Child Psychology BPS104
DescriptionUnderstand psychological development in children.Learn how children develop psychologically as they grow, and what factors (such as learning, parenting styles, reinforcement, and genetic makeup) influence their behaviour and thinking. Anyone who lives or works with children will gain valuable insights into child behaviour. Students of counselling or psychology will be better prepared to understand childhood influences on later adult behaviour.
Learn how children develop psychologically as they grow, and what factors (such as learning, parenting styles, enforcement, and genetic makeup) influence their behaviour and thinking. Anyone who lives or works with children will gain valuable insights i…
Frequently asked questions
Learn how children develop psychologically as they grow, and what factors (such as learning, parenting styles, enforcement, and genetic makeup) influence their behaviour and thinking. Anyone who lives or works with children will gain valuable insights into child behaviour. Students of counselling or psychology will be better prepared to understand childhood influences on later adult behaviour.Course Structure There are 12 lessons as follows:
- Introduction to Child Psychology: Levels of development, nature or nurture, isolating hereditary characteristics, cause versus correlation, continuity versus discontinuity, cross sectional and longitudinal studies, reliability of verbal reports
- The Newborn Infant: The Interactionist approach, range of reaction, niche picking, temperament stimulus seeking, emotional disturbances during pregnancy
- States and Senses of the Infant: Sensory discrimination, infant states (sleep, inactivity, waking, crying etc), why psychologists are concerned with defining and describing infant states, habituation, crying, soothing a distressed baby, sensory discrimination, depth perception, oral sensitivity
- Learning: Habituation, vicarious learning, classical conditioning, operant conditioning, reinforcement, the importance of learning control, etc
- Emotions and Socialisation: Producing and recognising emotional expression, smiling, biological explanation, perceptual recognition, mother-child Attachment, Freudian approach, Bowlby\'s approach, Social Learning approach, Harlow\'s approach, role of cognition in attachment formation, day care
- Cognitive Development: Developing the ability to reason.
- Language Development: Is language ability learned or innate? Social Learning Approach, Hypothesis testing approach, under extending
- Intelligence: Measuring Intelligence, Cultural Bias, IQ, and Testing Intelligence as a tool.
- Socialisation Part A: Social Cognition, self awareness, awareness of others, development of empathy, taking turns, having a point of view/perspective, social scripts, and pretend play
- Morality: Moral development, aggression and altruism, Freud, Piaget and Kohlberg on moral development
- Sexuality: Freud\'s phases (oral phase, anal phase, phallic phase, latent phase, genital phase), gender and role Identity, psycho-social development
- Socialisation Part B: Family influence, discipline, siblings, family structures, school influence, peer influence, acceptance and rejection, modelling, reinforcement.
EXAMPLES OF QUESTIONS YOU MAY CONFRONT IN THIS COURSE
Discuss what environmental and social aspects you think are required for the ideal environment for a developing child in your country.
Genetic and environmental factors operate together in influencing the child\'s personality development Discuss the above statement.
Name and describe one personality characteristic which may be genetically determined. What evidence supports the possibility that it may be hereditary?
Genetic and environmental factors operate together in influencing the child\'s personality developmentDiscuss the above statement.
Name and describe one personality characteristic which may be genetically determined.
What evidence supports the possibility that it may be hereditary?
Name the kind of learning in which a stimulus which usually produces an unconditioned response is manipulated to produce a conditioned response. Give an example of this kind of learning.
Discuss exactly how you would use operant conditioning to encourage a child to socialise.
Use the perceptual recognition approach to explain smiling and fear in infants.
How are Freud, Harlow and Bowlby explanations of the formation of mother-child attachments different? Which do you think is more credible and why?
Explain reflection-impulsivity, and its significance in cognitive development.
Explain the strengths and weakness of social learning theory in explaining language acquisition.
Intelligence is overall genetically determined. Do you agree or disagree? Why?
LEARN MORE ABOUT THE PSYCHOLOGY AND DEVELOPMENT OF CHILDREN. Childhood is a time of rapid change. Anyone who has seen children grow and develop will have observed how much they change and the many changes that do occur. The Child Psychology course looks to develop an understanding of how children think, and how their psychology changes as they develop. This course will be of value to anyone who works OR lives with children (e.g. parents, play leaders, teachers, etc).
Temperament - Nature or Nurture
Most adults have witnessed the considerable differences in temperament between different new born babies. Some babies seem to cry or become irritable at the slightest provocation, causing many sleepless nights for parents. Others seem much more amiable, always smiling and hardly ever crying. Many mothers tell you that they have raised both types. Is this evidence of an inborn hereditary personality trait; or is it merely coincidence?
Maternal Behaviour and Attachment Formation
Many mothers would no doubt like to know exactly what maternal actions and attitudes will elicit a healthy degree of attachment in their children. Psychologists know that the failure to develop a healthy attachment to the caregiver can lead to all sorts of problems; amongst others it can lead to cognitive deficiencies, delinquency and anti social behaviour
The type of relationship we develop as an infant can continue to affect our relationships in the future. Many of the most successful psychotherapists base their methods of counselling on this belief. People become stuck in the same pattern of relating to others. Often this pattern was established in very early childhood, before our conscious memory.
These are just two areas that are studied within the course.