1. Developmental Psychology: Children and Adolescents
FEM 3101 (SEMESTER )
Developmental Psychology: Children and Adolescents

2. DEPT. OF HUMAN DEVELOPMENT & FAMILY STUDIES FACULTY OF HUMAN ECOLOGY
INSTRUCTOR:
DR. SITI NOR YAACOB
DEPT. OF HUMAN DEVELOPMENT & FAMILY STUDIES
FACULTY OF HUMAN ECOLOGY
TEL: / /

3. COURSE SYNOPSIS
Processes of physical, cognitive, social and emotional growth and development from conception through adolescence. Emphasis on the major aspects at each stage of development. Processes and outcomes of interaction between the child-adolescent and the environment.

4. COURSE OBJECTIVES By the end of the course students will be able to:
Identify ecological processes of physical, socio-emotional and cognitive development of children and adolescents.(C2)
Explain the effects of genetic, environment, and genetic-environment interactions influences on children-adolescent development. (C4, A3, CS)
Explain the effects of children-adolescent interactions with the environment on children-adolescent growth and development. (P3, CTPS, TS)

5. TOPICS Introduction Prenatal development Postnatal development
Physical development in children
Cognitive development in children
Language development in children
Socio-emotion and values development in children

6. TOPICS (cont) 8. Adolescents’ physical development
9. Adolescents’ cognitive development
10. Adolescents’ socio-emotional
development
11. Adolescents’ vocational and career

7. Assessments Assessment % Quiz 10 Test 1 20 Assignments 1. Prenatal 5
2. Lab project for children
3. Lab project for adolescent 15
Final exam 30

8. About the course Introduction: Concepts, Theories & Research
Part One: Child Psychology
Part Two: Adolescent psychology

9. DEFINITION OF CONCEPT What is Growth (Pertumbuhan)?
What is Development (Perkembangan)?

10. Growth is a quantitative process of change
ex. change in weight/height – i.e. changes in saiz and structure, physical and mental aspects.
Changes can be measured & assess - from one stage to the other.
Growth will reach its peak once a person mature.

11. DEFINITION
“Growth is an individual development in body size, for ex. changes in muscles, bones, hair, skin & glands. [Karl E. Garrison]
“Growth is a change that can be measured from one stage to the other, and from time to time” [Atan Long]
“Growth as an increment in a person external attributes. For examples in terms of size, height and body weight” [D.S Wright & Ann Taylor]

12. DEVELOPMENT Developmental is defined as change.
Human development refers to a particular type of change or the pattern of change that begins at conception and continue through the life span.
Development occurs in the context of the significant social environment of life process (family, school, peer group, community).

13. Thus….Child Development is….
A scientific study of understanding all aspects of human constancy and change from conception through adolescence
A part of a larger discipline known as developmental psychology or human development, which includes all changes experienced throughout the lifespan

14. Behavioral change as a developmental change
Three general condition/criteria
The change is orderly or sequential.
The change results in a permanent alteration of behavior.
The change results in a new behavior or mode of functioning that is more advanced, adaptive or useful than prior behaviors.

15. The study of childhood: Basic Concepts
Developmental Processes: Changes and Stability
Quantitative change (growth) refers to the easily measurable and sometimes obvious aspects of development.
e.g: Involve changes in size or amount, such as height, weight.

16. Developmental Processes: Changes and Stability
Qualitative change refers to variations and modifications in functioning.
E.g ability of a newborn & 5 months old baby
Stability – constancy or enduring characteristics
Changes in development is continues  from one stage to the other  but maintaining a pattern
Specific characteristics  Cephalacaudal, proximodistal, mass to specific

17. Developmental stages Prenatal
Infancy (0-2 years) & Toddlerhood (2-3 years)
Early childhood(3-6 years)
Middle childhood (6-10 years)
Adolescence (11-19 years)
Early (11-14 years)
Middle (15-17 years)
Late (18-19 years)
Adulthood(≥ 20 years)
Early (20-30 years)
Middle (40-50 years)
Late (60 years and above)

18. Domains of development
Physical development
Body, brain, senses, motor skills
Cognitive development
Learning, memory, language, thinking, moral reasoning
Psychosocial development
Personality, emotions, social relationships
Interrelated throughout development

20. Domains of Development (con’t)
Changes in
Physical
Body size & proportions, appearance
Function of body systems, health
Perceptual & motor capacities
Cognitive
Intellectual abilities
Social
Emotional communication
Self-understanding, knowledge about others
Interpersonal skills & relationships
Moral reasoning & behavior

21. Influences on Development:
Factors that can influence development are:-
Nature (sejadi)
Genetic (Warisan/baka/genetik)
Nurture (Asuhan)
Environment (Persekitaran)
Food intake (Pemakanan)
Health (Kesihatan)

22. Major Contextual Influences
Normative Influences
Normative age-graded influences/event, i..e. biological or social
Example = puberty or entry into formal schooling
Normative history-graded event, i.e. cohort (a group of people who share a similar experience)
Example = living during the Great Depression/Tsunami
i.e. Atypical events, e.g. having a birth defect
Non-normative Influences
Individual events that impact the person
Events can be traumatic or happy

23. Historical foundation: How the study of childhood has evolved?
Early Approaches
Medieval times
The Reformation
The Enlightenment
John Locke
John Jacques Rousseau
Darwin

24. Scientific Beginnings
Baby biographies
Charles Darwin
G. Stanley Hall
Normative Period of Child Study
Mental Testing Movement

25. An emerging consensus All domains are interrelated.
Normal development includes a wide range of individual differences.
Children help to shape their own development and influence others’ responses to them.
Historical and cultural contexts strongly influence development.
Early experience is important, but children can be remarkably resilient.
Development in childhood is connected to development throughout the rest of the lifespan.

26. Theories in Developmental Psychology

27. What is a theory?
A theory is a set of logically related concepts or statements, which seeks to describe and explain development and predict what kinds of behavior may occur under certain conditions.
Hypotheses are tentative explanations or predictions that can be tested by research.

28. Theory Describes Explains behavior Predicts
An orderly, integrated set of statements that
Describes
Explains behavior
Predicts

29. Benefits of theories in Developmental Psychology
Explain the meaning of an event/facts
Able to relate these facts

30. Theories Psychoanalytic Learning Cognitive
Psychosexual (S. Freud)
Psychosocial (E. Erickson)
Learning
Behavioral Learning
Classical Conditioning (Pavlov)
Operant Conditioning (Skinner)
Social Learning (A. Bandura)
Cognitive
Cognitive Developmental Theory (J. Piaget)
Socio-cultural (L. Vygotsky)
Moral Development (Reasoning) (Kohlberg)
Human Ecology System (U. Bronfenbrenner)

31. Freud’s Three Parts of the PersonalityId
Largest portion of the mind
Unconscious, present at birth
Source of biological needs & desires
Ego
Conscious, rational part of mind
Emerges in early infancy
Redirects id impulses acceptably
Superego
The conscience
Develops from ages 3 to 6, from interactions with caregivers

32. Psychoanalytic Psychosocial (E. Erickson) * 8 stages of dev.
Psychosexual (S. Freud) *Psychosexual stages
Trust versus mistrust
Autonomy vs shame
Initiative vs guilt
Industry vs Inferiority
Identity vs Identity Confusion
Intimacy versus isolation
Generativity vs stagnation
Integrity vs despair
Oral stage
Anal stage
Phallic
Latency
Genital

33. Psychoanalytic
Psychoanalytic theory proposes that morality develops through humans' conflict between their instinctual drives and the demands of society.
Freud identified three parts of the personality that become integrated during five stages of development Id
Ego
Superego
DR. MM/FEM/UPM 33

34. Personality Structure
superego
ego ID
DR. MM/FEM/UPM 34

35. Personality Structures
ID (unconscious element)
the largest portion  is the source of basic biological needs and desires.
EGO (semi-conscious element)
the conscious  rational part of the personality, emerges in early infancy to redirect the id’s impulses so they are discharged in acceptable ways
SUPEREGO (The conscious element that function on the basis of morality).
the conscience that develops between ages 3 and 6 through interactions with parents, who insist that the child conform to the values of society.
DR. MM/FEM/UPM 35

36. Freud Psychosexual stages:
Oral stage [0- 1 year] –
Mouth is the focus of stimulation & interaction. Feeding & weaning are central
Anal stage [1-3 year] –
Anus as the focus of stimulation & interaction. Elimination & toilet training is central
DR. MM/FEM/UPM 36

37. Freud Psychosexual stages:
Phallic [3-6year]
The genital is the focus of stimulation. Gender role & moral development are central.
Conflict between id & superego
Children interested to know more different sexes, babies etc.
2 main conflict:
Oedipus Conflict  son attracted to mother
Electra Conflict  daughter attracted to father
Penis envy
DR. MM/FEM/UPM 37

38. Freud Psychosexual stages:
Latency [6-12 year]
A period of suspended sexual activities; Energy shift to physical and intellectual activities. Focus on achievement
Genital [Adolescent – adulthood (12 & above)]
Genital are the focus of stimulation with the onset of puberty
Mature sexual relationship develop
DR. MM/FEM/UPM 38

39. Erikson’s Psychosocial stages
Late Adulthood (60 above) Integrity vs Despair
Middle Adulthood (40’s-50’s) Generativity vs Stagnation
Young Adulthood (20 -30’s) Intimacy vs Isolation
Adolescent (12-19) Identity vs Role Confusion
Middle childhood (6-11) Industry vs Inferiority
Early Childhood (3-5) Initiative vs Guilt
Toddler (1-2) Autonomy vs Shame/doubt
Infancy (0-1) Trust vs Distrust

40. Behaviorism & Social Learning
Classical Conditioning (Pavlov)
Stimulus – Response
Operant Conditioning (Skinner)
Reinforcers (Reward) and Punishments
Social Learning (Bandura)
Modeling

41. Behavioral Theory Classical Conditioning
Ivan Pavlov
Operant Conditioning (B.F. Skinner)
Learning based on reinforcement (punishment) or punishment
Positive reinforcement
Negative reinforcement
Punishment
Behavior modification
Stimulus & Response
Learning based on association of a stimulus that does not ordinarily elicit a response with another stimulus that does elicit the response.

42. Behavioral Theory Social Learning Theory Albert Bandura
Modelling (Role model)
Theory that behaviors are learned by observing and imitating models
Observational learning
Models
Importance of values and thoughts in imitating behavior of a model
Practical implications?

43. Behaviorism & Social Learning
Development results from learning
Behaviorism – a mechanistic theory
Continuous change
Quantitative change
Importance of the environment
Associative learning

44. Cognitive Theory Socio-Cultural Theory L. Vygotsky Jean Piaget
Cognitive Development
Community & culture influence on development  Focus is the social, cultural, and historical complex of which the child is part.
Social Interaction
Zone of proximal development – The difference between what a child can do alone and with help
Scaffolding – Temporary support to help a child master a task.
Sensorimotor (0-2)
Preoperational (2-6)
Concrete Operational (6-11)
Formal Operation (11-adulthood)

45. Vygotsky’s Sociocultural Theory
Transmission of culture to new generation
Beliefs, customs, skills
Social interaction necessary to learn culture
Cooperative dialogue with more knowledgeable members of society
Zone of proximal
Scaffolding

46. Cognitive Theory Moral Development Kohlberg
Paras 1: Moraliti Pra- konvensional (4-9 tahun)
Orientasi dendaan dan patuh/taat
Hedonisme Instrumental/Orientasi Egoistik
Paras 2:Peringkat Konvensional (10-15 tahun)
Moraliti “budak baik”
Moraliti mengekalkan susunan sosial & autoriti
Paras 3:Peringkat Pasca Konvensional
Moraliti kontrak, hak individu dan undang-undang secara demokrasi
Orientasi prinsip-prinsip moral yang universal dan beretika

47. THE ECOLOGICAL-SYSTEMS APPROACH
Human Ecological System
U. Bronfenbrenner
View of development that sees the individual as inseparable from the social context
Urie Bronfenbrenner’s bio-ecological theory
Understanding processes and contexts of development
Micro system
Meso system
Exosystem
Macrosystem
Chronosystem

48. Ecological Systems Theory

49. RESEARCH METHODS IN STUDYING CHILDREN

50. How theory and research work together
Which theory is generally accepted today?
What is the relationship between theory and research?

51. Research methods Qualitative and quantitative research
Scientific method – system of established principles and processes of scientific inquiry
Identifying a problem
Formulating hypotheses
Collecting data
Analyzing the data
Disseminating findings

52. Sampling
Groups of participants chosen to represent the entire population
The sample should adequately represent the population under study
Generalization
Random selection

53. Forms of data collection
Naturalistic and laboratory observations
Parental self-reports
Clinical interview
Open-ended interview
Structured interview
Questionnaire
Psychophysiological Methods

54. Systematic Observation
Observe respondent in their natural setting
Naturalistic Observation
In the “field” or natural environment where behavior happens
Structured observation
Laboratory situation set up to evoke behavior of interest
All participants have equal chance to display behavior
Participant observation
Incognito
Record data
Audio
Video
Manual

55. Interviews Clinical Interview Flexible, conversational style
Probes for participant’s point of view
Structured Interview
Each participant is asked same questions in same way
May use questionnaires, get answers from groups

56. Psychophysiological Methods
Measures of autonomic nervous system activity
Heart rate, blood pressure, respiration, pupils,
stress hormones
Measures of Brain Function
EEG
Functional brain
imaging (fMRI)

57. Basic research designs
Case studies
Collect various information about a subject to be studied (people/event)
Make a conclusion about subject understudied.
Ethnographic studies
Participant observation
Correlational studies –
To examine the relationship between 2 variables (independent and dependent variables)
Research intended to discover whether a statistical relationship between two variables exists
Problems of control and interpretation of causality
Survey - A study on respondent’s views  on certain issues
Use Questionnaires/Structured interview schedule

58. Correlation Coefficients
Magnitude
Size of the number between 0 and 1.
Closer to one (positive or negative) is a stronger relationship
Direction
Indicated by + or - sign.
Positive (+) means, as one variable increases, so does the other
Negative (-) means, as one variable increase, the other decreases.

59. Correlations

60. Experimental studies
To examine the cause & effect of a phenomena understudied
Rigorously controlled, replicable procedure in which the researcher manipulates variables to assess the effect of one on the other.
Independent variable - the condition over which the experimenter has direct control
Dependent variable - the condition that may or may not change as a result of changes in the independent variable
Experimental group and control group

61. Independent and Dependent Variables
Experimenter changes, or manipulates
Expected to cause changes in another variable.
Dependent
Experimenter measures, but does not manipulate
Expected to be influenced by the independent variable

62. Modified Experiments Field Experiments Natural Experiment
Compare differences in treatment that already exist
Groups chosen to match characteristics as much as possible
Field Experiments
Use rare opportunities for natural assignment in natural settings

63. Designs for Studying Development
Longitudinal
Same participants studied repeatedly at different ages
Cross-sectional
People of differing ages all studied at the same time
Longitudinal- Cross-sectional
Same groups of different-aged people studied repeatedly as they change ages.
Microgenetic
Same participant studied repeatedly over a short period as they master a task

64. Children’s Research Rights
Protection from harm
Right to Informed consent
Knowledge of results
Beneficial treatments

65. Children’s Research Rights
Avoidance of deception
Debriefing, providing a full account and justification of research activities, should take place with children, but does not always work as well
Right to privacy and confidentiality
Children’s Research Rights