.01.25 W11 Lecture Social and Emotional Development Wrap-up 16.01.25* W12 Hands-on research (online* group Articles discussion work) 22.01.25 W13 Summary, Group Presentations and Social and Emotional Development Final Questions PARTICIPATE!  “ Eight-ye r-old Luci sits with her gr ndmother in the o ice of n educ tion l psychologist. She doesn’t know it, but this moment is pivot l one in her young life. Currently in third gr de, Luci is h ving trouble t school. Though she’s lw ys been bright child, she h s trouble with her re ding nd c nnot keep p ce with her peers in the cl ssroom. When the te cher c lls on her to re d something loud, she tries nd tries but c nnot seem to m ke out the words on the p ge. It’s such n excruci ting, terrifying experience for her th t she h s sometimes feigned illness to void h ving to go to school. People frequently tell her th t she is dumb or l zy. The psychologist, Dr. Mukherjee, h s just dministered series of tests nd concluded th t Luci h s dyslexi. Both Luci nd her gr ndmother feel bit dizzy nd confused. They do not underst nd wh t ex ctly “dyslexi ” is, but wh t they do underst nd is th t Luci h s di gnosis now. And to Luci nd her gr ndmother, di gnosis me ns th t there is in lly hope—hope for possible tre tment nd for Luci ’s life to turn round for the better. “ a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a f a a a a a a ff a a a a a a a a a a a a a  Why developmental psychology? 1. Underst nd the ch llenges th t children f ce 2. Support children’s le rning nd growth 3. Spot re s of intervention a a a a a a a a WHAT WE’LL LEARN THIS WEEK 1. How lectures re org nised 2. Contexts th t in luence children’s development 3. Key issues in child development 4. Milestones a a f a 1. How lectures are organised 1.1. Child Development: 1. A v st ield of study th t encomp sses n extensive rr y of topics occurring within period of bout two dec des 1.2. Dom ins of Development: A. physic l development B. cognitive development C. soci l nd emotion l development a a a a f a a a a a a a a a a  (A) Physic l Development Involves ch nges to child’s body: g ins in weight nd height br in growth hormon l ch nges nutrition he lth issues development of motor skills a a a a a a a a a  (B) Cognitive Development encomp sses ny ch nges in children’s thinking, problem-solving skills, nd l ngu ge bilities young children st rt to spe k nd le rn new words w tching TV m y ect children’s thinking a a a a a a a a a ff a a a a a (C) Soci l nd Emotion l Development focuses on children’s growing nd ch nging rel tionships with others nd their bility to connect with the people round them how f mily, friends, nd the culture in which children grow up in luence development children’s growing skills in regul ting their emotions development of their person lity how children m ke friends a a a a a a a a a a a a a f a 1.3 Periods of Development: development c n be broken down into p rts de ined by the ge r nges they cover: Adolescence Middle Childhood 12-18 years Early Childhood 6-12 years Infancy and Toddlerhood 3-5 years 0-3 years Beginnings From conception to birth a a f a a 2. Contexts that in uence children’s development fl Contexts 2.1. F mily 2.2. Culture nd R ce/Ethnicity 2.3. Socioeconomic St tus 2.4. Historic l Context 2.5. Digit l Medi a a a a a a a 2.1. F mily Children depend on their f milies to provide: housing food he lthc re educ tion guid nce emotion l c re …The “nucle r” f mily of the mid 20th century, h s given w y to much more diverse forms a a a a a a a a a a a a  Does the w y p rents discipline their children m ke di erence in their development? Does being r ised in lone-p rent household, or with no siblings h ve p rticul r implic tions for children? a a a a a a a a a a ff a  2.2. Culture nd R ce/Ethnicity Culture refers to the ide s, customs, nd soci l beh vior of society or group of people describes the w y of soci l group is le rned, not inherited c n be b sed on: N tion l or region l loc tion Religion Ethnicity L ngu ge a a a a a a a a a a a a a a a a a a a Culture h s n imp ct on: the w y people beh ve how they inter ct with e ch other which v lues they hold how they r ise their children a a a a a a a a a  W = Western E = Educ ted M ny other cultures I = Industri lised Children re overseen by elders or siblings R = Rich Children le rn by observ tion D = Democr tic Vs (i.e., mist kes or d ngers) Do not get the s me emotion l support (e.g., no comfort) Children re thought intellectu l nd soci l skills P rents provide for in nci l nd emotive support Nursery, kinderg rten David Lance, 2015; de Leon, 2012 (see book) a a a a a a a a a a a a a a a f a a a a a  “ Wh t is considered norm l pr ctice in child-re ring is highly dependent on culture. Western experience nd science h ve domin ted our opinion of wh t is norm l nd dequ te, but not ll indings nd theories in this ield c n be pplied without constr int to other cultures.“ a a a a a a a a a a a f a a a a f a a  Ethnic Group Di erent ethnic groups m y coexist within one culture: group of people who sh re common cultur l tr dition typic lly b sed on n tion lity or ncestry often reg rded s something you re born into Ethnic minorities m y experience prejudice nd discrimin tion a a a ff a a a a a a a a a a a a a a  Ethnicity imp cts child development in m ny w ys s ethnic groups di er in: income educ tion life expect ncy f mily size c demic chievements beliefs nd pr ctices round p renting a a a a a a a a a a a a a a ff R ce: Most soci l science rese rchers rgue th t r ce is soci lly constructed, me ning th t we view nd judge one nother in terms of r ci l c tegories they perceive r ther th n b sed on true biologic l di erences …Why? Cognitive economy: C tegorising people into groups (e.g., b sed on their visible physic l fe tures) m ke re soning e sier nd quicker We use these inform tion to judge ll the individu ls we encounter Prejudice = judgement b sed on stereotypic l r ci l c tegories (Onwuachi-Willig, 2016; Sternberg et al., 2005, see book) a a a a a a a a a a a a a a a a a a a a a a a a a a a a ff a a a a a a  2.3. Socioeconomic St tus combin tion of someone’s income, educ tion, nd occup tion indic tor of person’s soci l st nding nd in nci l me ns Children who group up in poverty re: more likely to be born prem turely nd t low birthweight t higher risk of developing illnesses nd ment l he lth problems t higher risk of low school ttend nce, poor c demic perform nce, nd dropping out of school a a a a a a a a a a a a a a a a a a a f a a a a a a a a a a a  F ctors th t incre se or decre se the likelihood of child living in poverty: children’s r ce/ethnicity the pl ce where they live whether they h ve siblings whether their f mily consists of one or two p rents a a a a a a a a a a  2.4. Historic l Context Cohort: group of people who were born round the s me time nd sh re signi ic nt experiences Rese rchers study cohorts bec use they represent ixed popul tion undergoing simil r experiences s they ge together Cohort e ect: di erences between people from di erent cohorts a f a a ff a ff a a a a a a ff a f a a a  Gener tion simil r to cohort, but typic lly encomp sses wider sp n of ye rs group of people of bout the s me ge, living t the s me time nd experiencing signi ic nt events together typic lly exceeds dec de Gener tions di er from e ch other in m ny w ys, including the ch nces they h d to pursue educ tion, ttitudes, nd v lues a a a a a a a a a a a a a a ff a a f a a a a a a a a a a a a a  Name Time period Signi cant events GI Generation (also labeled 1901–1927 Experienced the Great Depression as teenagers; may have Greatest Generation by Tom fought in World War II. Brokaw) Silent Generation 1928–1945 Too young to participate in World War II and too old to participate in the hippie movement. Baby Boomers 1946–1964 Grew up in times of economic upswing and postwar baby boom. May have participated in the civil rights movement and protested against the Vietnam War. Generation X 1965–1980 Experienced as teenagers the rise of AIDS and the fall of the Berlin Wall. The “X” indicates that the generation does not like to be labeled. Millennials (also labeled Generation Y) 1981–1996 Experienced as teenagers the invention and spread of the internet as well as 9/11. Generation Z (also labeled iGeneration) 1997–2012 The first generation born into the digital age. Generation Alpha 2013–present The current generation. Note: Depending on the source, the designated time periods for each generation can vary by a few years. Source: M. Dimock. 2019. Pew Res Cent 17(1): 1–7. fi 2.5. Digit l Medi Depending on their ge, children use medi quite di erently The youngest children like television the best: Children less th n ye r old spend bout 44 minutes d y w tching TV Children up to ge 8 w tch bout 1.5 hours d y Around ge 8 mobile devices t ke over s the medium of choice: Teen gers send n ver ge of 30 text mess ges per d y to their friends Use entert inment medi on ver ge for lmost 10 hours d y a a a a a a a a a a a a a a a a a a a a a a a a a a ff a a a a a a  The good.. Digital media allow children to pursue interests and study topics they could not pursue on their own or in their classrooms Social media often give children a sense of belonging and can connect them to friends as well as family members who live far away Access to such a large variety of media and content offers immense opportunities … And the b d Media can cause tension within the family and distract Media are somehow involved with the decrease of empathy they have observed Cyberbullying Multitasking (bad or good? - leads to cognitive fatigue? ) a Over ll, would you s y th t soci l medi ect your life in positive or in neg tive w y? a a a a a a a a ff a a 3. Key Issues in Child Development  Question 1: How do the environment and genes interact to in luence children’s development? Both genes (nature) and environment (nurture) in luence all living beings The relationship between genes and the environment is bidirectional: our experiences and our environment in luence the expression of some of our genes (whether they are “turned on or off”) our genes and their expression in turn affect our development and thus our experiences Epigenetics = the study of the bidirectional relationship between the environment and the expression of genes (that is, the phenotype) f f f Smoking during pregn ncy m y ctiv te genes th t re responsible for obesity nd he rt dise se (Reichetzeder, 2021; Rzeh k et l., 2016; Smith & Ryckm n, 2015). a a a a a a a a a a a a  Question 2: Is Development Continuous or Discontinuous? Continuous Development: development in which changes are gradual and build on each other (e.g., language) Discontinuous Development: development that happens in stages with each stage bringing about behavior and abilities that differ qualitatively from the behavior and abilities in other stages (e.g., object permanence) FIGURE 1.9 In continuous development, changes are gradual and build upon each other over time. In discontinuous development, changes are stage-like, and behaviors and abilities differ qualitatively from each other in each stage.  Question 3: Are Early or Late Experiences More Important? In Western countries, people believe that a child’s early years in luence development signi icantly: this perspective has many policy implications, leading to the belief that the state should intervene as early as possible Many of the world’s cultures (e.g., Mongolian) have a view that is in stark contrast to the Western view: in their view, a child only reaches an “age of reason” between ages 5 and 7 before that age, a child is not considered teachable and consequently no occurrences before that age will make a lasting impression f f It is a combination of early and later experiences that shape development Early experiences may well leave lasting effects on children However, children are also resilient and in many cases it is possible for them to overcome negative experiences and thrive later on  QUIZ TIME! When we t lk bout how the son of b sketb ll pl yer will likely grow up to be t ll like his f ther, we re scribing the e ect to _____. ) the n ture-nurture deb te b) n ture c) nurture d) pren t l development A politici n who pledges to invest he vily in e rly childhood educ tion likely believes in the imp ct of _____. ) genes b) n ture c) nurture d) intelligence Discontinuous development ______. ) proceeds smoothly b) proceeds in st ges c) proceeds t n even speed d) proceeds by ch nges building on e ch other a a a ff a a a a a a a a a a a a a a a a a a a a a a a a a a 3. Milestones Milestone = signi icant accomplishments in terms of physical, cognitive, and socio- emotional skills that most children can do by a certain age Pediatricians routinely assess children using established milestones but it is important to keep in mind that children develop at very different rates f Table 1.2 Developmental Milestones for Children Aged 2 Months to 5 Years Here are some milestones for various ages. Remember there are many skills children need to learn and countless ways to help young children in their development, so this table just provides a selection. Likewise, there are many more possible signs of delays, but children’s development varies tremendously so failure to reach a milestone on time does not necessarily mean the child faces serious developmental issues. Age 2 months Milestones How you can help Possible signs of delay Cognitive Attends to faces Talk, cuddle, and play with baby Does not watch moving objects Does not react to loud noises Can recognize people Tries to follow moving objects with eyes Gets fussy when bored Language Turns head toward sounds Smile and praise infant for making sounds Makes squealing and gurgling sounds, coos Pay attention to when infant tries to communicate through crying and sounds Talk and sing Read books to infant Social and Can calm herself for a short time by sucking on Find out what calms your infant and help infant Does not smile at people emotional hand to calm herself Looks at people Smiles at people Play games like peekaboo Physical Lifts head Frequently lay infant on tummy and put toy in front of Cannot touch mouth with hands him to encourage lifting his head Pushes up when lying on stomach In tummy position, cannot hold up head when pushing Hold interesting toy in front of infant to up with hands encourage reaching  Age 4 months Milestones How you can help Possible signs of delay Cognitive Can reach for toy Provide age-appropriate toys like rattles Does not watch moving objects Can coordinate eyes and hands when Look at pictures together reaching for toy Responds to other people Language Copies sounds Talk to baby Does not make sounds Produces sounds with expression Copy infant’s sounds Has different cries for different needs (pain, Praise infant for making sounds hunger, etc.) Social and Imitates facial expressions like smile and Play games like peekaboo Does not smile at people emotional frown Be aware of infant’s likes and dislikes Enjoys playing with others Physical Can independently hold head up Provide toys or objects to reach out for—hold Does not bring objects to mouth Feet do not steady them in front of infant or place them near push down when Can roll from stomach to back Reaches infant placed on flat surface for toys Place rattle in hand and help hold/ shake it Holds toys and rattles them Stand baby upright with feet on floor On stomach, can push up to elbows  Age 6 months Milestones How you can help Possible signs of delay Cognitive Looks around in environment Read picture books together Does not attempt to reach for objects close by Shows interest in things that are out of reach When infant is interested in object in Cannot place objects in mouth and tries to get them environment, explore it or talk about it Puts objects to mouth together Language When hearing sounds, reacts by vocalizing Have “conversations” by responding to infant’s Does not react to sounds Has “conversations” with caregivers in a back- vocalizations Cannot produce vowel sounds and-forth of sounds Repeat baby’s sounds (like “aaah” or “ooooh”) Reacts when called by name Clearly say simple words when showing Practices consonant sounds like “m” and “b” objects (“bottle”) Social and Recognizes familiar faces Play with baby often and respond to his actions Does not show interest in caregiver emotional Likes to interact with others Be responsive to baby’s mood Does not laugh Enjoys looking in mirror Reacts when others show emotions Physical Rolls over from back to stomach Help baby sit up by holding her or supporting her Can’t roll over Starts to sit without support with pillows Tight, stiff muscles Encourage rolling over from front and back by Can support weight on legs putting toys close by Floppy body, no muscle tone when standing Can’t bring objects to mouth Does not reach for objects  Age 9 months Milestones How you can help Possible signs of delay Cognitive Puts objects in mouth Demonstrate cause and effect by dropping Does not engage in back-and-forth items or building a block tower and knocking it games over Does not look when others point at Can pick up small objects with pincer grasp objects Plays peekaboo Play peekaboo Read together Searches for objects that were hidden while infant watched Language Points at objects Imitates Use words to describe objects infant is interested in Does not babble sounds (“blue bird”) Have back-and-forth conversations Imitate Frequently vocalizes (“dadadada” etc.) infant’s sounds Stay close by while infant explores Have daily Social and Prefers some toys over others routines Does not react to own name emotional May show stranger anxiety or cling to known adults Express infant’s feelings in words Does not recognize familiar people Physical Can sit without support Provide safe area to move around Does not sit with help Crawls Place infant close to objects that can be used Does not sit with support Pulls up to stand for pulling up Cannot bear weight on legs Can stand holding on to something Does not put objects from one hand in the other  Age 1 year Milestones How you can help Possible signs of delay Cognitive Imitates gestures Read aloud often Does not search for things hidden while infant Bangs things together Ask child to turn pages was looking Does not point Begins to understand what things are for and Ask child to label objects in book uses them correctly: a cup is for drinking Finds things that were hidden while infant was watching Language Responds to simple requests Clearly say no when child behaves in unwanted Does not use gestures Tries to imitate words way Does not use single words Talk about what you’re doing, e.g., while Uses gestures like waving good bye shopping Loses skills Says a few words like “mama” Social and Shy around strangers Give infant time to get used to new caregivers emotional Shows distress when parents leave Give infant hugs and kisses to reinforce good Tries to get attention of others by behavior making noises or performing actions Provide objects like plush toy or blankie for comfort when in new environment Helps get dressed by holding out arm/leg Physical Can sit up without support Provide toys that child can manipulate with hands Cannot crawl Walks holding on to furniture Provide safe space for moving around Cannot stand with support (“cruising”) Provide push toys Beginning to take a few steps without holding Provide objects to play “music” with on to anything Can stand alone  Age 1.5 years Milestones How you can help Possible signs of delay Cognitive Understands the purpose of everyday objects Discipline by praising rather than punishing Does not point to objects Scribbles Provide dolls and plush animals for pretend play Does not know purpose of Follows 1-step verbal commands (“Come Hide objects and ask child to find them familiar objects here”) Provide blocks, balls, and puzzles to teach cause and Does not imitate others effect Language Says several words Repeat your child’s words Does not learn new words Points to communicate wants and needs Use simple sentences and questions Name Speaks less than six words Says no and shakes head for “no” objects in environment and in books Hands objects to others as play Social and Describe and explain emotions (“You are sad Does not care or notice when caregiver emotional Affectionate with familiar people because Tim took your ball”) leaves room or comes back Show appropriate behaviors like hugging a Simple pretend play (like comforting sad person a doll) Explores independently but with adult close by Physical Can walk alone Encourage independent eating Does not walk Starting to walk up steps and run Provide toys to roll, kick, and push Eats with spoon and drinks from cup  Age 2 years Milestones How you can help Possible signs of delay Cognitive Can point to objects when asked Give child small chores Does not use everyday items like brushes Speaks sentences of 2–4 words Ask child to speak rather than point correctly Provide puzzles with different shapes and Cannot follow simple instructions Loses skills Can follow simple instructions colors Language Repeats words overheard in conversations Teach names of objects, animals, body parts, etc. Does not imitate words (or actions) Can name body parts If child makes mistakes, repeat word or sentence No 2-word sentences Knows names of household members correctly Social and Imitates others Provide toys for playdates—children mostly play emotional Is excited when with other children alongside and not with each other Gets more independent Praise when child follows directions or behaves well At times defiant Begins to include others in play Physical Can stand on tiptoes Provide blocks and art materials like paint and Cannot walk steadily Can kick a ball crayons Ask child to carry small things, turn pages in Walks up and down stairs with help book, etc. Climbs on furniture without help Kick ball back and forth with child Can draw straight lines and circles  Age 3 years Milestones How you can help Possible signs of delay Cognitive Can use buttons and levers on toys Read every day Does not understand simple instructions Solves puzzles with 4 pieces Give 2-step instructions (“Take the brush and give it to Does not make eye contact Can copy a circle Anna”) Does not engage in pretend play Can build a block tower with at least 7 blocks Can turn door handles Language Follows 2- or 3-step instructions Play counting games Identify feelings in books and Drooling Can name a friend as well as own everyday life situations Very hard to understand Does not use name, age, and sex sentences Speaks clearly enough that strangers can understand Speaks 2–3 sentences in conversations Social and Shows affection for others Let child play with agemates Loses skills emotional Can take turns during play Help child solve problems when upset Reacts to other people’s emotions Talk about emotions and their meaning Displays wide range of emotions Set limits Physical Can dress/undress self Provide craft materials Finds using stairs difficult Can climb and run Teach child to hold on to railing when using Uses stairs with one foot on each step stairs Play outside  Age 4 years Milestones How you can help Possible signs of delay Cognitive Correctly names some colors Engage in pretend and fantasy games with Loses skills she once had Engages in pretend play Understands “same” and child No pretend or fantasy play Give child simple choices “different” Cannot follow 3-part commands Count things together Provide puzzles Can follow 3-part commands (“Get up, put your shoes on, and get your jacket”) Can remember parts of a story Language Sentences are five to six words long Encourage child to use words Errors using “me” and “you” Strangers can understand child Refrain from using parentese (“I want you Cannot retell stories Can tell stories to…” instead of “Mommy wants you to…”) Speaks unclearly so strangers cannot Read books together understand her Can say first and last name Social and Likes to play with other children Encourage child to share and take turns Does not want to sleep or use the toilet emotional Tries to negotiate in conflict Likes doing new Let child solve conflicts with friends No interest in other children things Often not sure what is real and what is “pretend” Physical Gross motor skills: Hops and stands on one foot for several seconds Provide toys like balls, tricycles, etc. Cannot jump in place Catches a bounced ball most of the time Give opportunity to play outside Cannot ride tricycle Goes up and down stairs without Do things like somersaults, skipping, assistance Cannot throw ball overhand and hopping Fine motor skills: Uses scissors Provide crayons and markers Cannot hold crayon between thumb and fingers Draws people with 2–4 body parts Begins to copy Provide child-size tweezers and Has trouble scribbling some letters objects to pick up Cannot copy a circle Cannot stack four Draws circles and squares Do crafts Provide blocks blocks Summary