1. FEM 3101 Developmental Psychology: Children and Adolescents PJJ - FACE TO FACE 2 SEMESTER 2 SESSION FEBRUARY 2013
SITINOR/FEM3101/FEBRUARI 2013/PJJ

2. e-mail: sitinor@putra.upm.edu.my/sitinor8888@gmail.com
INSTRUCTOR:
DR. SITI NOR BINTI YAACOB
DEPT. OF HUMAN DEVELOPMENT & FAMILY STUDIES
FACULTY OF HUMAN ECOLOGY
Tel.: / /
SITINOR/FEM3101/FEBRUARI 2013/PJJ

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.
SITINOR/FEM3101/FEBRUARI 2013/PJJ

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)
SITINOR/FEM3101/FEBRUARI 2013/PJJ

5. About the course
Part One: Introduction - Concepts, Theories & Research
Part Two: Child Psychology
Part Three: Adolescent psychology
SITINOR/FEM3101/FEBRUARI 2013/PJJ

6. Highlights the prenatal development of the unborn child.
COURSE CONTENT – 5 UNITS
Unit 1:
Introduces major concepts, principles and theories of child and adolescent development. Unit 1 also covers various alternative methods researchers use to explore questions or obtain information on child and adolescent development.
Unit 2:
Highlights the prenatal development of the unborn child.
SITINOR/FEM3101/FEBRUARI 2013/PJJ

7. Postnatal Development – Birth & Infancy
COURSE CONTENT – 5 UNITS
Unit 3:
Postnatal Development – Birth & Infancy
Unit 4:
Covers physical, intellectual, language and socio-emotional development of children (early – late childhood).
SITINOR/FEM3101/FEBRUARI 2013/PJJ

8. COURSE CONTENT – 5 UNITS Unit 5:
Covers significant aspects of adolescent development such as physical, cognitive, personality, moral and vocational planning. Specific developmental problems during adolescence are highlighted.
SITINOR/FEM3101/FEBRUARI 2013/PJJ

9. LECTURE 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
Adolescents’ physical development
Adolescents’ cognitive development
Adolescents’ socio-emotional development
Adolescents’ vocational and career development
SITINOR/FEM3101/FEBRUARI 2013/PJJ

10. Assessments Assessment % Assignment 1 (Week 1 – 7) 10
Mid semester test 20
Assignment 2 (Lab)
1. Prenatal development report 5
2. Lab project for children
3. Lab project for adolescent 15
Final exam 30
SITINOR/FEM3101/FEBRUARI 2013/PJJ

11. Derived from Latin words: psyche & logos
WHAT IS PSYCHOLOGY?
Derived from Latin words: psyche & logos
Psyche = soul/emotions (feelings)
Logos = knowledge/field of studies
Broad definition:
Psychology is the scientific study of behavior and cognitive processes. It describes thinking and behavior and looks at the relationships between them (“the what”) and tries to explain the causes for them (“the why”)
SITINOR/FEM3101/FEBRUARI 2013/PJJ

12. DEFINITION OF CONCEPT What is Growth (Pertumbuhan)?
What is Development (Perkembangan)?
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13. Growth is a quantitative process of change
ex. change in weight/height – i.e. changes in size 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.
SITINOR/FEM3101/FEBRUARI 2013/PJJ

14. DEFINITION
“Growth is an individual development in body size, for example 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]
SITINOR/FEM3101/FEBRUARI 2013/PJJ

15. WHAT IS DEVELOPMENT?
Development is change.
Child development is a scientific study of processes of change and stability from conception through adolescence.
It involves changes in physical, social, emotional and intellectual functioning over time.
Changes include alterations in size, shape and function. It can be either progressive or regressive.
Development occurs in the context of the significant social environment of life process (family, school, peer group, community).
SITINOR/FEM3101/FEBRUARI 2013/PJJ

16. The study of children is concerned with two primary types of change over time:
Quantitative change: refers to the easily measurable and sometimes obvious aspects of development (including physical growth – height & weight, vocabulary, frequency of communication & years of education)
Qualitative change: refers to variations and modifications in functioning. It is a change in kind, structure or organization.
SITINOR/FEM3101/FEBRUARI 2013/PJJ

17. 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.
SITINOR/FEM3101/FEBRUARI 2013/PJJ

18. 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
SITINOR/FEM3101/FEBRUARI 2013/PJJ

19. 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)
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20. Change & stability occur in various domains of the self.
DOMAINS OF DEVELOPMENT
Change & stability occur in various domains of the self.
These domains are intertwined – each affects the others.
3 main domains:
Physical – growth of the body & brain, sensory capacities, motor skills & health.
Cognitive – change & stability in mental abilities (learning, memory, language, thinking, moral reasoning & creativity).
Psychosocial - change & stability in personality, emotional life & social relationships.
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21. SITINOR/FEM3101/FEBRUARI 2013/PJJ

22. Influences on Development:
Factors that can influence development are:-
Nature (sejadi)
Genetic (Warisan/baka/genetik)
Nurture (Asuhan)
Environment (Persekitaran)
Food intake (Pemakanan)
Health (Kesihatan)
SITINOR/FEM3101/FEBRUARI 2013/PJJ

23. 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
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24. Medieval times (6th – 15th centuries) The Reformation (16th centuries)
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Children of antiquity
Medieval times (6th – 15th centuries)
The Reformation (16th centuries)
Philosophies of the Enlightenment (17th centuries)
Evolution (Darwinism) & Child Development
Birth of Scientific Methodology
Mental Testing Movement
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25. Medieval times (6th – 15th centuries)
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Medieval times (6th – 15th centuries)
Infants/newborn are regarded as miniature, already formed adult
Age was unimportant in medieval custom
No concrete theories on children’s uniqueness or separate developmental periods
There exist some awareness of the vulnerability of children (child protection laws & special clinical care)
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26. The Reformation (16th centuries) Belief on original sin
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
The Reformation (16th centuries)
Belief on original sin
Children were born evil and stubborn and had to be civilized toward a destiny of virtue and salvation
SITINOR/FEM3101/FEBRUARI 2013/PJJ

27. Philosophies of the Enlightenment (17th centuries)
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Philosophies of the Enlightenment (17th centuries)
John Locke ( )
British philosopher who introduced “tabula rasa”
Children begin with “nothing at all”
Environments shape them
Children are viewed in “passive”, “mechanistic” term
Ideas on “nurture” (parents as rational tutors)
SITINOR/FEM3101/FEBRUARI 2013/PJJ

28. Philosophies of the Enlightenment (17th centuries)
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Philosophies of the Enlightenment (17th centuries)
Jean Jacques Rousseau ( )
Children as “organism” - active shapers of their own destiny
Ideas on “nature” – development determined by their own innate nature
Innate-goodness view
SITINOR/FEM3101/FEBRUARI 2013/PJJ

29. Evolution (Darwinism) & Child Development Charles Darwin (1809 – 1882)
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Evolution (Darwinism) & Child Development
Charles Darwin (1809 – 1882)
Theory of Evolution
2 important & related concepts: natural selection & survival of the fittest
Emphasizes the adaptive value of physical characteristics/surroundings/ environment and behavior
Researchers were prompted to study all aspects of children’s behavior
The birth of “the science of child psychology” or child study
SITINOR/FEM3101/FEBRUARI 2013/PJJ

30. Birth of Scientific Methodology Baby Biographies Charles Darwin (1877)
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Birth of Scientific Methodology
Baby Biographies
Charles Darwin (1877)
Emphasizes observations on own children and relatives
From rudimentary observations to improved methods
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31. Beginning of 20th century
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Beginning of 20th century
G. Stanley Hall pioneered the study of child development
Use questionnaire to study children
Use scientific method
Focus on adolescent development
SITINOR/FEM3101/FEBRUARI 2013/PJJ

32. Mental Testing Movement Alfred Binet (1857-1911)
HISTORICAL FOUNDATIONS OF CHILD PYCHOLOGY?
Mental Testing Movement
Alfred Binet ( )
Binet & Theodore Simon took a normative approach, to find a way to identify children with learning problems who needed to be placed in special classes
Stanford-Binet Intelligence Test
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33. 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.
SITINOR/FEM3101/FEBRUARI 2013/PJJ

34. Theories in Developmental Psychology
What is a theory?
Hypotheses are tentative explanations or predictions that can be tested by research.
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.
Benefits:
Explain the meaning of an event/facts
Able to relate these facts
An orderly, integrated set of
statements that:
Describes
Explains behavior
Predicts
SITINOR/FEM3101/FEBRUARI 2013/PJJ

35. 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)
SITINOR/FEM3101/FEBRUARI 2013/PJJ

36. 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
SITINOR/FEM3101/FEBRUARI 2013/PJJ

37. Psychoanalytic Psychosocial (E. Erickson) * 8 stages of development
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
SITINOR/FEM3101/FEBRUARI 2013/PJJ

38. 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
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DR. MM/FEM/UPM 38

39. Personality Structure
superego
ego ID
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DR. MM/FEM/UPM 39

40. 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.
SITINOR/FEM3101/FEBRUARI 2013/PJJ
DR. MM/FEM/UPM 40

41. 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
SITINOR/FEM3101/FEBRUARI 2013/PJJ
DR. MM/FEM/UPM 41

42. 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
SITINOR/FEM3101/FEBRUARI 2013/PJJ
DR. MM/FEM/UPM 42

43. 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
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DR. MM/FEM/UPM 43

44. 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
SITINOR/FEM3101/FEBRUARI 2013/PJJ

45. Behaviorism & Social Learning
Classical Conditioning (Pavlov)
Stimulus – Response
Operant Conditioning (Skinner)
Reinforcers (Reward) and Punishments
Social Learning (Bandura)
Modeling
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46. 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.
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47. 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?
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48. Behaviorism & Social Learning
Development results from learning
Behaviorism – a mechanistic theory
Continuous change
Quantitative change
Importance of the environment
Associative learning
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49. 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)
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50. 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
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51. 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
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52. 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
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53. Ecological Systems Theory
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54. RESEARCH METHODS IN STUDYING CHILDREN
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55. 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
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56. Sampling
Groups of participants chosen to represent the entire population
The sample should adequately represent the population under study
Generalization
Random selection
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57. Forms of data collection
Naturalistic and laboratory observations
Parental self-reports
Clinical interview
Open-ended interview
Structured interview
Questionnaire
Psychophysiological Methods
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58. 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
SITINOR/FEM3101/FEBRUARI 2013/PJJ

59. 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
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60. 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
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61. 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.
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62. Correlations
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63. 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
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64. Independent and Dependent Variables
Independent variable
Experimenter changes, or manipulates
Expected to cause changes in another variable.
Dependent variable
Experimenter measures, but does not manipulate
Expected to be influenced by the independent variable
Modified 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
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65. 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.
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66. Children’s Research Rights
Protection from harm
Right to Informed consent
Knowledge of results
Beneficial treatments
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
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