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Introduction to  Developmental Psychology LIFESPAN DEVELOPMENT
Week 1 Course Introduction  DEVELOPMENTAL PSYCHOLOGY
Introduction (1) ,[object Object]
Introduction (2) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Introduction (3) ,[object Object],[object Object]
Introduction (4) ,[object Object],1-Tutorial Participation (10%): 2- Quizzes or Short Assignments (10%) 3- Continuing Assessment, Mid Semester Test (30%)  Extra Credit  4- Written Examination (50%)  No CA Component Worth (%) Due Date 1 Tutorial Participation 10 On-going 2 Quizzes 10 On-going 3 Mid Semester Test 30 01 Mar 2011, 7pm 4 Written Examination 50     TOTAL  100  
Text Book ,[object Object],2- Companion Website:  http://wps.ablongman.com/ab_berk_lifespan_4/ http://wps.ablongman.com/ab_berk_lifespan_4/52/13493/3454335.cw/index.html 3-Online Resources: National Library Board Singapore – ebrary (Online Library) http://www.nlb.gov.sg/ American Psychological Association http://www.apa.org/ Amazon.com Other additional reference materials will be suggested in each lecture .
Schedule Week Topic Chapter 1 Introduction to Lifespan Development 1 2 Foundation of Development 2 & 3  3 Infancy & Toddlerhood; The First Two Years 4 & 5 & 6  4 Early Childhood; Two to Six Years 7 & 8  5 Middle Childhood; Six to Eleven Years 9 & 10 6 Adolescence 11 & 12  7 Early Adulthood 13 & 14  8 Middle Adulthood 15 & 16  9 Late Adulthood 17 & 18 10 Death, Dying and Bereavement 19
Contact Information ,[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
Week 1 Introduction to developmental psychology  DEVELOPMENTAL PSYCHOLOGY
Human Development ,[object Object],[object Object],[object Object],[object Object]
The Life-Span Perspective ,[object Object]
Research  ,[object Object],[object Object],[object Object]
Theory  ,[object Object],[object Object],[object Object]
Developmental Issues Nature and Nurture Stability and Change Continuity-Discontinuity Extent to which development is influenced by nature and by nurture Degree to which early traits and characteristics persist through life or change Extent development involves gradual, cumulative change (continuity) or distinct stages (discontinuity)
Nature Vs Nurture ,[object Object],[object Object]
Life Span Perspective ,[object Object],[object Object],[object Object],[object Object],[object Object]
Lifespan perspective ,[object Object]
Development in lifelong ,[object Object],[object Object],[object Object]
Dimension and direction ,[object Object],[object Object]
Development is plastic ,[object Object]
Multiple interacting forces ,[object Object],[object Object],[object Object]
Adult Development ,[object Object],[object Object]
Conceptions of Age ,[object Object],[object Object],[object Object],[object Object]
Period Range Brief Description Prenatal < birth One-cell to many cells within womb Infancy & toddlerhood < 2yrs Dramatic changes in body and brain Early Childhood 2-6yrs Refinement of skills Middle childhood 6-11yrs School years, abilities and peers Adolescence 11-18yrs Puberty, autonomy Early adulthood 18-40yrs Most leave home, complete education, start new units Middle adulthood 40-65yrs Height of careers, Sandwich generation Late adulthood >65yrs Retirement preparation, reflective
Erikson’s Psychosocial Theory ,[object Object],[object Object],[object Object]
Historical Foundations to Development ,[object Object],[object Object]
Historical Foundations to Development ,[object Object],[object Object]
Psychoanalytic Theories ,[object Object],[object Object]
Psychoanalytic Perspective ,[object Object],[object Object],[object Object],[object Object]
Behavioral Theories ,[object Object],[object Object],[object Object]
Behaviourism and social learning theory ,[object Object],[object Object],[object Object],[object Object]
Piaget’s Cognitive Developmental Theory ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Recent Theoretical Perspectives ,[object Object],[object Object]
Ethological Theory ,[object Object],[object Object],[object Object],[object Object]
Concepts  ,[object Object],[object Object]
Sociocultural Contexts ,[object Object],[object Object],[object Object]
Vygotsky’s Sociocultural theory ,[object Object],[object Object]
Vygotsky’s Sociocultural Cognitive Theory ,[object Object],[object Object]
Bronfenbrenner’s  Ecological Systems theory ,[object Object],[object Object],[object Object]
Family Park,  gardens Childcare MICROSYSTEM EXOSYSTEM MACROSYSTEM ME
Comparison of approaches THEORY Cont/discont One/many  Nature/Nurture Psychoanalytic Discontinuous One course Both  Behaviourism Continuous Many courses Nurture Cognitive Discontinuous One course Both  Information proc Continuous One course Both  Evolutionary Both One course Both  Sociocultural Both  Many courses Both  EcoSystems Not specified Many courses Both
Learning Objectives ,[object Object],[object Object],[object Object]
Goals of Studying Life-Span Development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Methods of Studying Life-Span Development ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Key Assumptions of Life-Span Perspective ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learning Objectives ,[object Object],[object Object]
Unique Challenges in Developmental Research ,[object Object],[object Object],[object Object],[object Object],[object Object]
Conducting Developmental Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conducting Developmental Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conducting Developmental Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Conducting Developmental Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learning Objective ,[object Object],[object Object],[object Object]
The Scientific (Experimental) Method ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Scientific (Experimental) Method ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Learning Objective ,[object Object],[object Object],[object Object]
The Correlational Method ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Correlational Method ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
Learning Objective ,[object Object],[object Object]
Developmental Research Designs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Age, Cohort, and Time of Measurement Effects ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Age, Cohort, and Time of Measurement Effects ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
Sequential Designs ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object]
 
Learning Objective ,[object Object],[object Object]
Issues in Developmental Studies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cultural and Subcultural Sensitivity in Research ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Historical Changes in Periods of Lifespan ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The End http:// www.quizlet.com/550383/development-flash-cards /

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Cog lifespan 1 introduction (1)

  • 1. Introduction to Developmental Psychology LIFESPAN DEVELOPMENT
  • 2. Week 1 Course Introduction DEVELOPMENTAL PSYCHOLOGY
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  • 8. Schedule Week Topic Chapter 1 Introduction to Lifespan Development 1 2 Foundation of Development 2 & 3 3 Infancy & Toddlerhood; The First Two Years 4 & 5 & 6 4 Early Childhood; Two to Six Years 7 & 8 5 Middle Childhood; Six to Eleven Years 9 & 10 6 Adolescence 11 & 12 7 Early Adulthood 13 & 14 8 Middle Adulthood 15 & 16 9 Late Adulthood 17 & 18 10 Death, Dying and Bereavement 19
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  • 11. Week 1 Introduction to developmental psychology DEVELOPMENTAL PSYCHOLOGY
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  • 16. Developmental Issues Nature and Nurture Stability and Change Continuity-Discontinuity Extent to which development is influenced by nature and by nurture Degree to which early traits and characteristics persist through life or change Extent development involves gradual, cumulative change (continuity) or distinct stages (discontinuity)
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  • 27. Period Range Brief Description Prenatal < birth One-cell to many cells within womb Infancy & toddlerhood < 2yrs Dramatic changes in body and brain Early Childhood 2-6yrs Refinement of skills Middle childhood 6-11yrs School years, abilities and peers Adolescence 11-18yrs Puberty, autonomy Early adulthood 18-40yrs Most leave home, complete education, start new units Middle adulthood 40-65yrs Height of careers, Sandwich generation Late adulthood >65yrs Retirement preparation, reflective
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  • 43. Family Park, gardens Childcare MICROSYSTEM EXOSYSTEM MACROSYSTEM ME
  • 44. Comparison of approaches THEORY Cont/discont One/many Nature/Nurture Psychoanalytic Discontinuous One course Both Behaviourism Continuous Many courses Nurture Cognitive Discontinuous One course Both Information proc Continuous One course Both Evolutionary Both One course Both Sociocultural Both Many courses Both EcoSystems Not specified Many courses Both
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  • 76. The End http:// www.quizlet.com/550383/development-flash-cards /

Editor's Notes

  1. Theories guide and give meaning to what we see. once we understand what we see, we will then be in a much better position to help and improve the welfare and treatment of all
  2. Stage theory where we have to cross certain markers to attain maturity of that stage, or is it a smooth process. Can be likened to stages in development of life cycle of frog and fish A third major issue in developmental psychology is that of continuity. Does change occur smoothly over time, or through a series of predetermined steps? Some theories of development argue that changes are simply a matter of quantity; children display more of certain skills as they grow older. Other theories outline a series of sequential stages in which skills emerge at certain points of development.
  3. Individual is centre, most important. the immediate environment of the individual is the microsystem. The interaction of elements in the microsystem is what determines the mesosystem. The next system is the exosystem, which includes extended family, workplace etc, and finally the macrosystem which talks about the political system, moral values of society etc.
  4. There are so many schools of thought, what are the