Download Session 2: Approaches in Developmental Psychology Approaches

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
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.
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.
Sigmund
Freud
1856 1939
Laid foundation for
psychoanalysis through his
psychosexual theory.
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.
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.
Freud’s Psychosexual
Stages of Development
STAGE
CONFLICT
APPROX AGE
Oral
weaning
0 - 1 1/2
Anal
toilet training
1 1/2 - 3
Phallic
Oedipal & Electra
3-5
Latency
5 1/2 - 12
Genital
Adolescence
Erik Erikson (1902 1994)
Proposed the
psychosocial theory
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.
Erikson’s eight
stages
STAGE
APPROX AGE
Basic trust vs mistrust
Autonomy vs shame
Initiative vs guilt
Industry vs inferiority
0 - 1 1/2
1 1/2 - 3
3-5
5 1/2 - 12
adolescence
young adulthood
middle adulthood
late adulthood
Identity vs role confusion
Intimacy vs isolation
Generativity vs stagnation
Ego integrity vs despair
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.
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.
Maslow’s Hierarchy of Needs.
Learning Theory
Approach
Relies on several basic principles of learning to
explain developmental changes in behavior.
Behaviorism - stimuli and responses are focus of
study.
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.
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.
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
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.
Operant Conditioning
B.F. Skinner[19041990]; most celebrated
psychologist after
Sigmund Freud.
Suggested desired
behavior can be
reinforced using
positive or negative
reinforcers.
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.
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&f
eature=related
Cognitive
Developmental
Approach.
Jean Piaget [18961980]
First a professor of
literature and history in
Switzerland, he
switched to science
later.
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.
Cognitive
Developmental
Approach - Piaget.
He identified four stages in which thinking develops
[sequentially] - sensorimotor [ birth to 2 yrs], preoperational [2 to 7 yrs], concrete operational [7 to
11 yrs] , formal operational [11 yrs on].
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.
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.
Contextual Approach
Urie Brofennbrenner’s Five Environmental
Systems are:
1. Microsystem
2. Mesosystem
3. Exosystem
4. Macrosystem
5. Chronosystem.
http://www.aifs.gov.au/growingup/pubs/reports/krq2009/keyresearchquestio
ns.html
Lev Vygotsky and his
sociocultural theory
Russian psychologist.
Wrote two books
Thought and
Language, Mind in
Society.
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.
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?
Session 2:Methods of Studying
Children
Manju Nair
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.
Observation and
Record Keeping
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.
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.
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.
Types of Records
Checklists
Running Records
Time-Sampling
Anecdotal Records.
Samples
Checklist:
http://www.womensheart.org/content/HeartWellnes
s/child_development_checklist.asp
Running Record:
http://virtual.mjc.edu/prussol/runningrec101sp09.pd
f
Time-Sampling:
http://www.newchildcare.co.uk/time.html
Anecdotal
Records:http://www.learner.org/workshops/teachre
ading35/session8/sec4p3.html
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.
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.
Samples of judgmental
words
Bad, delayed, smart, bright, slow, delayed, behind,
sad, frustrated, chaotic, deliberate, good,
intelligent, normal, right, wrong.
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.
•
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?
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)
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
Four behaviors to
acquire as EC
Educators
•
Perspective taking
•
Reflecting in action
•
Teacher as learner
•
Teacher as researcher
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.
Formal approaches to
assessment
•
Achievement tests
•
Intelligence tests
•
Readiness tests
•
Developmental screening tests
•
Diagnostic tests
Informal approach to
assessment
•
Running records
•
Specimen records
•
Anecdotal records
•
Observation with predefined instruments checklists, rating scales, event sampling
•
Interviews
•
Others