1. Pertemuan 1 The nature of child development
Psikologi Anak
Pertemuan 1 The nature of child development

2. Developmental Processes
Biological processes – changes in individual’s body; genes and hormones
Cognitive processes – changes
in individual’s thought, intelligence, and language
Socioemotional processes – Changes in an individual’s emotions, personality, and relationships

3. Developmental processes and periods of development

4. Core Issues in Child Development
Nature and nurture
Continuity and discontinuity
Early–later experience issue

5. Five Major Theories Psychoanalytic Cognitive
Behavioral and social cognitive
Ethological
Ecological

6. Psychoanalytic Theories
Describe development as:
Primarily unconscious
Heavily colored by emotion
Behavior is surface characteristic
Analyze symbolic workings of mind
Emphasize early experiences
Biological process important here

7. Erikson’s Psychosocial Theory
Eight stages of development
Primary human motivation is social
Eight stages unfold over the life span
At each stage, unique developmental task confronts individuals with crisis that must be resolved

8. Piaget’s Cognitive Developmental Theory
Children actively construct their understanding of the world
Assimilation: incorporation of new information into existing knowledge
Accommodation: adjusting knowledge to fit new information and experience

9. Vygotsky’s Sociocultural Cognitive Theory
Culture guides cognitive development
Knowledge is situated and collaborative
Memory, attention, reasoning involves learning to use society’s inventions

10. Behavioral Theories Three approaches: Pavlov, Skinner, and Bandura
Observations in controlled labs
Behavior: observable and measurable
Behavior is learned from experience with the environment

11. Ethological Theory Behavior Influenced by biology, tied to evolution
Characterized by critical or sensitive periods
Lorenz: imprinting is rapid, innate learning within a critical period of time
Bowlby’s view of attachment

12. Ecological Theory Bronfenbrenner’s view that development
influenced by five environmental systems:
Microsystem
Mesosystem
Exosystem
Macrosystem
Chronosystem

13. Abnormal Child Psychology: Defining psychological disorders
Determining what is normal and abnormal is an arbitrary process
Traditionally defined as a pattern of behavioral, cognitive, or physical symptoms, that is associated with one or more of:
distress
disability
increased risk for further suffering or harm
Many childhood problems best depicted in terms of relationships
Labels describe behavior, not the child
Problems may be the result of children’s attempts to adapt to abnormal or unusual circumstances

14. Developmental Pathways
Refers to the sequence and timing of behaviors, and the relationship between them over time
Two types of developmental pathways:
multifinality: similar early experiences lead to different outcomes
equifinality: different early experiences lead to a similar outcome
With abnormal child psychology, must keep in mind:
there are many contributors to disordered outcomes in each child
contributors vary among children who have the disorder
children express features of their disturbances in different ways
pathways leading to particular disorders are numerous and interactive

15. Risk
risk factors are variables that precede a negative outcome and increase the chances that the outcome will occur
typically involves acute, stressful situations, as well as chronic adversity
known risk factors include: community violence and disasters, divorce/family break-up, chronic poverty, homelessness, parental inadequacies, parental psychopathology, perinatal stress
Resilience
the ability to avoid negative outcomes despite being at risk for psychopathology
associated with strong self-confidence, coping skills, ability to avoid risk situations, ability to fight off or recover from misfortune
not a fixed attribute
connected to a “protective triad” of resources and health-promoting events, involving strengths of the child, the family, and school/community