PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Course Web Page
Childhood Development
PSYC 2006
 faculty.nipissingu.ca/danam/psyc2006
Meeting times:
Tuesdays and Thursdays 8:30 AM to 9:50 AM
Professor:
Dana R. Murphy, Ph.D.
Introduction
Introduction
 The Goals of Developmental
Science
 The Goals of Developmental
Science
 Recurring Issues
 Recurring Issues
 Key Terms and Concepts
Goals of Developmental
Science
Three goals:
 Understanding
 Explanation
 Application
 Key Terms and Concepts
Introduction
 The Goals of Developmental Science
 Recurring Issues
 Key Terms and Concepts
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Recurring Issues
Recurring Issues
 Nature vs. Nurture
 Nature vs. Nurture
 Continuity vs. Discontinuity
 Continuity vs. Discontinuity
 University vs. Context-Specific
Development
 University vs. Context-Specific Development
 Organismic vs. Mechanistic Factors
 Organismic vs. Mechanistic
Factors
Nature vs. Nurture
Nature vs. Nurture
 Nature:
 Nature
 Innate / Biological / Genetic
 Nurture
Recurring Issues
 Nature vs. Nurture
 Continuity vs. Discontinuity
 Nurture:
 Environmental / Experiential
Continuity vs. Discontinuity
 Continuous Development:
 QUANTITATIVE change
 Universality vs. Context-Specific Development
 Organismic vs. Mechanistic Factors
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Continuous Development
Continuity vs. Discontinuity

Continuous Development:

QUANTITATIVE change
 Discontinuous Development

Discontinuous Development
QUALITATIVE changes
Recurring Issues
 Nature vs. Nurture
 Continuity vs. Discontinuity
 Universality vs. Context-Specific
Development
 Organismic vs. Mechanistic Factors
Universal vs. Context-Specific
Development
 Universal Development
 Same for everyone
 Context
Context-specific
specific development
 Different depending on contexts
Recurring Issues
 Nature vs. Nurture
 Continuity vs. Discontinuity
 Universality vs. Context-Specific Development
 Organismic vs. Mechanistic
Factors
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Organismic vs. Mechanistic
Factors
 Organismic:
 Child is active
 Mechanistic:
Introduction
 Developmental Domains
 Recurring Issues
 Developmental Processes
 Child is passive
Developmental Processes
Developmental Processes
 Biological influences
 Biological influences
 Environmental influences
 Environmental influences
 Interaction of biological and
environmental influences
 Interaction of biological and environmental influences
 Timing
 Timing
 Socialization: a reciprocal process
 Proximal and distal processes
 Socialization: a reciprocal process
 Proximal and distal processes
Biological Influences
Developmental Processes
 Maturation

 Growth according to a genetic plan
 Changes in form and in:
 Complexity, integration, organization, and
function
Biological influences
 Environmental influences

Interaction of biological and environmental influences

Timing

Socialization: a reciprocal process

Proximal and distal processes
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Environmental Influences
Developmental Processes
 Learning:
 Biological influences
 Adapting to one’s environment
 Environmental influences
 Interaction of biological and
environmental influences
 Timing
 Socialization: a reciprocal process
 Proximal and distal processes
Interaction of Biological and
Environmental
 Genetics or Environment
Developmental Processes
 Biological influences
 Environmental influences
 Interaction of biological and environmental influences
 Timing
i i
 Socialization: a reciprocal process
 Proximal and distal processes
Timing
Developmental Processes
 Environment’s influence may
differ according to timing
 Biological influences
 Need to consider 3 elements of timing
 Critical periods
 Optimal Period
 Environmental influences
 Interaction of biological and environmental influences
 Timing
 Socialization: a reciprocal process
 Proximal and distal processes
 Readiness
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Socialization: a reciprocal
process
 Socialization
 A two-way process
 Parents socialize child
 Child socializes parents
Developmental Processes
 Biological influences
 Environmental influences
 Interaction of biological and environmental influences
 Timing
 Socialization: a reciprocal process
 Proximal and distal processes
Proximal and Distal Processes
 Proximal processes
 Directly affect behaviour
 Distal processes
 Indirectly affect behaviour
Theoretical Approaches
Theories of Child
Development
Theoretical Approaches
 Why Study Theories of Development?
 Why Study Theories of Development?
 Specific Theoretical Perspectives
 Specific Theoretical Perspectives
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Why Study Theories of
Development?
 Theories:
Why Study Theories of
Development?
 Theories also:
 Create detachment
 Allow evaluation of one’s own views
 Give shape to data
 Reflect different theorist
Theoretical Approaches
Theoretical Perspectives
 Why Study Theories of Development?
 Learning Perspective
 Specific Theoretical Perspectives
 Different historical periods
 Affect questions asked
 Cognitive-Developmental Theories
 The Psychoanalytic Tradition
 Ethology
 Ecological Systems Theory
Theoretical Perspectives
Learning Perspective
 Learning Perspective
 Influenced by Locke
 Tabula Rosa
 Cognitive-Developmental Theories
 The Psychoanalytic Tradition
 Ethology
 Ecological Systems Theory
 Major idea:
 People respond to their
environments
 Environment causes development
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Learning Perspective Examples
Learning Perspective Examples
 Classical Conditioning
 Behaviour Analysis
 Pavlov
 B.F. Skinner
http://www.nobelprize.org/educational/medi
cine/pavlov/
Awarded the Nobel Prize in Physiology
or Medicine in 1904
Ivan Pavlov
1849--1936
1849
http://www.youtube.com/watch?v=m6eU5d
LR-78
B. F. Skinner
1904--1990
1904
Learning Perspective Examples
Theoretical Perspectives
 Social Learning Theory
 Learning Perspective
 Cognitive-Developmental Theories
 Albert Bandura
 The Psychoanalytic Tradition
 Ethology
 Ecological Systems Theory
Albert Bandura
http://www.youtube.com/watch?v=hHHdov
KHDNU
1925-1925
Cognitive-Developmental
Perspective
Cognitive-Developmental
Perspective
 Cognitive Theorists see human
beings as:
 Don’t simply receive information
 We process it
 Rational, active, alert, and competent
 Don
Don’tt simply respond to stimuli
 Also give it structure
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Cognitive-Developmental
Perspective
Cognitive-Developmental
Theories
 Cognitive theorists tend to have
an organismic viewpoint
 Piaget’s Theory
 People actively seek information
 Information Processing
 Social Cognition
Cognitive-Developmental
Theories
Cognitive-Developmental
Perspective
 Piaget’s Theory
 Information Processing
Social
a Cognition
Cog t o
 Soc
Cognitive-Developmental
Perspective
Piaget’s Theory
 Piaget’s Theory
 When encounter new information
 How much children know not so
important
 The more important information:
 The way children know
 Piaget studied children’s errors
 Two processes possible
 Assimilation
 Match new with old
 Accommodation
 New structures are formed
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Assimilation and Accommodation
Piaget’s Theory
 Stages of Cognitive Development
 Sensorimotor (birth to 2 years)
 All information comes from senses
Piaget’s Theory
Piaget’s Theory
 Stages of Cognitive Development
 Stages of Cognitive Development
 Sensorimotor (birth to 2 years)
 Sensorimotor (birth to 2 years)
 Preoperational (2 to 7 years)
 Preoperational (2 to 7 years)
C
Capabilities
biliti include
i l d
 Forming concepts
 Using symbols and language
 However, quality of thought still limited
 Magical notions of cause and effect
Piaget’s Theory
 Stages of Cognitive Development
 Sensorimotor (birth to 2 years)
 Preoperational (2 to 7 years)
 Concrete operational (7 to 11 years)
 Concrete operational (7 to 11 years)
 Think logically
 Classify on several dimensions
 Must have concrete objects or events
Cognitive-Developmental
Theories
 Piaget’s Theory
 Information Processing
 Soc
Social
a Cognition
Cog t o
 Formal Operational (12 +)
 Reason logically
 Use both concrete and abstract thinking
 Reason about all possibilities
 Use analogy
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Information Processing
 Primary idea: Human functioning
similar to Computer functioning
 Cognition
g
is computer-like
p
system
y
with 3
parts
Information Processing
 Primary idea: Human functioning similar to Computer
functioning
 Development is continuous
 Input from senses
 Internal processes
 Output
Cognitive-Developmental
Theories
 Piaget’s Theory
Social Cognition
 Most important elements of
development include:
 Information Processing
 Social Cognition
g
 Knowledge
g of the social world
 Interpersonal relationships
 Primary Theorist: Lev Vygotsky
Cognitive-Developmental
Perspective
 Lev Vygotsky’s
Sociocultural Model
Cognitive-Developmental
Perspective
 Lev Vygotsky’s Sociocultural Model
 Culture is important to cognitive
development
Lev Vygotsky
1896--1934
1896
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Lev Vygotsky’s Sociocultural
Model
 In this model:
 Learning should be matched with
developmental level
 E.g., the Zone of Proximal Development
Theoretical Perspectives
 Learning Perspective
 Cognitive-Developmental Theories
 The Psychoanalytic Tradition
 Ethology
 Ecological Systems Theory
Psychoanalytic Tradition
Psychoanalytic Tradition
 Heavily influenced by Freud
 Behaviour is governed by motives
and drives
 These are
 Internal
 Often unconscious
Sigmund Freud
1856--1939
1856
Psychoanalytic Tradition
 Psychoanalytic levels of consciousness
Freud’s Theory
 Psychosexual stages
 Oral stage (0-1 year)
g ((1-3 y
years))
 Anal stage
 Phallic (3-6 years)
 Latency (6-12 years)
 Genital (12 years and older)
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Psychoanalytic Tradition
Psychoanalytic Tradition
 Psychosocial Theory (Erik Erikson)
 Psychosocial Theory (Erik
Erikson)
 Throughout development, conflicts
occur
 Affected by social context
 Stages of development
 Influenced by crises
Erik Erikson
1902--1994
1902
Stage 1
Birth to 1 year
Trust vs. Mistrust
Stage 1
Birth to 1 year
Trust vs. Mistrust
Stage 2
1 to 3 years
Autonomy vs.
Shame and Doubt
Stage 2
1 to 3 years
Autonomy vs.
Shame and Doubt
Stage 3
3-6 years
Initiative vs. Guilt
Stage 3
3-6 years
Initiative vs. Guilt
Stage 4
6 years to adol.
Industry vs.
Inferiority
Stage 4
6 years to adol.
Industry vs.
Inferiority
Stage 5
Adolescence
Identity vs.
Identity diffusion
Stage 5
Adolescence
Identity vs.
Identity diffusion
Stage 6
Young adulthood Intimacy vs.
Isolation
Stage 6
Young adulthood Intimacy vs.
Isolation
Stage 7
Middle adulthood Generativity vs.
Stagnation
Stage 7
Middle adulthood Generativity vs.
Stagnation
Stage 8
Late Life
Stage 8
Late Life
Integrity vs.
Despair
Integrity vs.
Despair
Theoretical Perspectives
Ethological Theory
 Learning Perspective
 Influenced by Darwin
 Cognitive-Developmental Theories
 The Psychoanalytic Tradition
 Ethology
 Ecological Systems Theory
 Ethologists:
 Study animal behaviour in natural settings
 Interested in similarities between humans
and animals
 Believe species-specific behaviours
common across cultures
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Ethological Theory

Konrad Lorenz
Influenced by Darwin
 Classical Ethology (Lorenz &
Tinbergen)
To read the Nobel Prize lecture by
Lorenz, visit the Nobel prize web page:
www.nobelprize.org/medicine/laureates/1973/index
.html
Lorenz and Tinbergen shared the Nobel Prize in
Physiology and Medicine in 1973
Konrad Lorenz
1903--1989
1903
Nikolaas Tinbergen
1907--1988
1907
For their work on Animal behaviour in the natural
environment
They shared the prize with Karl von Frisch
Ethological Theory
Ethological Theory
 Influenced by Darwin
 Influenced by Darwin
 Classical Ethology (Lorenz &
Tinbergen)
 Classical Ethology (Lorenz & Tinbergen)
 Innate behaviours & eliciting stimuli
 subject to “critical period”
 Used an observational approach
Ethological Theory

Influenced by Darwin

Classical Ethology (Lorenz & Tinbergen)

Sociobiology
 Human Ethology
 Mother-infant attachment
 Sociobiology
 Evolutionary origins of social
behaviour
Ethological Theory
 Influenced by Darwin
 Classical Ethology (Lorenz & Tinbergen)
 Sociobiology
John Bowlby
y
1907--1990
1907
 John Bowlby
 Mary Ainsworth
 Human Ethology
 Ecological Systems Theory
Mary Ainsworth
1913--1999
1913
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Ecological Systems Theory
Ecological Systems Theory
 Dynamic Systems Theory
 Dynamic Systems Theory
 Individuals develop within systems
 Study relationships between
individuals and systems
 Ecological Systems Approach
 Also interested in relationships
between systems
 Urie Bronfenbrenner
 Bioecological model
Urie Bronfenbrenner
1917--2005
1917
Microsystem—Child’s
Bronfenbrenner’s Model
immediate environment
Bronfenbrenner’s
Model
The Mesosytem
– Interactions occuring
Bronfenbrenner’s
Model
between various microsystems
Bronfenbrenner’s Model
The Exosystem – Indirect environmental
influences on the child
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PSYC 2006: Childhood Development,
Introduction
Sept. 10, 2013
Bronfenbrenner’s Model
The Macrosystem – Attitudes and
ideologies of the culture
Bronfenbrenner’s Model
Bronfenbrenner’s Model
The Chronosystem-- the particular time in
which the child is growing and developing
Theories of Development
 Conclusion:
Variety of theories explaining
development
Most theories have some validity
 Next Lecture
Research Methods in Child
Development
16