Developmental Pillar Overview and Themes

We will examine learning as a behavioral response that can occur in several different ways. For example, sometimes we learn a new behavior by associating it with a natural, instinctual behavior. Other times we learn through observing others’ behavior. We will examine how both humans and animals learn, and how learning is studied neuroscientifically.

Then we turn our focus to human development. Luckily for us, we have some personal experience in this area! We will delve into infancy and childhood, adolescence, and adulthood. Many students find the psychosocial and moral development theories to be particularly interesting.

While reading the content in these chapters, try to find examples of material that can fit with the themes of the course.

To get us started:

• Psychological science relies on empirical evidence and adapts as new data develop.
  • Jean Piaget said babies develop object permanence around 8 months old, but we now know (based on empirical evidence) that it develops between 4 and 7 months old. This is an example of how new evidence can inform current theory and practice. It does not mean that we devalue or throw out the valuable contribution of Piaget to the field of child development – instead we build upon the foundation that was started with his theories.
• Psychology explains general principles that govern behavior while recognizing individual differences.
  • Children begin to walk around 12 months old, on average, but the range is from 6 to 18 months – a child who begins to walk at 18 months is not “delayed” any more than a child who walks at 6 months is “advanced.”
• Psychological, biological, social, and cultural factors influence behavior and mental processes.
  • Nature vs. nurture is no longer a debate: nature AND nurture are major factors in development.
  • “Fussy babies” – caregivers try to help and are unable to calm. This relationship develops differently for different caregiver-child pairs, depending on caregiver’s prior experiences, feelings of competence, personality, and coping skills.