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Class notes PSY210

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Lecture notes of 14 pages for the course PSY100 at U of T (Lecture 1-3 notes.)

Voorbeeld 2 van de 14  pagina's

  • 17 oktober 2024
  • 14
  • 2024/2025
  • College aantekeningen
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  • Lectures 1-3
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‭Lecture 1‬

‭ hy study child development‬
W
‭Developmental psychology is the study of how individuals change and grow.‬
‭Examines physical, cognitive, social, emotional, and moral changes over the course of a person's‬
‭life.‬
‭Physical development, such as motor and sensory development‬
‭Cognitive development, including how mental processes unfold, how children learn and‬
‭think, and language acquisition‬
‭Social and emotional development includes how children develop a sense of self and‬
‭identity, how they learn to recognize and manage emotions, and how they build relationships‬
‭with others.‬

‭ hat is developmental psychology?‬
W
‭The study of growth and change from the beginning of life to the end of life‬
‭Includes the entire lifespan, from infancy to old age and death‬

‭ he early years, especially the first five, are critical for laying the foundation for future‬
T
‭development.‬

‭ esearch methods:‬
R
‭Researchers use a variety of methods to study child development, including longitudinal studies‬
‭that follow individuals over an extended period of time.‬

‭ hese studies help researchers understand how development unfolds and the factors that‬
T
‭influence it, such as the role of genetics and environment.‬

‭-‬ ‭The Dunedin Study‬

‭The Dunedin Multidisciplinary Health and Development Study:‬

‭ egan in 1972 in Dunedin, New Zealand‬
B
‭Follows a cohort of approximately 1,000 individuals from birth to the present day‬
‭Collects comprehensive data on health, behavior, and development‬
‭Examined the role of genetics and environment in shaping development‬
‭Followed participants from infancy to middle adulthood‬
‭Collected data on the participants' medical history, personality, genes, criminal convictions,‬
‭relationships, successes, and failures.‬
‭Provided insights into the factors that influence health and well-being over the lifespan‬
‭Identified when different mental health disorders tend to emerge (e.g., depression in‬
‭adolescence/early adulthood, personality disorders later in life)‬
‭Showed the negative impact of adverse early life experiences on mental health in adulthood‬
‭Identified protective factors that can mitigate the effects of adverse early experiences‬

‭Key Insights From Longitudinal Research‬

, ‭ actors that shape personality, health, wealth, and happiness over the lifespan‬
F
‭The interplay between genetics, environment, and early life experiences in determining‬
‭developmental trajectories‬
‭Importance of protective factors in mitigating the effects of adverse early experiences‬
‭Advancing our understanding of human development‬
‭Informing approaches to supporting healthy development and well-being‬

‭Key takeaways from the Dunedin study:‬
‭1.‬ ‭Comprehensive data collection‬
‭The Dunedin Study has collected an unprecedented amount of detailed information on its‬
‭participants, covering a wide range of factors that influence human development.‬
‭This comprehensive dataset provides a unique opportunity to explore the complex interactions‬
‭between various aspects of human life, from genetics to life experiences.‬

‭ .‬ ‭Longitudinal approach‬
2
‭The Dunedin Study's longitudinal design, following participants from birth to adulthood, allows‬
‭researchers to observe the long-term trajectories of human development.‬
‭This approach enables a deeper understanding of how early life experiences and environmental‬
‭factors shape an individual's life path over time.‬

‭3.‬ ‭Insights into nature vs nurture‬
‭ tudying a large and diverse group of individuals, the researchers hope to gain a more‬
S
‭comprehensive understanding of the factors that contribute to both positive and negative life‬
‭outcomes.‬

‭4.‬ ‭Challenges and limitations‬
‭ onducting a longitudinal study of this scale and duration is an immense undertaking, requiring‬
C
‭significant resources, organization, and funding.‬
‭While the Dunedin Study provides invaluable insights, the findings may be limited to the‬
‭specific population and context of the study, and may not be fully generalizable to other settings.‬


-‭ ‬ ‭Why study child development‬
‭1.‬ ‭Improving parenting and caregiving approaches‬
‭Understanding child development can inform better parenting, teaching, and childcare‬
‭practices.‬
‭For example, attachment theory emphasizes the importance of responsive and nurturing care,‬
‭which has been linked to better social-emotional and cognitive outcomes in children.‬
‭Cognitive development research has also led to more effective educational approaches tailored‬
‭to children's developmental needs.‬

‭ .‬ ‭Informing social policy‬
2
‭Child development research can drive meaningful changes in social policies to promote better‬
‭outcomes for children and families.‬

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