Ontwikkelingspsychologie
Chapter 1: theoretical perspectives in developmental psychology...............................1
1.1: genetic psychology..............................................................................................2
1.2: behaviourism.......................................................................................................3
1.3: cognitive developmental psychology..................................................................3
1.4: constructivism.....................................................................................................4
1.5: cultural perspective.............................................................................................5
Chapter 2: evolution and human development.............................................................7
2.1: what is evolution?................................................................................................7
2.2: evolution of human beings..................................................................................7
2.3: theories of human evolution in psychology.........................................................7
Chapter 3: prenatal development, birth, and the newborn (conception – 6 weeks).....8
3.1: prenatal development of body and brain............................................................8
3.2: cultural pathways through conception, pregnancy, and childbirth.....................8
3.3: infant dependence: what the newborn cannot do...............................................9
3.4: neonatal capabilities: what the newborn can do.................................................9
Chapter 4: infancy—a practical understanding of the world (6 weeks – 12 months). .10
4.1: the infants practical understanding...................................................................10
Chapter 6: toddlerhood—a world of irresistible invitations (1 year – 30 months).......11
6.1: world of toddlerhood: irresistible invitations.....................................................11
6.2: cultural pathways through toddlerhood............................................................11
6.3: understanding other people: intentions in actions and family customs............12
Chapter 7: toddlerhood—towards psychological differentiation (1 year – 30 months)
.....................................................................................................................................13
7.1: the toddlers talk................................................................................................13
7.2: how language changes the world of the toddler...............................................15
7.3: understanding material representations...........................................................16
7.4: the transition at 3 years: psychological differentiation.....................................16
Chapter 8: early childhood (3 year – 6 years)..............................................................18
8.1: play and work....................................................................................................18
8.2: cultural pathways through early childhood.......................................................19
8.3: captured by appearances..................................................................................20
Chapter 1: theoretical perspectives in
developmental psychology
1
,Developmental psychology has 5 major perspectives:
1. Genetic psychology: 1890-1950
2. Behaviourism: 1930-1950
3. Cognitive developmental psychology: 1957-today
4. Constructivism: 1950-today
5. Cultural psychology: 1980-today
1.1: genetic psychology
Endogenous factors = influences inside the child main focus was on this.
Genetic psychology = study of children’s growth and development.
Granville Stanly Hall: first doctoral degree psychology in US, founded the
APA. In his view: child’s development involves recapitulation = the individual
relives the evolutionary stages of the history of their race.
Halls opinion: not child’s society or culture that defines how they will grow up
but their biological inheritance determinist = believing that psychological
development is completely determined by heredity. Culture was a source of
corruption.
His view on developmental stages:
1. Period of infancy: resembles time of remote animal ancestors.
2. Middle childhood: corresponds to the time where a child will enjoy
hunting, fishing, playing, etc.
3. Adolescence: new birth.
Arnold Gesell: study should be based on empirical facts. However does have
emphasis on maturation in children’s development. Development is essentially
growth a movement through different stages.
Basic characteristics of each developmental stage: products of an evolutionary
process, new qualities acquired and handed down.
Proposed that children’s psychology leads to deeper comprehension of process
of social organisation itself.
Erik Erikson: wanted to create psychoanalysis that included environment.
Viewed developmental stages as: each has own dynamics, but also distinct kind
of crisis = necessary turning point, when development must move one way or
another. Every stage involves culturally defined moratorium (temporary delay)
where person has to master challenges, if not future development can be
challenged.
Cross-sectional design research = comparing children of different ages.
Longitudinal design research = with a large number of participants.
2
, 1.2: behaviourism
This emphasises on the exogenous factors = influences from outside the child.
Development or learning was shaping behaviour (reward/ punishment).
John B. Watson: created behaviourism approach, a purely objective science. In
his opinion should only study what is directly observed no conscious and
mental states.
Conditioning = one of central concepts of behaviourism. Classical
conditioning = reflex responses are changed when one environmental
stimulus comes to signal occurrence of second stimulus.
Ivan Pavlov: conditioned reflex = kind of learning as mentioned above. The
infamous study with the dog and the bell.
Burhuss F. Skinner: did except consciousness and mental state and could be
studied by scientific psychology once identified with bodily states or behaviours
radical behaviourism. He moved on from reflexes and previously studied
subjects, moved on to operant conditioning
- Respondents: reflex reactions.
- Operants: emitted responses.
Albert Bandura: explored observational learning, he also called this social
learning. He paired this with reinforcements and punishments.
Also self-regulation = a child controls their own behaviour through:
1. Self-observation: monitors own behaviour.
2. Judgement: child compares what they have done to standard.
3. Self-response: child rewards or punishes themselves on basis of
evaluation.
Over long term establishes self-esteem.
Self-efficacy = persons belief in their ability to succeed in specific tasks.
Views humans as self-organising and self-regulating rather than solely on
external or environmental influences.
Logical positivism = scientific research requires the design of experiments
with dependent and independent variables which are defined explicitly in terms
of operations of measurements and manipulations.
1.3: cognitive developmental psychology
Attributes importance to both exogenous and endogenous factors, considered
as sources of information and the processing of that information.
Assumed brain is like computer, result: information processing model = senses
are input devices, long-term memory is a storage device, short-term memory is
like random-access working memory.
3
Chapter 1: theoretical perspectives in developmental psychology...............................1
1.1: genetic psychology..............................................................................................2
1.2: behaviourism.......................................................................................................3
1.3: cognitive developmental psychology..................................................................3
1.4: constructivism.....................................................................................................4
1.5: cultural perspective.............................................................................................5
Chapter 2: evolution and human development.............................................................7
2.1: what is evolution?................................................................................................7
2.2: evolution of human beings..................................................................................7
2.3: theories of human evolution in psychology.........................................................7
Chapter 3: prenatal development, birth, and the newborn (conception – 6 weeks).....8
3.1: prenatal development of body and brain............................................................8
3.2: cultural pathways through conception, pregnancy, and childbirth.....................8
3.3: infant dependence: what the newborn cannot do...............................................9
3.4: neonatal capabilities: what the newborn can do.................................................9
Chapter 4: infancy—a practical understanding of the world (6 weeks – 12 months). .10
4.1: the infants practical understanding...................................................................10
Chapter 6: toddlerhood—a world of irresistible invitations (1 year – 30 months).......11
6.1: world of toddlerhood: irresistible invitations.....................................................11
6.2: cultural pathways through toddlerhood............................................................11
6.3: understanding other people: intentions in actions and family customs............12
Chapter 7: toddlerhood—towards psychological differentiation (1 year – 30 months)
.....................................................................................................................................13
7.1: the toddlers talk................................................................................................13
7.2: how language changes the world of the toddler...............................................15
7.3: understanding material representations...........................................................16
7.4: the transition at 3 years: psychological differentiation.....................................16
Chapter 8: early childhood (3 year – 6 years)..............................................................18
8.1: play and work....................................................................................................18
8.2: cultural pathways through early childhood.......................................................19
8.3: captured by appearances..................................................................................20
Chapter 1: theoretical perspectives in
developmental psychology
1
,Developmental psychology has 5 major perspectives:
1. Genetic psychology: 1890-1950
2. Behaviourism: 1930-1950
3. Cognitive developmental psychology: 1957-today
4. Constructivism: 1950-today
5. Cultural psychology: 1980-today
1.1: genetic psychology
Endogenous factors = influences inside the child main focus was on this.
Genetic psychology = study of children’s growth and development.
Granville Stanly Hall: first doctoral degree psychology in US, founded the
APA. In his view: child’s development involves recapitulation = the individual
relives the evolutionary stages of the history of their race.
Halls opinion: not child’s society or culture that defines how they will grow up
but their biological inheritance determinist = believing that psychological
development is completely determined by heredity. Culture was a source of
corruption.
His view on developmental stages:
1. Period of infancy: resembles time of remote animal ancestors.
2. Middle childhood: corresponds to the time where a child will enjoy
hunting, fishing, playing, etc.
3. Adolescence: new birth.
Arnold Gesell: study should be based on empirical facts. However does have
emphasis on maturation in children’s development. Development is essentially
growth a movement through different stages.
Basic characteristics of each developmental stage: products of an evolutionary
process, new qualities acquired and handed down.
Proposed that children’s psychology leads to deeper comprehension of process
of social organisation itself.
Erik Erikson: wanted to create psychoanalysis that included environment.
Viewed developmental stages as: each has own dynamics, but also distinct kind
of crisis = necessary turning point, when development must move one way or
another. Every stage involves culturally defined moratorium (temporary delay)
where person has to master challenges, if not future development can be
challenged.
Cross-sectional design research = comparing children of different ages.
Longitudinal design research = with a large number of participants.
2
, 1.2: behaviourism
This emphasises on the exogenous factors = influences from outside the child.
Development or learning was shaping behaviour (reward/ punishment).
John B. Watson: created behaviourism approach, a purely objective science. In
his opinion should only study what is directly observed no conscious and
mental states.
Conditioning = one of central concepts of behaviourism. Classical
conditioning = reflex responses are changed when one environmental
stimulus comes to signal occurrence of second stimulus.
Ivan Pavlov: conditioned reflex = kind of learning as mentioned above. The
infamous study with the dog and the bell.
Burhuss F. Skinner: did except consciousness and mental state and could be
studied by scientific psychology once identified with bodily states or behaviours
radical behaviourism. He moved on from reflexes and previously studied
subjects, moved on to operant conditioning
- Respondents: reflex reactions.
- Operants: emitted responses.
Albert Bandura: explored observational learning, he also called this social
learning. He paired this with reinforcements and punishments.
Also self-regulation = a child controls their own behaviour through:
1. Self-observation: monitors own behaviour.
2. Judgement: child compares what they have done to standard.
3. Self-response: child rewards or punishes themselves on basis of
evaluation.
Over long term establishes self-esteem.
Self-efficacy = persons belief in their ability to succeed in specific tasks.
Views humans as self-organising and self-regulating rather than solely on
external or environmental influences.
Logical positivism = scientific research requires the design of experiments
with dependent and independent variables which are defined explicitly in terms
of operations of measurements and manipulations.
1.3: cognitive developmental psychology
Attributes importance to both exogenous and endogenous factors, considered
as sources of information and the processing of that information.
Assumed brain is like computer, result: information processing model = senses
are input devices, long-term memory is a storage device, short-term memory is
like random-access working memory.
3
