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Session 2: Approaches in Developmental Psychology

Session 2: Approaches in Developmental Psychology. Approaches in Developmental Psychology. The Psychoanalytic Approach. Learning Theory Approach. Cognitive Approach. Information-Processing Approach. Contextual Approach. The Psychoanalytic Approach.

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Session 2: Approaches in Developmental Psychology

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  1. Session 2: Approaches in Developmental Psychology

  2. Approaches in Developmental Psychology • The Psychoanalytic Approach. • Learning Theory Approach. • Cognitive Approach. • Information-Processing Approach. • Contextual Approach.

  3. The Psychoanalytic Approach • This theory attempts to explain the inner thoughts and feelings, both at the conscious and unconscious level which influence behavior. • Children move through a series of stages in which they confront conflicts between drives and social expectations. • How conflicts are resolved determines a persons ability to learn, to get along with others, and to cope with anxiety.

  4. The Psychoanalytic Approach • Personality is considered the most important aspect of development in this approach. • Contributors to this theory are: Sigmund Freud, Erik Erikson, Carl Rogers, Abraham Maslow.

  5. Sigmund Freud1856 - 1939 • Laid foundation for psychoanalysis through his psychosexual theory.

  6. The Psychosexual Theory - Sigmund Freud. • How parents manage children’s sexual and aggressive drives in the first few years of life is crucial for healthy personality development. • His stage theory states that certain drives and instincts emerge during certain periods of development.

  7. The Psychosexual Theory - Sigmund Freud. • The three parts of the personality are; • Id- the largest portion of the mind; source of basic biological needs and desires. • Ego- the conscious rational part of personality, emerges in early infancy to direct the id’s impulses in acceptable ways. • Superego- the ‘conscience’, develops through interaction with parents between 3 to 6 years.

  8. Freud’s Psychosexual Stages of Development

  9. Erik Erikson (1902 - 1994) • Proposed the psychosocial theory

  10. The Psychosocial Theory - Erik Erikson • He believed that to mediate between the id’s impulses and the superego’s demands, the ego needs to acquire culturally relevant attitudes and skills. This will help children become useful members of society later. • Normal development must be understood in relation to each culture.

  11. Erikson’s eight stages

  12. Carl Rogers ( 1902-1987) • Theory rooted in Freud's theory • Did not believe that growth and development was rooted in negative early events. • Individuals have the capacity for openness to experience and becoming ‘fully functioning’. • Such individuals are unified within themselves.

  13. Abraham Maslow • Proposed the concept of self-actualization. • For self-actualization certain needs must be met. • These needs occur in hierarchical order • Roger’s and Maslow’s theories are called humanistic perspectives.

  14. Maslow’s Hierarchy of Needs.

  15. Learning Theory Approach • Relies on several basic principles of learning to explain developmental changes in behavior. • Behaviorism - stimuli and responses are focus of study.

  16. Classical Conditioning Theory • Developed by Russian Ivan P Pavlov (1849-1936) • His experiments with a dog is cited often as an example of the Pavlovian reflex.

  17. Learning Theory Approach - Pavlov. • States that a stimulus produces a reflexive response. • Learning can take place when a neutral stimulus is repeatedly paired with another stimulus that elicits a reflexive response, after a while the neutral stimulus will elicit the reflexive response by itself.

  18. Learning Theory Approach - John B. Watson [1878-1958] • He believed that environment is the supreme force in development. • Adults can mold children’s behavior by carefully controlling stimulus response associations. • Little Albert experiment. http://en.wikipedia.org/wiki/Little_Albert_experiment

  19. Learning Theory Approach - John B. Watson. • John B Watson implemented the ideas of classical conditioning and believed he could turn a child to pursue any vocation regardless of talent, penchant, tendencies, abilities, vocation and race of his ancestors. • Watson advised against showing affection to infants and rocking them. He suggested feeding infants every four hours.

  20. Operant Conditioning • B.F. Skinner[1904-1990]; most celebrated psychologist after Sigmund Freud. • Suggested desired behavior can be reinforced using positive or negative reinforcers.

  21. Learning Theory Approach - B.F. Skinner. • Reinforcement are different from punishments and can be either negative to extinguish behavior or positive to encourage behavior. • New behavior is learned as a result of reinforcers.

  22. Learning Theory Approach • Albert Bandura [1925- ]: his theory is called the social learning theory and stated that new behavior is learned through imitation of behavior displayed by others. • The Bobo Doll Experiment. • http://www.youtube.com/watch?v=Pr0OTCVtHbU&feature=related

  23. Cognitive Developmental Approach. • Jean Piaget [1896-1980] • First a professor of literature and history in Switzerland, he switched to science later.

  24. Cognitive Developmental Approach. • Piaget observed that the the manner in which young children process information and relate to new knowledge differs distinctly from older children and adults. • He did not agree with the binary - right or wrong method used in intelligence tests. He also began to wonder if cognition proceeded in stages.

  25. Cognitive Developmental Approach - Piaget. • He identified four stages in which thinking develops [sequentially] - sensorimotor [ birth to 2 yrs], pre-operational [2 to 7 yrs], concrete operational [7 to 11 yrs] , formal operational [11 yrs on].

  26. Information-Processing Approach • Focuses on thinking, memory, attention, categorization skills, problem solving etc. • It tries to account for changes in children’s cognitive abilities due to interaction between the developing brain and child’s increasing knowledge of the world.

  27. Contextual Approach • Bioecological Systems Theory of Urie Brofenbrenner [1917 - 2005]. Co-founder of Head Start kindergarten for underprivileged children in America. • His theory states that a variety of social systems influence the development of children.

  28. Contextual Approach • Urie Brofennbrenner’s Five Environmental Systems are: • 1. Microsystem • 2. Mesosystem • 3. Exosystem • 4. Macrosystem • 5. Chronosystem.

  29. http://www.aifs.gov.au/growingup/pubs/reports/krq2009/keyresearchquestions.htmlhttp://www.aifs.gov.au/growingup/pubs/reports/krq2009/keyresearchquestions.html

  30. Lev Vygotsky and his sociocultural theory • Russian psychologist. • Wrote two books Thought and Language, Mind in Society.

  31. Different cultures offer different activities and this influences cognition. • Vygotsky believed that child development took place on both natural and cultural planes. • Cognition is not in the mind but also in the social experience that an individual is engaged in. • Language also is a critical tool for thinking. higher order thinking and self regulatory thought occur through language.

  32. Quiz • Who did experiments on the Bobo doll? • What about Little Albert? • What is the difference between Freud’s psychosexual theory and Erikson’s psychosocial theory? • Identify one of Piaget’s contributions to cognitive development. • How did Vygotsky differ from or extend upon Piaget’s theory?

  33. Session 2:Methods of Studying Children • Manju Nair

  34. Methods of Studying Children • Naturalistic Observation: in everyday environment. • Structured Observation: in a laboratory. • Clinical Interview: open ended questions. • Structured Interview: questionnaires and tests. • Case Study: combination of methods and gives detailed narratives. • Ethnography: extensive field notes usually while living amidst the social groups.

  35. Observation and Record Keeping

  36. Observation & Record Keeping • Systematic observation is fundamental to a quality program. • Caregivers must plan strategies based on observations of behavior and developmental stages in order to enhance development.

  37. Why do we observe children? • To understand the pattern of children’s development. • To collect information to assess a child’s progress in relation to typical development. • Learn about the interests of a child or group of children. • Identify any particular difficulty a child may have. • Meet the specific needs of individual or groups of children. • Understand children as individuals and their likes and dislikes.

  38. Why do we observe children? • Assess what the child has achieved and then plan for the next stage. • Record and document any unusual behavior or any that gives cause for concern. • Provide information about the child to the parents and others who have an involvement with the child. • Evaluate the effectiveness of the provision made for children.

  39. Types of Records • Checklists • Running Records • Time-Sampling • Anecdotal Records.

  40. Samples • Checklist: http://www.womensheart.org/content/HeartWellness/child_development_checklist.asp • Running Record: http://virtual.mjc.edu/prussol/runningrec101sp09.pdf • Time-Sampling: http://www.newchildcare.co.uk/time.html • Anecdotal Records:http://www.learner.org/workshops/teachreading35/session8/sec4p3.html

  41. Running Records • A detailed narrative account of behavior recorded in a sequential manner as it happens. • Observer writes down everything that occurs over a specific period of time • It includes all behaviors and not just selected incidents. • Records behavior as it occurs, instead of later.

  42. Guidelines for Objective Recording • Record only the facts, not what you think. • Record every detail without omitting anything. • Do not interpret as you observe. • Record what you see, not what you don’t see. • Use words that describe but do not judge or interpret. • Record the facts in the order that they occur.

  43. Samples of judgmental words • Bad, delayed, smart, bright, slow, delayed, behind, sad, frustrated, chaotic, deliberate, good, intelligent, normal, right, wrong.

  44. Research in Early Childhood Education • Inservice and Preservice learning and research consumption takes place. • Researchers make hypotheses or have hunches, that becomes the basis for research. • Quality of a research is evaluated using the following criteria: Objectivity, Reliability, Validity and Replicability.

  45. Objectivity: avoiding personal biases, feelings, values and assumptions. • Reliability: accuracy of research, same results are got consistently. • Validity: are the tests or instruments used valid ones? • Replicability: can other researchers obtain the same results?

  46. Types of Research • Descriptive studies • Cross-sectional and Longitudinal studies • Co-relational studies (relationships not causes) • Experimental studies (use of control group) • Ethnographic studies (participating in daily life of subjects)

  47. Some factors to consider • Use of social indicators • Ethics in Child development ( APA, SRCD) • Sociocultural perspective in studying children. • Young children with disabilities and study of child development

  48. Four behaviors to acquire as EC Educators • Perspective taking • Reflecting in action • Teacher as learner • Teacher as researcher

  49. Authentic Assessment • Celebrates learning and development • Based on real life events • Performance based • Ongoing and emphasizes emerging development • Collaborative and capitalizes on the strengths of learners.

  50. Formal approaches to assessment • Achievement tests • Intelligence tests • Readiness tests • Developmental screening tests • Diagnostic tests

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