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What is developmental psychology?

What is developmental psychology?

Developmental psychology is a fascinating field that explores the lifespan changes in human beings. It delves into the physical, cognitive, social, emotional, and moral development that individuals experience from conception to death.

What are the main features of developmental psychology?

  • Lifespan Approach: It examines development across all stages of life, from prenatal development to old age.
  • Multidimensional Focus: Developmental psychology recognizes that growth occurs in various domains – physical, cognitive, social, emotional, and moral.
  • Nature vs. Nurture: This field explores the complex interplay between biological (genetic) predispositions and environmental influences on development.
  • Continuity vs. Discontinuity: Developmental psychologists debate whether development is a gradual, continuous process or punctuated by distinct stages.

What are important sub-areas in developmental psychology?

  • Prenatal Development: Examines the growth and development of the fetus from conception to birth.
  • Infancy and Childhood: Focuses on rapid physical, cognitive, social, and emotional development during the early years.
  • Adolescence: Studies the physical, cognitive, and social changes experienced during puberty and teenage years.
  • Emerging Adulthood: Explores the development of identity, relationships, and career paths in young adulthood.
  • Middle Adulthood: Examines changes in physical health, cognitive abilities, and family dynamics during middle age.
  • Late Adulthood: Studies the physical, cognitive, and social changes associated with aging.

What are key concepts in developmental psychology?

  • Critical Period: A specific time window when an organism is highly susceptible to environmental influences impacting development.
  • Maturation: The biological unfolding of genetic potential, leading to physical growth and development.
  • Attachment Theory: Explores the importance of early emotional bonds with caregivers for healthy emotional and social development.
  • Cognitive Development: The process of acquiring knowledge, skills, and thinking abilities throughout life.
  • Social Development: The process by which individuals learn to interact with others and form relationships.
  • Moral Development: The development of an understanding of right and wrong, and a sense of ethical principles.

Who are influential figures in developmental psychology?

  • Jean Piaget (Psychologist): Pioneered the theory of cognitive development, proposing stages of cognitive growth in children.
  • Lev Vygotsky (Psychologist): Emphasized the role of social interaction and culture in cognitive development, introducing the concept of the Zone of Proximal Development.
  • Erik Erikson (Psychologist): Developed the theory of psychosocial development, proposing eight stages of psychosocial challenges individuals face throughout life.
  • John Bowlby (Psychoanalyst): Pioneered attachment theory, highlighting the significance of early emotional bonds with caregivers for healthy development.
  • Mary Ainsworth (Psychologist): Expanded upon attachment theory, identifying different attachment styles (secure, anxious, avoidant) formed in early childhood.

Why is developmental psychology important?

  • Understanding Human Development: Provides a deeper understanding of how humans grow and change throughout life.
  • Early Childhood Intervention: Helps design programs and interventions to support healthy development in children, especially those facing challenges.
  • Education: Developmental psychology informs educational practices by tailoring teaching methods to different age groups and developmental stages.
  • Parenting and Family Support: Offers insights into child development stages, fostering positive and supportive parenting practices.
  • Aging Well: Helps us understand the aging process and develop strategies to promote healthy aging physically, cognitively, and socially.

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What is child psychology?

What is child psychology?

Child psychology is a specialized field within developmental psychology that focuses specifically on the mental, emotional, social, and cognitive development of children from prenatal development through adolescence.

What are the main features of child psychology?

  • Focus on Childhood: It delves into the unique aspects of development during the early years of life.
  • Multifaceted Approach: Examines a variety of domains, including emotional well-being, cognitive abilities, social skills, and moral development.
  • Developmental Stages: Child psychology acknowledges that children progress through distinct stages with specific challenges and milestones.
  • Play and Exploration: Recognizes the importance of play and exploration in learning and development.

What are important sub-areas in child psychology?

  • Prenatal Development: Examines how experiences in the womb can impact a child's physical and mental development.
  • Infant Development: Focuses on rapid physical, cognitive, and social-emotional development during the first year of life.
  • Early Childhood Development: Studies the cognitive, social, and emotional growth that occurs between the ages of 2 and 6.
  • Middle Childhood Development: Examines the physical, cognitive, and social changes experienced during the school years (ages 6-12).
  • Adolescence: Studies the physical, cognitive, and social changes experienced during puberty and the teenage years.

What are key concepts in child psychology?

  • Attachment Theory: The importance of early emotional bonds with caregivers for healthy emotional and social development.
  • Developmental Milestones: The expected skills and abilities children acquire at different ages.
  • Cognitive Development: The process of acquiring knowledge, skills, and thinking abilities throughout childhood.
  • Social Development: The process by which children learn to interact with others and form relationships.
  • Play Therapy: A therapeutic approach using play to help children express themselves, process emotions, and develop coping mechanisms.
  • Temperament: Inborn behavioral styles and characteristics influencing children's responses to their environment.

Who are influential figures in child psychology?

  • Jean Piaget (Psychologist): Pioneered the theory of cognitive development, proposing stages of cognitive growth in children.
  • Lev Vygotsky (Psychologist): Emphasized the role of social interaction and culture in cognitive development, introducing the Zone of Proximal Development.
  • Erik Erikson (Psychologist): Developed the theory of psychosocial development, proposing eight stages of psychosocial challenges individuals face throughout life, including challenges specific to childhood.
  • John Bowlby (Psychoanalyst): Pioneered attachment theory, highlighting the significance of early emotional bonds with caregivers for healthy development.
  • Mary Ainsworth (Psychologist): Expanded upon attachment theory, identifying different attachment styles (secure, anxious, avoidant) formed in early childhood.

Why is child psychology important?

  • Promoting Healthy Development: Provides insights for optimizing a child's physical, cognitive, social, and emotional well-being.
  • Early Intervention: Helps identify developmental delays or challenges early on, allowing for timely intervention and support.
  • Understanding Behavior: Provides a framework for understanding children's behavior and responding appropriately.
  • Positive Parenting: Offers guidance on effective parenting practices that foster healthy development and nurturing relationships.
  • Educational Practices: Informs the development of age-appropriate curriculum and teaching methods in schools.

How is child psychology applied in practice?

  • Early Childhood Education: Provides the foundation for designing effective preschool and kindergarten programs.
  • Parenting Education and Support: Offers guidance on child development stages and
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Developmental psychology and child psychology: The best textbooks summarized

Developmental psychology and child psychology: The best textbooks summarized

Summaries and Study Assistance with Developmental psychology and child psychology

Table of content

  • Summary with the book: A Critical Introduction to Sport Psychology by Moran and Toner - 3rd edition
  • Summary with the book: Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - 8th edition
  • Summary with the book: Adolescence by Steinberg - 12th edition
  • Summary with the book: An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition
  • Summary with the book: Child and Adolescent Therapy: Cognitive-Behavioral Procedures by Kendall - 4th edition
  • Summary with the book: Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition
  • Summary with the book: How Children Develop by Siegler a.o. - 6th edition
  • Summary with the book: Life-Span Human Development by Sigelman and Rider - 9th edition
  • Summary with the book: The boy who was raised as a dog by Perry

About developmental psychology and child psychology

  • Developmental psychology is the scientific study of how people change and grow throughout their lifespan. Child psychology is a subfield of developmental psychology that focuses specifically on the cognitive, social, and emotional development of children.
Summaries and supporting content: 
Summaries per chapter with the 3rd edition of A Critical Introduction to Sport Psychology by Moran and Toner
Summary with the 8th edition of Abnormal Child and Adolescent Psychology by Wicks-Nelson and Israel - Exclusive
Summary of Adolescence by Steinberg - 12th edition - Exclusive
Summary of An Introduction to Developmental Psychology by Slater and Bremner - 3rd edition - Exclusive
Book summary of Child and Adolescent Therapy: Cognitive-Behavioral Procedures - Kendall - 4th edition
Summary of Cognitive Behaviour Therapy for Children and Families by Graham and Reynolds - 3rd edition - Exclusive
Summary of How Children Develop by Siegler a.o. - 6th edition - Exclusive
Summary of Life-Span Human Development by Sigelman and Rider - 9th edition - Exclusive
Summary of The boy who was raised as a dog by Perry
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Developmental psychology: the best scientific articles summarized

Developmental psychology: the best scientific articles summarized

Study guide with articles for Developmental psychology

Summaries and study assistance with articles for Developmental psychology

  • for 60+ summaries with articles for Developmental psychology, see the supporting content of this study guide

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Artikelsamenvatting bij The teenage brain: adolescents and alcohol van Spear - 2013
Artikelsamenvatting bij Less guilty by reason of adolescence van Steinberg & Scott - 2003
Artikelsamenvatting bij Moral Identity van Hardy & Carlo - 2011
Artikelsamenvatting bij Adolescents' selective visual attention for high-status peers: The role of perceiver status and gender van Lansu e.a. - 2014
Artikelsamenvatting bij In search of explanations for early pubertal timing effects on developmental psychopathology van Ge & Natsuaki - 2009
Artikelsamenvatting bij Developmental trajectories and milestones of lesbian, gay, and bisexual young people van Savin-Williams & Cohen - 2015
Artikelsamenvatting bij Comprehensive sexuality education as a longitudinal predictor of LGBTQ name-calling and perceived willingsness to intervene in school van Baams e.a. - 2017
Artikelsamenvatting bij Incidence, clinical management, and mortality risk following self harm among children and adolescents: Cohort study in primary care van Morgan e.a. - 2017
Artikelsamenvatting bij Developmental changes in the priority of perceived status in childhood and adolescence van Lafontana & Cillessen - 2010
Artikelsamenvatting bij Studying adolescent-parent relationships from the lens of developmental psychology van Smetana - 2011 - Exclusive
Artikelsamenvatting bij The interpersonal theory of suicide and adolescent suicidal behavior van Barzilay e.a. - 2015
Artikelsamenvatting bij A Longitudinal Examination of the Interpersonal Theory of Suicide and Effects of School-Based Suicide Prevention Interventions in a Multinational Study of Adolescents van Barzilay e.a. - 2019 - Exclusive
Artikelsamenvatting bij Differences in non-suicidal self-injury and suicide attempts in adolescents van Brausch & Gutierrez - 2010
Artikelsamenvatting bij What is self-injury? van Whitlock - 2010 - Exclusive
Artikelsamenvatting bij The cutting edge: Non-Suicidal Self-Injury in Adolescence van Whitlock - 2009
Artikelsamenvatting bij A strengths based method for homeless youth van Krabbenborg e.a. - 2013
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Artikelsamenvatting bij Internet and social media use as a resource among homeless youth van Rice & Barman-Adhikari - 2014
Artikelsamenvatting bij Growth in adolescent delinquency and alcohol use in relation to young adult crime, alcohol use disorders, and risky sex: a comparison of youth from low- versus middle-income backgrounds van Mason et al. - 2010
Artikelsamenvatting bij The development of a diagnostic instrument to measure social information processing in children with mild to borderline intellectual disabilities van Nieuwenhuijzen e.a. - 2011
Artikelsamenvatting bij lustering of health-compromising behavior and delinquency in adolescents and adults in the Dutch population van van Nieuwenhuijzen e.a. - 2010
Artikelsamenvatting bij Online communication among adolescents: An integrated model of its attraction, opportunities, and risks van Valkenburg & Peter - 2011
Artikelsamenvatting bij Growing up wired: Social networking sites and adolescent psychosocial development van Shapiro & Margolin - 2014
Artikelsamenvatting bij Transitions to adulthood: What we can learn from the West van Fustenberg - 2013
Artikelsamenvatting bij Mapping youth transitions in Europe., Publications office of the European Union, Luxembourg - Eurofound - 2014
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Artikelsamenvatting bij Parenting adolescents van Steinberg & Silk - 2002
Artikelsamenvatting bij Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families van Eccles e.a. - 1993
Artikelsamenvatting bij How US Children and adolescents spend time: what it does (and doesn't) tell us about their development van Larson - 2001
Artikelsamenvatting bij A developmental perspective on alcohol and youths 16 to 20 years of age van Brown e.a. - 2008
Artikelsamenvatting bij Adolescence-limited and life-course-persistent antisocial behaviour van Moffitt - 1993
Artikelsamenvatting bij Adolescence-limited and life-course persistent antisocial behaviour: a developmental taxonomy van Moffit - 1993
Artikelsamenvatting bij Reciprocal effects between parental solicitation, parental control, adolescent disclosure, and adolescent delinquency van Keijsers e.a. - 2010
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Artikelsamenvatting bij Early Adolescent Music Preferences and Minor Delinquency van Ter Bogt e.a. - 2013
Artikelsamenvatting bij Early adolescent music preferences and minor delinquency van Ter Bogt e.a. - 2013
Artikelsamenvatting bij Music listening in Adolescence van Ter Bogt e.a. - 2011
Artikelsamenvatting bij Vulnerable youth and the transition to adulthood. ASPE Research Brief - ASPE - 2009
Artikelsamenvatting bij Peer relationships in childhood van Rubin et al. - 2005
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Artikelsamenvatting bij A meta-analysis of the relations between three types of peer norms and adolescent sexual behavior van Van de Bongardt e.a. - 2015
Article summary with Romantic Relationships and Sexuality in Adolescence and Young Adulthood: The Role of Parents, Peers, and Partners by Van de Bongardt a.o. - 2015
Artikelsamenvatting bij Ouders als moderators van peer pressure bij seksuele relaties van Van de Bongardt e.a. - 2014
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Artikelsamenvatting bij Growing up wired: Social networking sites and adolescent psychosocial development van Shapiro & Margolin - 2014
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Developmental psychology: The best concepts summarized

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Adolescence and emerging adulthood: A cultural approach by Jeffrey Arnett and Malcolm Hughes (sixth edition) – Chapter 3 summary

PET (positron emission tomography) scans and fMRI (functional magnetic resonance imaging) are useful for studying the brain.

A lot of the thickening of synaptic connections occurs around the time puberty begins. Overproduction (i.e. exuberance) refers to the thickening of synaptic connection and this mainly occurs around the time puberty begins. It peaks around the age of 11 or 12. It also occurs during prenatal development. Exuberance during puberty is focused in the frontal lobes. The frontal lobes are associated with the higher functions of the brain (e.g. planning; problem solving; moral judgement).

Synaptic pruning refers to the selective ‘death’ of synapses. This occurs after exuberance and occurs between the ages of 12 and 20. The synapses that are used remain while the ones that are not used disappear (i.e. “use it or lose it”). Synaptic pruning is especially rapid among adolescents with high intelligence.

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Adolescence and emerging adulthood: A cultural approach by Jeffrey Arnett and Malcolm Hughes (sixth edition) – Chapter 1 summary

Puberty refers to the set of biological changes involved in reaching physical and sexual maturity and is universal. Adolescence refers to a life stage between the time puberty begins and the time adult status is approached. This is typically between the age of 10 to 18. In this stage, young people are preparing to take on the roles and responsibilities of adulthood in their culture. It is culturally constructed. The length (1), content (2) and daily experiences of adolescence (3) differ among cultures.

Plato and Aristotle believed that people develop reason in adolescence. In the middle ages, adolescence was seen as a time of innocence. Life-cycle service refers to a period late adolescence and early 20s in which young people would engage in domestic service, farm service or apprenticeships in various trades and crafts. This involved moving out of the family household and into the household

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Moffitt (2018). Male antisocial behaviour in adolescence and beyond.” – Article summary

Male antisocial behaviour is heavily concentrated in adolescence. There may be two types of male antisocial behaviour:

  1. Life-course persistent antisocial behaviour (LCP)
    This refers to antisocial behaviour that has its origins in neurodevelopmental processes and family adversity. Here, antisocial behaviour begins in childhood, builds persistently and continues into midlife.
  2. Adolescence limited antisocial behaviour (AL)
    This refers to antisocial behaviour that occurs due to age-graded social processes that begin with a maturity gap in adolescence and end when social adulthood is attained. Here, antisocial begins in adolescence and ends when social adulthood is attained.

Life-course persistent antisocial behaviour is rare, persistent, pervasive and pathological whereas adolescence-limited antisocial behaviour is normative. For LCP, there first is a neurodevelopmental vulnerability (e.g. cognitive deficit; hyperactivity; difficult temperament) and this is exacerbated by environmental risk factors (e.g. inadequate parenting; maltreatment; poverty). The environmental risk factors includes

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Lazowski & Hulleman (2016). Motivation interventions in education: A meta-analytic review.” – Article summary

Intervention studies facilitate our understanding about which interventions are most effective in improving educational outcomes.

Theories of motivation regard the energization and direction of behaviour. Social-cognitive theories of motivation include theories focusing on achievement motives and needs (1), perceived ability and self-concept (2), perceived value for and interest in an activity (3), goals (4), attributions about success and failure (5), emotions (6) and potential future identities (7). Motivation refers to processes that are affective, behavioural and/or cognitive and energize and direct behaviour.

Student motivation is essential for learning. Motivated students learn more (1), persist longer (2), produce higher quality work (3) and score higher on tests (4). This is especially the case if they are motivated by relatively intrinsic as compared with extrinsic motivation. Declines in student motivation are a common problem and threaten educational equity. Schools do not seem to be enhancing or

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Sommerville (2013). The teenage brain: Sensitivity to social evaluation.” – Article summary

Social sensitivity refers to the heightened attention, salience and emotion relegated to processing information concerning social evaluations and social standing in adolescence. Social sensitivity could intensify socioemotional processes (e.g. more attuned to instances of perceived social evaluation).

There are three types of patterns of brain development:

  1. Age-linear patterns
    This refers to patterns which increase or decrease with age at a consistent pace.
  2. Adolescent-specific patterns
    This refers to patterns which are specific to adolescence (e.g. strong increase in adolescence but stable in childhood or adulthood).
  3. Adolescent-emergent patterns
    This refers to a rapid rate of change and a possible peak during adolescence that persists or partially resolves into adulthood.

Adolescent-emergent patterns imply developmentally mediated shifts that are constrained by maturational processes that solidify in early adulthood.

The socioaffective circuitry is critical for detection of salient information (1), assignment

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Jones et al. (2014). Adolescent-specific patterns of behavior and neural activity during social reinforcement learning.” – Article summary

Adolescents show increased attention and neural activation in response to peer acceptance. Feelings of relatedness with others and perceived acceptance during adolescence are associated with higher self-esteem (1), better adjustment in school (2) and greater self-worth (3). Peer rejection in adolescence is associated with school withdrawal (1), aggression (2) and mental health problems (3).

Social contexts are more salient to adolescents. This can lead to different decision-making abilities around peers (e.g. presence of peers increases risky decision making). Adolescents who feel rejected are more likely to engage in risky behaviour to fit in with the group.

Feedback from peers may reinforce behaviour. This may be due to overlapping neural circuitry for evaluating social and non-social rewards. The ventral striatum supports learning from varying amounts of positive social feedback from peers. The most reinforcing peers had a greater influence on social preferences. Choice behaviour (1),

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Sherman et al. (2016). The power of the like in adolescence: Effects of peer influence on neural and behavioural responses to social media.” – Article summary

During adolescence, people are uniquely attuned to the complexities of interpersonal relationships. There are significant changes and reorganization in subcortical regions associated with emotion processing and reward. Escalation of risk taking in adolescence may be the result of the dopaminergic system and related regions in the striatum. This may also explain increased desire to spend time with and earn the approval of peers.

In-person communication is necessarily qualitative and involves subjective interpretation. Online environments and interaction allow for quantifiable feedback (e.g. likes). Quantifiable social endorsement (e.g. likes; comments) may act as a powerful motivator.

The presence of peers is associated with increases in the nucleus accumbens which is a hub of reward circuitry. Peer influence is a means by which adolescents learn how to behave appropriately in their sociocultural environment. Peer pressure and social endorsement may influence risky behaviour.

Participants matched their

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Borghuis et al. (2017). Big five personality stability, change, and codevelopment across adolescence and early adulthood” – Article summary

Rank-order stability refers to the maintenance of the relative standing of individuals on a trait dimension within a population over time. Mean-level change refers to change in the average trait levels of a population over time. Individual difference in change refers to individual deviations from population mean-level patterns of change.

The cumulative continuity principle of personality development refers to personality and temperament being moderately stable in preschool years and becoming increasingly stable until middle adulthood. The maturity principle of personality development refers to the fact that, on average, young adults increase in their absolute levels of agreeableness (1), emotional stability (2), conscientiousness (3) and social dominance (4). These aspects are related to being mature and thus maturing is associated with increases in these factors.

The disruption hypothesis states that adolescents tend to experience temporal dips in personality maturity as a result of biological, social,

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Adolescence: Developmental, Clinical, and School Psychology – Lecture 6 (UNIVERSITY OF AMSTERDAM)

Antisocial behaviour includes lying (1), fighting (2), bullying (3), truancy (4) and stealing (5) and it also occasionally occurs in typically developing children, adolescents and adults. This behaviour is most common in toddlerhood as disruptive behaviour in young children one of the most common problems experienced in the parenting context. It is one of the main reasons for parents to seek help.

The age-antisocial behaviour curve refers to antisocial behaviour becoming more common during adolescence and decreasing in frequency after adolescence. About 70% of the adolescents have ever engaged in antisocial behaviour. Antisocial behaviour is most common during adolescence in the interpersonal sphere and antisocial behaviour also hurts the development of the individual.

The maturity gap refers to a gap between biological and social maturation. This may explain the rise in the age-crime curve during adolescence.

Disruptive behavioural disorders refer to disorders which include

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Adolescence: Developmental, Clinical, and School Psychology – Lecture 5 (UNIVERSITY OF AMSTERDAM)

Externalizing problems consists of several aspects:

  • Non-compliance (e.g. ignoring rules).
  • Disruptive and aggressive actions.
    • Delinquency.
    • Substance use.
    • Fighting.
    • Risky driving.
    • Yelling out.
    • Destroying property.
    • Stealing.

Children with externalizing problems often come from families where parental monitoring and control is lacking (i.e. under-controlled). These problems are more common among males than females. There is a discrepancy between how adults and youth view the behaviour as youth often do not view it as problematic and do not experience distress. The problematic behaviour can be an expression of a desire for excitement (i.e. sensation seeking).

Adolescents are more likely to have accidents when driving due to inexperience and because younger drivers are more likely to engage in risky driving. This includes driving at excessive speeds (1), following other vehicles too close (2),

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This summary regards the sixth edition of How Children Develop, 2020. The summary has been updated to reflect the changes made to the fifth edition of the book from 2017. The authors of the book are Robert Siegler, Jenny R. Saffran, Elizabeth T. Gershoff, and Nancy Eisenberg. They all conduct&n...

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What can I find on this page? On this page, you can find a summary for all the study materials you need for the developmental specialization of the Psychology bachelor's programme at the University of Amsterdam. There is a link for all the separate courses. The courses have been organized into ...

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