Introduction to Developmental Psychology 2024(Section C).pdf

Developmental Psychology: Introduc7on Dr. Meenakshi Banerjee Sec1on C (Fall 2024) Jindal School of Psychology & Counselling O. P. Jindal Global University Course Description This course examines individual development across the lifespan, f...

Developmental Psychology: Introduc7on Dr. Meenakshi Banerjee Sec1on C (Fall 2024) Jindal School of Psychology & Counselling O. P. Jindal Global University Course Description This course examines individual development across the lifespan, from childhood to old age Aims: Describe and study the significant stages of life-span development across various domains Identify developmental milestones across various stages and domains of human development Understanding the theoretical perspectives, basic concepts and issues/debates in the field of DP Basic theories and practices—tied to distinct stages of human development will be investigated to aid students’ understanding related to developmental changes in our behaviour, cognition, and emotions Course related learning outcomes: Ability to evaluate different theories and debates of developmental psychology Ability to describe the significant periods of human development i.e. prenatal to late adulthood Ability to identify developmental milestones across various stages of human development Ability to conceptualise developmental needs based on specific developmental stages Ability to apply the concepts into their real world  Scheme of Evaluation and Grading Class par(cipa(on 10 % Quiz 10 % Assignments (group presentation/ individual 10 % assignments) Mid-term 20 % Final-term 50 % Class Participation (10 %): In-class participation, group activities, class discussion, communication and presentation through interactions, collaborative teamwork skills, reflections in-relation-to assignments. Quiz (10 %): Quiz will be conducted towards the end of August. Assignments (10 %): Group members (3-4) will present a given topic in form of poster, video and alike in October. Midterm and Final Exams (20 % and 50%): A mid-term examination will be conducted in the second half of September. The exam format will be short questions to answer. There will be one final exam at the end of the semester consisting of the entire syllabus. The format of the exam will consist of short answer and more detailed long questions.  Student responsibili/es Students enrolled in this course are expected to: 1. Read all specified units in the textbook by the dates indicated. 2. View/download class materials (PDFs) as you read the assigned chapters. (Assigned chapters/pages listed under each scheduled session should be read or viewed prior to attempting any assignments or assessments for each unit). 3. Start working on assignments well in advance so that you get enough time for editing them. 4. Complete and electronically submit all assignments by the date listed on the syllabus. Late submissions will not be accepted. No exceptions.  What determines the features that Hitler shares with others and those that make him unique—in physical characteristics, mental capacities, interests, and behaviours? What led Hitler to retain the same persistent, determined disposition throughout his life but to change in other essential ways? How did the childhood context of parenting, difficulty with authority effect his later development? How do historical and cultural conditions—for Hitler, the context and effect of WWI that gave him stability and sense of purpose—affect his thoughts about life? How does the timing of events—for example, Hitler’s early exposure to sibling death and his failure to make career in arts—affect development?  By developmental science, a What do we study? field of study devoted to understanding constancy and change throughout the lifespan (Lerner et al., 2014; Overton & Molenaar, 2015) Great diversity characterizes the interests and concerns of inves1gators who study development But all share a single goal: to iden1fy those factors that influence consistencies and transforma1ons in people from concep1on to death.  Research about development has also been stimulated by social pressures to improve people’s lives. E.g- beginning of public education Interdisciplinarity the interest of the medical profession in improving people’s health (why study it?) the social service profession’s desire to treat emotional problems and to help people adjust to major life events parents have continually sought expert advice about child-rearing practices  A theory is an orderly, integrated set of statements that describes, explains, and predicts behaviour E.g: A good theory of infant–caregiver attachment would (1) describe the behaviours of babies of 6 to 8 months of age as they seek the affection and comfort of a familiar adult (2) explain how and why infants develop this strong desire to bond with a caregiver (3) predict the consequences of this emotional bond for future relationships Guide and give Scien3fic meaning to verifica3on what we see  Does one course of What are the roles of Is the course of development gene