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Guide on How to Write University Essays, Courseworks, Assignments and Dissertations

Developmental and Child Psychology

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Imagine a child of one and half years of age playing with his toys, this child would not interact with other children except may be scream if one of the child takes his toy. At this age the child does not have the capacity to take into consideration others point of view, but as he grows up to be six or seven, he will engage in group play and understand different people’s perspective and progressively as he enters into his teens he would feel the need to develop positive human relation-ships (Hetherington et al, 2006). The intriguing question is what accounts for this progressive and steady evolution of the child’s ability to perceive and describe complex relationships and learn new things efficiently? The quest for its answer and research into the area has lead to the inception of the field of developmental psychology (Papers4you.com, 2006).

 

Developmental psychology is the scientific study of progressive psychological changes that transpire in human beings as they age (Margaret & Butterworth, 2002). Child development is its rapidly emerging sub-field of study, which seeks to account for the gradual evolution of the Childs’s cognitive, social and other capacities, first by describing changes in the child’s observed behaviours and then by uncovering the process and strategies that underlie these changes (Hetherington et al, 2006, p4). Although field has seen rapid developments recently, it’s relatively young with the first theories coming up just a century ago.

 

Proposing one of the first theories on the children’s emotional development was none other than the legendary Charles Darwin, who based most of his work on his son’s earliest emotional expressions. Alfred Binet was another individual who pioneered in the filed by studying children’s learning and methods of assessing intelligence (Hetherington et al, 2006). Moreover, the field of cognition i.e. the way the human mind acquires, remembers and learns to use knowledge forms an integral part of the field and has a wide range of implications. From devising teaching methods in schools to big organisations employing it to create a learning environment for its employees the field has had a far reaching effect.

 

The nature of the subject is such that it has seen a flurry of theories, one contradicting the other, especially in the area of Cognitive development (Papers4you.com, 2006). There have been several different approaches to cognitive development like Jean Piaget’s theory, which emphasizes developmental changes in the organisation or structure of children’s thinking process or the Lev Vygotsky’s socio-cultural theory of cognitive development, which attributes the advancement in the child’s thinking and learning to his/her interaction with the social world (Hetherington et al, 2006).

 

The field has limitless implications especially in improving children’s functioning and opportunities for development in important areas of their lives, especially in relationships with their family, friends, peers and personal development. There is no doubt that child psychology is a field on the move.

 

 

References

Hetherington, E. et al. (2006). ‘Child Psychology: A contemporary viewpoint’. 6th ed. McGraw-Hill, London.

 

Margaret, H & Butterworth, G. (2002). ‘Developmental Psychology: Student’s handbook’. Psychology Press, Hove.

 

Papers For You (2006) "P/PS/67. Disclosure of sexual abuse in children", Available from http://www.coursework4you.co.uk/sprtpsy5.htm [20/06/2006]

 

Papers For You (2006) "S/PS/50. This essay critically discusses the assertion that the principles of transactional models of development help us to understand the causes of disturbing behaviour in young children", Available from http://www.coursework4you.co.uk/sprtpsy5.htm [19/06/2006]

S/PS/76. Temperament in Context: Infant temperament moderates the relationship between perceived neighbourhood quality and behaviour problems

S/PS/72. Using Examples from Individual and Lifespan Psychology describe the range of explanations provided by psychology for the differences found amongst people

S/PS/65. Cognitive development in children

S/PS/63. Children Obesity

C/PS/24. Autism Ï the Role of Developmental Psychology in Understanding and Supporting the Development of ChildrenĖs Cognitive and Social Abilities

P/PS/117. Attention-deficit hyperactivity disorder in children

S/PS/61. Describe and discuss VygotskyĖs theory of cognitive development in children

P/PS/106. Impacts of childhood experiences on our adult lives

P/PS/105. How does altruism evolve? Critical review of group selection theory

S/PS/57. Acquisition of verb inflections in the past tense in children

P/PS/82. Use of play in autistic children’s development

P/PS/67. Disclosure of sexual abuse in children

C/PS/18. Criticism of Piagets theory of cognitive development

C/PS/17. Evolutionary explanations of why we look after children.

S/PS/47. Compare and contrast two major approaches in cognitive development

S/PS/43. An Evaluation of Child Observational Methods

S/PS/34. What is the 'strange situation' and what can it tell us about early close relationships?

S/PS/32. Can Gilligan's claim that women have a distinctive moral voice be justified?

C/PS/14. The importance of exercise in modern lives through a psychological aspect

S/PS/31. Development of Numerical Estimation: A Critique of Siegler and Booth

P/PS/37. Cognitive development between the ages 4 and 8: logical reasoning

P/PS/36. Investigating child directed speech: ethical issues

P/PS/34. Universal stages in cognitive development

P/PS/24. Discuss the impact of Darwin's work on natural selection for the development of psychology as a science.

S/PS/95. How do we remember 'what is where' and 'where is what'?

S/PS/94. A review on the factors that may hinder a legitimate transition to adulthood, for adolescents that experience differing forms of social exclusion

C/PS/38. PSYCHOLOGY EDUCATIONALIST PERSPECTIVE IN FOCUS

S/PS/82. Piaget's Theories and Cognitive Development

C/PS/33. Critical Review of Baron-Cohen's (2002) Extreme Male Brain Theory of Autism

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