Developmental psychology and child psychology?

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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.
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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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Developmental psychology: The best concepts summarized

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Childhood: Clinical and School Psychology – Article overview (UNIVERSITY OF AMSTERDAM)

This bundle contains all the articles needed for the course "Childhood: Clinical and School Psychology" given at the University of Amsterdam. It contains the following articles:

  • Child and adolescent psychopathology by Wilmhurst (second edition) – Summary chapter 1 
  • Child and adolescent psychopathology by Wilmhurst (second edition) – Summary chapter 2 
  • Child and adolescent psychopathology by Wilmhurst (second edition) – Summary chapter 3 
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Spilt, van Lier, Leflot, Onghena, & Colpin (2014). Children’s social self-concept and internalizing problems: The influence of peers and teachers.” – Article summary

It is not clear what through what processes peer rejection lead to internalizing problems and how the teacher can be a protective factor in this. School-age children who experience difficulties in their relationships with peers are at increased risk for psychopathology. Social self-concept act as a mechanism through which peer rejection influences the development of internalizing problems.

The social self-concept refers to cognitive self-perceptions of one’s functioning in the social domain and this is negatively influenced by peer rejection. A poor self-concept is a cognitive vulnerability factor leading to the development of internalizing problems.

Teacher-student relationships are predictive of internalizing problems and self-perceptions. Supportive teacher-student relationships may compensate for the negative effect of peer rejection on children’s self-concept. This means that good teacher-student relationships could be a protective factor against the negative effect of peer rejection on one’s social self-concept.

Peer rejection predicts declines in

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Traub & Boynton-Jarrett (2017). Modifiable resilience factors to childhood adversity for clinical pediatric practice.” – Article summary

Early childhood adversity is common (i.e. 48% - 60%). Early life trauma impacts the developmental trajectory of children and health outcomes over the life course. No experiences with maltreatment and a non-depressed primary caregiver are associated with resilience. Adult health outcomes are influenced by the cumulative incidence of adverse life experiences. Differences in risk are influenced by chronicity (1), severity (2), contextual factors (3) an type of childhood traumas (4).

Resilience refers to good mental and physical health despite early adverse life events. This means that it includes a ability to withstand, adapt to and recover from adversities. It may buffer a child from adversity by reducing the impact of trauma (1), reducing negative chain reactions stemming from trauma (2) and it may enable opportunities for recovery (3).

Resilience results from the interplay between a child’s genetics (1), temperament (2), knowledge and skills (3), past experiences

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Susperreguy, Davis-Kean, Duckworth, & Chen (2018). Self-concept predicts academic achievement across level of the achievement distribution: domain specificity for math and reading.” – Article summary

Self-concept of ability refers to the perception of one’s capability to successfully perform on academic tasks. This may explain academic achievement. It is possible that young children successfully perform various academic skills which develops a positive view on those skills, making it more likely that they engage with these skills and become proficient in them. A positive perception of skill could be increased by peer comparison and positive feedback.

When a student feels competent, this sense of ability may enhance one’s self-concept, allowing the student to persist at and seek out activities that further influence academic achievement. This means that a positive self-perception of abilities may promote academic achievement.

Early math achievement predicts later math achievement even when controlling or child characteristics, background and demographic variables and early reading achievement also predicts later math achievement.

Self-concept of ability in math between the ages

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Bjorklund (2012). Children’s thinking: Cognitive development and individual differences.” – Article summary

Primates have been able to learn simple language. However, this may not actually be language use and comprehending as they do not use complex grammar (1), lack social-cognitive abilities that allow for language learning (2) and lack a theory of mind (3). Language may have co-evolved with social intelligence.

Language refers to the systematic and conventional use of sounds, signs or written symbols for the intention of communication or self-expression. Human language differs from the communication of other animals in three ways:

  • Human language is symbolic (i.e. it represents something independent of the sound)
  • Human language is grammatical.
  • Human language varies with culture.\

There are seven functions of language:

  1. Instrumental (i.e. express needs).
  2. Regulatory (i.e. tell others wat to do).
  3. Personal (i.e. express feelings, opinions and individual identity).
  4. Interactional (i.e. make contact and form relationships).
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Dehaene (2011). Small heads for big calculations.” – Article summary

People do not have innate mechanisms for complex calculations (e.g. math). However, children typically do spontaneously come up with some form of counting without being explicitly taught. It may be that counting knowledge is innate but it is also possible that this develops through imitation and that children, while being able to count, do not know the meaning of these numbers.

At three and a half years of age, children know that the order in which one recites numerals is crucial. Young children are able to point out subtle counting errors (e.g. count something twice) and by four years of age, children have mastered the basics of how to count. Children do not know the meaning of counting until the end of their fourth year.

Children tend to come up with calculation algorithms without explicit instruction (e.g. adding numbers up using their fingers). Children

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Dehaene (2011). The language of numbers”. – Article summary

Contrary to most animals, humans communicate cooperatively. Infants (i.e. 10 to 12 months) begin in cooperative communication through the pointing gesture. This form of communication relies on their social-cognitive ability to direct the attention of others and to understand the attention-directing intentions of others.

Skills of intention-reading refer to social-cognitive abilities which are necessary to understand one’s intentions and which are foundational to all forms of human communication. Cognitive skills of pattern-finding refer to general cognitive processes of categorization, analogy, schema formation and distributional learning aimed at reconstructing the linguistic abstractions of a speech community to become productive and creative with the conventions of a language.

One theory of language acquisition is that children have innate knowledge of language (e.g. Chomsky) and these innate grammar structures constrain language development. Constructivist theories state that children acquire competence with a language mainly through cultural learning and other

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Tomasello (2010). Language development.” – Article summary

Contrary to most animals, humans communicate cooperatively. Infants (i.e. 10 to 12 months) begin in cooperative communication through the pointing gesture. This form of communication relies on their social-cognitive ability to direct the attention of others and to understand the attention-directing intentions of others.

Skills of intention-reading refer to social-cognitive abilities which are necessary to understand one’s intentions and which are foundational to all forms of human communication. Cognitive skills of pattern-finding refer to general cognitive processes of categorization, analogy, schema formation and distributional learning aimed at reconstructing the linguistic abstractions of a speech community to become productive and creative with the conventions of a language.

One theory of language acquisition is that children have innate knowledge of language (e.g. Chomsky) and these innate grammar structures constrain language development. Constructivist theories state that children acquire competence with a language mainly through cultural learning and other

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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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What?

  • On this page we discuss questions students have with the 2022/2023 course "Developmental Psychology" at the University of Amsterdam
  • You have the opportunity to ask any questions you might have and I will try and answer them
  • On 30/1/2023 you can ask questions!

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