¡Descarga Developmental Psychology: Understanding Human Growth and Development y más Apuntes en PDF de Psicología del Desarrollo solo en Docsity! DEVELOPMENTAL PSYCHOLOGY birth death =======================> Life cycle (life-span) Child and adolescent development but also the entire lifespan Nature or nurture? / Heredity or environment? Are we genetically limited? In what way? “Physical characteristics, organic diseases, emotional disorders or behavior of individuals have a (genetic, biological) innate origin or its origin is social, or environmental, i.e derived from education, family upbringing, learning?” PHENOTYPE VS GENOTYPE How Did Ted Kaczynski Become Ted Kaczynski and Alice Walker Become Alice Walker? Aims - Objectives of developmental psychology: ➢ Describing the changes caused by age and / or education ➢ Comparing between evolutionary periods (INTRA or between subjects) ➢ Explaining the changes caused by age and / or education ➢ Predicting and anticipating or preventing problems General principles of Human Development ➢ The sequence of development is somewhat predictable. There are similar patterns in how children change over time (despite considerable differences in the environments in which they grow up). Developmental milestones = Hitos del desarrollo. ➢ Children develop at different rates. Not all children reach particular milestones at the same age. ➢ Development is often marked by periods of relatively rapid growth between periods of slower growth. ➢ Heredity and environment interact in their effects on development. All aspects of development are influenced either directly or indirectly by a child’s genetic make-up. Some genetically driven maturational processes seem to be characterized by sensitive periods => limited time periods during which certain environmental conditions are especially important for normal development. How to help children in their sensitive periods? • Freedom • Limits • Prepared environment • Being a model Developmental Psychology theories Environmental influence: Bronfenbrenner’s Theory Society has layers of environment that have significant impact on children’s development. ➢ Family: supports development in many ways: nutrition, physical exercise, helping with homework, guidance during challenging tasks, etc. ➢ Neighborhood and community: additional support through its schools, preschools, afterschool programs, libraries, museums, etc. ➢ The state/province/country: influences through legislation, taxes, etc. ➢ Child’s culture: the behaviors and belief systems that characterize one or more social groups of which the child is a member. The various layers interact with one another and with children’s existing characteristics in their influences on children’s development. They also change one another. Children’s environments are dynamic systems. Ecological theory Piaget’s basic assumptions ➢ Children are active and motivated learners. Are naturally curious about their world. They experiment with the objects they encounter, manipulating them. ➢ Children construct rather than absorb knowledge. Research topics in EP
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What can Educational Psychology do at school?
Formal, not formal and informal ...
Assessments
Teachers
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Interventions Counselings
Excellence of academic, professional
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Integration vs Inclusion ➢ Integration: Disabled people of all ages and/or those learners with 'Special Educational Needs' labels being placed in mainstream education settings with some adaptations and resources, but on condition that the disabled person and/or the learner with 'Special Educational Needs' labels can fit in with pre-existing structures, attitudes and an unaltered environment. For example: the child is required to "fit in" to what already exists in the school. ➢ Inclusion: Disabled people of all ages and/or those learners with 'Special Educational Needs' labels being educated in mainstream education settings alongside their nondisabled peers, where there is a commitment to removing all barriers to the full participation of everyone as equally valued and unique individuals. For example: education for ALL
