Pre-natal
development
Pre-natal development is of interest to psychologists investigating the
context of early psychological development. The senses develop in the womb
itself: a fetus can both see and hear by the second trimester (13 to 24 weeks
of age). Sense of touch develops in the embryonic stage (5 to 8 weeks). Most of
the brain's billions of neurons also are developed by the second semester.
Babies are hence born with some odor, taste and sound preferences, largely
related to the mother's environment.
Some
primitive reflexes too arise before birth and are still present in
newborns. One hypothesis is that these reflexes are vestigial and have limited
use in early human life. Piaget's theory of cognitive development suggested
that some early reflexes are building blocks for infant sensorimotor
development. For example the tonic neck reflex may help
development by bringing objects into the infant's field of view. Other
reflexes, such as the walking reflex appear to
be replaced by more sophisticated voluntary control later in infancy. This may
be because the infant gains too much weight after birth to be strong enough to
use the reflex, or because the reflex and subsequent development are
functionally different. It has also been suggested that some reflexes (for
example the moro and walking reflexes) are
predominantly adaptations to life in the womb with little connection to early
infant development. Primitive reflexes reappear in adults under certain
conditions, such as neurological conditions like dementia or
traumatic lesions.
Ultrasound has shown
that infants are capable of a range of movements in the womb, many of which
appear to be more than simple reflexes. By the time
they are born, infants can recognize and have a preference for their mother's
voice suggesting some pre-natal development of auditory perception. Pre-natal
development and birth complications may also be connected to neurodevelopmental
disorders, for example in schizophrenia. With the
advent of cognitive neuroscience, embryology and the
neuroscience of pre-natal development is of increasing interest to
developmental psychology research.
Several
environment agents—teratogens—can cause
damage during the prenatal period. These include prescription and
nonprescription drugs, illegal drugs, tobacco, alcohol, environmental
pollutants, infectious disease agents such as the rubella virus and
the toxoplasmosis bacterium,
maternal malnutrition, maternal emotional stress and Rh factor blood
incompatibility between mother and child.
Source: http://en.wikipedia.org/wiki/Developmental_psychology
Vocabulary List:
1.
1. Embryonic
= Embrio
2. Senses
= Seenses
3. Womb
=Rahim
4. Neurons
=Neuron
5. Newborns
=Bayi yang baru Lahir
6. Sensorimotor
=Snsori motor
7. Sophisticated
=Canggih
8. Neurodevelopmental
=Perkembangan Syaraf
9. Prescription
=Resep
10 Schizophrenia
=Skizofrenis
e
The mathery focuses on Reading
Answer the
question bellow:
1. What
is the pre-natal development?
2. How
age when a fetus can both
see and hear?
3. What
is the Piaget's theory of
cognitive development
suggest?
4. What things that cause damage
during the prenatal period?
5. Is the mother voice can suggest
the pre-natal development?
Social and
emotional development
Main article: Social psychology (psychology)
Developmental psychologists who are interested in
social development examine how individuals develop social and emotional
competencies. For example, they study how children form friendships, how they
understand and deal with emotions, and how identity develops. Research in this
area may involve study of the relationship between cognition or cognitive
development and social behavior.
Erick Erickson believed we undergo several stages to
achieve social and emotional development. These stages were called the Erick
Erickson's Stages of Psychosocial Development. The stages were trust vs.
misturst, attachment, parenting style, ego identity, role diffusion,
generativity versus stagnation, midlife crisis, and ego integrity versus
despair.
Emotional regulation or ER refers to an individual's ability to modulate
emotional responses across a variety of contexts. In young children, this
modulation is in part controlled externally, by parents and other authority
figures. As children develop, they take on more and more responsibility for
their internal state. Studies have shown that the development of ER is affected
by the emotional regulation children observe in parents and caretakers, the
emotional climate in the home, and the reaction of parents and caretakers to
the child's emotions.
Source:http://en.wikipedia.org/wiki/Developmental_psychology
Vocabuulary list:
1. Examine
=memeriksa
2. Emotional
competencies =emosi
kompetensi
3.
Friendships
=persahabatan
4.
Undergo
=menjalani
5.
Cognition
=kesadaran
6.
Social
Behavior
=prilaku sosial
7.
Role
diffusion
=peran difusi
8.
Caretakers
=pengasuh
9.
Emotional regulation
=pengaturan emosi
10
.
Misturst =kurang
percaya
The
matherials focuses on Reading
Answer the question bellow:
1.
What the social
development?
2.
What is emotional
development?
4.
What is can
develop in emotional development?
5.
What is can
develop in social development?
Research areas
Cognitive development
Main
articles: Cognitive development, Theory of cognitive development, and Neo-Piagetian theories of cognitive development
Cognitive development is primarily concerned with the ways in which infants
and children acquire, develop, and use internal mental capabilities such as
problem solving, memory, and language. Major topics in cognitive development
are the study of language acquisition and the development of perceptual and
motor skills. Piaget was one of the influential early psychologists to study
the development of cognitive abilities. His theory suggests that development
proceeds through a set of stages from infancy to adulthood and that there is an
end point or goal. Other accounts, such as that of Lev Vygotsky, have suggested
that development does not progress through stages, but rather that the
developmental process that begins at birth and continues until death is too
complex for such structure and finality. Rather, from this viewpoint,
developmental processes proceed more continuously, thus development should be
analyzed, instead of treated as a product to be obtained.
K. Warner Schaie has expanded the study of cognitive development into
adulthood. Rather than being stable from adolescence, Schaie sees adults as
progressing in the application of their cognitive abilities.
Modern cognitive development has integrated the considerations of cognitive psychology and the psychology of individual differences into the interpretation and
modeling of development. Specifically, the neo-Piagetian theories of
cognitive development showed that the successive levels or stages of
cognitive development are associated with increasing processing efficiency and working memory capacity.
These increases explain progression to higher stages, and individual
differences in such increases by same-age persons explain differences in cognitive
performance. Other theories have moved away from Piagetian stage theories, and
are influenced by accounts of domain-specific information
processing, which posit that development is guided by innate
evolutionarily-specified and content-specific information processing
mechanisms.
Source:http://en.wikipedia.org/wiki/Developmental_psychology
Vocabulary list:
1
1. Capabilities
= kemampuan
2. Perceptual
= persepsi
3. Infancy
= masa bayi
4. Adulthood
= masa dewasa
5. Efficiency
= efisiensi
6. Adolescence
= masa remaja
7. Progression
= progresi
8. Instead
= malah
9. Treated
= Ditangani
10. Successive
= berturut-turut
1
The matherial focuses on Reading
Answer the question Bellow
1.
What is Cognitive
development?
2.
What aspect that
include in cognitive development?
3.
Who is the
scientist of psichology that suggested that development does not progress
through stage?
Nature or Nurture
A significant issue in developmental psychology is the relationship between
innateness and environmental influence in regard to any particular aspect of
development. This is often referred to as "nature versus nurture" or nativism versus empiricism. A nativist
account of development would argue that the processes in question are innate,
that is, they are specified by the organism's genes. An empiricist perspective would
argue that those processes are acquired in interaction with the environment.
Today developmental psychologists rarely take such extreme positions with
regard to most aspects of development; rather they investigate, among many
other things, the relationship between innate and environmental influences. One
of the ways in which this relationship has been explored in recent years is
through the emerging field of evolutionary developmental psychology.
One area where this innateness debate has been prominently portrayed is in
research on language acquisition. A major question in this area is whether or not
certain properties of human language are specified genetically or can be acquired
through learning. The
empiricist position on the issue of language acquisition suggests that the
language input provides the necessary information required for learning the
structure of language and that infants acquire language through a process of statistical learning. From this perspective, language can be acquired via
general learning methods that also apply to other aspects of development, such
as perceptual learning. The nativist position argues that the input from
language is too impoverished for infants and children to acquire the structure
of language. Linguist Noam Chomsky asserts
that, evidenced by the lack of sufficient information in the language input,
there is a universal grammar that applies to all human languages and is
pre-specified. This has led to the idea that there is a special cognitive module suited for learning language, often called the language acquisition device. Chomsky's critique of the
behaviorist model of language acquisition is regarded by many as a key turning
point in the decline in the prominence of the theory of behaviorism generally. But Skinner's
conception of "Verbal Behavior" has not died, perhaps in part because
it has generated successful practical applications.
Mechanisms of development
Developmental psychology is concerned not only with describing the
characteristics of psychological change over time, but also seeks to explain
the principles and internal workings underlying these changes. Psychologists
have attempted to better understand these factors by using models. Developmental models are sometimes computational, but they
do not need to be. A model must simply account for the means by which a process
takes place. This is sometimes done in reference to changes in the brain that may
correspond to changes in behavior over the course of the development.
Computational accounts of development often use either symbolic, connectionist (neural network), or dynamical systems models to
explain the mechanisms of development.
SOURCE:http://en.wikipedia.org/wiki/Developmental_psychology
Vocabulary list:
1. Nativism = nativisme
2. Empiricism = empirisme
2. Empiricism = empirisme
3. Nature = alam
4. Nurture = memelihara
5. Innate = bawaan
6. Computational = komputasi
7. Sufficient = cukup
8. Decline = Tolak
9. Language
Acquisition =pemerolehan bahasa
10. Pre-specified =sebelum ditentukan
1
The material focuses on Reading
Answer the
question bellow:
1. What the relationship between
innateness and environmental influence?
2. What is the nurture?
3. What is the nature?
4. What is the different between
nature and nurture?
5. Explain 2 things the
Developmental psychology?
1
Piagetian stages of cognitive
development
Piaget was a French speaking Swiss theorist who posited that children learn
by actively constructing knowledge through hands-on experience. He suggested
that the adult's role in helping the child learn was to provide appropriate
materials for the child to interact and construct. He would use Socratic questioning to get the children to reflect on what they were
doing. He would try to get them to see contradictions in their explanations. He
also developed stages of development. His approach can be seen in how the
curriculum is sequenced in schools, and in the pedagogy of preschool centers
across the United States.
Vygotsky's cultural–historical
theory
Vygotsky was a theorist from the Soviet era, who posited that children
learn through hands-on experience, as Jean Piaget suggested. However, unlike
Piaget, he claimed that timely and sensitive intervention by adults when a
child is on the edge of learning a new task (called the "zone of proximal development") could help children learn
new tasks. Martin Hill stated that "The world of reality does not apply to
the mind of a child." This technique is called "scaffolding,"
because it builds upon knowledge children already have with new knowledge that
adults can help the child learn. Vygotsky was strongly focused on the role of
culture in determining the child's pattern of development, arguing that
development moves from the social level to the individual level.
Ecological Systems Theory
Main
article: Ecological Systems Theory
Also called "Development in Context" or "Human Ecology"
theory, Ecological Systems Theory, originally formulated by Urie Bronfenbrenner specifies four types of nested environmental systems,
with bi-directional influences within and between the systems. The four systems
are microsystem, mesosystem, exosystem, and macrosystem. Each system contains
roles, norms and rules that can powerfully shape development. Since its publication
in 1979, Bronfenbrenner's major statement of this theory, The Ecology of
Human Development has had widespread influence on the way psychologists and
others approach the study of human beings and their environments. As a result
of this conceptualization of development, these environments—from the family to
economic and political structures—have come to be viewed as part of the life
course from childhood through adulthood.
Attachment theory
Main
article: Attachment theory
Attachment theory, originally developed by John Bowlby, focuses on
open, intimate, emotionally meaningful relationships. Attachment is described
as a biological system or powerful survival impulse that evolved to ensure the
survival of the infant. A child who is threatened or stressed will move toward
caregivers who create a sense of physical, emotional and psychological safety for
the individual. Attachment feeds on body contact and familiarity. Later Mary Ainsworth developed
the Strange Situation Protocol and the concept of the secure base. See also the
critique by developmental psychology pioneer Jerome Kagan.
Unfortunately, there are situations that inhibit a child from forming
attachments. Some babies are raised without the stimulation and attention of a
regular caregiver, or locked away under conditions of abuse or extreme neglect.
The possible short-term effects of this deprivation are anger, despair,
detachment, and temporary delay in intellectual development. Long-term effects
include increased aggression, clinging behavior, detachment, psychosomatic
disorders, and an increased risk of depression as an adult.
SOURCE:http://en.wikipedia.org/wiki/Developmental_psychology
Vocabulary list:
1.
Psychosomatic
disorders = Psychosomatic gangguan
2. Depression =depresi
3. Agresion =Macaca
4. Clinging behavior =Perilaku yang melekat
5. Detachment =detasemen
6. Despair =putus asa
7. Survival of the infant = Kelangsungan
hidup bayi
8. Human ecology = ekologi manusia
9. Scaffolding =.perancah
10. Atachmen = Atachmen
The material
focuses on reading
Awnswer the question bellow:
1. Who is
Piaget?
2. Who is Vygotsky?and
explain the theory about psychology!
5. What are the
situations that inhibit a child from forming attachments?
Approaches of development psichology
Many theoretical perspectives attempt to explain development; among the
most prominent are: Jean Piaget's Stage Theory, Lev Vygotsky's Social constructivism (and its heirs, the Cultural Theory of Development of
Michael Cole, and the Ecological Systems Theory of Urie Bronfenbrenner), Albert Bandura's Social learning theory, and the information processing framework employed by cognitive
psychology.
To a lesser extent, historical theories continue to provide a basis for
additional research. Among them are Erik Erikson's eight stages of psychosocial development and John B. Watson's and B.F. Skinner's behaviorism. (For more
on behaviorism's role, see Behavior analysis of child development).
Many other theories are prominent for their contributions to particular
aspects of development. For example, attachment theory describes
kinds of interpersonal relationships and Lawrence Kohlberg describes stages in moral reasoning.
SOURCE:http://en.wikipedia.org/wiki/Developmental_psychology
Vocabulary list:
1
1.
Prominent
=Tokoh
2.
Perspective
=Prespectif
3.
Social
constructivism =Sosial
KOnstrustif
4.
Moral
reasoning
=Penalaran Moral
5.
Psycosocial
=Psikososial
6.
Behaviorism
=behaviorisme
7.
Attemt
=attemt
8.
Framework
=Kerangka
9.
Employed
=Bekerja
10. Attachment
theory
=Lampiran Teori
Language Focus: READING
Answer the question bellow:
3.
Explain the Cultural
Theory of Development of Michael Cole!
5.
What is attachment theory describes?
